CAJ | 학술논문

目的：探讨我校生理学双语教学对医学英语本科学生生理学专业知识学习的影响。方法以西安医学院2012级(双语教学环境)医学英语本科生和2011级(中文教学环境)同专业学生为研究对象，对两届学生的成绩进行数据管理和对比分析。结果①两届生理学试题难度和区分度均适宜；②2012级生理试题中英文题目得分情况分析显示该部分试题难度偏大；③统计学分析结果显示两届学生成绩无明显统计学差异。结论我校所开展的生理学双语教学对医学英语本科生专业知识的学习没有明显影响。
목적：탐토아교생이학쌍어교학대의학영어본과학생생이학전업지식학습적영향。방법이서안의학원2012급(쌍어교학배경)의학영어본과생화2011급(중문교학배경)동전업학생위연구대상，대량계학생적성적진행수거관리화대비분석。결과①량계생이학시제난도화구분도균괄의；②2012급생리시제중영문제목득분정황분석현시해부분시제난도편대；③통계학분석결과현시량계학생성적무명현통계학차이。결론아교소개전적생이학쌍어교학대의학영어본과생전업지식적학습몰유명현영향。
Objective To investigate the ef ect of physiological bilingual teaching on professional knowledge learning in Medical English students. Methods The test scores of Medical English students in grades 2012 (bilingual teaching environment) and 2011 (Chinese teaching environment) are col ected and established an excelldatabase, the statistical software Spss13.0 was used to management and analysis the scores. Results ①The degree of dif iculty and discrimination in two grade are proper.②The degree of difficulty and discrimination in English subject of examination paper in grade 2012 is slightly larger. ③There is no significant dif erence between the score of students in grade 2012 and 2011. Conclusion Physiological bilingual teaching carried out in our school has no significant ef ect on professional knowledge learning in Medical English students.