Innovation and practice of Thai translation curriculum mode driven by the “AI+ASEAN” Strategy: A case study of Guangxi Minzu University
“AI+东盟”战略驱动下泰语笔译课程模式的创新与实践——以广西民族大学为例

摘要

生成式人工智能的迅猛发展正在重塑语言服务业态与翻译教育生态。广西依托中国—东盟人工智能创新合作中心建设，加快打造面向东盟的人工智能国际合作高地，对“AI+东盟”复合型翻译人才的需求空前迫切。针对泰语笔译课程长期存在的教学内容同质化、技术融合不足、协同机制缺失等突出问题，本文依托广西民族大学教学改革重点项目建设实践，构建并实施了以“战略驱动、技术赋能、项目引领”为路径、以“政产教研学”多元协同为机制的泰语笔译课程新模式：按照“两学期、每学期48课时”的整体设计，第一学期以“汉泰两套语言系统异同”为专业认知主线，从语音、词汇、句子到篇章循序训练；第二学期前置的约三个月集中实践期由校企合作项目、教师横向项目与学生自寻实践共同支撑；进入第二学期后按“时政、商务、旅游、文学、科技”等4—5个专题模块分线教学。教学全程以东盟实用汉泰翻译语料库为人机协同底座，配套多元主体、多维内容、动态过程的评价体系。实践表明，该模式在提升学生翻译实战能力、技术应用素养与跨文化传播能力方面初见成效，可为东南亚非通用语种翻译课程改革提供可资借鉴的范式。

Abstract

The rapid development of generative artificial intelligence is reshaping both the language service industry and the ecology of translator education. As Guangxi accelerates the construction of the China-ASEAN AI Innovation Cooperation Center and builds an international AI cooperation gateway oriented toward ASEAN, the demand for compound translation talents capable of serving the “AI+ASEAN” strategy has become unprecedentedly urgent. To address long-standing problems of homogeneous content, insufficient technological integration, and weak coordination mechanisms in Thai-Chinese translation curricula, this study, drawing on the construction practice of a key teaching reform project at Guangxi Minzu University, designs and implements a new curriculum mode guided by the “strategy-driven, technology-enabled and project-led” approach and supported by a multi-party coordination mechanism involving government, industry, education, research and students. The redesigned curriculum follows a “two-semester, 48 credit-hours per semester” architecture: in the first semester, students receive progressive training from phonetics, vocabulary and syntax to discourse, centering on a professional understanding of the similarities and differences between the Chinese and Thai language systems; this is followed by an intensive practice period of approximately three months supported by school-enterprise cooperative projects, teachers’ horizontal projects and student-initiated practice; in the second semester, teaching is organized along four to five thematic modules such as current affairs, business, tourism, literature and science-technology translation. An ASEAN-oriented Chinese-Thai parallel translation corpus serves as the human-machine collaborative foundation throughout the teaching process, complemented by a multi-subject, multi-dimensional and dynamic evaluation system. Preliminary practice indicates that the model has produced initial results in enhancing students’ translation competence, technological application literacy and cross-cultural communication ability, and may offer a reference framework for the reform of translation curricula in other less-commonly-taught Southeast Asian languages.