Reconstruction and Practice of Project-based Teaching Mode of Audiovisual Translation under the Curriculum Value-based Education

Abstract

This study proposes an innovative reconstructed project-based teaching model for audiovisual translation that systematically integrates curriculum ideological education with professional competence development. The research systematically investigates and addresses three major pedagogical challenges: the insufficient ideological transmission, the widening gap between professional competency expectations and actual graduates’ skills, and the overly simplistic evaluation mechanisms prevalent in current practices. By establishing a comprehensive three-dimensional framework that strategically combines value guidance, progressive competency cultivation, and authentic industry practice integration, this study develops and implements multiple innovative approaches, including a rigorous material selection mechanism, multidimensional content classification framework, and scaffolded task-based learning modules. Empirical results demonstrate statistically significant improvements in students’ cross-cultural awareness, professional ethics cultivation, and technical translation competence through rigorous pre-post assessment. The proposed pedagogical model provides an operational framework and practical solutions for cultivating new-era translation talents who can effectively bridge cultural divides while maintaining ideological consciousness in complex global communication contexts. These findings offer valuable theoretical and practical implications for advancing audiovisual translation education reform in alignment with national cultural development strategies and international communication demands.