医学留学生解剖学双语模式同班施教的探讨

目的探讨适合多源性医学留学生的解剖学教学法。方法采用系统解剖学（模块法）中文教材和双语参考教材，选择2011级六年制医学本科留学生13名、五年制中国本科生19名，共同进行解剖学名词预科教学——中外学生同班施教——复习辅导三步法双语授课，通过考教分离式评分和问卷调查等检验教学效果。运用SPSS10．0软件进行统计学分析．中外学生考核成绩比较行t检验，P〈0．05为差异有统计学意义。结果同班留学生和中国学生考试平均分数分别为86．2和88．1，两者相比差异无统计学意义（P〉0．05）；92．3％（12／13）的留学生对此教学法和同班施教表示满意，认为教学效果好。结论双语模式同班施教三步法教学对多源性留学生可能更为适宜，值得进一步研究与实践。

Discussion on bilingual teaching mode of anatomy for international medical students in the same class teaching

Objective To explore suitable anatomy for teaching methods for international medical students from multiple sources. Methods Thirteen international medical students of 6-year-programme （grade 2011） and 19 Chinese medical students of five-year-programme were taught with Chinese system anatomy（module） textbooks and Chinese-English bilingual textbook（as reference） by three-step bilingual anatomy teaching method , which includes previewing anatomical vocabulary , teaching Chinese and foreign students in the same class. Teaching effect was international tested by scale separating teaching and examing and questionnaire survey. SPSS 10.0 was used to do statistical analysis and t test was used to compare the score of Chinese medical students and international med-ical students. P〈0.05 students for statistic difference. Results Average test scores of international and Chinese students in the same class were 86.2 and 88.1 respectively, with no significant difference （P﹥0.05）. 92.3%（12/13） international students were satisfied with this teaching method and the same class teaching for Chinese and international students . Conclusions Three-step bilingual anatomy teaching method in the same class may be more suitable for international students from multiple sources and this teaching method is worthy of further study and practice.