基于iWrite平台的应用型高校英语智能写作教学模式建构研究

Research on the Construction of an English Intelligent Writing Teaching Model for Applied Colleges Based on the iWrite Platform

摘要: 针对应用型高校英语写作教学中长期存在的师生比失衡、反馈滞后及学用分离等问题，本研究旨在探索智能技术赋能教学改革的新路径。本研究以文秋芳教授的产出导向法为理论框架，依托iWrite英语写作教学与评阅平台的智能诊断与AIGC功能，构建了一套线上线下融合、人机协同互补的智能写作教学模式，确立了人机互补、过程聚焦的设计原则，重构了教学流程，即课前通过职场场景驱动与机器即时初评，扫清语言表层障碍；课中基于数据分析进行精准促成，并通过同伴互评与教师高阶指导提升文章深度；课后实施包含机器、同伴及教师的多元评价与档案反思。同时，针对技术伦理风险，本模式建立了全过程监控与分层指导机制。本教学模式有助于实现机器纠错与教师育人的优势互补，能在一定程度上缓解写作教学费时低效的困境，对提升应用型人才的英语应用能力与职业素养具有一定的实践意义。

Abstract: To address persistent challenges in English writing instruction at application-oriented universities—such as an imbalanced teacher-student ratio, delayed feedback, and the disconnect between learning and use—this study explores a new pathway for pedagogical reform empowered by intelligent technology. Grounded in Wen Qiufang’s Production-Oriented Approach (POA) and supported by the iWrite English writing instruction and assessment platform, particularly its intelligent diagnostic tools and AIGC functions, the study constructs a blended, human-machine collaborative teaching model that integrates online and offline learning. The model follows the principles of human-machine complementarity and process-focused design and restructures instruction into three stages: before class, workplace scenarios are used to drive production and immediate automated pre-assessment helps remove surface-level linguistic barriers; in class, data-informed enabling is conducted to provide targeted scaffolding, and peer review together with teachers’ higher-order guidance is employed to deepen students’ writing; after class, a multidimensional evaluation system integrating machine-, peer-, and teacher-generated feedback is implemented, accompanied by learning-archive reflection. Meanwhile, to mitigate potential ethical risks associated with AIGC, the model establishes a whole-process monitoring mechanism and stratified guidance strategies. Overall, this model helps integrate the strengths of automated error correction and teacher-led educational guidance, and to some extent alleviates the time-consuming and low-efficiency dilemma in writing instruction, offering practical value for enhancing application-oriented students’ English communicative competence and professional literacy.