诊断学实验课“沉浸型”双语教学的应用初探

Application of ＆quot;immersion＆quot; bilingual teaching in diagnostics experimental class

目的 探讨“沉浸型”双语教学对教学质量及学生英文水平的影响.方法 在诊断学实验课中,将重庆医科大学2009级五年制临床医学专业94名学生随机分为实验组和对照组,每组47名学生.实验组实施“沉浸型”双语教学,对照组实施中文教学.比较2组学生的相关英文考试成绩,并对学生进行问卷调查以了解教学效果.结果 实验组学生在客观结构化临床考试的英文考站成绩和专业英语课程成绩比对照组学生高,2组学生的差异具有统计学意义.问卷调查结果表明,实验组学生对课程的满意率较对照组学生高,且对专业英语课的学习兴趣更为浓厚,2组学生差异具有统计学意义.结论 诊断学实验课开展双语教学是可行的,能够提高学生对英语的学习兴趣,有效提升学生的英语水平,值得进一步探索与推进.

Objective The impact of ＂immersion＂ bilingual teaching on the quality of teaching and the standard of English on the quality of teaching. Methods A total of 47 medical students who were trained in diagnostics course were investigated by self-assessment questionnaires and objective structured clinical examination （OSCE）. Results According to the self-assessment of medical students, most of the students satisfied with the diagnostics course. Conclusions The evaluation suggested that medical students＇ proficiency of English can be improved by this curriculum. The present evaluation calls for further development of the teaching quality system.