翻譯碩士自2007年成立以來(lái),在我國(guó)已經(jīng)經(jīng)歷了十幾年的發(fā)展。在過(guò)去的十幾年的發(fā)展過(guò)程中,翻譯碩士取得了豐厚的成績(jī),同時(shí)也面臨著諸多的挑戰(zhàn)。尤其是在習(xí)近平總書(shū)記提出“一帶一路”倡議之后,我國(guó)的翻譯事業(yè)已經(jīng)由文化引進(jìn)時(shí)代轉(zhuǎn)變成中國(guó)文化外譯時(shí)代,對(duì)于高級(jí)翻譯人才的需求大大增加,翻譯碩士專(zhuān)業(yè)作為我國(guó)翻譯人才的供給單位在新時(shí)代下要承擔(dān)起新的歷史任務(wù)。本文通過(guò)梳理過(guò)去十幾年翻譯碩士培養(yǎng)相關(guān)研究中專(zhuān)家學(xué)者所取得的豐富成果,以及西方學(xué)術(shù)界對(duì)于翻譯培訓(xùn)所做出的積極努力,發(fā)現(xiàn)并提出國(guó)內(nèi)翻譯碩士培養(yǎng)研究工作中,少有專(zhuān)家注意到市場(chǎng)需求對(duì)于翻譯碩士培養(yǎng)的指導(dǎo)作用。筆者在此基礎(chǔ)上,引入了政治經(jīng)濟(jì)學(xué)理論--供給側(cè)結(jié)構(gòu)改革理論,來(lái)解釋和說(shuō)明翻譯碩士培養(yǎng)單位作為高級(jí)翻譯人才的供給方需要進(jìn)行多方面改革來(lái)適應(yīng)市場(chǎng)需要,即供給側(cè)根據(jù)需求側(cè)的要求進(jìn)行一定程度的調(diào)整與改變。在供給側(cè)結(jié)構(gòu)改革的理論基礎(chǔ)上,筆者設(shè)計(jì)了調(diào)查問(wèn)卷,問(wèn)卷包含46個(gè)問(wèn)題,主要涉及五個(gè)大的方面,分別是譯員的基本信息,工作狀況,進(jìn)修培訓(xùn)情況,譯員對(duì)所接受的大學(xué)教育的滿(mǎn)意度和計(jì)算機(jī)輔助翻譯技術(shù)。問(wèn)卷通過(guò)網(wǎng)絡(luò)進(jìn)行傳播并通過(guò)問(wèn)卷星平臺(tái)進(jìn)行數(shù)據(jù)的回收,此后通過(guò)問(wèn)卷星平臺(tái)上...

【文章頁(yè)數(shù)】：133 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Research Orientation
    1.2 Rationale
    1.3 Research Objectives and Research Questions
    1.4 Structure of the Research
2 Literature Review
    2.1 Previous Studies of MTI Training in Western Countries
    2.2 Previous Studies of MTI Training in China
    2.3 Limitations of Previous Researches
3 Theoretical Framework and Methodology
    3.1 Origin of Supply-side Reform
    3.2 Supply-side Structural Reform in China
    3.3 Application of Supply-side Reform into this Research
    3.4 Research Methodology
4 Statistical Analysis of the Survey
    4.1 Participants
    4.2 Working Situations
    4.3 Further Training
    4.4 University Satisfaction Rate
    4.5 Software Technology
5 Recommendations for MTI Training
    5.1 MTI Curriculum
    5.2Connection with the CATTI
    5.3Cooperation withTranslation Companies
    5.4 Enrollment
6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Study
References
Acknowledgements
Appendix
    Appendix 1 The Questionnaire and the Results



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