译创理论研究综述及其对教育视频字幕翻译的启示
1. 中南林业科技大学, 外国语学院, 湖南长沙 410004
2. 中南林业科技大学, 班戈学院, 湖南长沙 410004
| 摘 要： | 译创（Transcreation）作为融合翻译与创造性重构的跨文化传播范式，近年来被视作人类译者区别于机器翻译的核心能力。2015年国际标准化组织（ISO）将其列入语言服务附加值服务清单，标志着译创从零散的创造性实践升级为标准化的行业服务类型[2]。本文旨在系统梳理译创理论的历史演进与核心内涵，并探讨其对教育类视频字幕翻译的方法论启示。研究首先从概念溯源入手，考察了“创译”一词在中西文化中的词源演变，继而，将译创理论的发展划分为古代自发实践期、现代理论萌芽期、全球化拓展与制度化时期、本土化与多元拓展期四个阶段。在此基础上，从文本审美、实用功能、跨文化传播和术语规范四个维度阐释译创的多重内涵，并提炼出译者主体性、文化适应性、目标导向性、方法多元性、学科交叉性和表达模态化六大核心特征。研究进一步概括了译创“以目标为导向、以受众为核心”的五步实施逻辑，即源文本深度解读、目标受众分析、策略制定、多维度重构和效果评估。最后，论文将译创理论投射至教育视频字幕翻译场景，提出内容重构、文化适配、模态协同和受众导向四种策略，主张字幕翻译应从“语言转换”转向“知识重构”，在保证知识精确性的同时兼顾学习者的认知负荷与跨文化接受。 |
| 关 键 词： | 译创理论; 跨文化传播; 字幕翻译; 教育视频 |
| DOI： | 10.57237/j.ssrf.2026.04.004 |
View:
Downloads:
收稿日期: 2026-06-25
接受日期: 2026-07-23
在线出版日期: 2026-08-05
A Review of Transcreation Theory Research and Its Implications for Subtitle Translation of Educational Videos
1. School of Foreign Languages, Central South University of Forestry and Technology, Changsha 410004,
2. Bangor College, Central South University of Forestry and Technology, Changsha 410004,
| Abstract: | Transcreation, as a cross‑cultural communication paradigm that integrates translation with creative reconstruction, has in recent years been regarded as a core competency distinguishing human translators from machine translation. In 2015, the International Organization for Standardization (ISO) included it in the list of value‑added language services, marking its upgrade from sporadic creative practices to a standardized industry service type. This paper aims to systematically review the historical evolution and core connotations of transcreation theory, and to explore its methodological implications for subtitle translation of educational videos. The study begins with conceptual tracing, examining the etymological evolution of the term chuangyi (“transcreation”) in both Chinese and Western cultural contexts. It then divides the development of transcreation theory into four stages: the ancient period of spontaneous practice, the modern period of theoretical germination, the period of globalization and institutionalization, and the current period of localization and diversified expansion. On this basis, the paper elaborates on the multiple connotations of transcreation from four dimensions—textual aesthetics, practical functionality, cross‑cultural communication, and terminological standardization—and distills six core characteristics: translator subjectivity, cultural adaptability, goal‑orientation, methodological diversity, interdisciplinarity, and modality of expression. The study further outlines a five‑step implementation logic of transcreation, which is “goal‑oriented and audience‑centered”: in‑depth interpretation of the source text, target audience analysis, strategy formulation, multidimensional reconstruction, and effect evaluation. Finally, the paper applies transcreation theory to the scenario of subtitle translation for educational videos, proposing four strategies—content restructuring, cultural adaptation, modal synergy, and audience orientation—and advocates that subtitle translation should shift from “language conversion” to “knowledge reconstruction,” ensuring both the accuracy of knowledge delivery and due consideration for learners’ cognitive load and cross‑cultural reception. |
| Keywords: | Transcreation Theory; Cross-cultural Communication; Subtitle Translation; Educational Videos |
参考文献
| [1] | Sun H. Study on the C-E Translation of Verbal Play in Films from the Perspective of SFL [J]. Scientific Journal Of Humanities and Social Sciences, 2025, 7(12): 277-283. |
| [2] | ISO17100: 2015 Translation services—Requirements for translation services [S]. 2015. |
| [3] | Kothari, R. Translating India [M]. Manchester: St. Jerome Publishing, 2003: 36. |
| [4] | Gaballo, V. Exploring the boundaries of transcreation in specialized translation [J]. ESP Across Cultures, 2012(9): 95-113. |
| [5] | Lal, P. Transcreation: Seven Essays on the Art of Transcreation [M]. Calcutta: A Writers Workshop Publication, 1996. |
| [6] | Mayer, R. E. Multimedia Learning [M]. New York: Cambridge University Press, 2009. |
| [7] | Sweller, J. Cognitive load during problem solving: Effects on learning [J]. Cognitive Science, 1988, 12(2): 257-285. |
| [8] | 陈琳. 论创译的名与实 [J]. 外语与外语教学, 2016(6): 123-130. |
| [9] | 陈琳, 曹培会. 诗歌创译的世界文学性——以《竹里馆》英译为例 [J]. 中国翻译, 2016(2): 85-90. |
| [10] | 黄德先, 殷艳. 译创: 一种普遍的实践 [J]. 上海翻译, 2013(1): 29-33. |
| [11] | 华侃. 藏译佛典中佛教词语的译创 [J]. 中国藏学, 2000(3). |
| [12] | 麻争旗. 影视剧翻译的“写”“说”“演” [J]. 中国翻译, 2012(1): 49-53. |
| [13] | 满铭洁. 文化杂糅视角下全球性游戏IP的本地化实践研究: 以《英雄联盟》为例 [D]. 广州: 广东外语外贸大学, 2025. |
| [14] | 孙雁冰. “botany”“植物学”译名缘起及意义探微 [J]. 出版广角, 2020(19). |
| [15] | 王向远. 以“迻译/释译/创译”取代“直译/意译”——翻译方法概念的更新与“译文学”研究 [J]. 上海师范大学学报 (哲学社会科学版), 2015(5): 132-142. |
| [16] | 魏学勤. 创译理论视角下的俄罗斯化妆品广告语翻译实践报告 [D]. 西安: 西安外国语大学, 2023. |
| [17] | 许渊冲. 有中国特色的文学翻译理论 [J]. 中国翻译, 2016(5): 93-99. |
| [18] | 杨全红. “创译”之创造性误读及其他 [J]. 中国翻译, 2016(6): 82-85. |
| [19] | 杨伟红. 英文电影片名的翻译策略与翻译方法研究 [J]. 西华大学学报 (哲学社会科学版), 2012(3). |
| [20] | 余静. 高校MTI创译型人才的培养——基于文体与翻译课程教学改革的案例研究 [J]. 中国翻译, 2024(1): 69-76. |
| [21] | 于屏方, 杜家利. 外源术语的汉语定名与定形 [M]. 翻译研究: 第五辑. 上海: 上海译文出版社, 2025. |
| [22] | 赵宏, 郭妤婕. 创译教学中的翻译规范与翻译策略: 以老字号创译为例 [J]. 上海翻译, 2025(6): 73-77. |
| [23] | 朱明海. 译创研究十年 (2011-2020年) 回顾与展望 [J]. 广东开放大学学报, 2021(6). |
