醫學大學英語適性課程之適用性

Applicability of English Adaptive Practices in Medical Universities

沈毓敏(Yu-Min Shen)

《通識教育學報》 8期 (2005/12) Pp. 125-146

https://doi.org/10.7107/JGED.200512.0125

摘要

醫學院學生之英語能力在各科系間之差異性甚大，因此，若給予相同的教材、教學活動與評量標準，此種英語教學是否合適與公平？若將學生依照英語能力來分班，是否會造成歧視情形，傷害學生的自尊心？影響學習動機或學習成效？本研究希望能透過介於傳統系別原班教學(Heterogeneous Grouping Practices)與完全以英語能力編班分級教學(Ability Grouping Practices)之間的英語適性課程(English Adaptive Practices)，實地瞭解英語能力分級教學實施時可能面臨的困境與解決的方法，以逐步提供未來全面英語能力分級教學實施時所需要的環境，期盼能實際達到提昇每種程度學生之英語能力。

關鍵字

英語適性教學 ； 系別原班教學 ； 分級教學

並列摘要

Since significant differences among majors exist in medical universities, is it adequate and fair to provide the same materials, activities and evaluation for each of them? If the students are homogeneously grouped according to their English ability, will their self-esteem be harmed because of segregation and even discrimination? Will their motivation and achievement be influenced accordingly? Through English adaptive practices, adjusted from heterogeneous grouping practices and ability grouping practices, this study is aimed to explore both the problems and the resolutions related to ability grouping practices, and to provide an essential environment for the students of each level to enhance their English ability.

並列關鍵字

English adaptive practices ； heterogeneous grouping practices ； ability grouping practices

參考文獻

沈毓敏(2002)。就托福與英文能力間之相關性分析探討醫學院之英文檢定考試。通識教育年刊。4，101-117。

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