ABSTRACT
OBJECTIVE To standardize the English translations of the current Chinese patent medicine （CPM） instructions in order to increase its English translation quality and improve its readability. METHODS In an attempt to standardize its English translation， 64 CPM instructions were collected as samples for translation projects in Trados， using its two core functions of translation memory and terminology， combined with pre-editing （PRE） and post-editing （PE） skills. RESULTS The results showed that translation projects had up to 21.65% perfect match. Based on translation project practice， it is proposed to use the free translation or transcreation plus transliteration method to translate product names of CPM， and apply two human-computer interaction translation modes：“ machine translation （MT）+computer-assisted translation （CAT）+PE” and “PRE+MT+CAT+PE”， which are adopted in the translation of weak literary sections and strong literary sections， respectively. CONCLUSIONS The application of CAT not only improves the translation quality and the translation mode， reduces the translation cost， and maintains the consistency and style of the translation， but also accumulates language assets for future use， providing a novel reference for translating traditional Chinese medicine literature.
ABSTRACT
English biomedical research paper writing is a key skill for biomedical postgraduates as it directly determines the publicity of their research findings and their international academic influence. It belongs to the field of ESP (English for Specific Purposes), and has the characteristics of diversified students, specialized and complicated teaching content, and a curriculum with time and space constraints. Based on the characteristics, needs analysis of this course as well as years of discipline construction and teaching research, the flipped classroom for English biomedical research paper writing based on collaborative teaching is put forward, which has combined the advantages of both collaborative teaching and flipped classroom: it integrates the knowledge expertise of biomedical teachers and English teachers to meet the requirements for ESP teachers; in the meantime, it has broken the time and space constraints of traditional classroom through "after-class knowledge input and in-class knowledge extension and deepening", blazing new trails for course delivery.