Abstract: This study aims to clarify the definition of translation technology competence from a cognitive perspective. It adopts a progressive division approach to analyze the competence development process and specific content of translation technology teaching, thereby constructing a three-dimensional "five-step + three-level" framework for translation technology competence that systematically delineates the full dimensions of such competence. Distinct from previous research paradigms which centered on classifying competence types, this study incorporates competence acquisition theory and insights from cognitive psychology into its inquiry. The findings provide a theoretical foundation for research areas such as the cultivation mechanism of translation technology competence, the reform of translation technology teaching, the development of technology teaching resource, and the optimization of technology teaching methods. These conclusions are expected to serve as a theoretical reference for subsequent academic inquiries in the aforementioned domains.