智能写作工具在大学生英语写作中的双重角色：认知脚手架与思维固化器的辩证分析
The Dual Roles of Intelligent Writing Tools in College English Writing: A Dialectical Analysis of Cognitive Scaffolding and Thinking Solidification
摘要: 智能写作工具在大学生英语教学中的应用日益普及，但其对学习者认知过程的影响存在显著争议。本文聚焦高等教育场景，系统探讨智能工具在英语写作中的双重角色：作为认知脚手架提升语言准确性，以及作为思维固化器限制创造性表达。理论分析表明，工具通过语法纠错(如批改网)、协作反馈(如iWrite平台)和主题词优化(如智能翻译系统)等功能，有效降低二语写作认知负荷，符合“最近发展区”理论框架。然而，算法依赖导致的结构模板化(81%作文呈现固定模式)、批判性思维弱化(原创论据占比下降至27%)及母语思维定势强化等问题，揭示了技术对写作自主性的侵蚀风险。本文提出三阶优化路径：开发动态脚手架拆除机制，构建人机协同迭代反馈模型，以及强化元认知监控训练。研究强调，智能写作工具的应用需遵循“技术服务于思维”原则，在提升英语写作效率的同时，守护大学生创造性思维的发展空间。
Abstract: The widespread adoption of intelligent writing tools in college English education has sparked debates about their cognitive impacts. This study investigates the dual roles of these tools in second language writing: as cognitive scaffolds enhancing linguistic accuracy and as thinking solidifiers constraining creative expression. Theoretical analysis reveals that tools effectively reduce cognitive load through grammar correction (e.g., Pigai.org), collaborative feedback (e.g., iWrite platform), and thematic vocabulary optimization, aligning with Vygotsky’s Zone of Proximal Development framework. However, risks emerge from algorithm dependency, including structural templatization (81% essays follow fixed patterns), weakened critical thinking (original arguments drop to 27%), and reinforced L1 thinking patterns. The study proposes a tripartite optimization strategy: developing dynamic scaffolding removal mechanisms, establishing human-AI iterative feedback models, and enhancing metacognitive monitoring training. It concludes that intelligent writing tools should adhere to the principle of “technology serving thinking”, balancing writing efficiency improvements with the preservation of creative thinking in college English learners.
文章引用：肖勇, 李丹. 智能写作工具在大学生英语写作中的双重角色：认知脚手架与思维固化器的辩证分析[J]. 教育进展, 2025, 15(12): 83-91. https://doi.org/10.12677/ae.2025.15122250

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