医学英语论文写作课程教学团队建设研究
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摘要
基于专业学习共同体的理念,对医学英语论文写作课程教学团队建设的有效性从教师和学生两个层面进行了实证研究。结果表明,教学团队建设提高了教师的交叉学科发展意识、团队合作发展意识、教学系统性意识及教学反思意识,但团队发展面临英语教师医学专业知识受限的问题,亟须和医学专业教师合作,提高团队合作教学有效性。学生普遍支持教师团队教学,降低了课堂教学的枯燥度,刺激了学生的英语学习兴趣,但不利于师生课下长期交流互动,课程衔接度和上课节奏有待改善。
Based on the teaching belief of professional learning community,this empirical study was conducted from the perspective of both teachers and students to examine the effectiveness of medical English paper writing group construction. The findings indicate that the curriculum group construction could improve the teachers' awareness in interdisciplinary development,teamwork collaboration,systematic teaching,and reflective teaching. However,the writing group construction was handicapped by the shortage of medical knowledge on the part of English teachers,so the collaboration with medical teachers will be expected to improve the effectiveness of group collaborative teaching. Most of the students were in favor of the group teaching because it could greatly decrease the boredom of class teaching,and stimulate their desire for English learning,but the large-size classroom teaching with the limited teaching time would lead to the less communication between every individual teacher and the students,which might affect their long-term after-class interaction. Besides,conjunction on different sessions and the teaching speed should be improved.
Based on the teaching belief of professional learning community,this empirical study was conducted from the perspective of both teachers and students to examine the effectiveness of medical English paper writing group construction. The findings indicate that the curriculum group construction could improve the teachers' awareness in interdisciplinary development,teamwork collaboration,systematic teaching,and reflective teaching. However,the writing group construction was handicapped by the shortage of medical knowledge on the part of English teachers,so the collaboration with medical teachers will be expected to improve the effectiveness of group collaborative teaching. Most of the students were in favor of the group teaching because it could greatly decrease the boredom of class teaching,and stimulate their desire for English learning,but the large-size classroom teaching with the limited teaching time would lead to the less communication between every individual teacher and the students,which might affect their long-term after-class interaction. Besides,conjunction on different sessions and the teaching speed should be improved.
引文
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[15]龚长华.中国医学院校大学英语教育的ESP转向-“首届中国医学英语教学改革与学科发展·泰山论坛”纪要[J].外语电化教学,2016,(6):95-96.
[16]李夏青,刘福,陆利,等.医学英语术语学在研究生专业英语学习中的应用[J].基础医学教育,2017,19(10):766-768.
[17]陈晓佳,郭金华,李林科,等.解剖学实验教学中融入生命文化教育的探索与体会[J].基础医学教育,2018,20(5):377-379.
[2]刘冰.医学英语翻转课堂教学模式构建与实践研究[J].外语教学,2016,37(5):62-65.
[3]文秋芳,任庆梅.大学英语教师专业发展研究的趋势、特点、问题与对策-对我国1999—2009期刊文献的分析[J].中国外语,2010,7(4):77-83.
[4]文秋芳,任庆梅.互动发展模式下外语教学研究者的专业成长[J].外语界,2012,(4):16-22,29.
[5]吴寒.高校青年外语教师自主专业发展现状和对策研究[J].中国外语,2011,8(4):71-75.
[6]郭燕,徐锦芬.我国大学英语教师专业发展共同体建设研究[J].外语界,2015,(5):79-87.
[7]郭燕,徐锦芬.专业学习共同体对外语教师教学能力发展的影响研究[J].解放军外国语学院学报,2016,39(1):104-112.
[8]徐剑英,张雪红,胡吉祥. ESP转型下大学英语教师与专业教师的合作教学研究-以《新闻英语》为例[J].外语教学理论与实践,2017,(1):67-71,98.
[9]姜怡,吴爱丹,吴卓娅.从EGP向ESP转型中英语教师知识体系的调整与构建[J].大连大学学报,2011,32(2):121-125.
[10]赵学旻.信息技术下大学英语教师向ESP转型探讨[J].外语电化教学,2010,(3):43-46.
[11]袁利平,戴妍.基于学习共同体的教师专业发展[J].中国教育学刊,2009,(6):87-89.
[12]牛利华.教师专业共同体:教师发展的新模式[J].教育发展研究,2007,(24):40-43.
[13]于丽琴,邹本杰.教师教育与教师自我教育[J].当代教育科学,2010,(15):35-37.
[14]初胜华,张卫东.基于教师合作反思教学模式的高校外语教师专业发展研究[J].外语与外语教学,2014,(1):67-72.
[15]龚长华.中国医学院校大学英语教育的ESP转向-“首届中国医学英语教学改革与学科发展·泰山论坛”纪要[J].外语电化教学,2016,(6):95-96.
[16]李夏青,刘福,陆利,等.医学英语术语学在研究生专业英语学习中的应用[J].基础医学教育,2017,19(10):766-768.
[17]陈晓佳,郭金华,李林科,等.解剖学实验教学中融入生命文化教育的探索与体会[J].基础医学教育,2018,20(5):377-379.
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