保持式双语教学在分子生物学教学改革中的初探和成效

A Study of Maintain Bilingual Teaching in the Course Reform of Molecular Biology

连续两年对2015级、2016级生物工程、生物制药工程两个专业的学生进行了分子生物学双语教学的问卷调查。统计结果显示,平均84%的学生认为分子生物学应进行双语教学,高度肯定课程改革方向。同时,调查结果也表明学生对中文依赖度过高,对英文思考能力不足,课下投入时间不够,这成为选择保持式双语教学的主要原因;另一方面,根据学生对授课教师基本能力和课程安排等方面的相关建议,教师从教学设计、课程组织方式以及形成性评价三个方面进行课程的调整。初步结果显示,教学过程中学生积累了更多的专业词汇、提高了学生英文理解的能力,并且16级学生对授课教师的满意度比15级学生高出4个百分点,说明这种连续动态的调查方式,有益于教师更加合理优化课程改革模式和细节,加强对课程教育的深入研究,以及实现终身学习,培养全面型人才的育人目标。

A questionnaire survey on bilingual teaching of molecular biology was conducted for students of the2015th and2016th grade bioengineering and biopharmaceutical engineering within two years.It was shown that an average of 84% of students believed molecular biology should be taught through bilingual,which highly affirmed the direction of curriculum reform.It was also figured that students'dependence on Chinese was too high,their ability to think in English was insufficient,and the investment time is not enough.This is the main reason for choosing maintain bilingual teaching.On the other hand,according to suggestions of students about the teachers'basic ability and the course schedule,teachers adjust the curriculum from three aspects: instructional design,course organization and formative evaluation.Preliminary results show that during the teaching process,students accumulate more professional vocabulary,improve their English comprehension ability.It was also proved the satisfaction of the2016th grade students to the teachers was 4 percentage points higher than that the15th grade students',which indicated this continuous and dynamic survey was benefit for optimizing the course reform model and details more rationally,strengthening the in-depth study and realizing the goal of life-long learning and cultivating all-round talents.