| 摘要: |
| 目的探讨模块化动态分层多元模式在医学院校中外合作办学英文教学中的有效性。方法选取2014年9月至2016年7月75位卫生信息管理中美合作专业的学生，对其英语教学采取按照听、说、读、写四个模块，动态调整的多元分层模式。四个模块均设置A（高级）和B（基础）2个班级教学。结果教学后听、说、读、写及总体分值较教学前均有所提高，差异均有统计意义（均P＜0.01）。教学后学习环境、学习资料、学习动力以及教学模式因素较教学前均有所增加，差异均有统计学意义（均P＜0.01）。学习环境和学习资料对于学习成绩的影响并不显著（P＞0.05），学习动力和教学模式对于成绩的影响非常显著（P＜0.01），但影响最为明显的还是教学模式。结论模块化动态分层多元模式教学确实对学生的英文水平有实际的促进作用。 |
| 关键词: 模块化 动态 多元教学 分层教学 有效输入 |
| DOI：10.12056/j.issn.1006-2785.2017.39.02.2016-1491 |
| 分类号: |
| 基金项目:浙江省2015年度高等教育课堂教学改革项目（kg2015634） |
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| Module-based & Dynamically Stratified Teaching method for teaching English in Sino-foreign collaboration program |
|
LOU Luzheng
|
|
Hangzhou Medical College
|
| Abstract: |
| Objective To evaluate the effectiveness of Module-based & Dynamically Stratified Teaching Method for teaching English in Sino-foreign collaboration program. Methods Seventy five students were enrolled in a Sino-American collaboration program of health administration from September 2014 to July 2016. The teaching was carried out in 4 modules, namely listening, speaking, reading and writing. The students were arranged in two classes: advanced class (class A) or preliminary class (class B) based on their language skills in each module. Results At the end of the course the scores of each
skill test were significantly upgraded compared to those at the beginning of the course (P ＜0.01). The learning environment,
learning materials, teaching method and incentive were significantly increased at the end(P＜0.01). The learning environment and materials did not impact on the learning outcome significantly (P ＞0.05), while the incentive and method were significantly associated with the improvement of skills(P＜0.01), the teaching method was particularly critical. Conclusion Module-based &
Dynamically Stratified Teaching method can improve the English learning outcome of students. |
| Key words: Module-based Dynamic Multiple teaching approaches Stratified teaching Effective input |
