课程思政视域下高职英语“AI译制品鉴”教学模式的构建与设计——以《长安三万里》为例

Construction and Design of the “AI Translation Appreciation” Teaching Model in the Curriculum-Based Ideological and Political Education of Higher Vocational English —A Case Study of Chang’an

摘要: 在当前职业教育数字化与课程思政建设不断深入的背景下，高职英语教学仍面临思政与语言教学脱节、AI技术应用表面化以及译制教学缺少专业参照等现实问题。为此，本文以国产动画电影《长安三万里》为教学载体，以澳大利亚翻译家贾佩琳的英文字幕翻译为参照，结合建构主义和人机协同翻译理论，构建了“AI译制品鉴”教学模式。该教学模式围绕培养“语言能力、数字素养和思政素养”三位一体的目标，采用以过程性评价为主的多元评价体系，设计了适配高职学情的“赏–评–改–创”四步教学流程。这一流程旨在深度融合AI工具应用、英语语言训练与思政素养培育，为高职英语课程思政改革提供可直接落地的方案，助力学生提升英语应用能力、数字素养与文化自信。

Abstract: In the process of digital transformation of vocational education and the development of curriculum-based ideological and political education, higher vocational English teaching still faces practical challenges, such as the disconnection between ideological and political education and language teaching, the superficial application of AI technology, and the lack of professional reference in translation teaching. To address these issues, based on the constructivism and human-machine collaborative translation theory, this paper constructs an “AI Translation Appreciation” teaching model, with the domestic animated film Chang’an as the teaching carrier and the English subtitle translation by Australian translator Linda Jaivin as the reference. Centering on the trinity goal of cultivating language competence, digital literacy, and ideological and political literacy, this model adopts a diversified evaluation system dominated by process-oriented assessment and designs a four-step teaching process that includes appreciation, evaluation, revision and creation which is tailor-made to the learning characteristics of higher vocational students. This process aims to deeply integrate AI tool application, English language training, and ideological and political literacy cultivation, which can provide a directly implementable solution for the reform of ideological and political education in higher vocational English courses and meanwhile improve students’ English application ability, digital literacy, and cultural confidence.