Problem-Based Learning (PBL), a student-centered pedagogical approach, has garnered significant attention in educational research for its potential to enhance student engagement, critical thinking and practical problem-solving skills. This study investigates the application of PBL in forestry translation classrooms. In the context of globalization, translation plays an increasingly significant role in the field of forestry. However, the specialized terminology and technical nature of forestry texts often pose great challenges to translators. Traditional teaching methods often fall short in adequately addressing these challenges. Therefore, this research aims to explore the effectiveness of applying PBL mode to forestry translation curricula, trying to improve students' comprehensive ability in handling practical forestry translation tasks and enhancing the quality and effectiveness of specialized translation education. To achieve this aim, a mixed-methods research design was employed, combining quantitative surveys and qualitative interviews with students and educators involved in forestry translation courses. Data collection focused on classroom observation, student feedback and surveys and performance assessments. The findings indicate that PBL fosters a more interactive and student-centered learning environment, encouraging deeper engagement with translation tasks and collaborative problem-solving. The results underscore that PBL not only significantly enhances students’ translation accuracy, terminology management, and subject matter understanding, but also cultivates essential skills such as teamwork, research competence, and adaptability—qualities indispensable for professional translators in the forestry sector. However, challenges such as extensive preparatory work for educators and the need for ongoing support for students were also noted. Despite these challenges, the overall results suggest that PBL holds considerable promise for enhancing the effectiveness of forestry translation teaching. Future research should explore the long-term impacts of PBL and the broader applicability of PBL in other translation fields, contributing to innovative translation pedagogy and the development of skilled translators in forestry translation.

Cailing Xiang. Research on Applying Problem-Based Learning (PBL) Teaching Mode to Forestry Translation Classrooms. International Journal of New Developments in Education (2024), Vol. 6, Issue 9: 17-23. https://doi.org/10.25236/IJNDE.2024.060903.

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