论文部分内容阅读
目的以过渡式双语教学为基础,探索双语教学在医学基础课程中的教学模式、效果和主要困难及解决办法。方法通过运用过渡式双语教学模式对组织学与胚胎学的专业课程进行讲授,学期末采用发放调查问卷的形式,对五年制和七年制临床医学专业的学生进行问卷调查。结果学生对过渡式双语教学的整体态度是认可的,希望通过该模式的教学达到的提升自我知识含量,了解前沿科学,为以后的工作学习奠定基础。但在两个不同层次的班级中多数学生认为教师应该采用中文授课辅以中文课件,但专业名词和常用术语以英文的形式出现并讲授。在调查问卷中,七年制本硕对英语的要求在各个方面均高于五年制的本科。结论无论是从学生,教材和教师的角度来看:过渡式双语教学是开展双语教学的重要前提,在开展该教学时也要解决好不同层次的学生、教材和教师三方面内在和外在的各种关系。
Objective Based on the transitional bilingual teaching, this paper explores the teaching modes, effects, major difficulties and solutions of bilingual teaching in medical basic courses. Methods Through the use of interim bilingual teaching mode to teach histology and embryology of professional courses, the end of the semester by issuing questionnaires in the form of five-year and seven-year clinical medical students to conduct a questionnaire survey. Results The overall attitude of students towards transitional bilingual teaching is recognized. It is hoped that through this mode of teaching, the self-knowledge will be improved and the frontier science will be learned, laying the foundation for future work and study. However, most students in two different levels think that teachers should use Chinese teaching supplemented with Chinese courseware, but professional terminology and commonly used terms appear and be taught in English. In the questionnaire, the requirements of the seven-year system for English were higher in all respects than those of the five-year program. Conclusion From the perspective of students, teaching materials and teachers, transitional bilingual teaching is an important prerequisite for conducting bilingual education. In carrying out this teaching, we must also address the internal and external aspects of students, materials and teachers at different levels Various relationships.