Objective　To discuss the application effects of CBI teaching method in medical English Teaching of respiration medicine. Methods　Dividing 120 students of Grade 2009 in Jining Medical College into two groups including control group (60) and experimental group (60). The tradi-tional teaching method was adopted in the control group and CBI teaching method was adopted in the experimental group. After finishing the courses

medical professional English level test and standard-ized patients test were applied in the two groups. Students' English studying interests and autonomous English learning ability were also investigated by questionnaires. SPSS 17.0 software was used for sta-tistical analysis

and the data were processed by t test and ?字2 test

with the level of a test equal to 0.05. Results　The medical professional English level test scores

standardized patients test scores and the total average scores of autonomous English learning ability in experimental group were respectively[(81.97±4.91)

(80.33±5.85)

(3.88±0.38)]

and they were significantly higher than those in the control group [(70.40±4.78)

(70.48±4.79)

(2.98±0.26)

with P values below 0.01]. Satisfaction degrees in the improvement of learning motivation

learning time

learning method

learning attitude and dealing with study difficulties in experimental group were better than those of control group ( ?字2=13.084

8.000

13.297

11.627

13.374

P=0.000). Conclusion　CBI teaching method is better than traditional teaching method and it transfers English learning into the learning of professional knowledge and skills of respiratory medicine

stirs the interests of students

improves their autonomous English learning ability and strengthens their abilities to learn and apply English language.