基于知识分类的变译：农业科技教学文本英译研究
1. 中南林业科技大学, 外国语学院, 湖南长沙 410001
2. 中南林业科技大学, 班戈学院, 湖南长沙 410001
| 摘 要： | 农业科技援外培训教学材料的英译面临媒介形式、受众特征与文本属性等多重制约。传统“全译”方法要求译文在内容和形式上严格忠实于原文，往往难以适应PPT教学媒介的简洁性要求以及海外农民学员“听懂、学会、用好”的实际需求，容易造成信息冗余、认知负荷过重等问题。基于此，本文以袁隆平农业高科技股份有限公司“杂交辣椒育种”援外培训项目教学材料为研究对象，以黄忠廉变译理论为指导，引入修订版布鲁姆教育目标分类学中的知识维度框架，构建“知识分类—变译策略”分析模式。研究首先将源文本中的知识划分为事实性知识、概念性知识与程序性知识三类，并结合不同知识类型的教学功能与认知要求，探讨相应的适配性变译策略。研究表明：事实性知识以精准传递为目标，主要采用增、减、缩、改等策略突出核心信息；概念性知识以促进理解为导向，主要采用述、并等策略简化抽象原理、重组知识结构；程序性知识以强化操作应用为核心，主要采用改、并、编等策略优化操作流程与教学呈现。实践表明，知识分类能够为变译策略的选择提供客观依据，使农业科技教学文本的英译从经验驱动转向知识类型导向的分析驱动。本文提出的“基于知识分类的变译”不仅拓展了变译理论在农业科技教学翻译中的应用场景，也为农业科技援外培训材料的英译实践提供了可借鉴的思路。 |
| 关 键 词： | 农业科技文本; 变译理论; 知识分类; 教学翻译 |
| DOI： | 10.57237/j.ha.2026.02.001 |
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收稿日期: 2026-05-07
接受日期: 2026-05-25
在线出版日期: 2026-05-28
Knowledge-Based Translation: A Study on the English Translation of Agricultural Science and Technology Teaching Texts
1. School of Foreign Languages, Central South University of Forestry and Technology, Changsha 410001, China
2. Bangor College, Central South University of Forestry and Technology, Changsha 410001, China
| Abstract: | The English translation of agricultural science and technology teaching materials for foreign-aid training programs is constrained by multiple factors, including media form, audience characteristics, and textual features. Traditional full translation, which emphasizes strict fidelity to the original text in both content and form, often fails to meet the conciseness by PPT-based curricular and the practical application of overseas farmer trainees to “understand, learn, and apply” the knowledge effectively, thereby resulting in information redundancy and excessive cognitive load. Against this background, this study takes the teaching materials of the “Hybrid Pepper Breeding” foreign-aid training project developed by Yuan Longping High-Tech Agriculture Co., Ltd. as the research object. Guided by Huang Zhonglian’s Translation Variation Theory, the study introduces the knowledge dimension framework of the revised Bloom’s Taxonomy to construct a “knowledge-based –translation variation strategy” analytical model. The source text is first categorized into three types of knowledge: factual knowledge, conceptual knowledge, and procedural knowledge. Based on the instructional functions and cognitive requirements of each knowledge type, corresponding adaptive translation variation strategies are explored. The findings indicate that factual knowledge, aiming at accurate information transmission, mainly adopts such strategies as addition, deletion, condensation, and adaptation to highlight key information; conceptual knowledge, oriented toward comprehension enhancement, primarily employs narration and combination to simplify abstract principles and reorganize knowledge structures; procedural knowledge, focusing on operational application, mainly utilizes adaptation, combination, and edition to optimize and visualize operational procedures. The study demonstrates that knowledge classification can provide an objective basis for the selection of translation variation strategies, enabling the English translation of agricultural science and technology teaching texts to shift from experience-driven practice to knowledge-type-oriented analytical practice. The proposed knowledge-classification-based translation variation model not only expands the application scope of Translation Variation Theory in agricultural science and technology teaching translation, but also provides practical insights for the English translation of agricultural foreign-aid training materials. |
| Keywords: | Agricultural Science and Technology Texts; Translation Variation Theory; Knowledge Classification; Teaching Translation |
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