基于产出导向法的能源研究生学术英语写作教学模式研究

The Teaching Model of Academic English Writing for Energy Postgraduates Based on the Production-Oriented Approach

摘要: 为提升能源专业研究生学术英语写作能力，本研究以产出导向法(POA)为主线，融合能源学科语篇特征与AI辅助工具，构建“驱动–促成–评价”三阶段教学模式，并在某211理工大学63名能源方向硕士研究生中开展教学实践，通过教学前、中、后三个时点的问卷调查与教学反思进行实证检验。结果表明：三阶段教学流程获得93.65%的学生认可，能有效暴露能力缺口、促成内容产出；学科语篇支架获得88.89%的正面评价，显著提升学生的学术体裁意识与写作规范感知；写作过程支持呈“语言–结构–内容”分层格局；“师生合作评价 + AI辅助反馈”的多源评价机制获得84.13%的认可。研究构建了“POA + 学科特色 + AI辅助”三位一体的教学模式，为能源专业研究生学术英语写作教学改革提供了模式参照与实证依据。

Abstract: To improve the academic English writing competence of postgraduate students majoring in energy, this study adopts the Production-Oriented Approach (POA) as the main framework. Integrating the discursive features of energy disciplinary texts and AI-assisted tools, it constructs a three-stage teaching model of “motivating-enabling-assessing”. Teaching practice was carried out among 63 master’s students in energy-related majors at a certain 211 university of science and technology. Empirical verification was conducted through questionnaire surveys and teaching reflections collected at pre-class, mid-class and post-class stages. The results show that 93.65% of students approved of the three-stage teaching workflow, which can effectively reveal competence gaps and facilitate content production. The disciplinary discourse scaffolding received positive feedback from 88.89% of respondents, significantly enhancing students’ awareness of academic genres and perception of writing norms. The supports throughout the writing process follow a hierarchical pattern of “language-structure-content”. The multi-source assessment mechanism combining “teacher-student collaborative evaluation and AI-assisted feedback” gained an approval rate of 84.13%. This research establishes a three-in-one teaching model of “POA + disciplinary characteristics + AI assistance”, providing a model reference and empirical evidence for the pedagogical reform of academic English writing for energy postgraduates.