ESP理论参照下的临床医学英语教学实践探讨

Exploration of English Teaching Practice for Clinical Medicine under ESP Theory

目的:由于传统的英语教学无法满足全球化对于双语医学教育的新要求,ESP特殊用途英语如何在中国医学教育中得以实践并取得有效成果成了医学教育者的新课题。方法:为了解决这一课题,在上海交通大学医学院进行医学双语教学的试点培训,以学士,硕士和博士三种学历组成人数为3-5人的小型试点班级,目的在跟踪不同阶段的医学生在培训期间的专业素质水平与英语水平的成效,并参照语言学家Pauline Robinson的ESP方法论,归纳总结出适应我国不同阶段学生的教学方法。Pauline Robinson的ESP方法分别为:角色扮演和模仿,案例学习法,项目教学法和演讲。结果:培训教师从三组不同学生的实际情况出发,结合上述四种教学方法,经过三个学期的培训分别得出了博士生组的口语能力,硕士生组听力能力以及本科生的写作阅读能力进步比较突出的结果。结论:中国教育体制所导致的被动接受的学习习惯是中国的特殊情况,而角色扮演和模仿,案例学习法,项目教学法和演讲是紧密相扣的四环相连的教学方法,每一种教学方法都是对彼此的补充和丰富,符合我国当代学生的个性特点和医学教育的方向,从而需要更多的医学教育工作者更好地利用四种教学方法以不断提升医学英语教学的教育事业以更好地帮助医学工作者融入国际舞台。

Objective： Since the traditional English teaching method failed to meet the demand of the updated requirement of globalization for bilingual Medical English education, how to practice the ESP（English for Special Purpose） in China＇s Medical education efficiently has been considered a new subject for Medical education trainer. Methods： To solve this issue, a pilot training project was built up in Shanghai Jiaotong University School of Medicine for bilingual Medicine educaiton. This project includes 3 classes, each of which seperately has 3-5 students at the baccalaureate, master, and doctoral levels for the purpose of outcome analysis under the guidance of ESP educational theory by linguistic Pauline Robinson. ESP educational method from Pauline Robinson is： role play and simulation, case studies, project work and oral presentation. Results： Based on the actual situation for 3 different classes, training teacher has concluded that the oral capacity of doctoral students, the listening capacity of master students and the writing and reading capacity of baccalaureate students has reached a notable improvement in combination with above four ESP teaching methods. Conclusions： The charateristics of passive learning comes specifically from China＇s education system which is a reality for Chinese students. Above four learning methods of ESP from Pauline are methods linked with one another as a circle in which each one is a complement and enrichment for another.These four ESP teaching method, which fits the characteristics of our students as well as the medicine education trend, requires better practices of it by more medicine trainers for a continuous growing medicine education course and a better role play of our medical professionals in world stage.