近年，中國內地和香港高校翻譯教學發展迅速，多方面取得了長足成績。但無論在本科還是碩士、博士教育階段，仍有一些根本問題需待解決。首先，對於大學翻譯學位課程，特別是本科課程的基本立足點，如它究竟應當立足於「教育」還是應當立足於「培訓」的問題，學界並未形成共識。其次，各類翻譯學位課程在課程設置上有無類別之分，本科與研究生層次的翻譯課程又有何不同？諸如此類，無不值得深入探討。本文的基本思想是：大學翻譯學位層面的翻譯教學，其目的所在不僅僅是譯者培訓，而是培訓、教育二者兼顧，並且後者往往重於前者。通俗地說，是培養、培育翻譯人才，而不是培訓翻譯人員。「培訓翻譯人員」應當是翻譯或外語培訓中心，而不是大學翻譯學位課程的主要責任和任務。按此理論框架，文章提出大學翻譯學位課程的「綜合素質培育」模式。文章圍繞模式中的兩個核心理念，即「綜合素質培育」與「素質發展金字塔」的理念，並結合如何培養學生基本素質和提升學生翻譯能力的各種具體問題展開討論，以期引發學界同仁對相關問題的興趣，推進大學翻譯學位課程中的翻譯教學。
In spite of the progress made over recent years in translation teaching in the Mainland of China and Hong Kong, some of the fundamental problems remain. Often the academia is divided in opinion on whether a university degree programme in translation should be focused on the ‘education’ or the 'training' of students, whether different types of degree programmes in translation should be taught differently or in more or less the same way, or whether a postgraduate programme in translation should follow on from an undergraduate programme in translation or whether it should be completely different. This paper is then an attempt to tackle such issues. Maintaining the argument that translation teaching in degree programmes in translation at the tertiary level is it is both training and education, and very often more education than training, the paper emphasizes the need to take into full considerati n the holistic development of students in their education as translator/translation specialist. Most essential to the argument are the concepts of 'whole-person translator education' and the 'translator-development pyramid'. These concepts as well as issues on the various kinds of translation competences that are integrated to create a 'whole person' in the translation student, are analysed and discussed, so that light would be shed on the development of an innovative model for translation teaching in university degree programmes in translation.