利用海外“候鸟”资源开展系统解剖学双语教学
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摘要
利用公共网络平台及海外"候鸟"教授在医学本科生中开展系统解剖学远程双语教学,试图提高学生专业英语水平和解剖学成绩。选择2016级临床医学专业本科生45人,前半学期采用远程双语模式、后半学期采用传统模式进行教学,通过闭卷考试和问卷调查评价两种教学模式的效果。结果发现远程双语组专业英语考试成绩为(85.30±9.55)分,传统组(68.12±8.76)分,组间比较,P<0.05;两组中文专业知识成绩分别为(83.92±10.77)分和(78.71±11.98)分,组间比较,P<0.05,有统计学意义。学生更喜欢远程双语教学模式,认为该模式可拓宽视野,促进专业英语词汇记忆,并激发学习解剖知识的兴趣。结果提示这种远程双语教学模式值得推广,可提高学生专业英语水平和解剖学成绩。
The aim of this study was to deliver long-distance bilingual lectures of systemic anatomy to Chinese medical students through the public network internet by a bilingual professor from overseas,in an attempt to improve students' anatomy grades and to help them use medical terms in English. The long-distance bilingual teaching method was employed in the first half of a term and then the traditional teaching method in the second half of the term among 45 clinical medical undergraduates in the class of 2016. The effects from both teaching methods were evaluated by examinations and questionnaire surveys. The exam scores of an anatomy test in English language were 85. 30 ± 9. 55 in bilingual teaching group and 68. 12 ± 8. 76 in traditional teaching group. There is a significant difference between the two groups( P < 0. 05). The scores of an anatomy exam in Chinese language showed 83. 92 ± 10. 77,from bilingual teaching group and 78. 71 ± 11. 98 from traditional teaching group and there was a statistically significant difference between the two groups( P < 0. 05). Students claimed to prefer the long-distance bilingual teaching in the survey. It was thought that this teaching model could broaden their views on anatomy learning,promote the memory of English vocabularies,particularly the anatomical terms,and stimulate their interest in learning anatomy. The results suggest that it is worthwhile to adopt this bilingual teaching model,which may significantly improve Chinese medical students' proficiency in using English to communicate in practicing medicine and their interest in learning anatomy.
The aim of this study was to deliver long-distance bilingual lectures of systemic anatomy to Chinese medical students through the public network internet by a bilingual professor from overseas,in an attempt to improve students' anatomy grades and to help them use medical terms in English. The long-distance bilingual teaching method was employed in the first half of a term and then the traditional teaching method in the second half of the term among 45 clinical medical undergraduates in the class of 2016. The effects from both teaching methods were evaluated by examinations and questionnaire surveys. The exam scores of an anatomy test in English language were 85. 30 ± 9. 55 in bilingual teaching group and 68. 12 ± 8. 76 in traditional teaching group. There is a significant difference between the two groups( P < 0. 05). The scores of an anatomy exam in Chinese language showed 83. 92 ± 10. 77,from bilingual teaching group and 78. 71 ± 11. 98 from traditional teaching group and there was a statistically significant difference between the two groups( P < 0. 05). Students claimed to prefer the long-distance bilingual teaching in the survey. It was thought that this teaching model could broaden their views on anatomy learning,promote the memory of English vocabularies,particularly the anatomical terms,and stimulate their interest in learning anatomy. The results suggest that it is worthwhile to adopt this bilingual teaching model,which may significantly improve Chinese medical students' proficiency in using English to communicate in practicing medicine and their interest in learning anatomy.
引文
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[9]郑德宇,秦书俭.人体解剖学双语教学的现状与思考[J].解剖科学进展,2010,16(5):483-484.
[10]王春旭,李正莉,赵虎,等.美国医学院校人体解剖学课程教学方法的启示[J].局解手术学杂志,2010,(1):46-48.
[11]JOHNSON EO,CHARCHANTI AV,TROUPIS TG.Modernization of an anatomy class:from conceptualization to implementation.a case for integrated multimodal-multidisciplinary teaching[J].Anat Sci Educ,2012,5(6):354-366.
[2]王伟伟,郑鸣.双语教学在系统解剖学教学中的应用效果评价[J].四川解剖学杂志,2011,19(4):80-82.
[3]刘北星,刘静,曾胜,等.医学双语教学践行中的体会和思考[J].中国高等医学教育,2012,(7):67-68.
[4]张健.攀枝花市盐边县地区中学英语教学存在的问题调查分析[J].东方教育,2015,(5):227-228.
[5]MENN M,DON CJ.(On)line dancing:choosing an appropriate distance education partner[J].Health Promot Pract,2014,15(3):327-330.
[6]GROENWOLD RH,KNOL MJ.Learning styles and preferences for live and distance education:an example of a specialisation course in epidemiology[J].BMC Med Educ,2013,2(13):93.
[7]DU S,LIU Z,LIU S,et al.Web-based distance learning for nurse education:a systematic review[J].Int Nurs Rev,2013,60(2):167-177.
[8]田忠富,高洪泉.双语教学在解剖教学中的应用体会[J].齐齐哈尔医学院学报,2010,(1):99-100.
[9]郑德宇,秦书俭.人体解剖学双语教学的现状与思考[J].解剖科学进展,2010,16(5):483-484.
[10]王春旭,李正莉,赵虎,等.美国医学院校人体解剖学课程教学方法的启示[J].局解手术学杂志,2010,(1):46-48.
[11]JOHNSON EO,CHARCHANTI AV,TROUPIS TG.Modernization of an anatomy class:from conceptualization to implementation.a case for integrated multimodal-multidisciplinary teaching[J].Anat Sci Educ,2012,5(6):354-366.
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