<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EDTR</journal-id><journal-title-group><journal-title>Educational Theory Observation</journal-title></journal-title-group><issn>2995-5017</issn><eissn>2995-5025</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EDTR.2025060026</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>生成式人工智能时代建构主义观照下的人机协同汉英翻译教学研究</title><url>https://artdesignp.com/journal/EDTR/3/6/10.61369/EDTR.2025060026</url><author>刘倩</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>6</issue><history><date date-type="pub"><published-time>2025-06-20</published-time></date></history><abstract>随着生成式人工智能（Generative Artificial Intelligence, GenAI）的快速发展，传统翻译教育模式在语言结构差异、文化表达障碍及人机协作等方面遭遇新的教学困境。本研究以&amp;ldquo;翻译教学中的语言问题&amp;rdquo;为切入点，基于认知建构主义、社会建构主义，系统考察GenAI技术支持下的汉英翻译教学新模式：通过学习者自身、同伴、教师与技术工具的四维互动，并有效运用生成式人工智能、机器翻译译后编辑等技术，实现真实有效的汉英翻译学习。研究为智能化时代的翻译教育改革提供了理论框架与实践范式，对建构人机协同的新型翻译教学模式具有启示意义。</abstract><keywords>生成式人工智能,认知建构主义,社会建构主义,汉英翻译教学,人机协同</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 连淑能. 英汉对比研究( 增订本)[M].高等教育出版社,2020.[2] 王慧莉, 吴赟. 翻译课程思政教学之&amp;ldquo;循环三步曲&amp;rdquo;[J].当代外语研究,2025(2).[3] Liu, Q., Abdullah, T. &amp;amp; Kang, M. S. (2023). An Integrated Model of Autonomous Learning in Chinese-English Translation Learning: A Conceptual Paper. LSP International Journal, 10(1), 135&amp;ndash;144.[4] 秦洪武, 鲁艳芳. 大语言模型与外语教育: 基于语言能力的应用研探[J].外语界,2024(06).[5] 李炜炜.人工智能赋能外语教育改革: 理念创新与行动逻辑[J].中国高等教育.2023(09)[6] 张震宇, 洪化清.ChatGPT支持的外语教学:赋能、问题与策略[J].外语界,2023(02).[7]马会娟. 汉译英翻译能力研究[M].北京师范大学出版集团,2013.[8] Liu, Q. , Abdullah, T. , &amp;amp; Kang, M. S. (2022). English Majors&amp;rsquo; Perceptions of Chinese-EnglishTranslation Learning and Translation Competence. Arab World English Journal, 13 (4).[9] Kiraly, D. C. A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice[M]. Routledge, 2000.[10] Harlow, S., Cummings, R. &amp;amp; Aberasturi, S. Karl Popper and Jean Piaget: A Rationale for Constructivism[J]. The Educational Forum, 2007, 71(1).[11] Bruning, R. H., Schraw, G. J. &amp;amp; Norby, M. M. Cognitive Psychology and Instruction[M]. Prentice Hall, 2011.[12] Piaget, J. The Origins of Intelligence in Children[M]. New York: International Universities Press, 1952.[13] Piaget, J. The Psychology of Intelligence[M]. Routledge, 2005.[14] Pakpahan, F. H. &amp;amp; Saragih, M. Theory Of Cognitive Development By Jean Piaget[J]. Journal of Applied Linguistics, 2022, 2(2).[15] 章伟民. 建构主义及其教学设计原则[J]. 外语电化教学,2020(6)．[16] Vygotsky, L. Mind in Society: The Development of Higher Psychological[17] Raya, M. J. &amp;amp; Lamb, T. Pedagogy for Autonomy in Language Education[M]. Dublin: Authentik, 2008.[18] 陶友兰, 刘敬国. 以提高译者能力为中心的翻译硕士笔译教学综合模式新探原则[J].外语教学理论与实践,2015(4)．[19] 申连云. 中国翻译教学中译者主体的缺失[J].四川外语学院学报,2006,22(1).[20] 李运兴. 汉英翻译教程[M].新华出版社,2006.[21] Cronin, M. Deschooling Translation: Beginning of Century Reflections on Teaching Translation and Interpreting. In M. Tennent (Eds.). Training for the New Millennium[C].Amsterdam: John Benjamins Publishing Company, 2005.[22] Blidi, S. (2017). Collaborative Learner Autonomy: A Mode of Learner Autonomy Development. Springer.[23] Moon, J. A. Reflection in Learning and Professional Development[M]. Kogan Page, 1999.[24] Baker, M. In Other Words: A Coursebook on Translation (3rd ed.). Routledge, 2018.[25] O&amp;rsquo;Brien, S. How to deal with errors in machine translation: Post-editing. In Dorothy Kenny (ed.), Machine translation for everyone: Empowering users in the age of artificial intelligence[C]. Language Science Press, 2022.[26] 李梅. 机器翻译译后编辑过程中原文对译员影响研究[J].外语教学,2021,42(4).[27]冯全功, 刘明. 译后编辑能力三维模型构建[J].外语界,2018(3).[28] Harto, S. et al. Exploring undergraduate students&amp;rsquo; experiences in dealing with post-editing of machine translation[J]. INDONESIAN JOURNAL OF APPLIED LINGUISTICS.2022, 11 (3).[29] 王湘玲, 王婷婷. 人工翻译与机器翻译译后编辑对比实证研究[J].外国语言与文化,2019,3(4).</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
