本研究旨在探討臺灣翻譯碩士班翻譯科技課程的現況及改進建議，透過課程綱要調查、課程實地觀察與教師訪談、系所主管代表訪談、學生問卷調查與訪談，以及業界專業人生訪談，從教師、學生與業界的三個面向切入。
結果發現課程名稱有效代表每門課程的內容，課堂強調討論、合作，高度符合社會建構主義的特性，從學生的回饋中可以看出，老師成功達到課程和教學目標，將翻譯科技的知識和技能傳授給學生。
然而課程種類單一、教學目標流於表面、教師專兼任參半、班級人數限制、課程時數不足，以及學習受限於課堂，儘管各所欲深入開發課程，然而受限於臺灣市場對於翻譯科技的意識不足、師資招聘受限與困難，與教育部制度僵固的問題，導致裹足不前。
盼以增加課程多樣性、深化教學目標、教師專任聘用、設定修課人數上下限、增加課程時數、強化課外學習資源等短、中、長期的翻譯科技課程發展建議，以補足臺灣翻譯碩士班翻譯科技訓練不足的缺失，方能提供更全面的翻譯科技教育。面對人工智慧的時代，投注於翻譯科技教育已是刻不容緩，盼望本研究能拋磚引玉，以期臺灣翻譯研究所翻譯科技課程更健全的發展。

This study aims to investigate the current status of translation technology courses in Taiwanese translation master's programs and provide suggestions for improvement. Through curriculum analysis, on-site course observation, interviews with teachers and programs’ representatives, surveys and interviews with students, as well as interviews with industry professionals, the study examines the perspectives of teachers, students, and the industry.
Findings reveal that course titles effectively represent the content of each course. Courses emphasis on discussions and collaboration aligns well with the characteristics of social constructivism. Feedback from students indicates that teachers have successfully achieved course and instructional objectives by imparting knowledge and skills in translation technology to students.
Several challenges are identified, including limited course variety, superficial teaching objectives, too many adjunct teachers, class size limitations, insufficient course hours, and restricted learning within classrooms. Despite efforts to develop courses more comprehensively, constraints such as insufficient awareness of translation technology in the Taiwanese market, difficulties in recruiting teachers and rigid educational policies impede progress.
To address the inadequacies in translation technology training within Taiwan's master's programs in translation, it is recommended to enhance course diversity, deepen instructional objectives, ensure full-time faculty appointments, establish minimum and maximum enrollment limits, increase course hours, and strengthen extracurricular learning resources in the short, medium, and long terms. It is hoped that this study will serve as a catalyst for the more robust development of translation technology courses in Taiwanese translation master’s programs.

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