摘要
2004年,我国教育部高教司颁布并实施了新的《大学英语教学课程要求》。“要求”提出“各高等学校应根据本校的实际情况,制定科学、系统、个性化的大学英语教学大纲,指导本校的大学英语教学”。虽然大学英语教学改革取得了阶段性的成果,但医学院校还未真正找到改革的突破口,还未真正开展起有医学院校特色的大学英语教学,也并未形成一个科学、完整的可供其他医学院校参考的客观、科学的教学体系。导致医学院校的英语教学仍停留在盲从国内主要的教学潮流,或机械地套用目前国内大学英语教学的模式,难以体现医学院校英语教学所应具有的专业性和独特性,这种情况在某种程度上制约了医学院校英语教学水平的提高。
基于此,本论文以医学院校的大学英语教学为背景,综合运用教育学、语言学、特殊用途英语、外语教学理论、跨文化交际系统论、建构主义等领域的研究成果,采用文献法、历史研究法、专家访谈法、问卷分析法及案例法相结合的研究方法,旨在建构一套适合我国高等医学院校英语教学的教学体系,即大学公共英语——大学公共医学英语——医学英语相结合的全新医学院校英语教学体系。
论文共分六章。第一章,导论部分。旨在对选题的研究背景及缘起、研究的可行性和必要性、研究的中心内容、研究思路和论文基本框架结构、研究的理论和实际研究价值等问题做出简要说明。第二章,文献综述部分。对国内外学界与本研究相关的研究成果进行分类研究,并在简要介绍亚洲相关国家医学院校英语教学情况的基础上,回顾我国高等医学院校不同历史阶段英语教学的实际情况,并对当前国内高等医学院校英语教学的现状进行调查,分析并指出存在的问题。第三章,研究假设部分。根据前期理论及实践研究基础,提出高等医学院校英语教学体系构建的设想。论文大胆提出了大学公共英语——大学公共医学英语——医学专业英语相结合的教学体系,即大学一年级,开设大学英语,进行语言基本功的训练,做好中学英语学习与大学英语学习有效衔接和过渡,是学生各项语言技能得到进一步体系化的学习,深入和巩固,逐步形成大学生的英语学习思维和习惯。大学二年级,进行本文提出的大学公共医学英语,旨在为学生在学专业医学英语与公共英语之间架起一座桥梁,实现大学英语学习向医学专业英语学习的过渡;大学三年级进行医学专业英语教学,即结合医学专业进行的医学英语教学。第四章为论文的主体部分。选取河北医科大学为实证研究的对象,将本研究所构建的新型医学院校英语教学体系应用到教学实践之中,并分别从课程设置、课堂教学模式、师资培养、教材选编、教学评估等方面进行跟踪调研,以确定本教学体系的实际效果。第五章,研究结果及分析部分。着重分析《大学英语课程教学要求》在本教学体系中的具体实施与应用状况,探讨影响新兴教学体系实施的相关因素,如课程设置及教材建设、教学测试及教学管理、教师培养及教学评价、网络教学与传统课堂教学的关系等因素,并提出《大学医学英语教学课程要求》。第六章为结论部分。总结论文提出的我国高等医学院校的英语教学体系,不仅是可行的,而且是可操作的。它不仅满足了不同层次的学生的学习需求,同时也为医学院校大学英语教师成功转型奠定了基础,找到了出路。论文最后对我国高等医学院校未来的英语教学进行了展望,强调形成我国大多数医学院校的英语教学体系的必要性,及在此基础上进行医学院校英语教学大纲创作的迫切性。
然而,由于受时间和条件的限制,本研究只从宏观的角度提出课题所构建的符合国内高等医学院校发展需求的大学英语教学体系,并进行了相应的实证研究。本人真诚地希望该研究能起到抛砖引玉的作用,吸引国内对此领域感兴趣的学者及一线教师进行深入的探讨和研究。
In order to elevate the teaching quality of College Englsih, promote the college English teaching reform, in the year of2004, our national education Ministry adopted and published the new College English Curriculum Requirements. The Requirements suggests that each college or university should make up their own teaching syllabus in a scientific, systematic and individualized way to guide their own college English teaching. Since the adoption of the new Requirements, the college English teaching reform has undergone a vigorous and splendid process. However, to our disappointment, up to now, the medical universities still has not found their own way to go in for their own teaching reform. In consequence, there is not yet scientific and systematic teaching system available for them to rely on.
It is found that there still are two distinct problems concerning English teaching in medical universities in our country on the basis of interview and questionnaire. First, the English teaching reform concerning medical English teaching lags behind. Most of the medical universities adopt such English teaching pattern that lays stress on basics learning of English and take light of English learning related to medical knowledge. Most of the medical universities follow the mainstream system in which English teaching for general purpose is carried out in the first and second year during the undergraduate period. In the third year the so-called medical English courses are offered but even here the teaching hours are deadly limited, with a result that both teachers and students can't take seriously of it. The truth is that Medical English teaching is almost a furnishing without practical use. The second disappointment is demonstrated with the fact that textbook compiling is still in a backward state and though some common points have been achieved among the scholars in this field, there is still no standard theoretical system that can offer a guide for them to produce first rank textbooks in a scientific, rational and systematic way.
In conclusion, because of the lack of standard teaching system to go by, the particular characteristics, such as the major knowledge and peculiarities existing in the medical universities find a hard way to be presented and accepted by those universities'teachers. Consequently, English teaching in medical universities either follows the mainstream teaching pattern or adopts the present teaching pattern mechanically without any thoughtful consideration, which both seriously impedes the teaching effectiveness in those medical universities.
So it is an urgent issue to build a comprehensive English teaching system for medical universities by making use of the related theories concerning education, linguistics, English for Specific Purpose (ESP), as well as foreign language teaching which is just the topic of this thesis. The dissertation endeavours to build a stereotyped and integrated EGP—EGMP—EMP English teaching system for medical universities based on the theories of pedagogics, linguistics, English for special purpose, foreign language teaching, cross-cultural communication, and constructivism, the thesis, with the help of the methodology of historic research, expert interview, questionnaire and case study.
The dissertation is composed of six chapters. Chapter one is to introduce the background, feasibility, necessity, contents, and values of the research, as well as the study conception and thought, and the basic outline of this study. Chapter two is literature review. The relevant research both at home and abroad is categorized and English teaching in medical universities at various stages in China and some other Asian nations is surveyed and the exisiting problems in the past teaching process are pointed out and analysized. Chapter three concerns hypothesis. Based on observation, practice and some related theories, this thesis puts forward the plan of building a new teaching system of college English teaching for medical universities through integrating EGP, EGSP, and ESP creatively, that is, in the first year, students are supposed to learn general English like students from other majors, which is described as EGP, which means English for general purpose. In this stage, the primary English competence is stressed, in the meantime, English teaching also caters for the students who want to pass CET4or CET6. In the Second year, English teaching is carried out by the system of EGSP, which means College General Medical English, with its aim at building a bridge to gap the distance between average English and Medical English. In the third year, English teaching is carried out on the basis of ESP theory, which means English is taught for special purpose or for medical purpose. Chapter four is the bulk of the thesis with Hebei Medical University and Harbin Medical University taken as pilots to apply this teaching system, and in order to ascertain its effectiveness, we have a tracking study in curriculum arrangement, class teaching model, teacher training, textbook compilation and teaching assessment etc. Chapter five is the result and analysis, which anatomizes the application of and the factors related to the syllabus such as curriculum arrangement, textbook compilation, teaching test and management, teacher training and assessment, and the relationship between network teaching and traditional class teaching. On the basis of that, the disseration puts forward College Medical English Curriculum Requirements. The last chapter is conclusion. It is summarized and stressed that the English teaching system formulated in this thesis proves to be feasible and practicable, which is likely to satisfy the needs for students with different English levels, and it also lays a new foundation for the English teachers to make a new adjustment to teaching medical English. In the end, the thesis makes a reasonable and confident prediction for the future English teaching in medical universities. In the meantime, this thesis stresses the urgent need to compile a standard teaching syllabus of College English for Medical Universities. With the time and research conditions limited, this study just formulates the English teaching system for medical universities in a broad perspective, which just serves as introductory tool for those who are keen on this subject for some further and more specific study.
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