近年來，翻譯教育學者開始質疑只重成果，不重過程的傳統翻譯教學法。本論文旨在探討ㄧ個過程導向譯書計畫在大學翻譯教學裡的實施情形。這個計畫歷時12 週，主要依據為方案教學和合作學習教學法。另外，此計畫基於長期性、過程導向學習、以學生為中心的學習、及反思學習等設計原則，藉由一系列的學習活動，引導學生的學習過程。本研究在計畫完成後，請學生填寫問卷，以了解他們對譯書計畫的看法，及學習活動對執行計畫的助益。整體而言，學生對此翻譯計畫持大致正面的看法。研究還發現，學生似乎偏好有小組合作和口頭討論的學習活動，如：\r 課堂小組討論，小組研究口頭報告，計畫成果發表，及教師引導討論。此外，本論文以多種學生作品，如：翻譯筆記、翻譯日誌、翻譯評論，來呈現學生在計畫中學習翻譯的歷程。文末並提出教師可以採取的方式，俾使計畫實施得以照顧不同的學習風格。

In recent years, translator educators have begun to question the adequacy of the traditional translation pedagogy, which is often focused on the product, rather than the process of translation. This study reports on a 12-week process-oriented book translation project grounded in two educational methodologies: the project approach and collaborative learning. This project was developed based on the following design principles: extendedness, process-oriented learning, student-centered learning, and reflective learning. It also featured a series of learning activities designed to guide students through the project. Upon the completion of the project, a questionnaire was administered to elicit students’ reactions to the project and assess the perceived usefulness of the project activities. Overall, students held largely positive opinions about the translation project. It was also found that they seemed to prefer learning activities involving group work and discussion, such as in-class group discussion, oral report of group research, project presentation, and teacher-led discussion. This paper also presents a selection of student works, including translator’s notes, translation logs, and translation critiques, to help illustrate students’ learning in the project.