【摘要】 基于知识翻译学及学界关于翻译的“工具论”和“还原论”的批评性分析，该文探讨了翻译的知识生产在技术理性视域下遭遇的“二律背反”，指出在翻译技术时代，数字素养是译者身份认同来源之一，探讨了在教学中引入作为方法的数字人文以提高译者数字素养。该文基于阐释揭示传统翻译教育中对“翻译仅作为工具”的隐藏假设，倡导在知识翻译学中引入对关系主义知识观的探讨，促进量化地探讨跨文化知识生产与传播的可能性。该文呼吁将知识翻译学和数字人文体用结合，创造英语教学中培养学生数字素养的契机，达到以翻译人文为体，关照跨文化翻译知识生产实际之用。更多还原

【Abstract】 Digital humanities contributes to construction of translator identity as it aids counter-arguing "instrumentalism" and "reductionism" in translation studies. A hermeneutics-based interpretation reveals paradoxes through prism of technological rationality. Digital literacy is a key component of translator identity in current milieu. The integration of digital humanities as a method in translation education can enhance translators’ digital literacy. Conventional translation education may see "translation is merely a tool", yet it does no merit in facilitating understanding, the tackle of which appeal inclusion of relational knowledge perspectives in Transknowletology. This approach aims to quantitatively explore the possibilities of cross-cultural knowledge production and dissemination. The opportunities can be created to enhance digital literacy through the combination of Transknowletology and digital humanities.更多还原