| 摘要 | 第1-5页 |
| Abstract | 第5-9页 |
| Chapter One Introduction | 第9-12页 |
| ·Research background | 第9-10页 |
| ·Research questions | 第10页 |
| ·Research methodology | 第10-11页 |
| ·Research aim and research significance | 第11-12页 |
| Chapter Two Literature Review | 第12-27页 |
| ·An evolving definition of "curriculum" | 第12-14页 |
| ·Curriculum development and some related terms | 第14-16页 |
| ·Foreign researches on curriculum development models | 第16-21页 |
| ·The Objective Model by Tyler | 第16-19页 |
| ·The Process Model by Lawrence Stenhouse | 第19-21页 |
| ·Domestic researches on translation curriculum development models | 第21-27页 |
| ·Practice-centered model | 第21-22页 |
| ·Translation-theories-centered model | 第22-23页 |
| ·Theoretical-learning-and-practical-training model | 第23页 |
| ·Translation-competence oriented model | 第23-27页 |
| Chapter Three Analysis of the Current Curriculum Development in Postgraduate Translation Education | 第27-37页 |
| ·Lack of distinction between academically-oriented,and professionally-oriented translation education | 第27-34页 |
| ·General introduction | 第27-31页 |
| ·Relationship between foreign language teaching and translation teaching | 第31-32页 |
| ·Propose of MTI Program | 第32-34页 |
| ·Lack of distinction between undergraduate and postgraduate translation education | 第34-37页 |
| Chapter Four Translation Competence and Translator Competence | 第37-49页 |
| ·Defining translation competence | 第37-44页 |
| ·Translation competence as a summation of linguistic competences | 第38页 |
| ·Translation competence as no such thing | 第38-39页 |
| ·Translation competence as multi-componential | 第39-43页 |
| ·Translation competence as one thing | 第43-44页 |
| ·Defining translator competence | 第44-46页 |
| ·Relationship between translation competence and translator competence and its implications for translation curriculum development | 第46-49页 |
| Chapter Five Implications for Postgraduate Translation Education from Constructivism | 第49-67页 |
| ·Theoretical origins of constructivism | 第49-50页 |
| ·Representative figures of constructivism | 第50-51页 |
| ·Main schools of constructivism | 第51-53页 |
| ·Radical constructivism | 第51-52页 |
| ·Social constructivism | 第52-53页 |
| ·Constructivist view on knowledge,learning and teaching | 第53-54页 |
| ·Implications for postgraduate translation education from constructivism | 第54-67页 |
| ·Objective setting | 第55-58页 |
| ·Content organization | 第58-61页 |
| ·Curriculum implementation | 第61-64页 |
| ·Curriculum evaluation | 第64-67页 |
| Chapter Six A Learner-centered Approach from the Perspective of Constructivism | 第67-87页 |
| ·Postgraduate translation curriculum development model | 第67-68页 |
| ·Suggested improvements on the current postgraduate translation education | 第68-87页 |
| ·Objective setting | 第68-71页 |
| ·Modularization of content organization | 第71-82页 |
| ·Curriculum implementation | 第82-85页 |
| ·Curriculum evaluation | 第85-87页 |
| Chapter Seven Conclusion | 第87-90页 |
| ·Summary of the research | 第87-88页 |
| ·Limitations of the research | 第88页 |
| ·Suggestions for further research | 第88-90页 |
| Bibliography | 第90-98页 |
| Acknowledgements | 第98页 |
