CBI教学在呼吸内科医学英语教学中的应用

Application study on content -based instruction teaching in respiratory medicine English teaching

目的：探讨内容型（content-based instruction，CBI）教学在呼吸内科医学英语教学中的应用效果。方法选择济宁医学院2009级本科临床医学专业120名学生为研究对象，分为对照组（60名）和实验组（60名）。实验组采用CBI教学；对照组采用传统教学。教学结束后，对2组学生进行医学英语水平测试及标准化病人测试；同时以不记名问卷调查方式，进行英语学习兴趣调查以及英语自主学习能力调查。采用SPSS 17.0软件进行统计学分析，用t检验和字2检验评价两种方法教学效果，检验水准α=0.05。结果实验组医学英语水平测试成绩、标准化病人测试成绩和英语自主学习能力总平均成绩分别为（81.97±4.91）、（80.33±5.85）、（3.88±0.38）分，均高于对照组成绩[（70.40±4.78）、（70.48±4.79）、（2.98±0.26）分]，P值均等于0.000。实验组学生对CBI教学在提高学习动机、增加学习时间、改进学习方法、提高学习认真程度和提高学习困难应对方面的满意度明显高于对照组（χ2=13.084，8.000，13.297，11.627，13.374，P值均等于0.000）。结论CBI教学优于传统教学，使英语学习转变为呼吸科专业知识和技能的学习，可激发学生学习兴趣、提高其自主学习能力与实际运用英语的能力。

Objective To discuss the application effects of CBI teaching method in medical English Teaching of respiration medicine. Methods Dividing 120 students of Grade 2009 in Jining Medical College into two groups including control group （60） and experimental group （60）. The tradi-tional teaching method was adopted in the control group and CBI teaching method was adopted in the experimental group. After finishing the courses, medical professional English level test and standard-ized patients test were applied in the two groups. Students＇ English studying interests and autonomous English learning ability were also investigated by questionnalres. SPSS 17.0 software was used for sta-tistical analysis, and the data were processed by t test and 字2 test, with the level of a test equal to 0.05. Results The medical professional English level test scores, standardized patients test scores and the total average scores of autonomous English learning ability in experimental group were respectively [（81.97±4.91）, （80.33±5.85）, （3.88±0.38）], and they were significantly higher than those in the control group [（70.40±4.78）, （70.48± 4.79）, （2.98±0.26）, with P values below 0.01]. Satisfaction degrees in the improvement of learning motivation, learning time, learning method, learning attitude and dealing with study difficulties in experimental group were better than those of control group （χ2=13.084, 8.000, 13.297, 11.627, 13.374, P=0.000）. Conclusion CBI teaching method is better than traditional teaching method and it transfers English learning into the learning of professional knowledge and skills of respiratory medicine, stirs the interests of students, improves their autonomous English learning ability and strengthens their abilities to learn and apply English language.