Frontiers in Educational Research, 2024, 7(4); doi: 10.25236/FER.2024.070422.
Guoshu Ouyang
School of Jewelery, West Yunnan University of Applied Sciences, Tengchong, 679100, China
This study focuses on the teacher-student interaction in English translation teaching in Yunnan colleges and universities from the perspective of constructivist theory. The aim is to explore how to use constructivist theory to guide teaching practice, promote positive interaction and effective communication between teachers and students in universities. Through reviewing relevant literature and analyzing empirical research, this study found that in English translation teaching based on constructivist theory, teachers should play the role of guides and facilitators. By creating a cooperative learning environment, stimulating students' learning interest and motivation, teachers can guide students to actively participate in the translation process. At the same time, students also play the roles of creators and constructors of knowledge. Under the guidance of teachers, they improve their translation and cross-cultural communication abilities through interactive cooperation, thinking collision, and experience exchange. This study has certain theoretical and practical significance for optimizing the teaching mode of English translation in Yunnan universities and improving teaching effectiveness.
constructivist theory, college English translation teaching, teacher-student interaction, collaborative learning, cross cultural communication skills
Guoshu Ouyang. Study on the Interaction between Teachers and Students in English Translation Teaching in Yunnan Colleges and Universities from the Perspective of Constructivist Theory. Frontiers in Educational Research (2024) Vol. 7, Issue 4: 132-137. https://doi.org/10.25236/FER.2024.070422.
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