Contemporary Foreign Languages Studies ›› 2015, Vol. 15 ›› Issue (02): 50-55.doi: 10.3969/j.issn.1674-8921.2015.02.010
• Articles • Previous Articles Next Articles
XIE Ke, WU Xu
Online:
2015-02-28
Published:
2020-07-25
CLC Number:
XIE Ke, WU Xu. The PBL Teaching Model of Aalborg University in Denmark and Its Implications for MTI Education[J]. Contemporary Foreign Languages Studies, 2015, 15(02): 50-55.
Kolmos, A., M. Dahms & X. Du. 2010. Problem-based learning [A]. In UNESCO. Engineering: Issues, Challenges and Opportunities for Development, UNESCO Report[R ]. United Nations Educational Science and Cultural Organization. 338. Kjersdam, F. & S. Enemark. 1994. The Aalborg experiment: Project innovation in university education [EB/OL]. Aalborg: Aalborg University Press. [2010-01-18]. http://adm.aau.dk/fak-tekn/aalborg/engelsk/index.html. Kolmos, A., F. K. Fink & L. Krogh. 2004. The Aalborg model: Problem-based and project-based learning [A]. In A. Kolmos, F. K. Fink & L. Krogh (eds.). The Aalborg PBL Model—Progress, Diversity and Challenges [C]. Aalborg : Aalborg University Press. 14. Kolmos, A., F. K. Fink & L. Krogh. 2006.The Aalborg PBL Model [M]. Aalborg: Aalborg University Press. 崔军.2013.国际高等工程教育课程改革案例研究——丹麦奥尔堡大学基于问题的学习模式[J].远程教育杂志(4):100-105. 丁大刚、李照国、刘霁.2012.MTI教学:基于对职业译者市场调研的实证研究[J].上海翻译(3):41-44. 顾建民、王沛民.1999.以问题为中心的教学创新模式[J].外国教育研究(3):37-40. 郭晓勇等.2012.2012中国语言服务业发展报告[R].北京:中国翻译协会/中国翻译行业发展战略研究院. 苗菊、王少爽.2010.翻译行业的职业趋向对翻译硕士专业(MTI)教育的启示[J].外语与外语教学(3):63-67. 穆雷.2004.翻译教学:翻译学建设的重要组成部分[J].中国翻译(2):59-63. 穆雷、王巍巍.2011.翻译硕士专业学位教育的特色培养模式[J].中国翻译(2):29-32. 年智英、杜翔云.2011.奥尔堡PBL模式下的课程与教学实践[J].比较教育研究(11):86-90. 滕梅、张馨元.2013.翻译行业产业化和职业化背景下的翻译硕士(MTI)专业课程设置[J].山东外语教学(4):96-101. 王传英.2010.本地化行业发展与MTI课程体系创新[J].外语教学(4):110-13. 王建国、彭云.2012.MTI教育的问题与解决建议[J].外语界(4):44-51. 王志伟.2012.美国应用型翻译人才培养及其对我国MTI教育的启示[J].外语界(4):52-60. 文军、穆雷.2009.翻译硕士(MTI)课程设置研究[J].外语教学(4):92-95. 武光军.2006.翻译课程设计的理论体系与范式[J].中国翻译(5):14-19. 杨英姿.2010.翻译硕士专业学位教育与翻译职业资格证书接轨[EB/OL].[2010-08-12].http://www.tac-online.org.cn/ch/tran/2010-08/12/content_3657318.htm. 仲伟合.2007.翻译硕士专业学位(MTI)及其对中国外语教学的挑战[J].中国外语(4):4-7/12. |
[1] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 35-41. |
[2] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 72-81. |
[3] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 82-91. |
[4] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 92-96. |
[5] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 97-102. |
[6] | XU Ying, BI Yu, ZHANG Yaqing. A Review of Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 104-108. |
[7] | GUO Hongjie, ZHANG Daqiu, DING Dong. An Integrated and Innovative Talents-fostering Model with Practices for FLL Discipline at Chinese Financial Universities in the New Liberal Arts [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 35-44. |
[8] | PAN Haiying, LIU Shuling. Innovation and Development of College Foreign Languages Teaching in the Construction of New Liberal Arts [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 45-52. |
[9] | MA Bingjun, CHANG Hui. Research on L2 Chinese Syntactic Processing: Theories and Empirical Studies [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 61-70. |
[10] | TAO Jifen. POA-based Reading and Speaking Approach to Oral English Teaching [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 96-103. |
[11] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 106-110. |
[12] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 84-95. |
[13] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 96-105. |
[14] | Lihe HUANG. Foreign Language Teaching and Research in the Post- pandemic Era: A Multimodal Paradigm [J]. Contemporary Foreign Languages Studies, 2021, 451(1): 75-85. |
[15] | Yongyan ZHENG. Multilingual Research in a Post-COVID Era: Reflection and Prospection [J]. Contemporary Foreign Languages Studies, 2021, 451(1): 64-74. |
Viewed | ||||||
Full text |
|
|||||
Abstract |
|
|||||