The development of technology has revolutionized the teaching methods. Multimedia‐assisted education has gained extensive recognition since the 20th century. However, due to limited research on the subject, multimedia‐assisted education faces three major challenges. With respect to the teaching content, teachers and students regard the computer and the Internet as simple tools for searching for information and facilitating the translation of the available out‐of‐date source text in most universities; in terms of teaching methods, teachers use PowerPoint to present teaching content similar to using the traditional blackboard; as regards teaching evaluation, teachers are only evaluators. This kind of a traditional teaching system follows the “teacher‐centered” model, which is obviously inefficient in the cultivation of students’ comprehensive translation ability. Thus, a study on the corresponding solutions is meaningful and crucial for enhancing the quality of translation teaching. We provide the following suggestions. Teaching content should be time‐bound. Teachers need to search for up‐to‐date materials on the Internet for students to practice translating; the teaching method should be guided by a “process‐centered” concept, which means that students make presentations about making a comparative analysis of their translations and reference translations that are clips of videos of conferences or are recorded by the students themselves in translation companies. Their presentations need to be recorded to facilitate reflection; students should be evaluators as well as teachers. Evaluation by students is beneficial for cultivating the concepts of translation and independent thinking.

中文翻译：

---

多媒体在翻译教学中应用问题的解决方案研究

技术的发展彻底改变了教学方法。自20世纪以来，多媒体辅助教育已获得广泛认可。但是，由于对这一主题的研究有限，多媒体辅助教育面临着三大挑战。关于教学内容，在大多数大学中，师生们将计算机和互联网视为简单的工具，用于搜索信息并促进翻译可用的过期源文本；在教学方法上，教师使用PowerPoint来呈现教学内容，类似于使用传统的黑板；关于教学评估，教师只是评估者。这种传统的教学系统遵循“以老师为中心”的模式，这显然在培养学生的综合翻译能力方面效率低下。因此，对相应解决方案的研究对提高翻译教学质量具有重要意义。我们提供以下建议。教学内容应有时间限制。教师需要在互联网上搜索最新资料，以供学生练习翻译；教学方法应以“以过程为中心”的概念为指导，这意味着学生要进行演讲，以对他们的笔译和参考笔译作比较分析，这些笔录是会议视频的片段，或者是学生自己在翻译公司录制的。他们的陈述需要记录下来，以利于反思；学生应既是评估者又是教师。