发表机构
Universitat Pompeu Fabra; Universitat Autònoma de Barcelona（庞培法布拉大学; 巴塞罗那自治大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本文介绍了面向翻译技术教育的本地优先开源工具LoopCAT，提出了关联工作流能力等的框架，提供教学相关方案，其教学效果仍待实证验证。
AI 中文摘要
翻译专业学生需要学习如何使用翻译技术，以及如何评判这些技术提供的选择。本文介绍了LoopCAT，这是一款采用Apache-2.0许可的本地优先计算机辅助翻译环境，与OpenAI Codex共同创建，使用GPT-5.5和GPT-5.6；同时提出了一个将工作流能力、评判能力和技术能动性联系起来的框架。该论述基于仓库历史、实现检查以及已识别开发构建的验证记录。LoopCAT结合了本地项目存储、翻译记忆库、术语表、质量保证、文档交换，以及与本地或托管AI服务的可选连接。其英语、加泰罗尼亚语和土耳其语界面目录也使该应用本身可作为教学材料：学生可将英语UI字符串翻译成另一种语言、查看现有自动生成的目标草稿、导入其修订内容并测试界面。我们围绕四种参与形式组织这些机会：操作工作流、评估输出、检查和配置机制，以及进行或维护有限干预。一个六课时序列、一个UI本地化作业、一个占位符示例和一个评估细则，明确了教师如何使用该框架。本文区分了已实现的功能与提出的教育益处；未报告新的学生学习成果。它区分了最新的包检查与早期的回归证据，并制定了课堂评估协议。LoopCAT提供了一个可检查的环境，用于教授翻译决策如何与数据、界面和软件规则相互作用。这些活动是否能提升评判能力、迁移能力或参与度仍是一个实证问题。
英文摘要
Translation students need to learn both how to use translation technologies and how to judge the choices those technologies make available. This article presents LoopCAT, an Apache-2.0-licensed, local-first computer-assisted translation environment co-created with OpenAI Codex using GPT-5.5 and GPT-5.6, and proposes a framework connecting workflow competence, evaluative judgement, and technological agency. The account draws on repository history, implementation inspection, and the verification records of an identified development build. LoopCAT combines local project storage, translation memories, terminology, quality assurance, document exchange, and optional connections to local or hosted AI services. Its English, Catalan, and Turkish interface catalogs also make the application itself available as teaching material: students can translate English UI strings into another language, review the existing automatically generated target drafts, import their revisions, and test the interface. We organize these opportunities around four forms of participation: operating a workflow, evaluating outputs, inspecting and configuring mechanisms, and making or defending a bounded intervention. A six-session sequence, a UI-localization assignment, a placeholder example, and an assessment rubric specify how teachers could use the framework. The paper separates implemented capabilities from proposed educational benefits; it reports no new student-learning outcomes. It distinguishes the latest package checks from earlier regression evidence and sets out a protocol for classroom evaluation. LoopCAT provides an inspectable setting for teaching how translation decisions interact with data, interfaces, and software rules. Whether these activities improve judgement, transfer, or participation remains an empirical question.
