翻译教学不应该仅仅停留在翻译方法或技巧的讲解中,而应该结合学生层次培养学生发现并总结某个翻译现象,思考该现象的形成原因,并尝试做出发现问题、总结问题、解决问题的思维习惯。本文以含意翻译讲解为例,设定学生为具有一定翻译知识的英语专业高年级学生;由含意翻译现象的特点深入到含意翻译的运作机理,最终建构含意翻译的解释机制。 Translation teaching should not just stay in the explanation of translation methods or techniques. Instead, students should be trained to discover and summarize a translating phenomenon based on the students’ level, think about the reason of the phenomenon, and try to make the problems found, summarized and solved Thinking habits. This paper takes the explanation of meaning translation as an example to set the students as senior English majors with a certain degree of translation knowledge. The meaning of meaning translation translates into the operating mechanism of meaning translation, and finally constructs the explanation mechanism of meaning translation.