本研究提出三個階段以為翻譯課程參考。一為影響翻譯因素之釐定；二為一般課程設計要點；三為翻譯課程之提出。影響翻譯之五個因素分別為傳播過程、因素間關係、對比分析、字詞意義對應、及語言相對性。其次，課程理論可參照Tyler 四階段論及Shane & Longstreet 之五大基本觀念。依據翻譯本質及課程設計要點，研究者認為翻譯至少應包括八大領域，即傳播過程、系統及關係、語言、語言學、跨社會文化內容、跨語言符號轉換、信度與效度之計量、及評鑑。 另外，就深度而言，每一領域又由一些相關科目，依據難度及複雜度，由下而上，垂直銜接而成。此八大領域亦可歸類為支持、主要、基礎、實踐及研究等五個範疇。

The present study suggests three sequential stages to which a translation curriculum may refer: (1) the identification of the relevant factors of translation, (2) the reference of curriculum essentials, and (3) the proposed curriculum of translation. The relevant factors of translation, according to the present study, include communication process, factor relations, contrastive analysis, word meaning correspondence, and linguistic relativity. The referred curriculum essentials include Tyler’s four stages and Shane & Longstreet’s five basic concepts. On the basis of relevant factors of translation and curriculum essentials, the researchers propose a translation curriculum covering eight areas of studies, namely communication process, system and relation, language, linguistics, cross socio-cultural implication, cross-language symbolic conversion, measurement of validity and reliability, and evaluation. Further, in terms of depth, each area of studies is further composed of vertically articulated courses in order of complexity and difficulty. It is suggested that the eight areas of studies be divided into supporting, primary, fundamental, practicum and research core categories.