组织学与胚胎学课程中过渡式双语教学问卷调查分析

Questionnaires about Transitional Bilingual Teaching in Histology and Embryology

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 Basing on transitional bilingual teaching,to explore modes, outcomes, difficulties and solutions of bilingual teaching in medical foundation courses and to know the students＇attitudes of present transitional bilingual teaching and the future of bilingual teaching. Methods Fixed teachers applied the transitional bilingual teaching mode in histology and embryology, then we have analyzed questionnaires from 5-year and 7-year program medical students in the final term. Results The transitional bilingual teaching mode is acceptable. Among then the majority suggested that the teachers should teach in Chinese using Chinese, and special terms and common jargons in English. The Englishing requirements of 7-year program medical students were higher than them of 5-year＇s. Conclusion The transitional bilingual teaching is the important precondition of carrying out the bilingual teaching. It should bal ance the relationaships among the students, the textbooks and the teachers.