ABSTRACT
ABSTRACT: This paper discusses a practice in the diagnostic bilingual teaching and the reflection on it. The third-year clinical and nursing undergraduate students were selected as the objects of bilingual teaching, a method in which the traditional teaching method was combined with the modernized method that was used in the class, and the initial result was assessed. The results showed that the bilingual teaching could not significantly aect the learning of diagnostic specialized knowledge and most students should have a positive attitude to the learning of diagnostics with the bilingual teaching. It is believed that the bilingual teaching of diagnostics should be helpful in improving student’s practical ability in the specialized foreign language to make them adapt the need in teaching, scientific research, and foreign exchange in the future, paraphrasing the same knowledge in a dierent thinking way and raising student’s innovation ability. However, a considerable proportion of the students should be reluctant to be taught with the bilingual teaching. There are still some problems to be resolved due to the short practice.
