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目的:探讨过程写作法在IMRAD医学英语论文写作教学中的应用。方法:选取60名大学一年级学生,分为试验组和对照组,各30名;试验组采用IMRAD医学论文过程写作法教学,对照组采用常规大学英语写作教学,共56学时。比较教学前后两组学生的写作成绩和评价学生的学习兴趣。结果:试验组学生选题、组织结构、语法规范的写作成绩较教学前明显提高(P<0.01),对照组写作成绩提高不显著(P>0.05),且试验组的写作成绩高于对照组(P<0.05);问卷调查显示,试验组学生对医学论文的写作兴趣明显提高。结论:过程写作法应用于IMRAD医学英语论文写作教学可提高学生写作水平和兴趣。
Objective: To explore the application of process writing in IMRAD medical English essay writing teaching. Methods: Sixty first-year university students were selected and divided into experimental group and control group, each with 30 subjects. The experimental group was taught by the IMRAD medical essay process writing method while the control group was treated by conventional college English writing teaching for a total of 56 hours. Compare the writing performance of two groups of students before and after teaching and evaluate the students’ learning interest. Results: The results of writing, organizational structure and grammar of students in experimental group were significantly higher than those before teaching (P <0.01), while those of control group were not significantly improved (P> 0.05), and the writing performance of experimental group was higher than that of control group (P <0.05). According to the questionnaire survey, the students in the experimental group showed significantly higher interest in the writing of medical essay. Conclusion: The application of process writing in IMRAD medical English essay writing teaching can improve students’ writing proficiency and interest.