Abstract
The Construction of New Liberal Arts in China advocates innovative approaches to translation and interpreting training, e.g., the integration of information technology such as online learning into translation and interpreting education. Using the theoretical framework of constructive alignment, this paper aimed to identify key intended learning outcomes (ILOs) of a computer-assisted translation (CAT) course via a survey on students’ expectations and on this basis design a series of teaching and learning activities in a blended learning mode. The online activities in the blended learning mode include mini-lectures and screenshot videos concerning the key concepts and operations of translation technology, as well as discussions about the love letters and hate letters to the CAT tools. These online activities aimed at preparing students to have basic understandings of the concepts and operations of the CAT tools as well as their attitudes towards the tools before face-to-face classes.
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