涉外护理专业双语教学存在问题与对策

目的了解涉外护理专业双语教学现状及存在问题，探讨应对措施。方法自行设计问卷，对重庆医科大学护理学院2009级涉外护理专业61名本科生进行随机调查，主要了解学生基本信息、英语水平自我评价、课堂互动情况、教学评价和满意度、课程必要性认识、选修原因、喜好程度、授课方式及学习方式喜好、学习兴趣、学习信心等，数据采用Excel2007进行分析。结果学生公共英语基础较好，CET-4及以上通过率为90．16％。但学生自我认同度低，自信不足（自评英语水平“很好”者为0，“良好”者为1．64％，“一般”者为52．46％，“较差”者为39．34％，“很差”者为6．56％）。学生明确课程必要性，但课外学习专业英语时间少（68．85％的学生课外学习专业英语时间〈30min，21．31％的学生课后几乎没花时间学习）。对课堂教学英文讲授比例需求差异大；学生听、说能力及专业英语词汇储备不足影响到课堂互动。结论涉外护理专业双语教学需激发学生学习兴趣，加强听、说能力训练和自信心培养，进一步探索课程设置合理性。

Study on problems and countermeasures in bilingual English teaching for foreign-related nurs-ing students

Objective To investigate the current situation and problems of bilingual English tea- ching for students majored in foreign-related nursing and to explore its countermeasures. Methods Self- made questionnaire survey was conducted anonymously among 69 undergraduate students majored in foreign-related nursing. Students＇ basic information, self-evaluation of English level, classroom interac- tion, evaluation and satisfaction of the curriculum, their conception of curriculum necessity, elective rea- sons, preferences of teaching methods and learning style, learning interest, as well as confidence in learn- ing were investigated. Excel 2007 was used to do statistical analysis. Results 92.42% questionnaire was effectively recovered. It is suggested that this group of students＇ public English background was strong （ 90.16 % passed CET-4 ）. Students have low sense of self-identity and lack of confidence in themselves （ self-rated English ： ‘ very good＇ for 0%, ‘good＇ for 1.64%, ‘general＇ for 52.46%, ‘bad＇ for 39.34%, ‘very poor＇ for 6.56% ）. They knew the necessity of the curriculum clearly, but paid less attention to it （ extracur-ricular professional English learning time of 68.85% was less than 30 minutes; 21.31% of them hardly took time to learn ）. There were significant differences in favorable proportion of English teaching among stu-dents, from less than 50% to 100% respectively. Poor speaking and listening ability and poor profes-sional vocabularies had negative impact on classroom interaction. Conclusions Faculty need to make efforts in inspiring students＇ interest of learning, improving students＇ English speaking and listening abilities as well as confidence cultivation and further explore curriculum planning.