Abstract
Deep learning is a set of learning concepts involving comprehensive participation and development of teachers and students in cognition, emotion, and skills. It aims to develop learners’ higher-order thinking, thereby enabling them to acquire key competencies. College English translation courses emphasize practice, and students’ acquisition of translation competence requires teachers to construct a deep learning model for translation courses. However, current college English translation teaching faces urgent issues such as unitary goal setting, insufficient alignment of teaching content with industry development, and outdated teaching models. Combined with the requirements of educational digitalization for college English translation courses, this study, based on expounding the connotation of deep learning theory, proposes reforms from aspects such as high-order curriculum goals, “three alignments” in teaching process, “three coverages” in content, and a three-stage linked teaching model: pre-class, in-class, and post-class, aiming to improve the teaching quality of college English translation courses.
References
Beattie, V., & Collins, B. (1997). Deep and surface learning: A sample or simplistic dichotomy. Accounting Education, 6, 1-12.
Chen, X., & Dong, Y. (2020). A study on strategies for promoting college students' deep English learning. Journal of Yichun University, 42(5), 111-118.
Duan, J., & Shengquan, Y. (2013). Research on e-Learning deep learning from the perspective of learning sciences. Journal of Distance Education, 4, 43-51.
Gu, X., Du, H., Peng, H., et al. (2021). Theoretical framework, practical path, development context and future vision of smart education. Journal of East China Normal University (Educational Sciences Edition), 8, 20-32.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46(1), 4-11.
Yang, Z., Wang, J., & Wang, M. (2022). Digital transformation promoting innovative development of foreign language teaching. Technology Enhanced Foreign Language Education, 5, 3-5, 105.
Yu, W. (2017). Classroom teaching oriented by key competencies. Shanghai Education Press.
Zhu, Z., Luo, H., Wang, C., et al. (2022). Digital transformation and integrative innovation in foreign language education. Technology Enhanced Foreign Language Education, 4, 7-17, 110.
How to cite this paper
Research on Teaching Reform of College English Translation Course Based on Deep Learning Concept
How to cite this paper: Bin Hu, Li Shi. (2025). Research on Teaching Reform of College English Translation Course Based on Deep Learning Concept. Translation and Foreign Language Learning, 1(1), 156-161.
DOI: http://dx.doi.org/10.26855/tfll.2025.08.025