●List of Abbreviations
List of Tables
List of Figures
Chapter One Introduction
1.1 Research background
1.1.1 Undesirable pedagogical gap in studies on CAT teaching
1.1.2 PBL as a promising alternative teaching approach
1.2 Research questions and research design
1.3 Significance of this study
1.4 Structure of the thesis
Chapter Two CAT Teaching in Higher Education An Overview
2.1 A sketch of CAT：concept and development
2.1.1 M-T and CAT
2.1.2 CAT，TTs and Information&Communications Technologies(ICTs)
2.1.3 A summary
2.2 CAT and translation competence
2.2.1 Theoretical efforts
2.2.2 Emph-ical efforts
2.2.3 A summary
2.3 CAT and translator education
2.3.1 CAT teaching：a brief history
2.3.2 CAT teaching：the status quo at universky level
2.4 CAT teaching in higher education：a pedagogical gap
2.4.1 A pedagogical gap in practice
2.4.2 A pedagogical gap in research
2.4.3 A summary
2.5 A promising innovative approach to CAT teaching PBL
2.5.1 Tlle constructivist turn in translation pedag
2.5.2 The best exemplar of constructivist pedagol PBL
2.6 A summary
Chapter Three The Research Design
3.1 Research questions
3.2 Research type
3.3 Research methodo1ogy
3.3.1 Research paradigm
3.3.2 Research procedures
3.3.3 Research methods
3.4 A summary
Chapter Four Building Theoretical Connections
4.1 Clarifying the concept of PBL
4.1.1 Identifying sources of confusion about PBI
4.1.2 Defining PBL for the current study
4.2 Understanding theoret~al foundations of PBL
4.2.1 PBL with social constructivist view of knowledge and learning
4.2.2 PBL as a socially situated cognitive development process
4.3 Connecting PBL with CAT teaching in higher education
4.3.1 The new social demands for the CAT COUD
4.3.2 Alignment between PBL and CAT teaching
4.4 A summary
Chapter Five The Designing Process
5.1 The instructional design framework for a PBL approach tO CAT teaching
5.1.1 The framework building
5.1.2 Notes on the framework
5.2 The preliminary design
5.2.1 The context description and model selection
5.2.2 The CAT course design
5.2.3 The tutorial process
5.2.4 The scaffolding
5.2.5 The assessment design
5.3 A summary
Chapter Six Findings of the Preliminary Field Test
6.1 An overview
6.1.1 A few notes tO begin with
6.1.2 General description
6.2 Findings of the first level：reaction
6.2.1 Whouv positive reaction
6.2.2 EXpressed concerns
6.2.3 Suggestions for improvement
6.2.4 A summary
6.3 F-mdings of the second level：learning
6.3.1 Findings from the self-reported data
6.3.2 Findings from the factual data
6.4 Findings of the third 1evel：behaviour
6.4.1 F.mdings from the self-reported data
6.4.2 Findings from the factual data
6.5 A summary
Chapter Seven Discussion and Conclusions
7.1 The research questions revisited
7.1.1 PBL and attainment of the ILOs
7.1.2 Pedagog~al implications
7.1.3 DirecticIns for future studies
7.2 Limitat：ioas of this study
7.3 ConclusioDS
References
Appendices
Appendix 1 Participants and Grouping Information
Appendix 2 The Questionnaire of Open—ended Questions
Appendix 3 Student Individual Journal Template
Appendix 4 Student Group Study Record Template
Appendix 5 Classroom Observation Sheet
Appendix 6 Structure of the Dropbox Folder
Appendix 7 How tO Use the Dropbox Folder
Appendix 8 A Survey on Student Needs
Appendix 9 The Problems Design Matrix
Appendix 10 Tlle Second Problem(Full Version)
Appendix 11 Sample Pages from the Brochure for Problem
Appendix 12 Sample Pages from the Brochure for Problem
Appendix 13 The Fourth Problem(Full Version)
……
計算機輔助翻譯（Computer—AssistedTranslation，CAT）已經成為翻譯實踐的主流形式，其教學也日益受到高校相關學科的重視。但是，國內學界多聚焦CAT課程教什麼的問題，對於該類課程如何教，尚缺乏繫統的研究。本研究采用建構主義教學觀，運用基於問題的學習模式（Problem—Based Learning，PBL）理論，設計了36課時的CAT課程教學方案，並選擇中山大學英語專業24名三年級學生進行了教學實驗，在教學設計、教學過程、教學反饋等環節，利用學生日志、問卷調查、課程考試等方式，獲取了學生視角下PBL學習模式在態度、學習效果和行為轉變三個層面上的評估結果。結果顯示，PBL學習模式對高校CAT課程教學具有較高的適用性：能有效促進學生學習態度的轉變；產生了較好的教學效果；根據一年後的回訪數據，這種教學方法在幫助學生維持CAT技能的同時，其學習過程中獲取的主動學習的態度、溝等
