本論文介紹筆者在中日對譯課程的教材上，是依照何種指導方針來決定課程內容，而這些內容在實際上的授課中能否適用。至於翻譯課程中，以何種為重點來建構課程內容部分，大多取決於任課老師的裁量。因此翻譯課程是一門清晰呈現擔當老師的色彩的教學科目。筆者認為透過翻譯教育，翻譯相關內容是無庸置疑的，日語的學習或者已學習過的複習等都可成為翻譯課程內容的架構。因此筆者欲針對這些加以論述。所以，本論文不僅對詞彙的表面的意思，進一步將詞彙的內涵意義，在中文與日文之間做比較，而翻譯要使用的詞彙就可根據比較結果加以選擇。然後，以複習已學習過的擬聲語擬態語為目的，並介紹讓學習者在翻譯時，選用擬聲語擬態語等方法。
This paper, based on what kind of educational method of the Chinese-Japanese translations stipulates course content, is intended to introduce what it is used in the actual class. Translation education, when teachers assemble a lesson, a very large degree of discretion. Therefore, the characteristics of teachers are clearly appearing on lesson. Through the translation education, not only be involved in the translation, also the translation class, which including a review of Japanese learning and already studying matter was considered to be possible. I want to express my opinion about it. Therefore, in this paper, between the Chinese and Japanese, not only means on the surface of the words, to compare the meaning at the inside of the words. When choosing a translated word, learn that it is based on the results of the comparison. In addition, for the purpose of review of onomatopoeia words, we have also introduced a method of imposing the learners the use of onomatopoeia words at the time of the translation.
