期刊文献+

临床药学ESP课程设计(英文) 被引量:1

Designing an ESP course for Clinical Pharmacist
原文传递
导出
摘要 随着国际药学交流日益频繁,人们开始关注专门用途英语课程设计。这门课程主要是帮助学习者更好地适应职业交流的需要。尽管对于专门用途英语的需求日益增强,依然很少有人关注职业药师的需求。本文为中国的职业药师提供课程设计指导,以满足他们的需求。文章首先回顾了与课程设计相关的个案。设计这类课程时,主要问题是分析学习者的特定需求。其他问题包括:目标、语法结构、习得技巧以及评估等。 With the continued expansion and participation in the international pharmaceutical arena, much attention has been drawn to the design of ESP courses in China which earl help to prepare learners for professional communication. Despite the growing demand for English for Specific Purposes (ESP) instruction, little attention has been paid to the needs of those professional pharmacists. In response to their needs, this paper is an attempt to provide a guided approach to ESP course design for Chinese professional pharmacist. It first reviews current literature and case study related to ESP course design. When designing an ESP course, the primary issue is the analysis of learners' specific needs. Other issues addressed include: determination of realistic goals and objectives; integration of grammatical functions and acquisition skills, assessment and evaluation.
出处 《现代生物医学进展》 CAS 2013年第26期5133-5136,共4页 Progress in Modern Biomedicine
基金 The research on improving students'English writing ability through experiencing method in the new media environment(DX510009)which is a key subject of The research on cultivating students'comprehensive ability by integrating the curricular and extracurricular new media resources(FFB108065)~~
关键词 ESP 课程设计 需求分析 ESP Course design Needs analysis
  • 相关文献

参考文献19

  • 1Dweck, C. S., Leggett, E. L. A social-cognitive approach to motivation and personality[J]. Psychological Review, 1998,95(2):256-273.
  • 2Eaton, M. J., Dembo, M. H.. Differences in the motivational beliefs of Asian American and Non-Asian students [J]. Journal of Educational Psychology, 1997,89(3):433-440.
  • 3Hao, L., Bonstead-Bruns, M. Parent-child differences in educational expectations and the academic achievement of immigrant and nativestudents[J]. Sociology of Education, 1998,71 : 175-198.
  • 4Haracldewicz, J. M., Barton, K. E., Elliot, A. J. Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist[J]. Journal of Educational Psychology, 1998,89(3):433-440.
  • 5Lee, A. Y., Aaker, J. L., Gardner, W. L. The pleasures and pains of distinct self-ennstruals: The role of interdependence in regulatory focus[J]. Journal of Personality and Social Psychology,2000,78(6): 11 22-1134.
  • 6Man, W. C. Parental influences on the high school students' academic achievement: A comparison of Asian immigrants, Asian-Americans, and White-Americans[J]. Psychology in the Schools,1997,34(3):267- 277.
  • 7Middloton, M. M., Midgley, C. Avoiding the demonstration of lack of ability: An unexplored aspect of goal theory [J]. Journal of Educat- ional Psychology, 1997,89(4):710-718.
  • 8Midgley, C., Machr, M., Hicks, L., et al. Patt'ems of adaptive learning scales[C]. Ann Arbor: The University of Michigan.
  • 9Nisbett, R. E., Peng, K., Choi, I., et al. Culture and systems of thought: Hol istic versus analytic cognition [J]. Psychological Review: Special Issue,200 l, 108(2): 291-310.
  • 10Oyserman, D., Coon, H. M., Kemmelmeier, M.. Rethinking individualism and collectivism: Evaluation of theoretical assumptions :nd meta-analyses[J]. Psychological Bulletin,2002,128( 1 ):3-72.

同被引文献5

引证文献1

二级引证文献3

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部