某高校医学英语课程任务型教学改革前后效果评估

基金资助：2017年山西省高等学校教学改革创新一般项目（J2017041），2015年山西省高等学校教学改革项目（2015-39）

摘要：

目的：

本研究通过对某高校学生实行医学英语课程改革，拟探索一种建立在自主学习模式基础上的任务型教学方法，并将形成性评价应用于教学改革中，综合评估教学效果，为提高医学院校大学生的医学英语学习方法提供数据资料。

方法：

本研究选择某医科大学二年级本科生为研究对象，包括临床医学、预防医学、护理学、药学4个专业，共1450名学生。分别于任务型教学改革前后针对同一研究对象进行两次全样本的问卷调查。

结果：

课改后，78%学生对医学英语的认知加深，72%以上的学生建议医学英语课程多于20课时；3.9%的学生课改后找到适合自己的自主学习方法；学生对课前准备和课堂活动的认识逐渐提升，76%的学生至少一次参与课前准备活动，课改前后均有55%的学生喜欢小组讨论，任务型教学提升了学生的学习积极性。

结论：

在实行任务型教学改革后学生对医学英语学习的总体认知度有所提高，学习积极性明显提高，任务型教学促使学生找到适合自己的自主学习方法。小组讨论是学生比较乐于接受的学习方法。

关键词：医学英语；教学改革；任务型教学；自主学习；形成性评价

Effect Evaluation of Task-based Teaching Reform in Medical English Curricum at a University

Miao Yu¹, Zhang Zhihong*^1,2, Hou Xiaohe², Song Yaoling², Yang Liyin², Zhang Yuying², Gao Shaofen², Zhang Yan².

1 Department of Environmental Health, School of Public Health, Shanxi Medical University.

2 Department of Foreign Languages, Shanxi Medical University.

* Corresponding author: Zhihong Zhang, email: zzh1973@sxmu.edu.cn

Abstract

Objective:

To explore a task-based teaching method based on autonomous learning model through the reform of medical English curriculum for some college students, and to apply formative evaluation to the teaching reform to evaluate the teaching effect synthetically. To provide data for improving medical English learning methods of medical college students and to provide reference for the reform of college public English curriculum.

Methods:

Sophomores at one medical university were selected as the research subjects, whose majors including clinical medicine, preventive medicine, nursing, pharmacy, a total of 1450 students. In order to study the changes of students' cognition, autonomous learning attitude and formative evaluation to medical English, two questionnaires were conducted before and after the teaching reform. Chi-square test and rank sum test are used to analyze the data.

Results:

After the curriculum reform, 78% of students' cognition of medical English deepened ; more than 72% of the students think total time of the medical English curriculum should be more than 20 hours. Through curriculum reform, 3.9% of students gradually found out the appropriate autonomous learning method. Students' understanding of pre-class preparation and classroom activities gradually increased. 76% of students participated in pre-class preparation activities at least once. 55% of students like the group discussion as an examination way .Task-based teaching promotes students' enthusiasm in learning.

Conclusion：

After the reform of medical English teaching, students' general awareness and learning positivity to medical English have been greatly improved，task-based teaching  can promote students to find their own autonomous learning method. Group discussion is a learning method that students like to accept.

Key words : Medical English; Teaching Reform; Task-based Teaching; Autonomous Learning; Formative Evaluation