PHILOSOPHICAL ANALYSIS OF DIGITAL TRANSLATION TEACHING MODELS FROM THE PERSPECTIVE OF PRAGMATIST PHILOSOPHY OF EDUCATION

The rapid development of global digital technology needs to be combined with the philosophical reasoning embedded behind it in order for the technology to better serve the human translation education industry. This study takes the philosophy of pragmatism educa-tion as the theoretical basis to develop a deep philosophical analysis of the digital translation teaching model. The methodology of this study mainly utilizes theoretical analysis and logical deduction. The theoretical analysis method is used to find out the intrinsic connection and in-tegration point between pragmatism education philosophy and the digital translation teaching mode. The logical deduction method is used to deduce the theoretical connotation and imple-mentation principles of the digital translation teaching model based on the core principles of pragmatism. Based on the core principles of pragmatism: ―education is life‖, ―school is so-ciety‖ and ―learning by doing‖, we deduce that the digital translation teaching mode should focus on creating real or simulated translation contexts; emphasize collaborative and interac-tive learning; and be learner-centred. We deduce the theoretical connotation of the digital translation teaching mode from the perspective of pragmatism education philosophy: the di-alectical unity of technical tools and learners' subjectivity; problem-oriented translation teaching; the unity of interaction and feedback; the unity of experience and practice. The im-plementation principle of the digital translation teaching mode from the perspective of prag-matism education philosophy should adhere to the implementation principles of learner-centredness; contextualized teaching; reflective practice; and continuous assessment. The study provides a solid pragmatist philosophical foundation for the construction of the digital translation teaching mode; it provides philosophical reflection on digital translation teaching practice.