高中英语翻译教学现状研究——基于英汉语言对比理论

A Study on Current Situation of English Translation Teaching—Based on Contrastive Theory of Studies of English and Chinese

摘要: 近年来，随着高中英语教材与课程标准的深化改革，单元整体教学理念已逐步融入英语教学体系。笔者曾长期从事高中英语教学实践，深切感受到：尽管教材改革成效显著，但翻译教学在高中英语课堂中仍处于边缘地位，学生的英汉转译能力普遍薄弱，难以满足新课标对语言综合运用能力的要求。在新课改背景下，教学实践表明，英汉语言对比理论正逐渐成为破解翻译教学困境的关键理论工具。当前高中生在翻译过程中普遍存在“汉语规则迁移”现象，其本质是对英语语言体系的认知不足，导致译文呈现典型的“中式思维”特征(即Chinglish)。英汉语言对比理论涵盖词汇、语法、语义、修辞等多维度对比，能够系统揭示英汉两种语言在结构和文化层面的差异。因此，教师通过在教学中渗透英汉语言对比知识，可有效帮助学生规避“母语负迁移”，提升译文的准确性与规范性。本文以新课标改革为研究背景，基于英汉语言对比理论，通过分析高中英语翻译教学的现状与问题，探讨该理论在翻译教学中的应用路径，旨在为提升高中英语翻译教学水平、培养学生跨语言交际能力提供理论参考与实践指导。

Abstract: In recent years, with the deepening reform of high school English textbooks and curriculum standards, the concept of unit-integrated teaching has been gradually integrated into the English teaching system. Based on long-term teaching practice in high school English, the author deeply feels that although the textbook reform has achieved remarkable results, translation teaching still remains in a marginal position in high school English classrooms. Students’ ability in English-Chinese translation is generally weak, failing to meet the requirements of the new curriculum standards for comprehensive language application abilities. Teaching practices under the new curriculum reform indicate that the contrastive theory of English and Chinese is increasingly becoming a key theoretical tool to solve the dilemmas in translation teaching. Currently, high school students commonly exhibit the phenomenon of “Chinese rule transfer” in the translation process, which essentially stems from insufficient cognition of the English language system, leading to translations characterized by typical “Chinglish” (i.e., 中式思维). The contrastive theory of English and Chinese covers multi-dimensional comparisons in vocabulary, grammar, semantics, rhetoric, and other aspects, systematically revealing the structural and cultural differences between the two languages. Therefore, by integrating English-Chinese language contrast knowledge into teaching, teachers can effectively help students avoid “negative mother tongue transfer” and improve the accuracy and standardization of their translations. Against the background of the new curriculum reform and based on the contrastive theory of English and Chinese, this paper analyzes the current situation and problems in high school English translation teaching, explores the application pathways of this theory in translation teaching, and aims to provide theoretical references and practical guidance for enhancing the level of high school English translation teaching and cultivating students’ cross-linguistic communication abilities.