| 任素娟,林洁.基于《大学英语》课程多模态互动教学法提升中医药大学学生人文素养的实证研究[J].浙江中医药大学学报,2022,46(7):794-799. |
| 基于《大学英语》课程多模态互动教学法提升中医药大学学生人文素养的实证研究 |
| An Empirical Study of Promoting Humanistic Quality of Traditional Chinese Medical Students Based on the Multimodal Interaction Teaching Method in College English |
| DOI：10.16466/j.issn1005-5509.2022.07.018 |
| 中文关键词: 多模态互动教学法 中医药大学学生 大学英语课堂 英语技能 人文素养 实证研究 教学改革 浙江中医药大学 |
| 英文关键词: multimodal interaction teaching method Chinese medical college students college English class English kills humanistic quality empirical study teaching reform Zhejiang Chinese Medical University |
| 基金项目:浙江省高等教育课堂教学改革项目(kg20160197)；浙江中医药大学教育教学改革课题(ZB21017)；浙江省教育科学规划课题(2022SCG429)；浙中医大“最美中医药”课程思政教学研究专项(浙中医大发[2022]10号) |
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| 中文摘要: |
| [目的] 探索多模态互动教学法在大学英语课堂上的实践操作和应用效果，为借助语言学习提升中医药高校大学生人文素养提供参考。[方法] 通过文献查阅法，解读多模态互动教学理论，构建多模态课堂模型，辅以实证分析。以浙江中医药大学为研究平台，设定实验班和对照班，进行为期一年的教学跟踪实验，设计相关测试题测试实验班和对照班实验前后的成绩，运用SPSS 21.0统计软件对实验前后成绩进行统计分析，探求教学效果。[结果] 实验班的前测成绩和对照班比较差异无统计学意义(P＞0.05)。经过一年的教学实验，实验班的英语知识成绩(47.43±7.19)分，人文知识成绩(28.90±6.01)分，与本班前测比较差异有统计学意义(P＜0.01)。对照班的英语知识成绩(41.29±4.99)分，人文知识成绩(23.71±6.39)分，与本班前测比较差异无统计学意义(P＞0.05)。[结论] 相较于传统教学法，多模态互动教学法更适合中医院校的外语教学，能提高学生的英语技能，提升中医药大学学生的人文素养。 |
| 英文摘要: |
| [Objective] To explore the practical design and teaching feasibility of college English class for traditional Chinese medical college students based on the multimodal interaction teaching method and provide reference for fostering the humanistic quality of medical students by language learning. [Methods] Through literary survey， this paper analyzed the multimodal interaction theory and established its class framework， and then conducted a sample analysis to show the synergy of different modalities. Based on Zhejiang Chinese Medical University， the paper chose two classes with the similar English foundation as experimental class and control class， and carried on a one-year teaching experiment， after which relevant tests were made in the two classes respectively to test the results before and after the experiment and the results were analyzed with SPSS 21.0 software and then explored the class effects. [Results] Before the experiment， there was no significant difference between experimental class and control classin both English knowledge test and humanities knowledge test(P＞0.05). After one-year teaching experiment， the scores of English knowledge(47.43 ± 7.19) and humanistic knowledge(28.90 ± 6.01) in experimental class have improved greatly， while the scores of English knowledge(41.29 ± 4.99) and humanistic knowledge(23.71 ± 6.39) in control class have improved slightly. After one-year teaching experiment， the experimental class has improved greatly in the scores of English knowledge and humanistic knowledge， and there is significant difference when the pre-experimental scores are compared with the post-experimental ones(P＜0.01)， while the scores of English knowledgeand humanistic knowledge in control class have improved slightly(P＞0.05). [Conclusion] Compared with the traditional teaching method， the multimodal interaction teaching method will be a better choice for the college English teaching in traditional Chinese medical universities， not only increasing the students‘ English skills， but also promoting the students‘ humanistic quality. |
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