翻譯研究(Translation Studies)經過數十年的發展，已逐漸成爲獨立的學科。由於全球化時代來臨，國內各大學相繼成立翻譯系所，外（英）文系及應用外（英）語系紛紛開設翻譯課程，顯見翻譯教學在外語課程的規劃中已逐漸獲得重視。傳統的翻譯課程多偏向以教師爲中心(teacher-centered)，教學方法多採用練習與講解，授課的教師多將課程重點放在翻譯技巧的傳授，並藉由翻譯習題與作業檢討，提供學生練習的機會，並提供模範譯文(model translation)給學生參考。但此種教學法流於制式，使學生相信翻譯有標準範本。功能學派翻譯研究學者Nord提出「翻譯的文本分析模式」（Model for Translation-Oriented Text Analysis)，透過對來源語文本的分析，有助於翻譯學習者理解來源語文本的功能，並選擇與翻譯目的相符的翻譯策略。本研究以此模式爲理論基礎，參酌翻譯教學研究者Kiraly和Colina提倡的「溝通式翻譯教學法」（Communicative Translation Teaching, CTT)，研擬出適合國內學生的中英翻譯課程，希望能改善傳統的翻譯教學法，提供翻譯教學研究者參考。

The teaching methods of translation courses in colleges around Taiwan mainly focus on practices and criticism. The lecturers for these courses are devoted to transmitting translation skills to their students and offering them chances for translation exercises and assignment correction. However，the teaching method would possibly mislead students to believe that translation simply involves 'transfer of words between two languages' and forms a single standard version to its original. In this way they would fail to learn that the factors affecting translation strategies would assist developing different translating texts. Christiane Nord, a functionalist and translation researcher, proposed (a model for translation-oriented text analysis’，insisting that the translation purpose and target readers of the translation affect translation strategies and the translated text and these concepts could be applied in translator teaching. This research, based on Nord's text analysis model, aims to explore its function and effects on translation teaching and to design a Chinese-English translation course referring to communicative translation teaching method promoted by Don Kiraly and Sonia Colina. The course are designed to let college students complete translations meeting the original’s purpose and target readers， needs with appropriate translating strategies. It is hoped that the research results may improve translation teaching method and make contributions to translation teaching research.