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Article(id=1241023939766448894, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241023927812682133, articleNumber=null, orderNo=null, doi=10.20043/j.cnki.MPM.202407126, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1720540800000, receivedDateStr=2024-07-10, revisedDate=null, revisedDateStr=null, acceptedDate=null, acceptedDateStr=null, onlineDate=1773812764350, onlineDateStr=2026-03-18, pubDate=1739116800000, pubDateStr=2025-02-10, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1773812764350, onlineIssueDateStr=2026-03-18, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1773812764350, creator=13701087609, updateTime=1773812764350, updator=13701087609, issue=Issue{id=1241023927812682133, tenantId=1146029695717560320, journalId=1227665162245664772, year='2025', volume='52', issue='3', pageStart='385', pageEnd='576', issueExtLink='null', onlineDate='null', pubDate='null', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1773812761500, creator=13701087609, updateTime=1773812858867, updator=13701087609, preIssue=null, nextIssue=null, ext={EN=IssueExt(id=1241024336258200259, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241023927812682133, language=EN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=), CN=IssueExt(id=1241024336258200260, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241023927812682133, language=CN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=)}, issueFiles=null}, startPage=571, endPage=576, ext={EN=ArticleExt(id=1241023940206850845, articleId=1241023939766448894, tenantId=1146029695717560320, journalId=1227665162245664772, language=EN, title=Evaluation of the effectiveness of an all-English small class inquiry-based teaching model for basic theories and practices in epidemiology in preventive medicine, columnId=1240375111455404044, journalTitle=Modern Preventive Medicine, columnName=Talent Development, runingTitle=null, highlight=null, articleAbstract=
Objective

To evaluate the effectiveness of an all-English small class inquiry-based teaching model for basic theories and practices in epidemiology, providing a reference for further improving the quality of all-English instruction in preventive medicine courses.

Methods

Based on the undergraduate course “Basic Theory and Case Study of Epidemiology” at Sichuan University, surveys were conducted before and after the course for students in both small and large all-English classes.A comparative analysis was performed between the two class sizes and within the same class before and after the intervention to explore whether the small class inquiry-based teaching model is more advantageous than traditional large class teaching in enhancing students’ all-English professional competence.

Results

Prior to the all-English instruction, there were significant differences in English reading and writing abilities, as well as listening and speaking skills, between students in large and small classes, with small class students demonstrating superior skills (reading and writing: small class 57.1% vs. large class 26.8%;listening and speaking: small class 50.0% vs. large class 20.5%) (P<0.05). Most students in both class sizes lacked experience in delivering presentations and writing research papers in English before the instruction; however, small class students were more willing to attempt all-English oral presentations in class compared to their large class counterparts (small class 92.9% vs.large class 60.7%) (P<0.05). Following the all-English instruction, a significant improvement was observed in English reading and writing abilities, professional knowledge, mastery of English terminology, and participation in group discussions or projects for students in both classes. Overall, small class students exhibited better listening and speaking skills than those in large classes post-instruction, with 50.0% of small class students demonstrating good English listening and speaking skills compared to 14.1% in large classes, reflecting an overall improvement from pre-instruction levels. Small class students reported increased confidence in writing English research papers and more experiences with all-English presentations compared to large class students. Moreover, over 60% of students from both classes expressed a willingness to participate in international conferences and deliver all-English presentations, showing an increase from pre-instruction levels.

Conclusion

The all-English small class inquiry-based teaching model demonstrates greater advantages over large class teaching in enhancing students’ all-English professional competence, contributing to improved international competitiveness for employment and further studies.Implementing this model for undergraduate students in preventive medicine is both feasible and effective.

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目的

通过对预防医学专业流行病基本理论与实践全英文小班化-探究式教学模式进行效果评价，为进一步提高预防医学专业课程的全英文教学质量提供参考依据。

方法

基于四川大学预防医学本科课程《流行病基本理论与实践》(Basic Theory and Case Study of Epidemiology)，对全英文小班与全英文大班学生在课程前后分别进行问卷调查。通过教学前、后两班横向对比和自身干预前后对照，探索小班化探究式教学与大班化教学相比是否在提高学生全英文专业素养方面更具优势。

结果

全英文教学前大班和小班学生的英语读写能力和听说能力有差异，小班学生英语读写能力（小班57.1%vs.大班26.8%）和听说能力（小班50.0%vs.大班20.5%）优于大班学生（P<0.05）。全英文教学前小班和大班学生大多没有全英文口头报告经历和全英文科研论文写作能力，但与大班学生相比，小班学生更愿意在课堂上尝试作全英文口头报告（小班92.9%vs.大班60.7%)（P<0.05）。大班和小班绝大部分学生全英文教学后英文读写能力，专业知识，英语专业术语掌握情况和小组讨论或小组工作的参与度都得到明显提升。全英文教学后小班学生的英语听说能力整体比大班高，小班50.0%的学生英文听说能力较好，大班14.1%的学生英语听说能力较好，相对于教学前整体水平有所上升。小班学生认为通过该课程增加撰写英文科研论文的信心和在课程中全英文口头报告的经历比大班学生更多。大班和小班超过60%的学生表示愿意参与国际会议并作全英文口头报告，相对于教学前比例有所增加。

结论

全英文小班化探究式教学与大班化教学相比，在提高学生全英文专业素养方面更具优势，有利于提高学生在就业和继续深造等方面的国际竞争力，面向预防医学专业本科生开展全英文小班化探究式教学具有可行性和有效性。

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李静，E-mail:
, copyrightStatement=本刊刊出的所有文章不代表中华预防医学会和本刊编委会的观点，除非特别声明。, copyrightOwner=中华预防医学会和四川大学华西公共卫生学院, extLink=null, articleAbsUrl=null, sourceXml=9bGlLCbTm3dsJyxDtKKkOg==, magXml=58MxoVJ+y/eZMlqPaQdbew==, pdfUrl=null, pdf=YGD8Td62F6iwPnEUqYItQg==, pdfFileSize=580813, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=AVYdrM0CBBDmsH0JuVGn1Q==, mapNumber=null, authorCompany=null, fund=null, authors=

杨英（1998—），女，硕士在读，研究方向：流行病与卫生统计学

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杨英（1998—），女，硕士在读，研究方向：流行病与卫生统计学

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杨英（1998—），女，硕士在读，研究方向：流行病与卫生统计学

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The English level of the students before full English teaching ［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班Z值P值
英语读写能力的水平差0(0)19(17.0)-2.6410.008
一般6(42.9)63(56.3)
较好7(50.0)29(25.9)
很好1(7.1)1(0.9)
英语听说能力的水平差0(0)41(36.6)-3.3050.001
一般7(50.0)48(42.9)
较好5(35.7)23(20.5)
很好2(14.3)0(0)
), ArticleFig(id=1241023947043565856, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=CN, label=表1, caption=

调查对象全英文教学前的英语水平［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班Z值P值
英语读写能力的水平差0(0)19(17.0)-2.6410.008
一般6(42.9)63(56.3)
较好7(50.0)29(25.9)
很好1(7.1)1(0.9)
英语听说能力的水平差0(0)41(36.6)-3.3050.001
一般7(50.0)48(42.9)
较好5(35.7)23(20.5)
很好2(14.3)0(0)
), ArticleFig(id=1241023947131646245, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=EN, label=Table 2, caption=

Students’ expectations of the course before full English teaching ［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班χ2值/fisherP值
凑学分否6(42.9)52(46.4)0.0640.800
是8(57.1)60(53.6)
增强英文听说能力否0(0)8(7.1)0.596
是14(100.0)104(92.9)
进一步加强专业知识否1(7.1)19(17.0)0.3140.575
是13(92.9)93(83.0)
), ArticleFig(id=1241023947240698159, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=CN, label=表2, caption=

调查对象全英文教学前对该课程的期望［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班χ2值/fisherP值
凑学分否6(42.9)52(46.4)0.0640.800
是8(57.1)60(53.6)
增强英文听说能力否0(0)8(7.1)0.596
是14(100.0)104(92.9)
进一步加强专业知识否1(7.1)19(17.0)0.3140.575
是13(92.9)93(83.0)
), ArticleFig(id=1241023947349750074, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=EN, label=Table 3, caption=

students’ learning and research experience before English teaching［ n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班χ2/fisher/Z值P值
相关英文专业术语的掌握情况完全不知道0(0)22(19.6)-1.8180.069
知道一些14(100.0)90(80.4)
都知道0(0)0(0)
是否有过小组讨论或小组工作的经历是13(92.9)108(96.4)0.451
否1(7.1)4(3.6)
在以前的小组讨论或小组工作中的参与度很差0(0)0(0)-0.5980.550
一般8(57.1)53(47.3)
积极参与6(42.9)56(50.0)
是否有过全英文科研论文写作经历是2(14.3)7(6.3)0.262
否12(85.7)105(93.8)
是否有全英文口头报告的经历是5(35.7)53(47.3)0.6750.411
否9(64.3)59(52.7)
是否愿意在课堂上尝试作全英文口头报告是13(92.9)68(60.7)5.6000.018
否1(7.1)44(39.3)
将来是否愿意参与国际会议并做全英文口头报告是12(85.7)76(67.9)1.1320.287
否1(14.3)36(32.1)
), ArticleFig(id=1241023947475579203, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=CN, label=表3, caption=

调查对象全英文教学前的学习及科研经历［n（%）］T

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班χ2/fisher/Z值P值
相关英文专业术语的掌握情况完全不知道0(0)22(19.6)-1.8180.069
知道一些14(100.0)90(80.4)
都知道0(0)0(0)
是否有过小组讨论或小组工作的经历是13(92.9)108(96.4)0.451
否1(7.1)4(3.6)
在以前的小组讨论或小组工作中的参与度很差0(0)0(0)-0.5980.550
一般8(57.1)53(47.3)
积极参与6(42.9)56(50.0)
是否有过全英文科研论文写作经历是2(14.3)7(6.3)0.262
否12(85.7)105(93.8)
是否有全英文口头报告的经历是5(35.7)53(47.3)0.6750.411
否9(64.3)59(52.7)
是否愿意在课堂上尝试作全英文口头报告是13(92.9)68(60.7)5.6000.018
否1(7.1)44(39.3)
将来是否愿意参与国际会议并做全英文口头报告是12(85.7)76(67.9)1.1320.287
否1(14.3)36(32.1)
), ArticleFig(id=1241023947584631121, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=EN, label=Table 4, caption=

What students gain after the full English course ［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班χ2/fisher/Z值P值
英文读写能力是否得到提升是11(91.7)59(69.4)1.6030.205
否1(8.3)26(30.6)
英文听说能力现属于哪种水平差0(0)8(9.4)-2.8680.004
一般5(41.7)61(71.8)
较好6(50.0)12(14.1)
很好1(8.3)4(4.7)
是否有所收获是12(100.0)84(98.8)>0.999
否0(0)1(1.2)
凑够了学分是9(75.0)63(74.1)<0.001>0.999
否3(25.0)22(25.9)
增强了英文听说能力是7(58.3)60(70.6)0.2770.599
否5(41.7)25(29.4)
进一步加强了专业知识是10(83.3)77(90.6)0.0710.790
否2(16.7)8(9.4)
是否提高英语专业术语掌握情况是12(100.0)71(83.5)1.1690.280
否0(0)14(16.5)
是否提高小组讨论或小组工作的参与度是10(83.3)65(76.5)0.0270.870
否2(16.7)20(23.5)
是否增加撰写英文科研论文的信心是8(66.7)30(35.5)4.3430.037
否4(33.3)55(64.7)
是否在该课程有过全英文口头报告的经历是8(66.7)8(9.4)25.026<0.001
否4(33.3)77(90.6)
将来是否愿意参与国际会议并做全英文口头报告是11(91.7)52(61.2)3.0590.080
否1(8.3)33(38.8)
收获情况很大3(25.0)11(12.9)-0.6720.502
较大6(50.0)51(60.0)
一般3(25.0)23(27.1)
), ArticleFig(id=1241023947752403291, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=CN, label=表4, caption=

学生在全英文教学后的收获［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班χ2/fisher/Z值P值
英文读写能力是否得到提升是11(91.7)59(69.4)1.6030.205
否1(8.3)26(30.6)
英文听说能力现属于哪种水平差0(0)8(9.4)-2.8680.004
一般5(41.7)61(71.8)
较好6(50.0)12(14.1)
很好1(8.3)4(4.7)
是否有所收获是12(100.0)84(98.8)>0.999
否0(0)1(1.2)
凑够了学分是9(75.0)63(74.1)<0.001>0.999
否3(25.0)22(25.9)
增强了英文听说能力是7(58.3)60(70.6)0.2770.599
否5(41.7)25(29.4)
进一步加强了专业知识是10(83.3)77(90.6)0.0710.790
否2(16.7)8(9.4)
是否提高英语专业术语掌握情况是12(100.0)71(83.5)1.1690.280
否0(0)14(16.5)
是否提高小组讨论或小组工作的参与度是10(83.3)65(76.5)0.0270.870
否2(16.7)20(23.5)
是否增加撰写英文科研论文的信心是8(66.7)30(35.5)4.3430.037
否4(33.3)55(64.7)
是否在该课程有过全英文口头报告的经历是8(66.7)8(9.4)25.026<0.001
否4(33.3)77(90.6)
将来是否愿意参与国际会议并做全英文口头报告是11(91.7)52(61.2)3.0590.080
否1(8.3)33(38.8)
收获情况很大3(25.0)11(12.9)-0.6720.502
较大6(50.0)51(60.0)
一般3(25.0)23(27.1)
), ArticleFig(id=1241023947882426721, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=EN, label=Table 5, caption=

Students’ satisfaction with the course ［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班Z值P值
该课程讲授主要内容是否为本学科最新发展，最新是4(33.3)24(28.2)-0.0890.929
成果或亟待解决的问题基本是6(50.0)54(63.5)
否2(16.7)7(8.2)
对授课教师讲授内容的满意度很满意6(50.0)29(34.1)-0.7580.449
满意5(41.7)54(63.5)
一般1(8.3)2(2.4)
对该课程的教学计划安排感到很满意6(50.0)26(30.6)-0.7290.466
满意4(33.3)53(62.4)
一般2(16.7)6(7.1)
对本课程使用的教材的满意度很满意4(33.3)15(17.6)-0.9910.322
满意4(33.3)34(40.0)
一般4(33.3)36(42.4)
), ArticleFig(id=1241023947974701417, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241023939766448894, language=CN, label=表5, caption=

全英文教学后学生对该课程的满意度［n（%）］

, figureFileSmall=null, figureFileBig=null, tableContent=
调查项目选项小班大班Z值P值
该课程讲授主要内容是否为本学科最新发展，最新是4(33.3)24(28.2)-0.0890.929
成果或亟待解决的问题基本是6(50.0)54(63.5)
否2(16.7)7(8.2)
对授课教师讲授内容的满意度很满意6(50.0)29(34.1)-0.7580.449
满意5(41.7)54(63.5)
一般1(8.3)2(2.4)
对该课程的教学计划安排感到很满意6(50.0)26(30.6)-0.7290.466
满意4(33.3)53(62.4)
一般2(16.7)6(7.1)
对本课程使用的教材的满意度很满意4(33.3)15(17.6)-0.9910.322
满意4(33.3)34(40.0)
一般4(33.3)36(42.4)
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预防医学专业流行病基本理论与实践全英文小班化——探究式教学模式效果评价
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杨英 , 陆娅胶 , 李佳圆 , 张引颖 , 张勤 , 李静
现代预防医学 | 人才培养 2025,52(3): 571-576
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现代预防医学 | 人才培养 2025, 52(3): 571-576
预防医学专业流行病基本理论与实践全英文小班化——探究式教学模式效果评价
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杨英, 陆娅胶, 李佳圆, 张引颖, 张勤, 李静
作者信息
  • 四川大学华西公共卫生学院/华西第四医院，四川 成都 610041

    • 杨英（1998—），女，硕士在读，研究方向：流行病与卫生统计学

通讯作者:

李静，E-mail:
Evaluation of the effectiveness of an all-English small class inquiry-based teaching model for basic theories and practices in epidemiology in preventive medicine
Ying YANG, Ya-jiao LU, Jia-yuan LI, Yin-ying ZHANG, Qin ZHANG, Jing LI
Affiliations
  • West China School of Public Health, Sichuan University/West China Fourth Hospital, Department of Epidemiology and Health Statistics, Chengdu, Sichuan 610041, China
出版时间: 2025-02-10 doi: 10.20043/j.cnki.MPM.202407126
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摘要
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目的

通过对预防医学专业流行病基本理论与实践全英文小班化-探究式教学模式进行效果评价，为进一步提高预防医学专业课程的全英文教学质量提供参考依据。

方法

基于四川大学预防医学本科课程《流行病基本理论与实践》(Basic Theory and Case Study of Epidemiology)，对全英文小班与全英文大班学生在课程前后分别进行问卷调查。通过教学前、后两班横向对比和自身干预前后对照，探索小班化探究式教学与大班化教学相比是否在提高学生全英文专业素养方面更具优势。

结果

全英文教学前大班和小班学生的英语读写能力和听说能力有差异，小班学生英语读写能力（小班57.1%vs.大班26.8%）和听说能力（小班50.0%vs.大班20.5%）优于大班学生（P<0.05）。全英文教学前小班和大班学生大多没有全英文口头报告经历和全英文科研论文写作能力，但与大班学生相比，小班学生更愿意在课堂上尝试作全英文口头报告（小班92.9%vs.大班60.7%)（P<0.05）。大班和小班绝大部分学生全英文教学后英文读写能力，专业知识，英语专业术语掌握情况和小组讨论或小组工作的参与度都得到明显提升。全英文教学后小班学生的英语听说能力整体比大班高，小班50.0%的学生英文听说能力较好，大班14.1%的学生英语听说能力较好，相对于教学前整体水平有所上升。小班学生认为通过该课程增加撰写英文科研论文的信心和在课程中全英文口头报告的经历比大班学生更多。大班和小班超过60%的学生表示愿意参与国际会议并作全英文口头报告，相对于教学前比例有所增加。

结论

全英文小班化探究式教学与大班化教学相比，在提高学生全英文专业素养方面更具优势，有利于提高学生在就业和继续深造等方面的国际竞争力，面向预防医学专业本科生开展全英文小班化探究式教学具有可行性和有效性。

全英文教学，小班化，探究式  /  效果评价  /  教学改革
Objective

To evaluate the effectiveness of an all-English small class inquiry-based teaching model for basic theories and practices in epidemiology, providing a reference for further improving the quality of all-English instruction in preventive medicine courses.

Methods

Based on the undergraduate course “Basic Theory and Case Study of Epidemiology” at Sichuan University, surveys were conducted before and after the course for students in both small and large all-English classes.A comparative analysis was performed between the two class sizes and within the same class before and after the intervention to explore whether the small class inquiry-based teaching model is more advantageous than traditional large class teaching in enhancing students’ all-English professional competence.

Results

Prior to the all-English instruction, there were significant differences in English reading and writing abilities, as well as listening and speaking skills, between students in large and small classes, with small class students demonstrating superior skills (reading and writing: small class 57.1% vs. large class 26.8%;listening and speaking: small class 50.0% vs. large class 20.5%) (P<0.05). Most students in both class sizes lacked experience in delivering presentations and writing research papers in English before the instruction; however, small class students were more willing to attempt all-English oral presentations in class compared to their large class counterparts (small class 92.9% vs.large class 60.7%) (P<0.05). Following the all-English instruction, a significant improvement was observed in English reading and writing abilities, professional knowledge, mastery of English terminology, and participation in group discussions or projects for students in both classes. Overall, small class students exhibited better listening and speaking skills than those in large classes post-instruction, with 50.0% of small class students demonstrating good English listening and speaking skills compared to 14.1% in large classes, reflecting an overall improvement from pre-instruction levels. Small class students reported increased confidence in writing English research papers and more experiences with all-English presentations compared to large class students. Moreover, over 60% of students from both classes expressed a willingness to participate in international conferences and deliver all-English presentations, showing an increase from pre-instruction levels.

Conclusion

The all-English small class inquiry-based teaching model demonstrates greater advantages over large class teaching in enhancing students’ all-English professional competence, contributing to improved international competitiveness for employment and further studies.Implementing this model for undergraduate students in preventive medicine is both feasible and effective.

All-English instruction  /  Small class  /  Inquiry-based  /  Effectiveness evaluation  /  Teaching reform
杨英, 陆娅胶, 李佳圆, 张引颖, 张勤, 李静. 预防医学专业流行病基本理论与实践全英文小班化——探究式教学模式效果评价. 现代预防医学, 2025 , 52 (3) : 571 -576 . DOI: 10.20043/j.cnki.MPM.202407126
Ying YANG, Ya-jiao LU, Jia-yuan LI, Yin-ying ZHANG, Qin ZHANG, Jing LI. Evaluation of the effectiveness of an all-English small class inquiry-based teaching model for basic theories and practices in epidemiology in preventive medicine[J]. Modern Preventive Medicine, 2025 , 52 (3) : 571 -576 . DOI: 10.20043/j.cnki.MPM.202407126
正文
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随着教育全球化进程的加快，在提升国际竞争力和加快高等教育国际化的驱动下，全英文教学在我国迅速发展[1]。高校本科专业全英文教学是我国高等教育国际化，统筹推进“双一流”建设的重要措施[2]。同时随着“一带一路”倡议和“交通强国”等国家战略稳步推进，全英文教学在提高中国高校国际排名，吸引国际优秀留学生方面具有重要意义[3]，并有助于学生适应英语学习环境，提高国际视野度、就业质量及国际竞争力。然而，目前我国高校普遍采用传统的大班讲授式授课方式，偏向于应试技巧的培养，导致学生英文水平参差不齐[4-5]。全英文课程可能降低英语能力较弱学生的学习热情，因此全英文大班教学模式对人才培养质量提出严峻考验。国务院办公厅2015年发布了《关于深化高等学校创新创业教育改革的实施意见》，提出我国自2015年起要全面深化高校创新创业教育改革，要求改革教学方法，扩大小班化教学的覆盖面[6]。
小班探索式教学是一种新型教学模式，通过控制一定人数，让学生成为主体，实现高度个性化和师生交互[7]。相较于传统大班教学，小班教学增加了师生间的交流，教师可以根据学生的个体差异制定针对性的教学方案，有利于学生个性发展和创造性培养，促进教学公平[8]。本研究通过对全英文教学大班与小班教学前后调查，定量评价全英文小班化-探究式教学模式的效果，为更加有效合理地开展专业课程全英文教学提供政策建议，并从受课者即学生的角度思考和评价怎样更加合理、有效地开展全英文教学课程。
1　对象与方法
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1.1　调查对象
本研究调查对象为四川大学2013和2014年入学的预防医学专业已经学过中文流行病学的本科生以及full bright留学生。采用目的抽样的方法，从2017年在四川大学华西公共卫生学院开设的全英文教学的班级中，分别抽取教学人数在10～20人和100人左右的两个班级的学生在教学前后进行调查。
1.2　探究式教学方法
探究式教学是一种以学生为中心的教学方法，强调学生的主动参与和自主探索。全英文小班化-探究式教学通过引入与专业相关的开放性问题激发学生兴趣和好奇心，并将学生分组进行合作学习，以小组形式围绕共同问题开展讨论和探究。学生以小组形式展示成果，接受同伴评估与教师反馈，反思和总结学习过程，促进对知识的深刻理解和应用。
1.3　调查方法与调查内容
采用问卷调查法，在全英文教学大班和小班教学之前和教学结束后收集相关信息。调查内容主要包括调查对象教学前的基本情况、英语水平、对该课程的期望、在教学后的反馈和收获以及对该课程的满意度调查等。本次调查教学前收集问卷小班14份、大班112份，有效问卷回收率均为100%；教学后收集问卷小班12份、大班92份，小班有效问卷回收率85.71%，大班有效问卷85份，有效问卷回收率75.89%。
1.4　数据整理与分析
运用SPSS 26.0统计软件对数据进行整理分析。计量资料根据其分布特征选用合适的集中和离散趋势指标描述，计数资料使用率或构成比进行统计描述；采用χ2检验、秩和检验等对两个班教学前的英语水平、对课程的期望以及学习和科研经历进行横向比较。采用χ2检验、秩和检验对两个班的教学后能力提升情况、收获以及对课程的满意度进行比较。检验水准α=0.05。
2　结果
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2.1　调查对象基本情况
小班学生14名，平均年龄为（22.07±0.917）岁，男生5人（35.7%），女生9人（64.3%）；大班学生112名，平均年龄为（20.30±0.938）岁，男生22人（19.6%），女生90人（80.4%）。
2.2　全英文教学前的基本情况
2.2.1　大班和小班学生全英文教学前的英语水平
教学前调查对象的英语水平见表1，在英语读写能力方面，小班中50%的学生认为自己英语读写水平较好，42.9%的学生认为一般；大班中25.9%的学生认为自己的英语读写水平较好，56.3%的学生认为一般。在英语听说能力水平方面，小班学生认为自己英语听说能力水平很好、较好和一般分别占14.3%、35.7%和50.0%；大班学生认为自己英语听说能力水平较好、一般和差的分别占20.5%、42.9%和36.6%。对两个班的英语读写能力和听说能力进行秩和检验，差异具有统计学意义（P<0.05），且小班学生的英语听说和读写能力优于大班学生。
2.2.2　大班和小班学生全英文教学前对该课程的期望
调查对象对该课程的期望结果见表2，57.1%的小班学生和53.6%的大班学生选择该课程是为了凑学分，100.0%的小班学生和92.9%的大班学生想要通过该课程增强英语听说能力，92.9%的小班学生和83.0%的大班学生想要通过该课程进一步加强专业知识。对这两组数据进行χ2检验，差异没有统计学意义（P>0.05），表明大班和小班对该课程的各项期望没有差异。
2.2.3　大班和小班学生全英文教学前的学习及科研经历
正式开课前调查对象学习及科研经历的调查结果见表3，所有（100%）的小班学生和80.4%的大班学生知道一些相关英文专业术语，19.6%的大班学生完全不知道相关英文专业术语；92.9%的小班学生和96.4%的大班学生有过小组讨论或小组工作的经历，57.1%的小班学生在以前的小组讨论或小组工作中的参与度一般，50.0%的大班学生在以前的小组讨论或小组工作中的参与积极；85.7%的小班学生和93.8%的大班学生都没有过全英文科研论文写作的经历，64.3%的小班学生和52.7%的大班学生没有全英文口头报告的经历；92.9%的小班学生和60.7%的大班学生愿意在课堂上尝试作全英文口头报告；85.7%的小班学生和67.9%的大班学生都愿意参与国际会议并做作全英文口头报告。对教学前调查对象的学习及科研经历进行相应的统计学分析，结果显示其是否愿意在课堂上尝试作全英文口头报告，差异有统计学意义（P<0.05），并且小班愿意的学生占比更高（小班学生占92.9%，大班学生占60.7%），表明相对于大班来说小班学生更愿意在课堂上尝试作全英文口头报告。
2.3　全英文教学后的效果评价
2.3.1　大班和小班学生全英文教学后的收获
调查对象对教学后在该课程的收获见表4，大班和小班绝大部分学生教学后通过该课程有所收获，凑够了学分，英文读写能力得到了提升，进一步加强了专业知识并且提高了英语专业术语掌握情况。50.0%的小班学生英文听说能力较好，41.7%的学生听说能力一般；14.1%的大班学生英语听说能力较好，71.8%的学生属于一般的水平，相对于教学前整体水平有所上升，但对两个班的数据进行秩和检验，差异有统计学意义（P<0.05），表明大班和的小班英语听说能力水平的总体分布不同，小班学生的英语听说能力整体比大班高。但全英文教学前两个班英语听说能力有差异，对教学前后两个班听说能力变化情况进行Wilcoxon检验，结果显示Z值为-1.287，P=0.198，教学后两个班听说能力的变化情况无差异。
大班和小班约80%的学生认为该课程提高小组讨论或小组工作的参与度。66.7%的小班和35.5%的大班学生认为通过该课程增加撰写英文科研论文的信心，经χ2检验，差异具有统计学意义（P<0.05）。66.7%的小班学生在该课程有过全英文口头报告的经历，大班仅9.4%，经χ2检验，差异有统计学意义（P<0.05）。大班和小班超过60%的学生表示愿意参与国际会议并作全英文口头报告，相对于教学前比例有所增加。超过98%的学生认为通过该课程有较大收获，对两个班数据进行秩和检验，差异没有统计学意义（P>0.05）。
2.3.2　全英文教学后调查对象对该课程的满意度调查
教学后调查对象对该课程的满意度调查结果见表5，大部分学生认为该课程讲授主要内容是本学科最新发展，最新成果或亟待解决的问题；50.0%的小班学生对授课教师讲授内容的很满意，63.5%的大班学生对授课教师讲授内容的满意；小班对该课程的教学计划安排感到很满意和满意的分别占50.0%、33.3%，大班对该课程的教学计划安排感到很满意和满意的分别占62.4%、30.6%；但仍然有超三分之一的学生认为本课程使用的教材一般。
3　讨论
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本研究显示，根据教学前对学生英文水平的基线调查，发现小班学生的听说和读写能力均优于大班学生，说明英文水平较高的学生更倾向于选择小班。课程结束后，全英文小班教学和全英文大班教学在英文听说和读写能力方面均有提高。小班和大班认为自己的英文读写能力得到提升的学生分别占90.0%、69.4%，小班占比明显高于大班，因小班的样本量较小，在统计学检验上不能看出哪种教学模式在提高英文读写能力上取得的效果更好，但小班相对于大班英语读写能力有较大提高。小班学生英文听说能力现处于较好和很好的占比50%以上，而大班不足30%，两个班差异有统计学意义。小班和大班的英文听说能力均有提高但两个班差异没有统计学意义，可能是因为小班的样本量较小，也可能是全英文小班化教学模式实施时间太短，在短时间内学生英语听说能力的提升程度有限。
小班和大班认为通过该课程提高英语专业术语掌握情况的学生分别占100.0%、83.5%，小班占比明显高于大班，但差异没有统计学意义，可能是因为小班的样本量较小。教学后，在是否在该课程有过全英文口头报告的经历和是否增加撰写英文科研论文的信心方面，两个班的差异有统计学意义，与全英文大班化相比，全英文小班教学更能为学生提供全英文口头报告的机会，从而提高学生全英文口头报告的能力，并增加撰写英文科研论文的信心。小班教学不仅是教学方法的变革，教学规模的缩小，更是以“教”为中心向以“学”为中心的转型。PBL教学模式是一种以学生为主体、以问题或项目为核心的创新型教学模式[9]，该教学模式要求学生围绕问题进行自主学习，有利于发挥学生的能动性以及培养学生多方面的能力。因此全英文小班化教学可结合PBL教学模式，更好地发挥小班的“研讨”功能，促进学生真正的充分参与[10]。
本研究中全英文大班和全英文小班约三分之一的学生认为该课程使用的教材一般，部分学生提出希望增加中英文对照，特别是生僻词、专业名词和课程内容重难点。这可能是因为国外教材与国内教材在语言习惯和叙述方式上存在差异，导致刚开始学习时会遇到障碍。此外，全英文课程的语言难度较高，教师往往只能关注基础概念，难以深入拓展。为了解决这些问题，教师可以将抽象的专业知识具体化、形象化，让学生通过多种感官途径理解和消化专业知识[11]。此外，还要将科学前沿问题融入课堂有助于提高学生的学习兴趣和国际视野[12]。
本研究可能存在选择偏倚，采用目的抽样，样本仅限于四川大学的特定班级，可能无法代表其他高校或不同背景学生的整体情况。研究对小班和大班学生进行了对比，但由于小班样本量较小，可能会影响结果的统计效能。此外，本次调查主要收集的是学生对教学后能力提升的主观反馈数据，缺乏客观的英语水平测试数据，因此难以准确评估教学方法对学生英语水平的具体影响。
综上所述，全英文教学能够提高学生英语读写和听说能力，提高英语专业术语掌握情况和小组讨论的参与度。与全英文大班化教学相比，全英文小班化教学更能为学生提供全英文口头报告的机会，提高学生全英文口头报告的能力，增加撰写英文科研论文的信心。并且该次全英文小班化教学课程即：流行病基本理论与实践（Basic Theory and Case Study of Epidemiology）曾获得2014年四川大学小班化精品课程，因此小班化探究式教学与大班化教学相比在提高学生全英文专业素养方面更具优势，有助于培养具备国际竞争力的公共卫生专业本科生，符合国家教学改革的趋势，也有助于培养国际型人才。
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2025年第52卷第3期
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doi: 10.20043/j.cnki.MPM.202407126
  • 接收时间：2024-07-10
  • 首发时间：2026-03-18
  • 出版时间：2025-02-10
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    四川大学华西公共卫生学院/华西第四医院，四川 成都 610041

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2种不同金属材料的力学参数
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多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
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小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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