The Teaching Research On The Medical Chinese Vocabulary Of The Preparatory Course In China

With the continuous development of China’s economy and the improvement of its global status,the teaching of Chinese as a foreign language is booming all over the world,as a result,more and more foreign students choose China as their destination for studying abroad.Affected by modern medical education,the number of international medical students is also increasing.International medical students are required to receive a period of preparatory education and pass the “YKK” before officially entering undergraduate study.YKK includes two parts: basic Chinese and the specialized Chinese.Therefore,pre-medical students should not only learn basic Chinese but also learn medical Chinese.For pre-medical students,the study of medical Chinese is very important and indispensable.On the one hand,a compulsory section of the YKK,medical Chinese plays an important role in whether the preparatory students can successfully pass the examination and then continue their future studies.On the other hand,it also lays a solid professional foundation for the later undergraduate study of preparatory students.Since the YKK is the only standard to measure whether the preparatory students have reached the completion level,this paper will start from the perspective of exam-oriented,comprehensively investigate many aspects of Chinese teaching in pre-medical courses,and explore the teaching strategies and teaching methods for pre-medical teachers,as well as some learning strategies and test-taking skills provided for pre-medical students,so as to provide theoretical and technical references for the Chinese education of pre-medical courses.The first chapter is the introduction part of the article,which elaborates the background and the significance of the topic selection,and the relevant research in several aspects,including preparatory education of international students in China,vocabulary teaching,and medical Chinese vocabulary and its teaching status,and proposes the research methods for the analysis.The second chapter studies the question types of the YKK.This chapter focuses on four main question types,which are “banked cloze”,“sentence matching”,“reading comprehension” and “filling in the blank after reading”,and analyzes the assessment focus and purpose of these questions,and puts forward the corresponding problem-solving ideas.The third chapter briefly expounds the current situation of preparatory classroom teaching.This chapter takes the medical Chinese textbooks of J University as the object of investigation,conducts a detailed analysis of the selection of textbooks,teaching content,teaching models and teaching characteristics,and draws a conclusion on the problems existing in the current pre-medical teaching classroom.The fourth chapter is the analysis of the characteristics of medical vocabulary.This chapter starts with the vocabulary in Chinese for Western Medicine---Reading and Writing and Syllabus,summarizes the extremely professional,dynamic,stable and systematic characteristics of medical vocabulary,and divides the new words in the two reference books into lexical categories,semantic categories and word-formation modes in detail.The fifth chapter is about the learning strategies of pre-medical students.Through the results of the questionnaire survey,the vocabulary learning strategies of them are summarized into four categories: metacognitive strategies,cognitive strategies,affective strategies and compensation strategies,so as to understand the factors of learning methods which affect the efficiency of Chinese learning of pre-medical students.Chapter six is error analysis.By collecting relevant corpus such as homework,notes and exercises of pre-medical students this paper classifies the common errors of pre-medical students as six types: the usage of synonyms,omission,addition,medical made-up words,medical knowledge collocation and vocabulary writing,and analyzes the causes of such errors accordingly.Chapter 7 is the section of vocabulary teaching suggestions.Based on the findings above,this paper puts forward several teaching suggestions for preparatory teachers,including Chinese character teaching,morpheme teaching,synonym discrimination,block teaching,medical situation teaching,mind mapping teaching,attaching importance to test questions and selecting words alternatively.