Translation competence serves as a core literacy in cross-lingual and cross-cultural communication

representing a significant goal in the cultivation of English major students. However

the current teaching effect of translation for English undergraduates in non-translation majors is less than satisfactory. Although traditional teaching modes are highly systematic

issues such as outdated textbooks and students' excessive dependence on reference translations hinder meeting the rapid development of the discipline

leading to inadequate practical skills and limited innovative thinking among students. Based on the constructivism learning theory and incorporating the flipped classroom model

this paper proposes a new path for translation teaching reform. By creating authentic translation contexts

strengthening collaborative learning and conversational exchanges

and integrating multimodal learning resources

a student-centered translation teaching model is constructed. Research shows that this model not only enhances students' translation practical abilities and innovative thinking but also stimulates their autonomous learning awareness and cultivates team collaboration spirit

laying a solid foundation for students' academic development and professional competitiveness. This paper aims to provide new insights into the theory and practice of translation teaching

facilitating the cultivation of composite translation talents who meet the demands of the times.