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Design Based Research on the Blended Teaching of Interpretation

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DOI: 10.23977/curtm.2022.050206 | Downloads: 6 | Views: 132


Hao li 1


1 Changsha Normal University, Changsha, 410000, China

Corresponding Author

Hao li


The rapid development of the information age has produced a series of new ideas, new methods, new technologies and new means. Their emergence has pushed the educational reform to a new level. Interpretation course is an important language practice course. Based on this characteristic and based on constructivism theory, this paper analyzes the auxiliary role of network in interpretation teaching. In order to meet the needs of modern education to cultivate compound talents, educators are also trying to find new teaching methods to adapt to modern learning condition, which requires the adoption of Design Based Research. Design teaching activities based on the constituent elements of interpretation literacy and their corresponding interpretation skills, select the appropriate organization form according to the characteristics of each teaching activity, and construct an integrated interpretation blended teaching model. The blended learning activity mode enriches the ways for learners to acquire knowledge, strengthens the emotional communication and interaction between teachers and students, enhances learners sense of teamwork, is conducive to the exertion of learners’ subjective initiative, especially promotes learners’ in-depth learning, and can not only improve learners’ analysis ability, but also improve learners’ evaluation ability and creative ability.


Design based research, Oral interpretation, Blended teaching


Hao li, Design Based Research on the Blended Teaching of Interpretation. Curriculum and Teaching Methodology (2022) Vol. 5: 33-38. DOI:


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