骆雪娟，中山大学外国语言学及应用语言学博士，中山大学国际翻译学院翻译系原系主任，现任国际舆情研究中心主任。2007年开始，在国际翻译学院开设“计算机辅助翻译”“翻译技术与管理”和“笔译工作坊”等课程，目前累计超过十年的翻译技术教学经验。2020年，获得“首届全国翻译技术教学大赛（MTI组）”一等奖。
2013年，成立CATWORK工作室，进行了多年project—based和problem—based多元教学模式的尝试。截至目前，有多名工作室成员在近年“全国计算机辅助翻译与技术传播大赛”和“全国机器翻译与译后编辑大赛”中取得优异的成绩，也有多名学生前往北京大学、香港中文大学、蒙特雷国际研究院、伦敦帝国理工大学等相关学科深造。

List of Abbreviations
List of Tables
List of Figures
Chapter One Introduction
1.1 Research background
l.l.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 theoretal 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 ll Sample Pages from the Brochure for Problem
Appendix 12 Sample Pages from the Brochure for Problem
Appendix 13 The Fourth Problem(Full Version)
Appendix