基于TPACK的《医学英语》混合式教学模式构建与教学应用研究  

An Empirical Study on Blended Teaching Model in Medical English Teaching Based on TPACK

作　　者：陈宜凝[1] CHEN Yi-ning(Guangxi University of Science and Technology,Liuzhou Guangxi 545005,China)

机构地区：[1]广西科技大学,广西柳州545005

出　　处：《湖北开放职业学院学报》2023年第3期164-166,共3页Journal of Hubei Open Vocational College

基　　金：2020年度广西高等教育本科教学改革工程项目“混合式多模态教学评价在大学英语学术阅读课程的应用研究”(项目编号:2020JGZ130);2020年广西科技大学高等教育本科教学改革工程项目“基于TPACK的ESP动态教学模式构建与实践研究”阶段性成果(项目编号:2020XJJG27)。

摘　　要：《医学英语》课程是医学生大学英语教学的重要补充,是促进医学生专业学习、提升和发展的重要媒介,是高校培养特色人才的重要途径。TPACK(技术-教学法-内容知识)强调信息技术与课程的整合,是教师知识和教学学习的研究,注重将技术“整合(融入)”到具体学科内容教学知识与教学法中。本文将探索以TAPCK结构为框架的混合式教学模式在《医学英语》教学中的应用,探索基于成果导向的线上线下相结合的教学设计以及形成性评价与终结性评价相结合的评价模式,指出在课程实践中存在的问题,并提出了解决问题的对策,从而完善《医学英语》的混合式教学课堂。Medical English, as an important supplement to college English teaching, functions as an important medium to promote students’ professional knowledge learning, professional improvement, and also an important way to cultivate characteristic talents in medical colleges and universities. TPACK, as an integration of information technology and curriculum, emphasizes on teachers’ knowledge and teaching practice to actively cope with online teaching and blended teaching. This paper conducts an empirical study on blended teaching in Medical English based on TPACK, explores the systematic teaching design involving online and offline teaching activities, and the evaluation model combining formative and summative evaluation, both on the basis of enhancing students’ learning outcomes, proposes problems and the countermeasures in the teaching practice, so as to improve the blended learning classroom in Medical English course.

关 键 词：TPACK结构 混合式教学 《医学英语》 教学应用 

分 类 号：G642[文化科学—高等教育学]