A Study of Blended-teaching Model in Medical English

◆燕 頔

(齊齊哈爾醫(yī)學(xué)院)

Abstract： Based on the analysis of the current college Medical English teaching and the study of the blended-teaching model，the author practiced the model in the real teaching.In the process，the author verified the usefulness and effectiveness of the Blended-teaching Model，which can break the limitation of the classroom teaching.The students could contact with each other and also with the teacher conveniently whatever in-class and off-class in the learning process.

Key words：Blended-teaching Model Medical English

ⅠLack of learning motivation for students in Medical Colleges

Students in medical colleges have relatively more specialized courses and greater learning pressure.At the meanwhile，medical English does not account for much of the study time and the credit is not high. For medical English itself is more difficult，medical vocabulary is less important.Because of the complexity and the number of compound sentences in the medical articles，some of the students have come up with fears of difficulties(by Tang Yi and Chu Changbiao，2014).If medical English vocabulary is not enough，it is difficult to understand foreign medical literature，various factors have resulted in fears of learning medical English in medical colleges.

Ⅱ Lack of teaching experience for teachers in Medical Colleges

In Chinese Medical Colleges，the ratio of the medical English teacher for medical profession and English profession is 1∶25(Liu Zhihui，Xu Yunian，2009)，which shows most of the medical college are short of the teachers who both good at medical knowledge and English.Most of the teachers engaged in medical English teaching in colleges are public English teachers. Because of no relevant medical knowledge background，there are a lot of difficulties in teaching medical English;at the same time，a small number of medical professional teachers，who lack of systematic English teaching training，are also engaged in medical English teaching， subsequently they are not good at teaching medical English from the linguistic perspective.

ⅢThe blended-teaching model

In recent years，scholars both at home and abroad have carried out research on the blended-teaching model.The theoretical basis of blended-teaching model is constructivism learning theory，sociocultural learning theory and cognitive theory.The representative viewpoints are as follows：in 2002，Driscoll proposed that blended-teaching should cover four aspects: Web-based teaching，mixed teaching of multiple teaching methods， mixed teaching of educational technology and face-to-face classroom;In 2004，Professor Ho Ke-kang put forward that blended-teaching is to combine the advantages of traditional learning methods with the advantages of E-Learning，and to give full play to the guidance of teachers，from the point of view of learning style and teacher-student relationship，the network environment and classroom teaching environment are in harmony with each other.To enlighten and monitor the leading role of the teaching process，we should fully reflect the initiative，enthusiasm and creativity of the students as the main body of the learning process No matter what kind of theory，it puts forward new requirements for the teaching goal，teaching method，teaching environment design，acquisition of learning resources，and teaching evaluation method of college English teaching.

ⅣThe benefits of blended-teaching model of Medical English teaching

1.The flexibility of the leaning style.The students could learn or revise the knowledge at any time or any where. The more profound the professional knowledge is，the more content the students need to grasp. Nowadays，the undergraduates need more and more time to acquire the qualifications or certifications. Under this circumstance，the fragmented time is so precious that should be used for previewing，reviewing or even learning the knowledge.It allows students to take advantage of their fragmented time whenever and wherever they want.Learning，integrating effective available time，thus achieving the purpose of learning.

2.The abundance of the learning resources.The numerous resources provided by the Internet could broaden the horizon of the students.

Not only can you learn the knowledge from textbooks，but you can also practice it，even the relevant knowledge of other specialties. For example，students learn The medical theory of a certain specialty from textbooks can check through the mobile learning platform to read the related learning resources for more about the background information of the theory，the relevant cases and extended knowledge. In this way，students can not only be more thoroughly understand the theory，but also enhance the learning motivation and initiative.

3.Inspiring the learning motivation of the students.The blended-teaching model place the students as the learning center，encouraging the students learn in practice.At the meanwhile，the teachers change their role from learning center into the instructor. It is well-known that acknowledging about the students’ learning is vital to the teachers. In the view of the blended-learning model，the teachers can learn about the specific learning progress through analyzing what did they do in the platform，for instance，the leaning process of the concrete tasks required by the teachers.

4.The students accomplish the learning tasks in the following three steps(as shown in the figure below):

Before class: according to the characteristics of the specific curriculum and the actual situation of the students，the teacher designs the teaching as a whole，creates the learning situation，issues the preview content through the network teaching platform，and stimulates the students’ interest in learning before class. In class: be student-centered，students in groups as an introductory or illustrative form of the presentation of what they have learned，practice language skills，and have a discussion of the solved and unsolved problems.Teachers play a leading and guiding role，taking students as the center of teaching.Classroom teaching is summed up by teacher evaluation and students mutual evaluation; After-class: students practice the language they have learned，improve language communication skills.Teachers design tasks，assign tasks， monitor task progress and evaluate teaching results. Student cooperate to complete the task after class in groups，upload the learning results through the network platform.

ⅤConclusion

According to the above analysis，it is obvious that the blended-teaching model is an effective learning model，which could stimulate the students’ learning motivation.Therefore，there are issues worth continuing discussion among educators，such as how to build a more perfect teaching platform，do a good job of teacher team building to design teaching activities more reasonably and effectively，the students should always be the center of teaching. Only in these ways，the future medical practitioner could enhance medical English comprehensive capacity and make the effective intercultural communication in the real practice.