1 Introduction

This article introduces the Teacher Student Cooperative Assessment (TSCA) as a new form of output oriented evaluation aimed at improving the efficiency and effectiveness of English teaching evaluation in China. Qi Taoyun and Sun Shuguang applied TSCA to the teaching of simultaneous interpretation courses and constructed the "teacher-student cooperation evaluation" simultaneous interpreting teaching model to solve the problem of poor interaction effect of MTI simultaneous interpreting courses in Chinese universities due to the large class size. This paper introduces the basic process of the teaching model, and demonstrates its effectiveness in improving the teaching effect of simultaneous interpreting. The purpose of this paper is to systematically discuss the specific implementation principles of this teaching model, and provide more operable guidance for teachers to use this model in simultaneous interpreting teaching practice through the application of teaching case demonstration principles.

2 "Teacher student cooperation evaluation" simultaneous interpreting teaching mode

This paper introduces the implementation principles and case analysis of the simultaneous interpreting teaching model of "Teacher Student Cooperation Assessment" (TSCA). It points out that the large class size of MTI simultaneous interpreting course in China leads to the problems of low evaluation coverage and lack of typicality in on-site sampling in teaching. The TSCA model addresses these issues through teacher guided evaluation during class and student self-evaluation and peer evaluation after class. The design and optimization of teaching mode are based on three rounds of dialectical research, including learning and reference, constructing theory, implementing theory, and reflective interpretation. The implementation process covers three stages: pre class preparation, in class implementation, and post class activities. The research shows that the TSCA model can effectively solve the pain points of simultaneous interpreting teaching in large-scale classes. The research focuses on how to integrate TSCA principles with simultaneous interpreting courses and how to apply this model to teaching activities. The implementation principle is based on classroom recording, student self-evaluation and mutual evaluation records, simultaneous interpreting audio and other data.

3 TSCA implementation principles of simultaneous interpreting course

This paper probes into the application principles of the "Teacher Student Cooperation Assessment" (TSCA) in the teaching of simultaneous interpreting. Sun Shuguang (2020) applied TSCA to English writing courses and proposed implementation principles before, during, and after class. In the simultaneous interpreting course, these principles are deeply integrated and adjusted as follows: pre class skill goal orientation, skill from low to high, focus double verification; Driving from the surface to the inside during class, on-site confirmation by interpreters, and flexible and gradual support; Timely strengthening of post class skills, comprehensive and diverse peer evaluation, and monitoring coverage throughout the entire process. The pre class principle emphasizes that the evaluation should focus on the mastery of simultaneous interpreting skills, give priority to low-level skills, and conduct double verification to accurately diagnose the students' skill development stage. During class, the principle is to guide students to analyze the quality issues of the translation in depth through a chain of questions. The interpreter confirms the accuracy of the evaluator's inference on site and flexibly adjusts the teaching framework. After class principles involve activities such as secondary self-evaluation, deliberate practice, and group peer evaluation to consolidate skills application ability, achieve comprehensive coverage of evaluation content, and complete under teacher supervision to provide moderate feedback.

4 Implementation Cases

This chapter details the specific implementation steps of the "teacher-student cooperation evaluation" simultaneous interpreting teaching model through the case of the "simultaneous interpretation" course of the Advanced Translation Institute of a foreign language university in Beijing. The course is aimed at senior students, with two class hours per week for a total of 18 weeks. Students are required to have a certain level of language proficiency. The teaching content is non manuscript simultaneous interpreting, and the goal is to master the sentence order driven skills to cope with the differences between Chinese and English languages. Selected teaching materials include excerpts from General Secretary Xi Jinping's speech. Before class, students conduct simulation training, upload simultaneous interpreting audio and self-assessment report. The teacher selects sentence following driving skills as the evaluation focus, and confirms it through both the decision-making process diagram and the student self-assessment report. During class, the teacher plays evaluation examples to guide students in identifying and analyzing problems. After class, students will have a second self-evaluation and simultaneous interpreting exercise, and they will evaluate each other in groups and submit relevant documents. Teachers monitor learning progress by checking homework. Students proposed various sentence driven strategies in after-school activities, demonstrating an improvement in their understanding of classroom content and skill application abilities, and achieving teaching objectives.

5 Precautions for the application of TSCA simultaneous interpreting teaching mode

It emphasizes the precautions when implementing the TSCA simultaneous interpreting teaching mode, including: 1) effectively linking the practical training and theoretical explanation modules, requiring students to have preliminary self-assessment ability; 2) Adjust the evaluation focus based on students' mastery of skills, with the first half of the semester focusing on perceptual skills and the second half on skills with low automation levels; 3) Balance different dimensions of simultaneous interpreting ability, intersperse background knowledge and language expression explanation; 4) Combining TSCA with traditional teaching methods to achieve complementarity between delayed evaluation and real-time evaluation.

6 Conclusion

This chapter emphasizes the expansion of TSCA research from writing courses to interpretation courses, especially simultaneous interpreting teaching, thus expanding the application field of TSCA. The research puts forward the implementation principles of TSCA in simultaneous interpreting course, which adds new content to TSCA theory. These principles apply not only to simultaneous interpreting, but also to other interpretation courses and translation courses. Taking the sentence order driven skills as an example, this paper shows how to apply the TSCA principle to simultaneous interpreting teaching, and suggests that more teaching cases can be prepared for key simultaneous interpreting skills such as information reorganization, ellipsis, prediction and inference in the future to provide more specific guidance for simultaneous interpreting teaching.