THEUSEOFBLENDEDLEARNINGSTRATEGIESINMEDICALENGLISHLESSONS

therapiddevelopmentofdigitaltechnologiesandthegrowingdemandforprofessionalEnglishproficiencyinhealthcarehaveintensifiedinterestinblendedlearningapproachesinmedicaleducation.Thisarticleexplorestheeffectivenessofmulti-componentblendedlearningstrategiesinteachingMedicalEnglishtoundergraduatemedicalstudents.Thestudyintegratesface-to-faceinstruction,onlinelearningplatforms,interactivemultimediaresources,collaborativetasks,andself-directedlearningcomponents.Usingamixed-methodsapproach,datawerecollectedthroughpre-andpost-tests,learnerquestionnaires,andclassroomobservations.Theresultsindicatethatmulti-componentblendedlearningsignificantlyimprovesstudents’medicalvocabularyacquisition,communicativecompetence,andlearnerautonomy.Thefindingssuggestthatawell-structuredblendedlearningmodelenhancesbothlinguisticoutcomesandlearnerengagement,makingitaviablepedagogicalstrategyforMedicalEnglishinstruction随着数字技术的飞速发展，医疗领域对专业英语能力的需求日益攀升，医学教育领域对混合式学习（blended learning）模式的研究兴趣显著增强。本文探究了多组分混合式学习策略在面向本科医学生的医学英语（Medical English）教学中的应用效果。本研究整合了线下授课、在线学习平台、交互式多媒体资源、协作任务以及自主学习环节。研究采用混合研究方法，通过前测与后测、学习者调查问卷以及课堂观察收集数据。结果显示，多组分混合式学习可显著提升学生的医学词汇习得能力、交际能力与学习者自主性（learner autonomy）。研究发现，构建完善的混合式学习模式能够同时优化语言学习成果与学习者参与度，是开展医学英语教学的可行教学策略。