中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (6): 514-518.DOI: 10.3760/cma.j.cn115259-20201225-01765

• 人文素质教育 • 上一篇    下一篇

医学英语课程听说教学中的医学人文精神“共情式”培育探索

吴泽扬, 任荣政   

  1. 上海中医药大学外语教学中心 201203
  • 出版日期:2021-06-01 发布日期:2021-05-28
  • 通讯作者: 任荣政, Email: shzyyzz007@126.com, 电话: 021-51322226
  • 基金资助:
    教育部人文社会科学资助项目(16YJC740059);上海市“浦江人才”基金项目(18PJC109);上海中医药大学校级课程建设重点项目(2020129)

Empathetic cultivation of medical humanistic spirit in the training of listening and speaking of medical English

Wu Zeyang, Ren Rongzheng   

  1. Foreign Languages Teaching Center, Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China
  • Online:2021-06-01 Published:2021-05-28
  • Contact: Ren Rongzheng, Email: shzyyzz007@126.com, Tel: 0086-21-51322226
  • Supported by:
    Humanities and Social Science Project Sponsored by The Ministry of Education (16YJC740059); Sponsored by“Shanghai Pujiang Program” (18PJC109); Key Project of Course Construction Sponsored by Shanghai University of Traditional Chinese Medicine ( 2020129)

摘要: 培养全面发展的医学人才,除了医学专业知识与技能的培训,还需要加强医学人文精神的培育。本文介绍了上海中医药大学外语教学中心探索以社会主义核心价值观作为内核和引领,采用“共情”的方式将医学人文精神培育融入医学英语听说教学之中。在具体教学实践中,围绕职业道德规范、医学伦理关系以及社会热点事件确立医学人文精神培育主题,设计了“共情导入”“分析点评”“讨论启发”“模拟再现” 4种教学环节,实现从“情感认同”到“内化于心”再到“外化于行”的隐性培育过程。在激发学生学习兴趣的同时,引导他们对相关的医学伦理学内容进行深入的思考,在语言学课程中培养医学人文精神。

关键词: 医学英语, 共情, 医学人文, 社会主义核心价值观, 德育

Abstract: To cultivate all-round medical talents, apart from the the training of professional medical knowledge and skills, it is also important to strengthen the nurturing of medical humanistic spirit. This paper introduces the exploration made by Foreign Languages Teaching Center, Shanghai University of Traditional Chinese Medicine. We try to incorporate the cultivation of medical humanistic spirit into the training of listening and speaking of medical English through taking the socialist core values as the core and guidance and adopting the way of “empathy”. In the specific teaching practice, we establish different themes concerning the professional ethics, medical ethical relations and social hot events. Then we design four teaching steps, namely “empathy introduction”, “analysis and comment”, “discussion and inspiration” and “simulation and representation” through which realizes the recessive cultivation process from “emotional identification” to “internalization in the heart” and then to “externalization in practice”. In this way, we not only stimulate students' interest in learning, but also enlighten them on medical ethics and medical humanistic spirit.

Key words: Medical English, Empathy, Medical humanities, Core values of socialism, Moral education

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