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教学目标的制定与优先排序是教学设计过程中的重要环节，然而翻译教学界对此关注较少。本文旨在分析交替口译课程授课过程中学生期望知识与欠缺知识两方面的需求，展示教学目标优先排序的方法。研究参与者包括翻译专业本科生三十名、授课教师一名，数据收集方法为问卷与自评报告。在课程开始阶段，学生期望知识与欠缺知识的需求分析有助于教师对交替口译课程设定的教学目标进行优先排序；在课程结束阶段，学生的进步情况分析（即每项教学目标授课前后学生能力的变化）、欠缺知识需求分析有助于评估教学目标经过优先排序之后交替口译课程的教学效果，指导后续课程教学目标的制定，实现多门纵向口译课程之间的分工与衔接。希望本研究对口笔译教学界同仁有所启发，对自己所教课程的教学目标进行优先排序，不断自我反思，成长为研究型教师，从而提升课程的教学效果、利于不同课程间的排序与衔接。
Though formulation and prioritization of instructional objectives is an important link in the chain of course design, little research has been done in this regard in the field of translation and interpreting (T&I) education. This paper aims at demonstrating how to prioritize instructional objectives in implementing a consecutive interpreting course by inviting students to voice their wants and lacks. Thirty undergraduates and one instructor contributed to data collection through questionnaires and self-evaluation reports. Results of students’ pre-course wants and lacks helped prioritize the objectives formulated in the course design phase. Their pre-course post-course gains and post-course lacks were used to measure teaching effectiveness of prioritized instruction and learning, direct the design of the subsequent course, and thus achieve coordination and integration between courses in the overall T&I curriculum. The current study may inspire colleagues to become selfreflective researchers by formulating and prioritizing their instructional objectives and to contribute to instructional effectiveness at the course level and promote course sequencing and integration at the program level.
