突围与重构：认知语言学视域下儿童文学翻译项目驱动课程改革的实证研究

Breakthrough and Restructuring: An Empirical Study on Child Literature Translation Project-Driven Curriculum Reform from the Perspective of Cognitive Linguistics

摘要: 人工智能技术的深度渗透在提升翻译效率的同时，亦引发了(准)译者的价值认同危机。不可否认，近年来翻译教学在技术赋能方面已取得长足进步，项目式学习和数智化工具的应用渐成常态。但若将行业对“即战力”的要求作为参照系，当前的改良路径仍多集中于工具层的“浅表嫁接”，而未能从根本上重塑以“人机共生”为核心的认知框架。本研究基于认知语言学的“语言–认知–文化”三位一体观，构建理论分析框架，并以儿童文学经典《帕蒂夫人疯疯癫癫》的翻译项目为实证载体，通过系统对比机器翻译与人工译本在词汇、句法、语义语用三维度的处理差异，揭示了二者在文化转译认知机制、情感语义传递路径与语篇连贯建构逻辑上的本质分野。研究发现，儿童文学以其认知适配、童趣传递与文化启蒙的内在翻译属性，能够精准对标并系统性训练AI时代译者不可或缺的批判性人机协作、深层语用推理与跨文化适配能力，从而为破解翻译课程“实践薄弱、价值模糊”的双重困境提供了具象化方案。基于此，本研究构建并实践了“认知理论奠基–翻译项目驱动–人机协同实训–译者价值内化”四阶递进的课程改革路径，旨在培养能够“驾驭技术、深谙文化”的复合型翻译人才，为后AI时代翻译教育范式转型提供了可复制的理论范式与实践蓝本。

Abstract: While the deep penetration of artificial intelligence technologies has significantly enhanced translation efficiency, it has simultaneously triggered a crisis of value identification among (quasi-)translators. It is undeniable that translation pedagogy has made considerable strides in technology empowerment in recent years, with project-based learning and the application of digital-intelligent tools gradually becoming the norm. However, when measured against the industry’s demand for “ready-to-use” competency upon graduation, current reform approaches remain largely confined to a “superficial grafting” of technological tools, falling short of fundamentally reshaping the cognitive framework centered on “human-machine symbiosis.” Grounded in the tripartite “language-cognition-culture” framework of cognitive linguistics, this study establishes a theoretical analytical model. Taking the translation project of the children’s literary classic Crazy Lady as an empirical vehicle, this research systematically compares the processing divergences between machine translation and human translation at the lexical, syntactic, and semantic-pragmatic levels, thereby revealing their essential distinctions in the cognitive mechanisms of cultural transposition, the transmission pathways of affective meaning, and the logical construction of textual coherence. The findings demonstrate that children’s literature translation, by virtue of its inherent attributes—cognitive adaptability, conveyance of childlike appeal, and cultural enlightenment—can precisely align with and systematically train the indispensable competencies of translators in the AI era, including critical human-machine collaboration, deep pragmatic inference, and cross-cultural adaptation. This thus offers a tangible solution to the dual predicament of translation curricula: “weak practical training and ambiguous value orientation.” Building upon these insights, this study constructs and implements a four-stage progressive curriculum reform pathway—“cognitive theory grounding → translation project driving → human-machine collaborative practicum → translator value internalization”—aimed at cultivating versatile translation talents who are “adept at leveraging technology, deeply versed in culture”. This research provides a replicable theoretical paradigm and practical blueprint for the transformational shift in translation pedagogy in the post-AI era.