生物醫學英語課程設計：專業教師與英語教師協同教學

Biomedicine English Curriculum Design: Co-Teaching between a Biomedical Profession and an English Instructor

生物醫學的專業知識對於以英語為學習主題的學生而言，通常是巨大的挑戰。但對主修翻譯的學生而言，依照生物醫學的主題，提供該主題特有的語言表達風格與用法，如此豐富的英語學習環境可更加促發學生的學習效果。本碩士班課程以全英文教學，以期讓學生可在短期間大量接觸生物醫學類單字的自然使用環境與用法。內容包含語言學為主的醫學專業單字的構詞規則介紹、字根字首拆解法，以及專業生物醫學內容如家族性高膽固醇血症、唐氏症篩檢、產前檢查等主題。本課程設計的教學成效，在學期結束成績已經公告後，以問卷調查學生對於專業補充課程與對傳統翻譯教學的看法，所以該問卷的回收獨立於課程成績，讓學生可以放心填答。研究結果顯示，學生對於此教學設計呈正面歡迎的態度，除了表示對於專業教師提供的專業知識感到收穫良多，並感覺獲得了英語學習之外的樂趣。本研究的結果應可提供一些新的實徵觀察與見解，並希望可以提供傳統英語教學法之外，另一可供參考的教學法。

Professional subjects such as biomedicine is usually considered as a huge challengefor English majors. For students majoring in Translation Studies, providing English-richlearning environment in themes in which these are conveyed via their specific stylisticforms may prompt the learning outcome. In this graduate course, the lectures were taughtin English only, so that students could learn the application of medical terminology in anatural biomedical setting. The contents of the course covered linguistics-motivatedmorphology of medical terminology, root and affix analysis of medical terms, andintroduction to biomedical knowledge such as familial heprcholesterolemia, Downsyndrome, and prenatal examination. Students completed evaluations of course andinstructors at the end of the term. Instructors did not receive the results until aftersubmitting final course grade. The questionnaire targeted students’ experiences andopinions on the professional background course and the traditional translation course. Theresults showed that the students reacted positively toward the course design. They felt notonly had they learned a lot from the teachers in terms of gaining professional knowledge,but they also had fun in learning English. The results of the present study shall providesome empirical observations and new insight into translation teaching methodology andprovide a different approach in addition to the traditional teaching method.