CAJ | 학술논문

目的：探讨内容型（content-based instruction，CBI）教学在呼吸内科医学英语教学中的应用效果。方法选择济宁医学院2009级本科临床医学专业120名学生为研究对象，分为对照组（60名）和实验组（60名）。实验组采用CBI教学；对照组采用传统教学。教学结束后，对2组学生进行医学英语水平测试及标准化病人测试；同时以不记名问卷调查方式，进行英语学习兴趣调查以及英语自主学习能力调查。采用SPSS 17.0软件进行统计学分析，用t检验和字2检验评价两种方法教学效果，检验水准α=0.05。结果实验组医学英语水平测试成绩、标准化病人测试成绩和英语自主学习能力总平均成绩分别为（81.97±4.91）、（80.33±5.85）、（3.88±0.38）分，均高于对照组成绩[（70.40±4.78）、（70.48±4.79）、（2.98±0.26）分]，P值均等于0.000。实验组学生对CBI教学在提高学习动机、增加学习时间、改进学习方法、提高学习认真程度和提高学习困难应对方面的满意度明显高于对照组（χ2=13.084，8.000，13.297，11.627，13.374，P值均等于0.000）。结论CBI教学优于传统教学，使英语学习转变为呼吸科专业知识和技能的学习，可激发学生学习兴趣、提高其自主学习能力与实际运用英语的能力。
목적：탐토내용형（content-based instruction，CBI）교학재호흡내과의학영어교학중적응용효과。방법선택제저의학원2009급본과림상의학전업120명학생위연구대상，분위대조조（60명）화실험조（60명）。실험조채용CBI교학；대조조채용전통교학。교학결속후，대2조학생진행의학영어수평측시급표준화병인측시；동시이불기명문권조사방식，진행영어학습흥취조사이급영어자주학습능력조사。채용SPSS 17.0연건진행통계학분석，용t검험화자2검험평개량충방법교학효과，검험수준α=0.05。결과실험조의학영어수평측시성적、표준화병인측시성적화영어자주학습능력총평균성적분별위（81.97±4.91）、（80.33±5.85）、（3.88±0.38）분，균고우대조조성적[（70.40±4.78）、（70.48±4.79）、（2.98±0.26）분]，P치균등우0.000。실험조학생대CBI교학재제고학습동궤、증가학습시간、개진학습방법、제고학습인진정도화제고학습곤난응대방면적만의도명현고우대조조（χ2=13.084，8.000，13.297，11.627，13.374，P치균등우0.000）。결론CBI교학우우전통교학，사영어학습전변위호흡과전업지식화기능적학습，가격발학생학습흥취、제고기자주학습능력여실제운용영어적능력。
Objective To discuss the application effects of CBI teaching method in medical English Teaching of respiration medicine. Methods Dividing 120 students of Grade 2009 in Jining Medical College into two groups including control group (60) and experimental group (60). The tradi-tional teaching method was adopted in the control group and CBI teaching method was adopted in the experimental group. After finishing the courses, medical professional English level test and standard-ized patients test were applied in the two groups. Students' English studying interests and autonomous English learning ability were also investigated by questionnalres. SPSS 17.0 software was used for sta-tistical analysis, and the data were processed by t test and 字2 test, with the level of a test equal to 0.05. Results The medical professional English level test scores, standardized patients test scores and the total average scores of autonomous English learning ability in experimental group were respectively [(81.97±4.91), (80.33±5.85), (3.88±0.38)], and they were significantly higher than those in the control group [(70.40±4.78), (70.48± 4.79), (2.98±0.26), with P values below 0.01]. Satisfaction degrees in the improvement of learning motivation, learning time, learning method, learning attitude and dealing with study difficulties in experimental group were better than those of control group (χ2=13.084, 8.000, 13.297, 11.627, 13.374, P=0.000). Conclusion CBI teaching method is better than traditional teaching method and it transfers English learning into the learning of professional knowledge and skills of respiratory medicine, stirs the interests of students, improves their autonomous English learning ability and strengthens their abilities to learn and apply English language.