英语教学中认知语言理论对医学词汇教学效果的影响  

The Impact of Cognitive Language Theory in English Teaching on the Effectiveness of Medical Vocabulary Teaching

作　　者：刘遥 夏林 尤琦[3] LIU Yao;XIA Lin;YOU Qi(Department of Cancer Prevention and Physical Examination Center,Harbin Medical University Cancer Hospital,Harbin Heilongjiang 150081,China;Foreign Language Teaching and Research Section,Harbin Medical University,Harbin Heilongjiang 150076,China;Department of Gastroenterological Surgery,Harbin Medical University Cancer Hospital,Harbin Heilongjiang 150081,China)

机构地区：[1]哈尔滨医科大学附属肿瘤医院防癌健康体检中心,黑龙江哈尔滨150081 [2]哈尔滨医科大学外语教研室,黑龙江哈尔滨150076 [3]哈尔滨医科大学附属肿瘤医院胃肠外科,黑龙江哈尔滨150081

出　　处：《中国继续医学教育》2023年第24期105-109,共5页China Continuing Medical Education

基　　金：黑龙江省教育科学“十三五”规划2019年度重点课题(GJB1319087);国家学位与研究生教育研究课题(B3-YX20190301-01)。

摘　　要：目的探讨英语教学中的认知语言学理论教学方法在临床医学词汇教学中的效果。方法以2016年9月—2019年9月在哈尔滨医科大学附属肿瘤医院实习的84名本科生为调查对象,以班级为单位随机分为两组,试验组(n=42)教学中将人体各系统范畴将基本词汇引入词汇教学中,同时引入词根词汇讲授;对照组(n=42)采用传统教学方法。对比两组对教学风范、教学内涵、教学方法、教学态度的满意度以及英语成绩测验。结果试验组学生对教师风范、教学内涵和教学态度满意度等方面与对照组相比差异无统计学意义(P>0.05);对教师教学方法满意度得分试验组学生[(4.33±1.00)分]高于对照组[(3.66±0.98)分],差异有统计学意义(P<0.05);2018—2019年英语测试成绩试验组学生[(89.93±10.90)分、(77.32±9.98)分]高于对照组[(93.89±11.06)分、(78.91±10.67)分],差异有统计学意义(P<0.05)。结论本研究立足于认知语言学的范畴论、体验论、词理分析、意义迁移等理论,建立了适合医学生英语词汇教学方法。既不影响学生对教师风范、教学内涵、教学方法和教学态度的评价,也可提高学生医学英语成绩。Objective To explore the effect of cognitive linguistics theory teaching method in the teaching of clinical medical vocabulary.Methods A total of 84 undergraduates who were interned in Harbin Medical University Cancer Hospital from September 2016 to September 2019 were included in the study.Students were grouped according to their class.In the teaching of the experimental group(n=42),basic vocabulary was introduced into vocabulary teaching in various systems of human body,and at the same time,root vocabulary was introduced.The control group(n=42)was taught by traditional teaching methods.The satisfaction of teaching style,teaching connotation,teaching method,teaching attitude and English test scores were compared between the two groups.Results There was no significant difference between the experimental group and the control group in teacher demeanor,teaching connotation and teaching attitude satisfaction(P>0.05).The score of satisfaction with the teaching method of the experimental group[(4.33±1.00)points]was significantly higher than that of the control group[(3.66±0.98)points],and the difference was statistically significant(P<0.05).From 2018 to 2019,the English test scores of the experimental group[(89.93±10.90)points,(77.32±9.98)points]were higher than those of the control group[(93.89±11.06)points,(78.91±10.67)points],and the difference was statistically significant(P<0.05).Conclusion This study is based on the theories of category theory,experiential theory,lexical analysis,and meaning transfer in cognitive linguistics,and establishes a suitable teaching method for English vocabulary for medical students.It does not affect students'evaluation of the teacher's demeanor,teaching content,teaching methods,and teaching attitude,and can also improve their medical English grades.

关 键 词：英语教学 认知语言理论 医学英语 基本范畴词汇 前缀 后缀 

分 类 号：G642[文化科学—高等教育学]