This paper aims to develop a classroom model for Sight Translation education in Chinese universities by leveraging flipped learning and cooperative learning methods. Sight Translation, a mode of interpretation where interpreters orally translate source text while reading it, poses relatively lower difficulty compared to consecutive and simultaneous interpretation. Moreover, it can enhance learners’ Korean proficiency and basic interpretation skills, making it a suitable educational approach for Korean language majors in undergraduate programs. Consequently, this study validates the necessity of offering Korean Sight Translation classes at the undergraduate level, identifies the demands of Korean language majors in Chinese universities, and designs a classroom model for Sight Translation education. The paper delineates the roles of teachers and learners in each stage of the Korean Sight Translation classes. Pre-class stages involve teachers setting educational objectives, selecting texts, analyzing texts, recording videos, and organizing subgroups, while learners engage in video-based learning, parallel texts, and summarizing questions. During class stages, teachers facilitate question-and-answer sessions, create team activities, monitor interpretation activities, and provide feedback, while learners participate in group interpretation, recording, peer feedback, and question-and-answer sessions. Post-class stages entail teachers assessing learning outcomes, while learners engage in activities such as summarizing recorded content, group shadowing exercises, writing interpretation journals, and self-assessment reports.