病理生理学双语教学课程改革的初探

The curriculum reform of bilingual teaching of pathophysiology

目的探讨病理生理学课程改革在双语教学中的可行性。方法采取问卷调查的方式对临床本科大三学生800名,调查病理生理学采取双语教学是否他们愿意接受,是否希望病理生理学上课采取中英文结合的方式,并设实验班和对照班进行试验,抽取临床本科大三800名学生中的两个班级共100名学生,实验班进行双语教学,对照班采用常规教学模式,然后进行理论考试和再次的调查问卷。结果 800名学生中78%医学生认为病理生理学应该开展双语教学,86%医学生认为双语教学可以积攒一些英文词汇,72%医学生提高了英语学习的兴趣,65%医学生增强了阅读英文文献的能力,61%医学生锻炼了英语听说读写的能力;由实验班的学生对双语教学的反馈,结果显示58%医学生增强了学习的主动性,76%医学生提高了英语口语的交流能力,88%医学生还增强了医学英文词汇的储备能力。实验组的病理生理学的期末平均成绩为(80.13±2.50)分,对照组为(75.21±1.50)分。两组病理生理学期末成绩比较差异高度有统计学意义(P<0.01)。结论病理生理学课程改革中的双语教学具有可行性。

Objective To study the feasibility of pathophysiology courses reform in bilingual teaching. Methods A total of 800 cases clinical undergraduate students were survey by the method of questionnaire, whether they were willing to accept investigation pathophysiology in bilingual teaching, whether want to take a combination of Chinese and English in pathophysiology class, and set comparative classe and experimental classe to test, chose 100 clinical undergraduate students of two classes among 800 students, experimental class treated with bilingual teaching, while comparative classes with conventional teaching mode, and then through theoretical examinations and the questionnaire again. Results It showed that in 800 students 78% of medical students thought of pathophysiology should bilingual teaching,86% of medical students thought of bilingual teaching could accumulate some English words, 72% medical students improved the interest of learning English, 65% medical students enhanced the ability of reading English literature,61% medical students exercises the ability of English listening, speaking, reading and writing; By the experimental class students feedback on the bilingual teaching, the result showed that 58% of medical students enhanced the learning initiative, 76% medical students improved the ability of spoken English communication, 88% medical enhanced survival the reserve capacity of medical English vocabulary. The final average score for the pathophysiology of experimental group was（80.13±2.50） points, the control group was（75.21±1.50） points, the difference was statistically significant（P〈0.01）. Conclusion A bilingual teaching in pathophysiology courses reform is feasible.