医学英语课程设置需求分析

AbstractTheSchoolofForeignLanguagesinGuangdongMedicalUniversityhasbeenrecruitingundergraduatesmajoringinmedicalEnglishsince2005,with891graduatesuptonow.However,thereisstillroomforimprovementintheexistingcurriculum,whichhaslargelyfailedtomeettheneedsofstudentsandemployers.Inthisstudy,objectsare91juniorandseniorstudentsand135graduates.Themethodsofquestionnairesandinterviewsareutilizedtoexplorestudents’viewsandadviceoncurriculumdesign,soastooptimizethecurriculumtocultivatemorehigh-qualitytalents.Throughtheanalysis,thisstudydrawsthefollowingconclusions.First,thecurrentcurriculumisrelativelycomprehensive,butmoststudentsarenotpleasedwithit，consideringthatthere’sstillmuchroomforimprovement.Themainproblemsincludetheinsufficientcurriculumstructure,irrationalallocationofcredithoursandcredits,singleteachingmethods,insufficienttypesandthelackofpracticalteaching.Second,thecharacteristicsofmedicalEnglisharenotoutstandinganditlacksstrongpracticality;theexistingcurriculumdoesnotmeetsociety’sneeds,sostudentscan’tbecompetentinrelatedwork.Inthisregard,theauthorproposesthefollowingsuggestions.First,thecurriculumstructureshouldbeperfectedbytheschoolforeignlanguagesinlinewiththeneedsofstudentsandgreateffortsshouldbemadetoimprovestudents'satisfactionwiththecurriculum,whichincludesoptimizingthecurriculumstructure,allocatingcredithoursandcreditsscientifically,diversifyingteachingmethodsandaddingmorepracticalcoursesandelectivecourses.Second,theschoolshouldpaycloseattentiontoteachingquality;balancetheratioofbasicandspecialty,Englishandmedicine,andhighlightprofessionalcharacteristicsthroughincreasingcredithoursformedicalEnglishandintegratingmedicalelementsproperly.Keywords:medicalEnglish;curriculumdesign;needsanalysis摘要广东医科大学外国语学院自2005年开始招收、培养英语专业医学方向本科生，至今已有891名毕业生。现有的课程设置仍有待改进的空间，未能在很大程度上满足学生和用人单位的需求。本研究以广东医科大学医学英语方向91名大三大四年级的在校生以及135名毕业生为研究对象，通过调查问卷和访谈的方式了解其对课程设置的看法及建议，就如何进一步优化课程设置来培养更加优秀的医学英语专业人才提出建议。在对调查结果进行分析以后，本研究得出以下结论：一、虽然医学英语的课程设置已较为全面，但是学生对其满意度不够高，认为仍有不小的改进空间。目前的课程设置主要存在以下几个不足，医学英语课程结构不够科学、学时和学分分配不太合理、教学方法单一、课程种类不足、缺少实践教学等。二、专业特色不够突出、实用性不够强，现有课程设置未能满足求职需求，以至于学生未能胜任相关工作。对此，以下是建议：一、了解学生需求，采取有力措施来提高学生对医学英语课程设置的满意度。包括完善课程结构，科学分配各类课程的学时学分；促进教学方式多样化；增加实践类课程的时长和扩大选修课程的选择等。二、严抓教学质量，平衡好基础与专业、英语与医学的比例，恰当融入医学元素，增加医学英语学时量，突出专业特色。关键词：医学英语；课程设置；需求分析IntroductionBackgroundoftheStudyMedicalprofessionisafundamental,globaldiscipline.Justliketheconceptsofacommunitywithasharedfutureformankind,medicalexchangesaroundtheworldareessential.English,isalanguagethatiswidelyusedworldwide,thusthereisagrowingdemandformedicalEnglishtalents.Sincethebeginningofthecentury,manymedicalcollegesanduniversitiesinChinahavesetupEnglishmajor;forexample,PekingUniversityHealthScienceCenter,BeijingUniversityofChineseMedicine,TianjinMedicalUniversity,NanjingMedicalUniversity,ChongqingMedicalUniversity,GuangzhouUniversityofChineseMedicine,GuangdongMedicalUniversity,SouthernMedicalUniversity,etc.Andinordertohighlightitsadvantagesandcharacteristics,medicalelementsareaddedintothecurriculum,suchassomemedicalcurriculumsandmedicalEnglishcurriculums.Asalanguageforaspecificpurpose,medicalEnglishshouldbedesignedforcorrespondingwiththetalenttrainingobjectives.Therefore,exploringthecurrentsituationandexistingproblemsofcurriculumshelpstomoreperfectlyimplementitandcultivatemoretalentsformedicalEnglish.ThisresearchistoanalyzethemedicalEnglishcurriculumsofmedicalEnglishmajorinGuangdongMedicalUniversityfromtheperspectiveofNeedsAnalysisoncurriculum.QuestionsandHypothesisoftheStudyThethesisproposesaddressingthefollowingquestions:1. HowaremedicalEnglishmajorstudentsdoinginschool?2. WhatrequirementsoncoursedomedicalEnglishmajorstudentshave?3. WhatisthepresentstateofcurriculumdesignformedicalEnglish?4. Canneedsanalysisoncurriculumreflectproblemsinteachingandlearning?5. Howtooptimizethecurriculumstructuretomeettheneedsofstudentsandemployersinthesociety?TheresearchhypothesisisthatthepresentstateofmedicalEnglishmajorstudentsisatamoderatelevel.Studentshaveneedsonemployment,graduation,learningandself-improvement,buttheexistingcurriculumfailstocorrespondwiththeneedsfromallparties.Throughneedsanalysisoncurriculum,problemsineducationcanbereflected,sotheSchoolofForeignLanguagescanoptimizethecurriculumdesigninmedicalEnglishmajorpracticallyaccordingtothesuggestionsfromstudents,graduates,teachersandemployers.PurposeoftheStudyIntermsofthepurposes,thestudyistoexplorethelearningneedsofstudentsmajoringinmedicalEnglishinGuangdongMedicalUniversity,includingtheirEnglishlevelandability,advantagesanddisadvantagesinlearningmedicalEnglish,andknowingwhattheyexpecttolearnandwhat’sthebestwaytolearn.Atthesametime,students’attitudetowardstheexistingEnglishcurriculumscanbeknown,sotheschoolcaneffectivelyadjustthecontent,species,timedistributionandproportionetc.incurriculumdesign,whichhelpsultimatelyachievethegoalofmeetingstudents'needsandimprovingthequalityofeducationultimately.Inthemeantime,thestudyalsoaimsatfindingouttheviewsofthegraduatesonthecurriculumsthattheyhavereceivedinschool,andaskingthemtoevaluatetheeffectiveness,necessityandpracticabilitythroughtheirworkpractice.Teachers’opinionsoncurriculums,requirementsfromrelevantemployersandtheirsuggestionsforon-campuscurriculumsalsocanbeviewed.Thenthethesiscombinestheseevaluationresultswiththelearningneedsofon-campusstudents,soastodevelopsystematiccurriculumsthatnotonlymeetsstudents'needs,butalsoprovidesguidanceforemployment.1.4SignificanceoftheStudyThesignificancesofthestudyareasfollows.Inthefirstplace,thisstudyurgesmedicalEnglishmajortomoreeffectivelyimplementtheEnglishTeachingSyllabusstipulatedbythestateandtheTalentTrainingPlanfromtheSchoolofForeignLanguages,andscientificallycarryoutteachingactivities.Then,itissignificantforteacherstoupdatetheirteachingmethods.Ithelpsteachershaveaclearerrecognitionontheultimategoalinteaching,whichcontributestoeliminatingblindnessinteachingandimprovingitsefficiencyandquality.Finally,itisalsoofgreathelptobooststudents’initiativeandenthusiasminlearning.Intheprocessofquestionnaireandinterview,studentswillhaveaclearerawarenessontheirownsituationaswellasclarifyingtheirlearningobjectives,followedbytheiractivelyparticipatinginteachingactivities.OrganizationoftheThesisThereareeightchaptersinthethesis.Researchbackground,questions,hypothesis,purposeandsignificanceareintroducedinChapterone.Chaptertwoistheliteraturereview,whichgivesareviewofresearchonneedsanalysisfromdomesticandoverseas,conceptsofcurriculumdesignathomeandabroad,curriculumdesignathomeandabroadincludingitsprinciples,keyelementsandresearchoncurriculumdesigninmedicalEnglishbasedonfourmedicaluniversitiesandcollegesinChina.Chapterthreeisaboutthemethodology,consistingofresearchobjectives,questions,instruments,procedureanddatacollection.ChapterfourpresentsthedataanalysisandfindingsontheexistingproblemsincurriculumdesigninmedicalEnglishmajorinGuangdongMedicalUniversity.Chapterfiveprovidessomeadviceforimprovementaccordingtothefindings.Chaptersixisaconclusion,whichalsoincludesthelimitationsandsuggestionsforfurtherresearch.Chaptersevenisthereferencewhilechaptereightistheappendix.2LiteratureReview2.1ResearchonNeedsAnalysisatHomeandAbroadThisstudyissupportedbyneedsanalysistheory.Needisakindofsubjectivestategeneratedbythelackofcertainsubstance;itcanbeexplainedaspeople’sdesireforacertaingoal,promotingthemtocarryoutpositiveactivities.

Humanisticpsychology,originatedinthe1950s,isanimportanttheoreticalbasisforneedsanalysis.Maslow(1943),ahumanisticpsychologistfromUSA,classifieshumanneedsintofivelevelsinacertainorder.Fromlowtohighissurvivalneeds,securityneeds,belongingandloveneeds,respectneedsandself-realizationneeds.Survivalneedsandsecurityneedsareprimaryneeds.It’sworthnotingthattheneedsinvolvedinthisstudyaresurvivalneedsandself-actualizationneeds.Therearetwofundamentalaspectsinthehierarchyofneedstheory.First,everyonehasneeds;onlywhenthelower-levelneedsaremetdothehigher-levelneedsappear.Second,infaceofmultipleunmetneeds,peoplemeetthelow-levelneedsfirst,thenthehigh-levelneedswouldshowitsincentivefunction.Humanisticpsychologyhasgreatenlightenmentonthestudyofcurriculumtheory,andtheoreticalfoundationislaidforneedsanalysistheory.Itemphasizesattentionstotheneedsoflearners.Meanwhile,itconstructsthecurriculumstructurebasedonneedsanalysis.Needsanalysistheory,proposedbyHutchinsonandWatersin1987,isaprocessofinformationcollectionandanalysistounderstandtheneedsofindividuals,society,etc.,andclarifythegapbetweentheactualandthetarget.Theydivideneedsintotargetneedsandlearningneeds.Targetneeds,equaltosocialneeds,areobjectiveneeds,whichrefertotheknowledgeandskillsthatshouldbegraspedinordertocompletethespecifiedtasks,especiallytounderstandthecommunicativestatusandleveloflearnersinthetargetscenario.Moreover,targetneedscanbefurtherclassifiedintotheknowledgeandskillsthatshouldbelearned,unlearnedandwantedtolearn.Learningneedsaresubjectiveneeds,whichrefertotheknowledgeandskillsthatlearnersshouldgrasp,includingthesequenceandmethodsofmastery.NeedsanalysiswasfirstusedbyRichterichin1972toguidetheteachingandcurriculumofESP.Nowitisgraduallyappliedtovariousteachingandcurriculum.In1988,DavidNunan（1989:22-25）regardedneedsanalysisasproceduresthatassignresearchparameters.Someparametersconsistedlearners'standardsandfundamentals,selectionandsequenceofcoursecontent,method,courselength,intensityandduration.Hebelievedthatthecurriculumdesignprocessconsistedofthefollowingsteps:understandthelearners’need,determineteachingobjectives,selectteachingcontentsaccordingtogrades,arrangeteachingappropriately,dividestudentsintoclasses,compileappropriateteachingmaterials,designlearningtasksandevaluatelearningmethods.Itcanbeobservedthatneedsanalysisisthefirstlinkandthebasisofdesigningcurriculum.Theobjectofneedsanalysisinthisstudycontainstwoaspects,socialneedsandindividualneeds.Socialneedsareobjectiveneeds,chieflysignifyingtherequestsfromsocietyandemployersforEnglishmajors,whileindividualneedsaresubjectiveneeds,mainlyconsideringtheneedsoflearnersthemselves,clearingtheirpurposeoflearningEnglishandattitudestowardsthecurrentcurriculum.2.2ConceptsofCurriculumDesignatHomeandAbroadCurriculumdesign,aprofessionalterminthefieldofeducationandscience.Asforitsmeaning,researchershavevariouspointofviewsonitsunderstandingaccordingtotheresearchviewandcontent.AccordingtoTheComprehensiveDictionaryofEducation(1992),curriculumdesigninschoolisanorganicwholewithitsduestructuralsystemandfunctions,soitisalsocalled"curriculumsystemtrack"or"curriculumstructure".Itmainlyreferstotheschoolsdeterminespecifictrainingobjectivesaccordingtotheoveralleducationalgoals,thenatureoftheschoolitselfandthedisciplineandspecialty,stipulatetheformsandrequirementsofprofessionallearning,andorganizethecurriculumasawholeaccordinglytoreasonablydeterminethedivisionoflaborandcooperationamongthecourses.InEncyclopediaofInternationalEducationforCurriculum(1994),WilliamH.SShubert,acurriculumexpert,thoughtthatthecurriculumdesignreferstothewholescopeandfeaturesofcurriculumsarrangedbytheschoolorotherinstitutions,orthearrangementsetbythecurriculumwithinagivenperiod.Fromamacrolevel,itmainlyreferstothestudyplan.Domesticscholarsalsostressthatcurriculumdesignisanelementofcurriculumproject.Forexample,Xia(2002)definedthatcurriculumdesignwasadesignbasedonspecificteachingobjects,levels,scopes,linksandforms;itwasalsotheprocessofusingdifferenttheoriestosolvetheproblemsinteachingandlearningforforeignlanguagessystematically.Fromtheconceptstheseforeignanddomesticscholarsmentioned,curriculumdesignistotakeintoaccountthelearningobjects,teachingenvironmentandotheraspects,includingcurriculumgoals,curriculumcontent,teachingmethodsandcurriculumevaluation.Inthisstudy,curriculumdesignwillbecarriedaccordingtoneedsanalysisandtheoveralltrainingprogram,coveringtrainingobjectives,curriculumstructure,teachingarrangement,credithourallocation,etc.Needsanalysisisafactorthatdeterminesthecoursesandsubjects,arrangestheteachingsequenceandcredithourallocation,andformsareasonablecurriculumsystemaccordingtotheprofessionaltrainingobjectives.Inthesameway,thecurriculumdesigninmedicalEnglishreferstotheestablishmentofcoursestructure,coursetypesinaplannedandorganizedway,andtheopeningcoursesandthearrangementofcoursesineachacademicyearaccordingtoTheTrainingProgramforEnglishMajorUndergraduates(2014),withtheaimofformingascientificandreasonablecurriculumsystemformedicalEnglishmajor.2.3ResearchonCurriculumDesignatHomeandAbroad2.3.1PrinciplesofCurriculumDesignOnthebasisofthecourseorganizationtheoryproposedbyTyler(1967:53-56)inthecurriculumdesignandthesituationoftheSchoolofForeignLanguagesinGuangdongMedicalUniversity,thefollowingprinciplesshouldbeobserved.ObjectivePrincipleCurriculumdesignshouldfollowEnglishTeachingSyllabusforEnglishMajorsinInstitutionsofHigherEducation(2000)tocultivatecompoundforeignlanguageprofessionals.Inthecurriculumdesign,thetrainingofskillsinEnglishlanguage,theacquiringofEnglishprofessionalknowledgeandotherrelatedprofessionalknowledgeshouldbeofferedaccordingtotherequirementsofthesyllabus.Whilecentralizingthetrainingofstudents'Englishlanguageskillsandknowledge,itshouldhighlightthecharacteristicsofmedicalelements,notonlytheorganiccombinationofmedicalandEnglish,buttheemphasisonmedicalknowledgeandculturaltransmission.Inthisway,bothmedicalEnglishcoursesandmedicalprofessionalknowledgeembodytheobjectiveprinciplesofcultivatingcompound,general-knowledgetalentsinforeignlanguage.Need-drivenPrincipleEnglishTeachingSyllabusforEnglishMajorsinInstitutionsofHigherEducation(2000)onlyprovidesgeneralguidelineforEnglisheducation,buteveryinstitutionhastotakeintoaccountofthespecificlocalneedsandthecharacteristicsoftheinstitutionitself.Onthebasisofthissituation,everyinstitutionshouldmakeeverypossibleefforttocaterfordifferentdemandsbyprovidingdifferentspecializations,sotheneed-drivenprincipleshouldbeconsideredindesigningcurriculums.Institutionsshoulddevelopcoursesthatembodythefeaturesandmeettheneedsofalllevelsaccordingtotheneedsanalysisanddisciplinedevelopment.ScientificPrincipleBasedonthescientificconceptofdevelopment,whilefullyreflectingtheneedsofthesociety,institutionsshouldalsofollowtherulesofcurriculumdesign.Inthefirstplace,considertherulesoflearning-fromfoundationtoprofessionaswellasfromtheorytopractice.Secondly,valuetherelationandinnerconnectionamongdifferentcourses.SystematicPrincipleAttentionshouldnotonlybepaidtothesystematicnessofrespectivecurriculumdesigninthefieldsofmedicineandEnglishknowledge,butalsotothesystematicnessofthecombinationofmedicineandEnglish.Inadditiontomasteringknowledgeoftheory,integratedapplicationofskillsinmedicalcontextshouldnotbeignored;continuityandhierarchyofknowledgeshouldbefullyreflectedinthearrangement.2.3.2KeyElementsinCurriculumDesignCurriculumdesignincludesmanycomponents,andaccordingtoJamesDeanBrown(1989:22-25),itcontainsthefollowingaspects-needsanalysis,goalsandobjectives,teachingmethodology,teachingmaterialsandevaluation.Speakingfromhistheory,needsanalysiscanbescribedasthescientificcollectionandanalysisofallusefulinformation.Itcanmeetlanguagelearners’needsunderthecontextofthegivensystemrelatedtothelearningcondition.Thisdefinitioncombinesthebestfeaturesofotherdefinitions.Goalisdifferentfromobjectivesforthatgoalisthegeneraltermofwhatshouldbeachievedwhileobjectivemeanswhatlanguageknowledgeorskillsthatlearnershavetomasterinordertoachieveacertaingoal.Teachingmethodologyisageneraltermofmethodswhatisadoptedtofinishteachingassignments.Itincludesthemethodsofteachingandlearning.Teachingmaterialsmeananytechniquesandexerciseswhichareadoptedinteaching,includingtextbooksandallkindsofactivities.Evaluationcanbedescribedasthescientificcollectionandanalysisthatcanpromotethedevelopmentofacourseandevaluateitseffectiveness.2.4ResearchonCurriculumDesigninMedicalEnglishMajorsinChinaThemedicalEnglishhasnotenjoyedalonghistoryofeducation,sotherearerelativelyfewresearchesonitscurriculumdesign.ThefollowingresearcharefromfourmedicalcollegesanduniversitiesinChina,whichareofgreatreferencevaluetothisstudy.SouthernMedicalUniversity,afamousmedicaluniversity,foundedtheSchoolofForeignLanguagein2005,itscapacityforscientificresearchranksthefirstamongforeignlanguagemajorsinmedicalcollegesanduniversitiesinChinaformorethantenyears.ItisnotedthattheundergraduatetrainingobjectivesofSouthernMedicalUniversityistocultivatecompoundandappliedforeignlanguagetalentswithsolidbasicmedicalknowledgeandhealthmanagementability,whoarecompetentforculturalexchangeandmedicalandhealthtranslation.Inadditiontobasiccourses,medicalEnglishinterpretation,pharmaceuticalmarketing,clinicalmanifestations,firstaid,Lingnanherbalmedicineandevencosmeticsarealsooffered.Moreover,lifeaesthetics,collegeChineseandothercoursesreflectstheimportanceofcultivatingstudents'humanisticcareandaestheticability.ThecollegemeetstheneedsofpracticeinforeignmedicalserviceandmedicalEnglisheditingthroughdevelopingpracticeteachingbases.ChongqingMedicalUniversity,awell-knownmedicaluniversityinChina,startedtoenrollstudentsmajoringinEnglishin2002.Itisoutstandinginitspracticalteachingandelectivecourses.Forexample,itspracticalteachingaccountsfor10.74%inthecredits.Excludinggraduationinternship,every16credithoursofsocialpracticemakesup1creditandstudentshavetocomplete4creditsinschool,whichreflectstheimportanceofteachingpractice.Soastodeepenprofessionalknowledge,perfectknowledgestructureandenhancestudents'personalizeddevelopment,electivecoursesarealsodividedintopublicelectivecoursesandrestrictedelectivecourses.Itisstipulatedthatnolessthan10creditsshallbetakenbypublicelectivecourseandnolessthan8creditsbyeachrestrictedelectivecourse.Theseelectivecoursesincludecomputer-aidedtranslationintroduction,Englishdramaappreciation,westernsocialetiquette,education,hospitalmanagement,etc.Jin(2014),anassociateprofessorinZunyiMedicalCollege,ZhuhaiCampus,pointedoutintheJournalofCurriculumResearchthatmedicalschoolsresponsibleforEnglishmajorneedtooptimizecurriculumsbasedonneedsanalysis.Shebelievedthatthecurriculumshouldbeoptimizedforthepurposeofstrengtheningprofessionalskills,enrichingextracurricularactivitiesandenhancingpracticalability,includingconsolidatingprofessionalcurriculums,enrichingextracurricularactivitiesandstrengtheningthetrainingofvariousvocationalqualificationexaminations,suchassomelecturesonBusinessEnglishCertificateExamination,ChinaAccreditationTestforTranslatorsandInterpreterset.,soastoobtainmorecertificatesandboostcompetitivenessinemployment.Zhang,QuanandGuo(2018),fromBengbuMedicalCollege,stressedintheJournalofHigherEducationthatmedicalEnglishwasanimportantbranchofprofessionalEnglish.CurriculumdesignshouldbeonthebasisofgeneralEnglishteachingaswellasmedicalEnglishteaching,tooptimizeprofessionalfaculties,highlighttheconstructionofteachingmaterials,carryoutcooperativeteachingmodeandestablishcomprehensiveteachingevaluationsystem,allofwhichplacehigherrequirementsonbothstudentsandteachers.Theyalsogavetheiropinionsthattheformoffinalexamcanalsobemorediversified,includingoralEnglishtestinEnglishsituation,writingsomeappliedmedicalarticlesinEnglishlikemedicalrecords,dischargesummaryandsoon,whichenablesstudentslearnwithenergy.2.5SummaryTherehavebeenfruitfuldiscussionsonneedsanalysis,theconceptsofcurriculumdesignandcurriculumdesignformedicalEnglishmajor,involvingprinciples,characteristicsandcountermeasures,whichhavepromotedthedevelopmentofcurriculumdesignresearchandeducation.Atthesametime,intermsofspecificprofession,thereisroomforperfectionandweneedtogoonstudying.Basedontheaboveliteraturereview,thisstudydecidestoadoptthetheoryofneedsanalysistooptimizethecurrentcurriculumofmedicalEnglishthroughanalyzingtheneedsofinternalstudents,graduatesandemployers.3MethodologyInthischapter,thedetailsofresearchobjectives,questions,instruments,procedureanddatacollectionaretobeintroduced.3.1ResearchObjectivesThroughthesurveyandinvestigationbasedonneedsanalysis,theresearchaimsat:1）toexplorethelearningneedsofundergraduatesmajoringinmedicalEnglishinGuangdongMedicalUniversity,includingtheirEnglishlevelandability,advantagesanddisadvantagesinlearningEnglishandknowwhattheyexpecttolearnandthebestwaytolearn.2）toknowmoreaboutthestudents’attitudestowardstheexistingEnglishcurriculums,soastoeffectivelyadjustthecontent,species,timedistributionandtheproportion,etc.,andtoeventuallyrealizethegoalofpromotingthequalityofteachingandlearning.3）tomakealistoftheviewsofthegraduatesonthecurriculumsthattheyhavereceivedinschool,andaskthemtoevaluatetheeffectiveness,necessityandpracticabilitythroughtheirworkpractice.4）tocollectthesuggestionsfromemployersandthird-partyevaluationagencyonon-campuscurriculumstodevelopsystematiccurriculumsthatnotonlymeetsstudents'needs,butalsoprovidesgreatesthelpforemployment.3.2ResearchQuestions1)HowaremedicalEnglishmajorstudentsdoinginschool?2)WhatrequirementsoncoursedomedicalEnglishmajorstudentshave?3)WhatisthepresentstateofcurriculumdesignformedicalEnglish?4)Canneedsanalysisoncurriculumreflectproblemsinteachingandlearning?5)Howtooptimizethecurriculumstructuretomeettheneedsofstudentsandemployersinthesociety?3.3ResearchObjectsTheobjectsinthisstudyincludedjuniorandseniorstudentsfrommedicalEnglishintheSchoolofForeignLanguages,GuangdongMedicalUniversity.Thereare4classesinthejuniorandsenioryearofthismajor,whicharestudiedasawhole.Inaddition,theobjectsalsoinclude135graduates.Theaboveresearchobjectsarechosenforthefollowingthreeconsiderations.First,thecollegestartstooffermedicalEnglishcoursesfromthejunioryear,sothejuniorandseniorstudentscanbestperceivethewholecourseandexpresstheirownopinions.Second,seniorstudentsareconfrontinggraduationandemployment.Therefore,theeffectofthecoursestheyhavelearnedwillbemoreclearlyreflectedinthisstage,whichismoreconducivetoreflectingonthecurriculumincombinationwiththereality.Juniorswhohavenotyetcompletedthecoursecanalsoexpresstheirexpectationsforthecourses.Thirdly,duetotheconvenienceofnetworkcommunicationandhumanresourcessupport,morethan135graduatescanbefoundtofilloutinthequestionnaire.Viewsfromgraduateswhohaveengagedinworkaremoreworthconsidering.3.4InstrumentsTwokindsofinstrumentareadoptedinthestudy,consistingofquestionnaireandinterview.1)Questionnaire.Withthepurposeofunderstandingstudents’opinionsandattitudestowardsthecurrentmedicalEnglishcurriculumdesigninSchoolofForeignLanguagesandanalyzingtheirlearningneedsandfindingouttheexistingproblems,theauthoranalyzesthequestionnairesfrom91juniorandseniorstudents(seeAppendixⅠ)and135graduates(seeAppendixⅡ).2)Interview.InordertoinvestigatethoroughlytheexistingproblemsincurriculumdesignformedicalEnglish,theauthorinterviews8juniorandseniorstudentsand2graduates(seeAppendixⅢ).3.5ResearchProcedureTheresearchprocedureconsistsofthefollowingfourstages.Stage1:theauthorstudiedcarefullytheTrainingProgramforEnglishMajorsinGuangdongMedicalUniversity(seeAppendixⅣ,AppendixⅤ).Stage2:theauthorsearchedfortheliteraturerelatedtocurriculumdesigninChinaNationalKnowledgeInfrastructuretounderstandthetheoriesofcurriculumdesignathomeandabroad,thensummarizedtheimportantelementsofcurriculumdesignthathelpedprovidebasisfordesigningquestionnaires.Inaddition,papersonsimilartopicswerehelpfulfordesigning.Stage3:theauthorstarteddesigningquestionnairesconsistingof29questions.Thereweretwoquestionnaires,oneofwhichwasforjuniorandseniorstudentswhiletheotheronewasforgraduates.29questionscouldbedividedintotwoaspects:1)motivation,goalsandattitudestowardslearning;2