本站原创摘要5-6
Abstract6-7
Contents7-9
Chapter I Introduction9-15
1.1 The Four Authoritative Interpretation Tests9-10
1.2 The Evaluation in Interpretation Teaching of Undergraduates10-15
1.2.1 The Development of Interpretation Training10-14
1.2.1.1 A Brief History of Interpretation Training10-12
1.2.1.2. The Status Quo of Interpretation Training12-14
1.2.2 The Lagging Development of Interpreting Teaching Evaluation14-15
Chapter II The Study History of Interpreting Quapty Evaluation15-26
2.1 The Definition of Quapty Evaluation in Interpretation15-16
2.2 The Study in the West16-18
2.3 The Study in China18-19
2.4 The Significance of This Study19-26
2.4.1 Some Related Terms19-21
2.4.2 About the Four Influential Interpreting Tests21
2.4.3 About the Prevaipng Quapty Evaluation Criteria21-23
2.4.4 Tentative Suggestion of the Apppcation of Assesent for Learning23-26
2.4.4.1 Deifnition and Purpose of Evaluation and Assesent23
2.4.4.2 Classification of Assesent23-25
2.4.4.3 Assesent and Learning25-26
Chapter III Assesent for Learning26-32
3.1 The Features and Principles of Assessment for Learning26-31
3.1.1 Key Features26-27
3.1.2. Assesent for Learning and Formative Assesent27-28
3.1.3 Ten Pirnciples of Assesent for Learning28-31
3.2 The Apppcation of Assesent for Learning31-32
Chapter IV The Feasibipty of the Apppcation of Assesent for Learning in Undergraduate Interpreting Course32-51
4.1 The Nature of Interpreting Teaching32-35
4.1.1 Interpreting Teaching for Language Undergraduates VS Language Teaching32-33
4.1.2 Interpreting Teaching for Language Undergraduates VS Professional Interpreting Training33-35
4.1.3. Nature of Interpreting Teachings for Language Undergraduates35
4.2 Objective of Undergraduate Interpreting Teaching35-39
4.3 The Influential Interpretation Theory in China's Interpreting Teaching39-41
4.4 The Teaching Components41-44
4.5 The Purpose of Interpreting Teaching Evaluation44-45
4.6. Classification and Implementation of Interpreting Teaching Evaluation45-47
4.6.1 Classiifcation of Interpreting Teaching Evaluation45-46
4.6.2 Implementation of Interpreting Teaching Evaluation46-47
4.7 Assesent for Learning to Serve the Affective Domain of Teaching Objectives47-49
4.8 The Suggested Methodology49
4.9 Limitations49-51
Chapter V Conclusion51-53
Reference53-56
Acknowledgements56