Constructivism-Based Medical English Teaching: A Case Study of the Course “Emerging Pathogenic Fungal Infections”

Xinyao Liu, Wenjie Fang — Thu, 14 Aug 2025 09:37:19 +0800

The advancement of medical science has elevated medical English to a critical role in facilitating international medical exchange and scientific collaboration. However, traditional medical English pedagogy often suffers from an overemphasis on linguistic knowledge at the expense of practical application and a teacher-centered approach that neglects knowledge construction. These limitations hinder the cultivation of interdisciplinary talents required for clinical practice and scientific research. Guided by constructivist learning theory and utilizing the teaching case of the course “Emerging Pathogenic Fungal Infections,” this study explores reform pathways through reconstructing teaching objectives, redesigning instructional processes, and optimizing assessment systems. Specifically, targeted curriculum enhancements were implemented to strengthen students’ international literature reading proficiency. The reform aims to holistically improve students’ ability to utilize medical English for solving practical problems, offering valuable insights for medical English education.

Children’s Language Learning from an Embodied Cognition Perspective: Opportunities, Challenges, and Future Directions

Jiaqi Wu, Linfeng Xie, Minfang Zhao — Thu, 14 Aug 2025 09:54:50 +0800

The emergence of embodied cognition theory has altered our traditional understanding of children’s language learning, emphasizing the close connection between the body, environment, and movement. This paper discusses the opportunities, challenges, and future directions of research on children’s language learning from the perspective of embodied cognition. It concludes that multisensory engagement can greatly improve children’s comprehension and memorization of language knowledge and that language acquisition is intimately tied to bodily perception, movement, and emotional experience. In addition, children’s language acquisition can also be effectively aided by embodied cognition techniques as multimedia aids, gesture and enactment, and imagery. Based on previous evidence, we propose an integrated language learning framework and a new relevance-integration taxonomy for children’s language learning from the perspectives of embodied cognition and cognitive load theories. In order to support the long-term growth of children’s language education, future research should focus more on the requirement of embodied language learning in the preschool-primary transition and optimize the teaching objectives and contents.

Journal of Contemporary Educational Research

Constructivism-Based Medical English Teaching: A Case Study of the Course “Emerging Pathogenic Fungal Infections”

Children’s Language Learning from an Embodied Cognition Perspective: Opportunities, Challenges, and Future Directions