International Journal of Education

With the acceleration of globalization, there is a growing demand for professionals in the translation industry. However, in the process of training Masters degree students in translation, the traditional teaching method often focuses on the teaching of theoretical knowledge, but neglects the cultivation of professional ethics and engineering awareness, which leads to students feeling incompetent when facing the real work environment. This paper proposes an innovative cultivation model based on the theory of PBL (Project-based Learning), which emphasizes the integration of industry and education with project-driven and aims to overcome the limitations of traditional teaching methods. This study proposes a student-centered teaching practice model in which, under the guidance of the teacher, students participate in real translation projects originating from the actual needs of the industry, collaborate as a team to complete tasks and deliver projects. Teachers are no longer just knowledge transmitters, but are transformed into project participants and mentors, discussing and solving the challenges encountered in the process of project execution together with students. This approach not only promotes students understanding and application of theoretical knowledge, but also enhances their problem-solving ability and innovative thinking. The practical results show that this cultivation mode based on PBL theory effectively improves students comprehensive literacy and professional competence, injects new vitality into the graduate education of translation masters, promotes the innovative development in the field of translation education, and provides a valuable reference case for the cultivation of future translation talents.

Industry-teaching integration; MTI training model; Language; Technology; Management skills