在筆譯課程中，傳統的練習以個人作業為其主要形式，雖然效果毋庸置疑，但亦不無缺點。本研究為解決個人作業收穫面向單薄、師生負擔沉重二項問題，嘗試在基礎筆譯課程中借用情境學習的概念，導入情境的團體作業，由學生扮演編輯的五種角色合力完成作業，利用合作學習擴充學生的收穫面向，利用團體合作降低作業量以減輕師生負擔。為驗證上述操作的效果，本研究設定量化與質性的檢核機制：在量化的檢驗方面，將角色依性質分為觀摩性質的「支援群」與參與編修的「編輯群」，檢測不同角色群於前後測的進步情況是否有顯著差異，以此評估角色分工的適切性；在質性的檢驗方面，透過抽樣訪談，從團體作業的優缺點、業型態的偏好、角色扮演的觀感、合作編輯的心得四大面向來了解學習狀況，以印證本研究問題解決策略的有效性。研究結果顯示，導入編輯情境的團體作業練習，不僅為可行的合作模式，且可解決上述個人作業的二項問題。

In a basic translation course, individual assignments are conventionally the most prevalent form of exercise. Although its value is beyond doubt, individual practice is not without drawbacks, among which two are to be addressed in this paper: limited learning scope for students and heavy workload on both students and teachers. To solve the two problems, this study draws on the idea of situated learning and attempts to situate each assigned task in an editorial context with five roles for students to play as they work in groups to fulfill the requirements. The proposed solutions work in the following ways: the cooperative learning helps to expand students’ scope of learning; the group assignments serve to reduce the burden on students and teachers. Quantitative and qualitative inspections are made to test the effectiveness of the above solutions. Quantitatively, in order to evaluate the feasibility of editorial role-playing cooperation, statistic tools are employed to see, based on the division of “supporting role cluster” and “editing role cluster,” whether the degrees of progress in the two role clusters are significantly different in the pretest and post-test stages. Qualitatively, end-of-term interviews are conducted to gauge the successfulness of the above proposed solutions by focusing on four dimensions: the pros and cons of group assignments, preferred assignment form, role-playing preference, and experience of editorial simulation. The results of the study show that simulation of an editorial situation in group practice is not only a feasible mode of cooperation, but can also solve the two shortcomings of individual assignments.