LAUSR

The development of technology has revolutionized the teaching methods. Multimedia‐assisted education has gained extensive recognition since the 20th century. However, due to limited research on the subject, multimedia‐assisted education faces three major challenges. With respect to the teaching content, teachers and students regard the computer and the Internet as simple tools for searching for information and facilitating the translation of the available out‐of‐date source text in most universities; in terms of teaching methods, teachers use PowerPoint to present teaching content similar to using the traditional blackboard; as regards teaching evaluation, teachers are only evaluators. This kind of a traditional teaching system follows the “teacher‐centered” model, which is obviously inefficient in the cultivation of students’ comprehensive translation ability. Thus, a study on the corresponding solutions is meaningful and crucial for enhancing the quality of translation teaching. We provide the following suggestions. Teaching content should be time‐bound. Teachers need to search for up‐to‐date materials on the Internet for students to practice translating; the teaching method should be guided by a “process‐centered” concept, which means that students make presentations about making a comparative analysis of their translations and reference translations that are clips of videos of conferences or are recorded by the students themselves in translation companies. Their presentations need to be recorded to facilitate reflection; students should be evaluators as well as teachers. Evaluation by students is beneficial for cultivating the concepts of translation and independent thinking.