初级汉语口语教学任务型翻转课堂教学模式的应用研究—以临床医学专业国际学生为例—以临床医学专业国际学生为例

Abstract

本文基于临床医学专业国际学生的汉语口语交际能力现状及造成学生口语交际能力不理想的原因，分析了在该专业汉语口语教学中采用任务型教学模式的适用性和必要性。并基于目前任务型口语教学模式研究中存在的局限性以及翻转课堂教学理念与任务型教学思想的契合点，构建了任务型翻转课堂教学模式。在教学模式的应用中发现无论是日常的交际任务还是医学场景的交际任务，学生完成的任务其交际充分和交际的准确性都比较高。相同话题下学生完成的任务文本的交际充分性甚至都优于教材的会话文本。说明学生完成的交际任务文本具有较高的交际功能，且口语产出的内容被理解的程度也比较高。基于此，我们认为任务型翻转课堂教学模式与该专业学生的汉语口语教学具有适用性和有效性；在初级汉语教学阶段，开展以“任务”为手段衔接医学汉语的教学具有可行性和可操作性。

This article analyzes the applicability and necessity of using task-based teaching mode in the teaching of Chinese oral communication among international students majoring in clinical medicine, based on the current situation of their Chinese oral communication ability and the reasons for their unsatisfactory oral communication ability. Based on the limitations of current research on task-based oral teaching models and the integration of flipped classroom teaching concepts with task-based teaching ideas, a task-based flipped classroom teaching model has been constructed. In the application of teaching mode, it has been found that whether it is daily communication tasks or communication tasks in medical scenarios, the tasks completed by students have relatively high levels of communicative sufficiency and communicative accuracy. The communicative adequacy of task texts completed by students under the same topic is even better than the conversational texts in textbooks. This indicates the communicative task texts completed by students have high communicative functions, and the level of understanding of the content produced by oral communication is also relatively high. Therefore, we believe that the task-based flipped classroom teaching model is applicable and effective to the Chinese oral teaching of students in this major; In the primary stage of Chinese language teaching, it is feasible and operable to use “tasks” as a means to connect medical Chinese language teaching.