1 Introduction

This article introduces the rapid development of translation education in China, points out the limitations of traditional translation teaching methods, and emphasizes the importance of modern translation teaching methods. The article proposes the case teaching method as an effective modern teaching approach that can cultivate students' analytical and problem-solving abilities. Through literature search on CNKI, the author sorted out the research on the application of case-based teaching method in translation teaching in China, and identified four major research themes: the application of case-based teaching method in translation teaching, applicable course types, applicable objects, and case and case library construction.

2 Research themes and main viewpoints

The application research of case-based teaching method in translation teaching shows that this method can effectively cultivate students' ability to apply translation, achieve the combination of learning and application, and conform to modern educational principles, such as student-centered, individualized teaching, teacher-student interaction, etc. The case teaching method is suitable for cultivating translation professionals, especially in MTI education, and can enhance students' ability to analyze and solve difficult problems in professional practice. The teaching process includes pre class preparation, in class implementation, and post class evaluation. Researchers have proposed teaching methods with different steps, such as the four step and five step teaching methods, as well as implementation forms such as role-playing. When evaluating students, it is recommended to adopt a formative assessment model and strengthen process assessment.

The Application of Case Teaching Method in Translation Teaching

The case-based teaching method faces challenges in translation teaching, including difficulties in transforming teaching concepts, insufficient construction of case libraries, and insufficient attention to the application of professional ethics education. Teachers need to have practical, teaching, and research abilities, while students need to change their dependency mentality and actively participate in interactions. The construction of the case library is in its early stages, relying heavily on the personal strength of teachers, and its application scope is limited. The application of case teaching method in vocational ethics education needs further exploration.

4 Conclusion and Suggestions

The application of case-based teaching method in translation teaching is not yet widespread, but it has important value in cultivating applied translation talents. Suggestions include: 1) strengthening the cultivation of the "three pronged" abilities of translation teachers, namely teaching, research, and practical experience; 2) Establish a translation case center to promote case preparation and case library construction; 3) Applying case-based teaching method to vocational ethics education to enhance students' ability to solve practical problems; 4) Recognizing the complementarity between case-based teaching method and traditional teaching method, combining them to improve the quality of translation teaching. With the increasing demand for translation talents in economic and social development, the case-based teaching method is expected to be more widely applied in translation education.