CAJ | 학술논문

[目的]旨在研究中医院校双语教学课堂是否能够达到学科知识和目标语言能力双提高的目标，探讨课堂教学活动过程中可能存在的问题，并提出相应建议。[方法]本研究基于内容依托式教学（content－based instruction, CBI）理论，运用实证研究方法，通过课堂观测表对课堂教学行为、师生话语等进行量化统计，并结合对师生的问卷和访谈等质化数据，分析了当前中医院校双语教学的现状和所存在的问题。[结果]研究表明，当前中医院校双语教学课堂上存在如下问题：针对学科知识和语言形式的课堂教学均存在输入和输出形式单一的现象，且关注点过于集中于某些课堂活动，从而忽视了其它有效课堂活动的作用；课堂倾向于以教师为中心和主体；学生水平不足及教师水平有限；与学科知识相比，课堂存在语言关注度不高及压缩语言输出时间的问题。[结论]基于上述问题，以后的双语教学应丰富课堂教学形式，师生须转变对双语教学的认识，秉承学科知识和语言形式兼顾原则，克服语言弱势，促成双方面的共同提升。
[목적]지재연구중의원교쌍어교학과당시부능구체도학과지식화목표어언능력쌍제고적목표，탐토과당교학활동과정중가능존재적문제，병제출상응건의。[방법]본연구기우내용의탁식교학（content－based instruction, CBI）이론，운용실증연구방법，통과과당관측표대과당교학행위、사생화어등진행양화통계，병결합대사생적문권화방담등질화수거，분석료당전중의원교쌍어교학적현상화소존재적문제。[결과]연구표명，당전중의원교쌍어교학과당상존재여하문제：침대학과지식화어언형식적과당교학균존재수입화수출형식단일적현상，차관주점과우집중우모사과당활동，종이홀시료기타유효과당활동적작용；과당경향우이교사위중심화주체；학생수평불족급교사수평유한；여학과지식상비，과당존재어언관주도불고급압축어언수출시간적문제。[결론]기우상술문제，이후적쌍어교학응봉부과당교학형식，사생수전변대쌍어교학적인식，병승학과지식화어언형식겸고원칙，극복어언약세，촉성쌍방면적공동제승。
Objective] To probe into a case of bilingual classroom teaching model in a TCM university, expect to find that if the current bilingual teaching could achieve the goal of raising ability both in disciplinary knowledge and language competence advocated by content-based instruction teaching idea, explore the possible problems and propose some corresponding solutions. [Methods] Empirical research method was used to execute quantification statistics on classroom teaching activity and the discourse between teacher and students, combining with qualitative data from questionnaires and interviews. By the methods above, this paper expected to embody the present situation and problems of the bilingual teaching in a TCM university. [Results] For classroom teaching both in disciplinary knowledge and language forms, there was a phenomenon that input and output forms were single, so that the function of other effective classroom activities was ignored. It was still a teacher-centered classroom with teacher as the main body of classroom. Students' insufficient competence and teachers' limited level were still a main problem to be solved. Compared with time of disciplinary knowledge, focus on language was less and the output time of language was compressed. [Conclusion] It's necessary to richen the classroom teaching mode. Cognition of both teacher and students on bilingual teaching shall change, giving consideration to disciplinary knowledge and language competence, overcoming language weakness and facilitating the two-sided promotion.