兼顧過程與結果的大學筆譯課：專家範例回饋搭配學生反思的運用

Balancing Process and Outcome in an Undergraduate Translation Classroom: Application of Expert-Model Feedback With Student Self-Reflection

本研究以大學部筆譯課程中的教師回饋為主題，利用「專家範例回饋搭配學生反思」策略來增進筆譯能力，並解決「PBL問題回饋法」的兩項問題：否定式回饋造成的心理壓力、面對翻譯問題的困惑。本研究用正面而明確的範例回饋取代否定的評論，以降低心理壓力，提供改進方向。為鼓勵積極參與，要求學生對回饋進行獨立省思，做成反思記錄。最後以問卷、前後測、與反思記錄來檢驗實施成效。研究結果顯示，本策略可解決PBL回饋法的兩項問題，引發學生對於翻譯輸入、轉換、與輸出的理解與注意力，進而提升筆譯能力。此外，彙整學生的反思記錄，可形成有意義、有系統的師生合作教材，亦可加深學習印象。

This study examines teacher feedback in an undergraduate translation course, employing“expert-model feedback with student self-reflection”to enhance translation competence and address two issues in the“problem-posing feedback”of problem-based learning (PBL) instruction: psychological pressure from negative feedback and confusion over solving translation problems. The proposed strategy replaces negative comments with positive examples to reduce pressure and uses clear demonstrations to inspire translation thinking. Students actively engage in reflecting on feedback and generating self-reflective notes. The effectiveness is evaluated through questionnaires, pretests and posttests, and self-reflective notes. The results show that this approach can address the two issues of PBL feedback and stimulate students’comprehension and attention to translation input, transfer, and output, thereby improving translation competence. Additionally, the self-reflective notes can be compiled into a teaching material that embodies meaningful teacher-student collaboration and enhances learning impressions.