查詢結果分析
相關文獻
- Biomedicine English Curriculum Design: Co-Teaching between a Biomedical Profession and an English Instructor
- The Application of the World Wide Web to English Instruction: A Quantitative and Qualitative Study
- 寫作修改教學研究及其實施成效
- A Study on Primary ELT in New Zealand: What Is a Good Primary Practice in Taiwan?
- 論注音拼音和小學英語教學之取拾與興廢:隔海旁觀國內的語言戰爭與語言教育
- English for Specific Purposes: A Review of Related Literature and Implications for Future ESP Program Design
- 主題式幼兒英語教學--課程設計與範例
- Designing an Innovational Freshman English Curriculum in the New Era
- 服務學習應用於兒童英語教學--課程設計、執行與反思
- 「體驗教學」融入高中英語閱讀課程之研究與應用--透過兒童/青少年文學為媒介
頁籤選單縮合
題名 | Biomedicine English Curriculum Design: Co-Teaching between a Biomedical Profession and an English Instructor=生物醫學英語課程設計:專業教師與英語教師協同教學 |
---|---|
作者 | 蔡佩舒; 王妙媛; Tsai, Pei-shu; Wang, Nancy M.; |
期刊 | 朝陽人文社會學刊 |
出版日期 | 20171000 |
卷期 | 特刊 2017.10[民106.10] |
頁次 | 頁156-176 |
分類號 | 521.74 |
語文 | eng |
關鍵詞 | 英語教學; 課程設計; 語言教育; English language teaching; Curriculum design; Language teaching; |
中文摘要 | 生物醫學的專業知識對於以英語為學習主題的學生而言,通常是巨大的挑戰。但對主修翻譯的學生而言,依照生物醫學的主題,提供該主題特有的語言表達風格與用法,如此豐富的英語學習環境可更加促發學生的學習效果。本碩士班課程以全英文教學,以期讓學生可在短期間大量接觸生物醫學類單字的自然使用環境與用法。內容包含語言學為主的醫學專業單字的構詞規則介紹、字根字首拆解法,以及專業生物醫學內容如家族性高膽固醇血症、唐氏症篩檢、產前檢查等主題。本課程設計的教學成效,在學期結束成績已經公告後,以問卷調查學生對於專業補充課程與對傳統翻譯教學的看法,所以該問卷的回收獨立於課程成績,讓學生可以放心填答。研究結果顯示,學生對於此教學設計呈正面歡迎的態度,除了表示對於專業教師提供的專業知識感到收穫良多,並感覺獲得了英語學習之外的樂趣。本研究的結果應可提供一些新的實徵觀察與見解,並希望可以提供傳統英語教學法之外,另一可供參考的教學法。 |
英文摘要 | Professional subjects such as biomedicine is usually considered as a huge challenge for English majors. For students majoring in Translation Studies, providing English-rich learning environment in themes in which these are conveyed via their specific stylistic forms may prompt the learning outcome. In this graduate course, the lectures were taught in English only, so that students could learn the application of medical terminology in a natural biomedical setting. The contents of the course covered linguistics-motivated morphology of medical terminology, root and affix analysis of medical terms, and introduction to biomedical knowledge such as familial heprcholesterolemia, Down syndrome, and prenatal examination. Students completed evaluations of course and instructors at the end of the term. Instructors did not receive the results until after submitting final course grade. The questionnaire targeted students’ experiences and opinions on the professional background course and the traditional translation course. The results showed that the students reacted positively toward the course design. They felt not only had they learned a lot from the teachers in terms of gaining professional knowledge, but they also had fun in learning English. The results of the present study shall provide some empirical observations and new insight into translation teaching methodology and provide a different approach in addition to the traditional teaching method. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。