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翻译实践的科学性和实际需要催生了翻译教学及与其紧密相关的翻译教材编写活动。其思想和方法对翻译教学影响不可忽略。但翻译教材对于传统的意义观较为依赖,强调意义相对于文字的独立性并在翻译中加以重视。同时,教材在说明翻译过程时强调定论,对于翻译标准习惯用某种被认为符合标准的译文加以定论,这有其合理之处,但对于多个翻译实例或整个翻译实践都以定论衡量,就有值得商榷之处了。本文基于凯瑟琳·戴维斯在《Deconstruction and Translation》一书中提出的解构主义意义观对翻译教材的“定论”式提出质疑,希望能给翻译教材编写或实践教学带来一点新鲜内容。
The scientific and practical needs of translation practice have led to the translation teaching and the translation teaching materials compilation closely related to it. The impact of its ideas and methods on translation teaching can not be ignored. However, the translation teaching material is more dependent on the traditional concept of meaning, emphasizing the independence of meaning with respect to the text and emphasizing it in translation. At the same time, teaching materials emphasize the conclusion while explaining the process of translation. It is reasonable for the translation standard to be used to conclude a translation which is considered as conforming to the standard. However, for many translation examples or the whole translation practice, It is worth discussing. Based on the deconstruction sense of concept proposed by Catherine Davis in his book Deconstruction and Translation, this dissertation casts doubt on the “definite conclusion” of translation textbooks and hopes to bring a little fresh content to translation textbook compilation or practice teaching.