APPLICATION OF HYBRID TEACHING
MODE IN TRANSLATION TEACHING FROM
THE PERSPECTIVE OF ECOLOGICAL
CONCEPT TEACHING
Xiaoxiao Zhang*
Midwest University, Wentzville, Missouri, 63385, USA
xiaoxiaozhang@midwest.edu
Reception: 13/03/2023 Acceptance: 03/05/2023 Publication: 23/05/2023
Suggested citation:
Zhang, X. (2023). Application of hybrid teaching mode in translation
teaching from the perspective of ecological concept teaching. 3C TIC.
Cuadernos de desarrollo aplicados a las TIC, 12(2), 261-276. https://doi.org/
10.17993/3ctic.2023.122.261-276
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ABSTRACT
Blended teaching is a model of teaching that combines traditional classroom teaching
with online teaching. The integration of blended teaching is not only the integration of
carrier means but also the breakthrough of teaching mode and the expansion of
teaching time and space. Based on the theory of education ecology, this paper first
analyzes the mixture of college English translation teaching modes and indicates that
the college English translation teaching system from the dimension of the language
training system, cultivation system, and communication dimensions cultural
dimensions of three parts, and communicative dimension culture contains three
platforms, four interaction, five links. Then, the hardware and software of the hybrid
teaching ecosystem are designed to realize translation teaching. In the test to verify
the system performance in this paper, it was found that the overall iteration value of
the system presented a rising trend with the increasing number of tests, and in 6 tests,
the maximum iteration value of the system in this paper was always 3-12 higher than
the maximum iteration value of the teaching system in the traditional protocol data test
group. Therefore, the hybrid teaching ecosystem designed in this paper has obvious
advantages in reliability and practicality.
KEYWORDS
Ecological concept; Hybrid; Teaching mode; Translation Teaching
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INDEX
ABSTRACT
KEYWORDS
1. INTRODUCTION
2. A MIXED TEACHING MODE OF COLLEGE ENGLISH TRANSLATION UNDER THE
GUIDANCE OF ECOLOGICAL TRANSLATION
3. HYBRID TEACHING ECOSYSTEM DESIGN
3.1. System hardware design
3.1.1. Construct the core processing circuit of the hybrid teaching system
3.1.2. Design the teaching system integrated control channel
3.2. System software design
3.2.1. Build a functional structure tree of ecological balance in hybrid
teaching
3.2.2. Establish a remote online teaching database
4. RESULTS AND ANALYSIS
4.1. Test experiment
5. DISCUSSION
6. CONCLUSION
REFERENCES
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1. INTRODUCTION
With the development of science and technology and the arrival of the Internet era
[1-3], modern teaching methods based on new media and Internet technology bring
opportunities for classroom teaching reform [4], which brings great challenges to
traditional translation teaching for English majors in colleges and universities [5-6].
Restricted by the nature of the curriculum [7], traditional translation classes are
often teacher-led and passively accepted by students [8], without getting rid of the
basic characteristics of traditional teaching such as unilateralism, indoctrination, and
compulsion [9-10]. The lack of vividness and interactivity in listening, speaking, and
other courses results in mechanical, dull, boring, and stylized classes. Students lack
enthusiasm for knowledge and subjective initiative in learning, resulting in low
classroom teaching efficiency and an easy-to-produce classroom "ecological
crisis" [11-13].
Hybrid teaching is an organic combination of traditional classroom teaching and
online teaching [14]. The integration in hybrid teaching is not only the integration of
carrier means but also the breakthrough of teaching mode and the expansion of
teaching time and space [15]. According to the characteristics, applicability, and
superiority of the hybrid teaching mode [16-18].
In the past two years, with the continuous development of the Belt and Road
Initiative, translation talents have played an increasingly important role in Sino-foreign
exchanges. However, as a college English course for cultivating compound foreign
language talents, the emphasis on translation teaching is seriously inadequate
[19-21]. Most domestic studies focus on translation teaching for foreign language
majors, but the research results on college English translation teaching are relatively
few [22]. According to the literature [23] and [24], a small number of scholars have put
forward their views on the main problems existing in College English translation
teaching in China, including teaching design, teachers' quality and construction of
teachers, textbook compilation, and evaluation methods of translation ability.
Literature [25]- [26] has proposed a new translation theory called "ecological
translatology", which has attracted widespread attention from scholars at home and
abroad. According to the literature [27], eco-translatology refers to "an ecological
approach to translation studies, Or translation studies from an ecological Perspective."
This theory combines the concepts of ecology and translatology and is
interdisciplinary. It not only has important guiding significance in theoretical
construction and translation practice guidance at the macro level but also provides a
new perspective for college English translation teaching. Literature [28] makes
systematic statistics on the number of translation teaching research papers from the
perspective of "ecological translation" published on CNKI and points out that
ecological translation theory has attracted the attention of college English translation
teaching researchers and teachers. Literature [29] proposed the concept of "ecology
of education" and the concept of "ecological balance of classroom" based on the
ecological research paradigm, expanding the parameters of education research.
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Literature [30] shows that the discipline education field in China begins to introduce
the concept and paradigm of education ecology and re-examine education and
teaching activities from the ecological perspective of system theory and holistic view.
A large number of studies have shown that the current study is mostly given the
situation of translation teaching in the concept of ecological research, but along with
the development of the Internet age, slowly began to combine the traditional approach
to learning and online learning, through the environment, content, tasks, and activities
to make the two complement each other, to each director, to optimize learning, realize
the teaching goal. Therefore, this paper studies the application of mixed teaching
mode in translation teaching from the perspective of ecological teaching.
This paper first analyzes the mixed teaching model of college English translation
under the guidance of ecological translation studies and finds that the teaching
system of college English translation from the perspective of ecological translation
studies is composed of three parts, namely, the cultivation system of language
dimension, the cultivation system of cultural dimension and the cultivation of
communication dimension, which affect each other but are different from each other.
Then, based on this, the hardware and software of the hybrid teaching ecosystem are
designed to realize translation teaching.
2. A MIXED TEACHING MODE OF COLLEGE ENGLISH
TRANSLATION UNDER THE GUIDANCE OF
ECOLOGICAL TRANSLATION
The blended teaching model should be learner-centered in translation teaching,
integrate online and offline teaching, combine teachers' teaching with students'
inquiry, and focus on personalized guidance and deep learning experience in
translation teaching. Therefore, the mixed teaching model should take into account
the three principles of openness, individuality, and interaction. Openness refers to an
open teaching platform, open learning resources, and open interaction and exchange.
Students can access the Internet through computers, mobile phones, tablets, and
other terminals anytime and anywhere without any restrictions, and learning resources
conform to the characteristics of fragmentation [31]. Individuation means that students'
personalized learning needs can quickly and accurately feedback questions
generated in translation teaching to teachers through the SPOC teaching platform or
social software, and teachers can provide one-to-one guidance through various
channels. Interactivity refers to the construction of convenient and low-cost
communication channels between teachers and students and between students in
translation teaching, to promote students to acquire a deep learning experience [32].
The ecological environment of translation includes the language, culture, and
communication of the source language and target language, namely, the linguistic
dimension, cultural dimension, and communicative dimension. The "three-
dimensional" theory here, in which the communicative dimension includes three
platforms, four interactions, and five links, is based on the actual characteristics of
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college English translation teaching, this paper constructs a hybrid teaching model of
college English translation under the guidance of ecological translation, as shown in
Figure 1.
Figure 1. The mixed teaching system of college English translation from the perspective of
ecological translation
As can be seen from Figure 1, the college English translation teaching system from
the perspective of ecological translation studies is composed of three parts: the
language dimension cultivation system, the cultural dimension cultivation system, and
the communicative dimension cultivation system. The three aspects interact with each
other and have different emphases:
1. Train students' translation ability and language expression abilities from the
language dimension
At present, college English teaching mainly targets non-English majors, so their
translation ability needs to be further improved, including the improvement of
translation theories, translation strategies, translation skills, and other aspects of
knowledge [33]. What needs to be noted here is that in classroom teaching, too much
attention should be paid to the study of translation knowledge while ignoring the
operation of translation practice, and the complementary role of translation theoretical
knowledge and translation practice ability should be given full play. Language
expression ability is the language expression ability based on translation activities.
Language expression ability is the foundation. If students do not have certain
language expression abilities, it is difficult to produce high-quality translation works
[34]. Because the language expression ability has been involved in other aspects of
college English teaching, teachers should also pay attention to the balance between
them. Hybrid teaching ecosystem construction.
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2.
Cultivate students' cultural perception and cultural comparison ability from the
cultural dimension
Some scholars believe that translation is not only a conversion activity between two
languages but also a conversion activity of cultural communication and transmission.
Cultural perception ability requires students to consciously improve their sensitivity to
the original text culture; Cultural comparison ability emphasizes the ability to seek
common ground while reserving differences when facing the two cultures of the
original text and the target text, and accurately understand the similarities and
differences between the two cultures in many aspects, such as thinking mode, value
system, customs and language expression [35].
3.
Cultivate students' communicative strategies and communicative environment
awareness from the communicative dimension
Some scholars believe that the ultimate purpose of translation is communication.
Therefore, in the process of college English translation teaching, attention should be
paid to cultivating students' communicative strategies and improving their
communicative skills to ensure that they can conduct efficient cross-language
communication through translation activities [36]. Ecological translation provides a
broader perspective, that is, to let students pay attention to the overall ecological
environment of communication, rather than simply treating translation as a word
processing activity. In translation activities, different translation strategies and
communication strategies should be selected according to the ecological environment
of the activity. The three platforms refer to the SPOC teaching platform, the Internet
actual combat platform, and the experimental software simulation platform; The four
interactions refer to the interaction between teachers and students, the interaction
between students, the interaction between students and the teaching platform, and
the actual platform. The five links refer to teaching preparation, pre-class, in-class,
after-class, evaluation, and reflection [37]. The use of information technology by
teachers and students in the process of "teaching" and "learning" can create a hybrid
teaching ecosystem.
3. HYBRID TEACHING ECOSYSTEM DESIGN
3.1. SYSTEM HARDWARE DESIGN
3.1.1. CONSTRUCT THE CORE PROCESSING CIRCUIT
OF THE HYBRID TEACHING SYSTEM
Before the system hardware design, it is necessary to build the core processing
circuit of the hybrid teaching ecosystem with a certain comprehensiveness. The
ATmega128 chip is selected as the core processor of the processing circuit, and then
the chip is placed in the circuit in series with KRY, LED, and LCD. This arrangement
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has a very important influence on the large-scale information processing of the later
online hybrid teaching ecosystem.
The fixed power supply interface and signal receiving interface connected to the
end frequency of the development board are also open in general, which can be
connected in general and will not affect the related use of the hybrid teaching
ecosystem. In the case of no abnormality, the circuit of the development board is in
the association state by default, and the jumper in the connection bus of the circuit
can be connected with the development board twice, so as to improve the operation
stability of the teaching system. At the front end of the ATmega128 chip, the control
system running circuit is established, and the installation data information download
interface, network communication interface, I/0 inversion interface, and JTAG multi-
frequency control interface are added. These interfaces have a great influence on the
operation control of the teaching system. The data information can be downloaded to
the operation chip and saved by the download interface. Dual engineering
communication of teaching is realized through the USART interface. The I/0 inversion
interface can monitor and control the corresponding application program, and then
transform the program, and finally realize the teaching function of the system. At this
point, the core processing circuit of the hybrid teaching system is completed.
3.1.2. DESIGN THE TEACHING SYSTEM INTEGRATED
CONTROL CHANNEL
Initialize the serial port of the teaching control system, and modify the user
verification program module to set the mode of data frame verification. When the
teaching system sends and receives data, the USART interface will automatically
generate calculation and verification bits and associate them with the data frame port.
The USART interface verification calculation formula is as follows:
(1)
Where, represents the USART interface check value; represents the check
times; represents the check temperature; represents the maximum frequency of
calculated output;
represents the application frequency of calculated output.
Through the above calculation, the specific USART interface check value is obtained.
The information register is used to read the control byte data of the teaching system
and compare it with the byte-fixing standard.
A loop buffer circuit is constructed in the teaching system circuit to form a
controllable data transmission channel. The transmission channel is connected with
the ATmega128 chip to expand the RAM rate outside the transmission channel. It is
worth noting that the expansion of the RAM rate should be within a certain standard
range. Once the RAM rate exceeds the standard, the system will be unable to run,
P
=
n
∑
i=1
1
(a+b)−3
P
i
n
a
b
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affecting the teaching progress and not conducive to the final completion of the design
of an integrated control channel of the teaching system.
3.2. SYSTEM SOFTWARE DESIGN
3.2.1. BUILD A FUNCTIONAL STRUCTURE TREE OF
ECOLOGICAL BALANCE IN HYBRID TEACHING
software of the system is designed. Establish a structure tree that can balance the
internal functions of the teaching system, and use pseudo code to receive relevant
data in the system to avoid data loss. The CommGetChar function calculates the
overclocking value of the received code, that is:
(2)
Where, represents the over frequency value of the receiving code; represents
the receiving stress coefficient; represents the maximum allowable receiving range.
language to associate the overclocking value to add the result to the system. Check
structure tree and establish the function
communication layer, auxiliary computing layer, data access and collation layer, score
query layer, and other functional layers. To find a suitable transfer function, first, build
control interface of the system one by one according to the level, so as to achieve
instructions of mixed teaching, add and save them in the basic level of the functional
structure tree, and finally realize the construction of a balanced functional structure
tree of mixed teaching.
3.2.2. ESTABLISH A REMOTE ONLINE TEACHING
DATABASE
After completing the construction of the balanced functional structure tree of hybrid
teaching, the remote online teaching database is established. A teaching database is
equivalent to a relatively large teaching material warehouse, storing data, information,
W
=
(1
h
−1
)
−3+k
W
h
k
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teaching system, the managed code is compiled and written into the system
mechanism in user mode. When done, use the DirectShow API to run the function for
a custom numerical calculation of the call, that is:
(3)
Where, represents the value called; represents the function applied;
represents the exponential applied. Through the above calculation, the call value is
obtained. Using the actual call value at this time, the iteration ratio of the teaching
system is calculated again, and the specific formula is as follows:
(4)
Where, represents the time-shift ratio of system operation;
represents
operation construction conditions; represents operation times; represents system
operation delay; represents the furthest iteration distance;
represents error
distance. Through calculation, the specific time shift ratio can be obtained. Add the
Filter remote control program in the system, take the Ksproxy Filter platform as the
medium, make the teaching system and Ethernet, Internet connection, and realize the
remote teaching.
4. RESULTS AND ANALYSIS
4.1. TEST EXPERIMENT
Here, with the help of the SPOC teaching platform, online learning of college
students in a city is tested, including attendance, discussion, homework, unit tests, in-
class quizzes, and other data statistics. As of May 2021, the number of Chapter
learning times of students on the SPOC teaching platform has reached 14,772, and
18 learning task points and 2 non-task points have been released. It includes 12
online self-study video tasks and 8 Chapter quizzes.
In order to verify the effectiveness of the hybrid teaching ecosystem designed in
this paper, the statistics of chapter learning times of the SPOC teaching platform
reached 14,772 times, 18 learning task points and 2 non-task points were compared
between the system designed in this paper and the traditional protocol data teaching
system. The traditional protocol data teaching system is set as the traditional protocol
data test group, and the system designed in this paper is set as the hybrid teaching
test group. Select two computers as the devices for this test, and prepare one
computer as the test terminal. Add the initial test parameters to the system, as shown
in Table 1.
D
=
1
r
+ 3 −
g
D
r
g
A=
∫W
V=1 (1
6
−m
)
+
1
(x+y)
−
D
A
w
v
m
x
y
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Table 1. Parameters of initial test data
Add the parameters in Table 1 to the system to complete the initialization of the
test. Select two groups of the same teaching content as the test object, and ensure
that the system is in a stable running state and no external factors affect the test
results after the test.
To ensure the accuracy of the test results, the two groups of systems were tested
simultaneously. Test terminals and test computers are placed in different rooms,
associated with the Internet or Ethernet, to complete the database setting of online
teaching. Open the teaching system and start online teaching after counting the
number of students. After a certain period of teaching, the relevant test information
data is obtained. Then, the sequence communication of online teaching is set up. To
calculate the final value of the system teaching order, the formula is:
(5)
Where, represents the final value of teaching order; represents the time-shift
ratio, and
represents the sequential inertia index. The final value of the actual
teaching order is obtained through calculation. The above sequential end values are
used to calculate the operation iteration values of the hybrid online teaching system,
and the formula is as follows:
(6)
Where, represents the operation iteration value of the teaching system;
represents the sequential final value; represents the absolute execution instruction
factor, and represents the system certification index.
Test results were obtained through the above tests, and the results were compared
and analyzed, as shown in Figure 2.
index parameter system terminal initial server teaching system
certification
running cost factor 450 0.6372 0.73
number of
connection weights 6.173 1.6300 2.63
hidden layer running
value 1.500 21.7450 5.2
F=A+ 3 −c
F
A
c
M=
( 2 + 1)
F
+ 4d−2
u
M
F
d
u
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Figure 2. Numerical comparison analysis diagram of running iteration
According to Figure 2, during the first experiment, the maximum iteration value of
the teaching system in the traditional protocol data test group was 7, while that in the
hybrid teaching test group was 13. In the second experiment, the maximum iteration
value of the teaching system in the traditional protocol data test group was 13, while
that in the hybrid teaching test group was 17. In the third experiment, the maximum
iteration value of the teaching system in the traditional protocol data test group was
17, while that in the hybrid teaching test group was 20. In the fourth experiment, the
maximum iteration value of the teaching system in the traditional protocol data test
group was 17, while that in the hybrid teaching test group was 25. In the fifth
experiment, the maximum iteration value of the teaching system in the traditional
protocol data test group was 16, while that in the hybrid teaching test group was 28. In
the sixth experiment, the maximum iteration value of the teaching system in the
traditional protocol data test group was 28, while that in the hybrid teaching test group
was 31. And the overall iteration value of the two test groups showed a rising trend
with the increasing number of tests. Thus, with the increasing number of experiments,
two iterative numerical test group is also on the rise, but in any one experiment, can
be clear that a maximum iterative numerical always higher than the traditional protocol
data maximum iterative numerical test group teaching system, this paper designed
hybrid teaching ecological system has better performance in terms of reliability and
practicability.
In addition, the system designed in this paper and the traditional protocol data
teaching system are used to analyze the learning data related to college students, and
it is found that there are differences between students in terms of accuracy of the
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translation, interaction between students and teachers in class, and completion of
translation homework, as shown in Table 2.
Table 2. Comparison of classroom situation tests between the two systems
Table 2 shows that in the translation teaching test, the accuracy of the system in
this paper is 28.54% higher than that of the traditional protocol data teaching system.
In terms of the proportion of classroom interaction, this system is 44.52% higher than
the traditional protocol data teaching system. In terms of homework completion ratio,
this system is 26.27% higher than the traditional protocol data teaching system. As
you can see, this article puts forward the ecological concept of teaching from the
teaching mode, is online teaching organic to the traditional teaching model, not only
improve the learning atmosphere of the class, to change students’ passive to accept
knowledge and improve the vitality of the classroom listening comprehension, oral
English courses and interactive, students are more active in the hybrid teaching
mode, which is in line with modern students' love for electronic products and network
atmosphere. Therefore, they should be especially active and serious in finishing
homework after class. Therefore, the hybrid teaching model proposed in this paper
from the perspective of ecological teaching has great advantages in translation
teaching.
5. DISCUSSION
In recent years, with the development of education informatization, the mixed
teaching mode has been gradually accepted by teachers and students, especially
those affected by the epidemic, and this mode shows a trend of popularization. But at
present, the blended teaching mode mainly regards online teaching resources as the
supplement or extension of the traditional classroom. The mixed teaching mode in
many studies is based on an online teaching platform, which has some innovations in
teaching methods and achieved good results. But the current blend mode mainly
deals with the problem of the "teaching method of the single" focusing on teaching
methods of mixing, is less involved in the teaching content reform, does not fully
explain how to carry out online teaching evaluation, new teaching content is given
priority to with the operating system interface level, did not touch the system core,
etc., so in the future hybrid teaching, The teaching content reform, online teaching
evaluation and the application of system core technology should be considered, which
will not only improve the teaching quality of mixed teaching mode but also greatly
improve the enthusiasm of students to learn.
project translation
accuracy %
the proportion of classroom
interaction %
percentage of homework
completed %
traditional
protocol data
teaching
65.23% 45.96% 72.17%
this article
system 93.77% 90.48% 98.44%
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6. CONCLUSION
The ecological theory under the emergence of hybrid teaching mode of college
English translation teaching points out a new road, the theory of translation put
forward by the concept of ecological environment for college English translation
teaching provides a broader perspective, and will no longer be isolated from the whole
teaching contents, translation teaching and online teaching model and hybrid as a
new model of education, The content is more abundant and has certain advantages
under the current environment. Through this study, it is shown that:
1.
The hybrid teaching mode under the theory of ecological translation activity
has three dimensions, the dimension of language, culture, and communication
dimensions, respectively, it also provides clear thinking, and translation
teaching helps to lead to more scholars focusing on the field, and further
perfect the system of college English translation teaching, translate for Chinese
culture to go out to cultivate more talents;
2.
In the communication dimension, there are 3 platforms, 4 interactions, and 5
links. The three platforms refer to the SPOC teaching platform, the Internet
actual combat platform, and the experimental software simulation platform; The
four interactions refer to the interaction between teachers and students, the
interaction between students, the interaction between students and the
teaching platform and the actual platform. The five links are teaching
preparation, pre-class, in-class, after-class, evaluation, and reflection. The
mixed teaching method has practical guiding significance in translation
teaching under the ecological concept.
3.
Through the analysis of the system performance in this paper, it is found that
the overall iteration value of the system in this paper presents a rising trend
with the increasing number of tests, and in 6 tests, the maximum iteration value
of the system in this paper is always 3-12 higher than the maximum iteration
value of the teaching system in the traditional protocol data test group.
Therefore, the hybrid teaching ecosystem designed in this paper has obvious
advantages in reliability and practicality.
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