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目的探讨浸入型双语教学模式在临床医学法语班外科教学中的可行性,为临床医学双语教学提供更为广阔的教学思路和实践经验。方法将上海交通大学医学院2003级临床医学专业法语班四年级学生29人,随机分为A组(n=15)和B组(n=14),分别采用浸入型双语教学模式与过渡型双语教学模式,在总课时一半时换组教学,通过随堂测试的方法对照研究两种教学模式之间的差异。结果四次随堂测试法文题成绩和总成绩结果显示前两次测试成绩,浸入型双语教学模式组高于过渡型双语教学模式组,两组差异有统计学意义(P<0.05);后两次测试成绩,两组差异无统计学意义(P>0.05)。四次随堂测试中文题成绩两组差异无统计学意义(P>0.05)。结论浸入型双语教学模式对于法语班医学生而言,在同样掌握教学内容的前提下,其法语表达、理解和应用能力更强;如能在过渡型双语教学模式的基础上进入浸入型双语教学模式,其整体教学效果更优。
Objective To explore the feasibility of immersion bilingual teaching mode in the surgical teaching of clinical medical French classes and to provide broader teaching ideas and practical experiences for clinical medical bilingual teaching. Methods A total of 29 fourth-year French students in Shanghai Jiao Tong University School of Medicine 2003 grade were randomly divided into group A (n = 15) and group B (n = 14), using immersion bilingual teaching mode and transitional bilingual Teaching mode, half of the total class time change teaching, through the method of on-the-go test control the difference between the two teaching modes. Results The result of the four-time quiz test in French and the result of the total score showed the first two test scores. The immersion-type bilingual teaching model group was higher than the transitional bilingual teaching model group, with significant difference between the two groups (P <0.05) Test scores, there was no significant difference between the two groups (P> 0.05). There was no significant difference between the two Chinese quizzes in four quizzes (P> 0.05). Conclusion Immersed bilingual teaching mode For French medical students, under the same premise of teaching content, their ability of expressing, comprehending and applying French is stronger. For example, if bilingual teaching can be immersed into bilingual teaching Mode, the overall teaching effect is better.