中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (4): 288-292.DOI: 10.3760/cma.j.cn115259-20220908-01135

• 研究生教育 • 上一篇    下一篇

基于语言课程设计模型的研究生医学专门用途英语课程设计

陈斌敏, 齐晖   

  1. 福建医科大学文理艺术学院医学英语系,福州 350122
  • 收稿日期:2022-09-08 发布日期:2023-03-29
  • 通讯作者: 齐晖, Email: 47944807@qq.com
  • 基金资助:
    福建医科大学研究生教育教学改革研究项目(Y20014);福建省中青年教师教育科研项目(JSZW21009)

Postgraduate English for medical purpose course design based on the language curriculum design model

Chen Binmin, Qi Hui   

  1. Department of Medical English, School of Arts and Sciences, Fujian Medical University, Fuzhou 350122, China
  • Received:2022-09-08 Published:2023-03-29
  • Contact: Qi Hui, Email: 47944807@qq.com
  • Supported by:
    Fujian Medical University Educational Teaching and Reform Research Project for Post-graduates (Y20014); Fujian Provincial Education and Research Project for Young and Middle-aged Teachers(JSZW21009)

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摘要： 本文根据语言课程设计模型,以福建医科大学研究生医学专门用途英语课程为例,分析课程需求、环境、教学原则、教学目标、课程评价等5个关键要素构建五环动态式专门用途英语课程设计路径。课程需求包括学生和社会需求,环境包括学情、教师专业素养和教学条件等。基于需求和环境分析,确立课程目标后,遵循模型中的相关教学原则,设计课程内环,确定“医学学术英语+”教学内容,甄选混合式教学、基于数据驱动的教学、实践教学等教学模式,教学评价结合终结性和过程性评价。最后,开展课程评估,优化所有要素,实现动态化课程管理。

关键词: 课程, 语言课程设计模型, 医学专门用途英语, 研究生

Abstract: Based on language curriculum design model, this study designs the postgraduate course of English for medical purposes in Fujian Medical University. Five key elements in the course design were analyzed, including needs, environment, principles, objectives, and evaluation, so as to build a five-loop dynamic pathway to designing English courses for special purposes. Course needs include students′ and social needs. Environment includes the students′ learning situation, teachers′ professionalism and teaching conditions. After the needs and environment analysis, the course objectives are established, based on which the inner loop of the course is designed, following the relevant teaching principles in the model. The content of English for Medical Academic Purposes Plus is identified. Teaching modes such as blended teaching, data-driven teaching and practical teaching are selected, and teaching evaluation combines summative and formative ones. Finally, curriculum evaluation is carried out to continuously optimize all elements in order to achieve dynamic curriculum management.

Key words: Curriculum, Language curriculum design model, English for medical purposes, Postgraduate

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