Research Background

Digital transformation promotes the ecological transformation of higher education. As a typical paradigm of "Internet plus education", MOOCs have realized the integration and sharing of high-quality educational resources across time and space. However, there are problems such as homogeneous content can not take into account individual differences, can not guarantee students' full and in-depth learning experience, and insufficient teacher-student interaction. These issues have become the fatal weakness hindering the sustainable development of online open courses and the main reason for the low number of translation based MOOCs. Translation course is a typical skill based course, with the teaching focus on enabling students to apply their knowledge to the profession of translation on the basis of acquiring knowledge, emphasizing skills and practice. The separation of teachers and students in online courses makes it difficult for students to practice and participate in interaction in real time, and there is a lack of classroom atmosphere. There is no opportunity for face-to-face emotional communication and individual guidance between teachers and students. Without understanding the students' situation and current situation, teachers cannot tailor personalized teaching plans and exercises for them, let alone implement the translation teaching principle centered on skills. The only way to promote the advantages of MOOCs and make up for their drawbacks is to explore integrated online and offline teaching.

The Necessity of OMO Teaching

The OMO teaching model is a product of educational reform in the digital age, which combines the advantages of traditional offline education and online education, aiming to build a complementary and symbiotic new educational ecosystem. The academic community generally believes that the OMO teaching model is crucial for promoting the development of information technology education in China and building a high-quality education system. Online teaching can solve the problem of imbalanced educational resources and provide low-cost, non time limited learning opportunities; Offline teaching focuses on individual differences of students through face-to-face teaching by teachers, achieving personalized teaching. The goal of the OMO course is to combine the advantages of online and offline teaching, so that information technology can better serve the cultivation of modern educational talents.

Construction of Three Element Universe OMO Course

Explored the application of metaverse in OMO (Online Merge Offline) translation teaching mode, especially taking the national first-class undergraduate course "Introduction to German Chinese Translation" as an example. The advantage of metaverse teaching lies in its infinite and ecological nature, providing new perspectives and research space for teaching reform. The three major characteristics of the metaverse - intelligent media technology, integration of virtual and real fields, and ecological teaching - play an important role in blended online and offline courses. Based on the characteristics of the metaverse, the article constructs a three in one teaching model of "concept method path", aiming to promote the development and research of OMO.

Teaching Effect of OMO Translation Course in the Four Element Universe

Introduced the teaching effectiveness of the metaverse OMO translation course. The course design combines virtual and real scenes to provide an immersive multi-channel, fully connected learning experience, supporting cross temporal and collaborative learning. Students highly appreciate this teaching model, recognizing the course content, diverse activities, and student-centered teaching approach. Students' ability to learn independently has improved, and they are able to actively use network technology to complete translation tasks. Students' interest in translation has increased, with 40% of undergraduate theses in the past five years choosing the field of translation, and many students continuing their studies.

Five summaries and prospects

Explored the application of metaverse technology in OMO translation teaching mode, emphasizing that technology breaks through the temporal and spatial limitations of traditional teaching and provides new opportunities for teaching reform. The author believes that the teaching mode should serve the goal of talent cultivation, and online and offline teaching should integrate advantages to create multi-dimensional teaching spaces. At the same time, metaverse technology has promoted the reconstruction of teacher-student relationships, shifting from traditional "teaching" and "being taught" to equal cooperative relationships. Although metaverse teaching is a research hotspot, there is still no consensus on its understanding, and teaching reform needs to be further explored. The article takes the "Introduction to German Chinese Translation" course as an example to analyze the three major attribute characteristics of the metaverse: intelligent media technology, integration of virtual and real fields, and ecological classroom, forming an organic whole of "concept method path". The author acknowledges that the understanding of the connotation of the metaverse is not yet sufficient and exploration needs to be deepened, but hopes that this article can provide inspiration for teaching reform and enable metaverse technology to play a greater role.