英文老師、教學助理與學生在醫學英文課程中之合作學習模式

A Collaborative Learning Model on Medical English Curriculum for English Teachers, Teaching Assistants and Students

本研究是希望透過教學助理制度來協助醫學院學生解決他們在醫學英文課程中所遇到的困難，希望從中能夠找到下面幾個問題的解答：（一）教學助理制度是否真的對醫學英文課程中的學生有所幫助？（二）教學助理的背景是否會影響醫學英文課程的教學成果？（三）教學助理制度對何種程度的學生最為有利？研究對象是修醫學英文課的學生。本研究的結果顯示在合作學習的環境中，大多數的學生願意接受挑戰面對自己的學習困難，而且逐步自然地閱讀英文原文教材。無論是醫學專業或者英文專業的教學助理都有助於學生的學習。在三種程度當中，教學助理制度對基礎程度的學生最為有利，而進階程度的學生受惠最少，但是幾乎每一位成員皆受利於這樣的合作學習環境，其中包含學生、教學助理與英文老師。

This study is aimed at helping medical students deal with their problems in medical English learning through teaching assistant system and tries to find answers to the following questions: (1) Will teaching assistant system do any help to students in the Medical English Program? (2) Will teaching assistants' backgrounds influence the results of Medical English instruction? (3)Which level of students will benefit most from teaching assistant system? The subjects were students who attended Medical English. The results showed that in a collaborative learning environment, most students were willing to take the challenge to face their learning difficulties. They were encouraged to read the English original texts gradually and naturally. Student Leaming could be enhanced with the help of either the medical TA or the English TA. Of the three levels, the basic students benefited the most from teaching assistant system, and the advanced students the least. But it seemed that almost each member benefited from this collaborative environment, including students, the TAs and the English teacher.