1. Introduction

This section introduces the background of the rise of digital humanities, emphasizing its importance as an interdisciplinary field and the challenges and opportunities it presents to traditional humanities disciplines. It mentions the construction and development of digital humanities in domestic and international academic circles and universities, such as the establishment of academic journals and changes in university curricula. Additionally, it explores the evolution of digital humanities translation research, including the application of corpus technology, the emphasis on digital translation studies, and the organization of related academic achievements and conferences. Finally, it highlights the necessity of constructing a curriculum model for digital humanities translation research and proposes an integrated "undergraduate-master-doctoral" curriculum model for implementation.

2. Literature Overview

Domestic discussions on "integrated" education focus on connections between educational stages, disciplines, and academia-industry collaboration, but pay insufficient attention to curriculum integration across undergraduate to doctoral education. An integrated curriculum can address the alignment of knowledge systems, objectives, and methods across different training stages, achieving organic cohesion between educational phases. Digital humanities translation research is a new branch of translation studies that applies digital technologies to translation research, evolving through two phases: corpus-based translation studies and the application of text data mining technologies. Currently, digital humanities translation research courses in China primarily target master's students, with few offerings for undergraduates and doctoral students, lacking an integrated curriculum approach.

3. Construction of the Integrated Digital Humanities Translation Research Curriculum Model

This section introduces the construction of an integrated digital humanities translation research curriculum model, based on the author’s long-term teaching experience, aimed at cultivating translation researchers with interdisciplinary comprehensive abilities and innovative skills. The curriculum model consists of four components: model characteristics, course content, teaching methods, and assessment methods. The model emphasizes progressive difficulty, the integration of theory and practice, interdisciplinary knowledge fusion, diversified teaching methods, and an academic research orientation. Course content is tailored to different learning stages, covering corpus-based translation research, the application of text data mining technologies, and the evaluation of monographs on translation research in digital humanities. Teaching methods adopt project-based and blended online-offline approaches, emphasizing group collaboration and resource sharing. Assessment combines formative and summative evaluations, encouraging student engagement and accountability to enhance learning outcomes and academic research capabilities.

4. Application of the Integrated Digital Humanities Translation Research Curriculum Model

This section examines the application of the integrated digital humanities translation research curriculum model at the undergraduate and master's levels. At the undergraduate level, a public elective course titled "Corpus-Based Translation Practice Research" was offered, totaling 32 class hours and 2 credits, attracting 10 students. Students performed well in tasks such as parallel corpus creation, introductions to domestic and international corpora, and final papers, though some issues arose, such as limited proficiency in corpus software application and insufficient depth in translation research. The average course score was 80.37, with 100% student satisfaction. At the master's level, the course "Digital Humanities Translation Research" was introduced for the first time, totaling 24 class hours and 1.5 credits, attracting 16 master's students. Final papers primarily focused on literary translation using corpus methods, but exhibited shortcomings in interdisciplinary perspectives and theoretical innovation. Student satisfaction remained at 100%, though some noted the course schedule was slightly tight. To address these issues, improvements such as optimizing class hours, refining grading criteria, and deepening teaching content were proposed to enhance teaching quality and students' professional skills.

5. Conclusion

This section presents the proposed integrated digital humanities translation research curriculum model, which has been tested in practice at the undergraduate and master's levels. The model aims to promote the refinement and development of the digital humanities translation research curriculum system. The article underscores the importance of course resource repositories, including instructional videos and literature databases, to support academic research and knowledge dissemination. Course videos facilitate post-class review, while literature repositories compensate for limited library collections and enable resource sharing. The article also recommends strengthening the compilation of digital humanities translation research textbooks and the development of MOOCs, such as translating *Digital Research Methods for Translation Studies* into Chinese, creating specialized textbooks, and launching MOOCs to expand the course’s influence and audience reach.