基于需求分析的医学博士研究生英语课程改革与评估

目的以医学博士研究生英语需求分析为依据。进一步改革其英语课程设置并对此进行评估。方法以第三军医大学2012级全体170名医学博士研究生为对象，采用问卷和随机筛选部分研究对象进行访谈的方式展开调查，内容包括被调查者目前自身英语水平、对英语学习的需求、其英语学习的动力、课程设置满意度以及课程设置改革的成效等。发放调查问卷2次，第一次在课程开设前期，发放问卷170份，收回有效问卷168份；第二次在课程结束后期，发放问卷170份，收回有效问卷170份。汇总各调查项目选择人数并计算其百分比，其中对调查者当前英语水平、英语学习需求和学习动力行卡方检验（理：0．05）。结果第一次问卷调查显示，学生最想提高的英语能力并不受英语水平的影响（P=0．329），即无论通过四级还是六级公共英语测试的学生都想提高英语听说能力，占总人数的70．2％（118／168）。在英语学习动力方面，选择发表SCI论文、出国深造、兴趣爱好、通过课程考试的分别占53．6％（90／168）、24．4％（41／168）、15．5％（26／168）、6．5％（11／168），但受一定自身英语水平的影响（P=0．036）。第二次问卷调查显示，学生对“听说”和“读写”内容设置为2：1的满意度为86．5％（147／170）；86．3％（1451168）对SCI论文写作课程开设必要性持肯定态度的学生中，有30．3％（44／145）对课程实施并不满意：对分级教学模式在教学中的实施有48．8％（83／170）表示赞成。结论需求分析有助于医学博士研究生英语课程设置，但是该课程体系还需要在教学方法、班级分配及师资队伍等方面优化；尤其应加强外语教师与医学专业教师的合作，才能进一步完善该课程体系，提高其有效性。

Reform and assessment on English curriculum for medical doctor-postgraduates based on the requirement analysis theory

Objective To reform and assess the English curriculum for medical doctor-post- graduates based on the requirement analysis theory. Methods All of the medical doctor-postgradu -ates in grade 2012 of the Third Military Medical University were surveyed using questionnaires and face-to-face interviews on randomly chosen students, which collected information on the current Eng- lish skill levels, the requirements and the motivations of English learning, the satisfiable degree of English curriculum, and the outcomes of the curriculum reform. Statistical analysis methods were ap- plied in this study, especially χ2 test which was used to test the impact of current English levels on the requirements and motivations of English learning and the analysis results were applied to guide the curriculum reform and assessment. Results The questionnaires were handed out for twice, 340 in total. Before and after the course setting, 168 and 170 effective ones were got respectively. The first questionnaire showed the requirement of English learning wasn＇t influenced by the current English skill levels （P=0.329）. That was to say 70.2%（118/168） of the surveyed students whether they were in level 4 or 6 all desired to improve English listening and speaking skills; and regard to English lear- ning motivations, publishing SCI papers, studying abroad, personal interest, or passing the course＇s exams accounted for 53.6%（90/168）, 24.4%（41/168）, 15.5%（26/168）, 6.5%（11/168）respec- tively, but relevant to their English levels （P=0.036）. Regardless of their English levels, publishing SCI papers was the chief motivation of English learning. However, passing curriculum examinations as a motivation was more relevant to low-level students. The second survey also showed that 86.5% （147/170） students satisfied the setting of ＇ listening and speaking＇ to ＇ reading and writing＇ （2：1 ） and 86.3%（145/168） of students considered necessary to have a SCI dissertation writing course. However, once taking it, 30.3% （44/145） out of the 86.3% （145/168） students expressed dissatisfac- tion to the course. In addition, about 48.8%（83/170） of students supported the tiered teaching model. Conclusions The requirement analysis technique is conducive to curriculum setting for medical doc- tor-postgraduates. However, the curriculum system needs to be optimized from the aspects of teaching methods, tile tiered teaching model, and the teaching staff team. In particular, the cooperation be- tween English language teachers and medical major teachers should be strengthened in order to ap- proach an adequate and effective curriculum.