<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">SDME</journal-id><journal-title-group><journal-title>Scientific Development of Modern Education</journal-title></journal-title-group><issn>2998-9027</issn><eissn>2998-9043</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/SDME.2026010016</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>临床医学“5+3”一体化英语教学体系构建</title><url>https://artdesignp.com/journal/SDME/3/1/10.61369/SDME.2026010016</url><author>赵贵旺,赵雅洁,高新霞</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>3</volume><issue>1</issue><history><date date-type="pub"><published-time>2026-01-02</published-time></date></history><abstract>为回应&amp;ldquo;新医科&amp;rdquo;建设与医学教育国际化对复合型医学人才的迫切需求，本研究以河北医科大学&amp;ldquo;临床医学5+3一体化&amp;rdquo;专业为对象，系统构建并实践了一套贯穿全程的英语教学体系。该体系以&amp;ldquo;从通用到专用、从语言到专业、从知识到能力&amp;rdquo;为核心理念，通过 &amp;ldquo;课程体系层级化重构&amp;rdquo;&amp;ldquo;教材资源立体化开发&amp;rdquo;&amp;ldquo;评价机制过程化转型&amp;rdquo;及&amp;ldquo;师资队伍专业化发展&amp;rdquo; 四大支柱，旨在破解传统医学英语教学存在的课程碎片化、学用脱节与评价单一等问题。本文在详述该体系顶层设计与实施路径的基础上，引入批判性视角，对其理念融合、实施挑战及可持续性进行深度剖析。研究表明，一体化体系是提升医学生学术英语能力与职业素养的有效路径，但其成功实施有赖于制度保障、跨部门协作及持续的动态调整，为同类院校医学英语教学改革提供了兼具理论与实践价值的参考范式。</abstract><keywords>临床医学5+3,医学英语,一体化教学体系,学术英语能力,批判性分析</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 国务院办公厅. 关于深化医教协同进一步推进医学教育改革与发展的意见[Z]. 2017.[2]HYLAND K. English for academic purposes: an advanced resource book [M]. Routledge, 2006.[3] 蔡基刚, 廖雷朝. 学术英语还是专业英语&amp;mdash;&amp;mdash; 我国大学ESP 教学重新定位思考[J]. 外语教学, 2010, 31(6): 47-50.[4]WEST R. Needs analysis in language teaching[J]. Language Teaching, 1994, 27(1): 1-19.[5]DUDLEY-EVANS T, ST JOHN M J. Developments in English for specific purposes: a multi-disciplinary approach [M]. Cambridge University Press, 1998.[6]GARRISON D R, VAUGHAN N D. Blended learning in higher education: framework, principles, and guidelines [M]. John Wiley &amp;amp; Sons, 2008.[7]SWALES J M. Genre analysis: English in academic and research settings [M]. Cambridge University Press, 1990.[8]BASTURKMEN H. Ideas and options in English for specific purposes [M]. Lawrence Erlbaum Associates, 2006.[9]BLACK P, WILIAM D. Assessment and classroom learning[J]. Assessment in Education: principles, policy &amp;amp; practice, 1998, 5(1): 7-74.[10]BORG S. Teacher research in language teaching: a critical analysis [M]. Cambridge University Press, 2013.[11]DECI E L, RYAN R M. Intrinsic motivation and self-determination in human behavior [M]. Plenum, 1985.[12]LEA M R, STREET B V. Student writing in higher education: an academic literacies approach[J]. Studies in Higher Education, 1998, 23(2): 157-172.[13]SELWYN N. Digital technology and the contemporary university: degrees of digitization [M]. Routledge, 2014.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
