摘要
在全球化与教育数字化融合背景下,大学英语词汇与写作教学输入输出脱节、要素协同不足,制约大学生英语综合能力提升。研究以西北工业大学2023级学生(实验班与对照班各45人)为对象,基于可理解性输出假说与协同理论,构建“互联网+词汇—写作”四维协同培养机制。经一学期验证,实验班写作词汇密度明显提升,词汇错误率降幅巨大,高级词汇占比上升,均显著优于对照班;85%的实验班学生认可协同学习效果,学生学习主动性较对照班有提升。研究发现,输入输出协同不畅、人工智能反馈支撑不足等问题,提出分专业输入资源库、优化协同反馈体系等改进方向,为大学英语教学改革提供适配方案。
Against the backdrop of globalization and the integration of educational digitalization,a disconnection between input and output in college English vocabulary and writing instruction,coupled with insufficient synergy among elements,constrains the improvement of students'comprehensive English proficiency.This study,targeting 2023 freshmen at Northwestern Polytechnical University(45 students each in an experimental class and a control class),constructed an“Internet+Vocabulary-Writing”four-dimensional synergistic cultivation mechanism based on the Comprehensible Output Hypothesis and Synergy Theory.After one semester of implementation,the experimental class showed significant improvements:markedly increased lexical density in writing,a substantial reduction in vocabulary errors,and a rise in the use of advanced vocabulary,all significantly outperforming the control class.85%of the experimental students acknowledged the effectiveness of the synergistic learning model,and their learning initiative improved compared to the control class.The study identified issues such as ineffective input-output synergy and insufficient support from AI feedback.It proposed improvements including the development of discipline-specific input resource banks and optimization of the synergistic feedback system,providing a targeted solution for college English teaching reform.
作者
屈江丽
Qu Jiangli(Northwestern Polytechnical University,Xi'an,Shaanxi,710072)
出处
《现代英语》
2025年第23期54-56,共3页
Modern English
基金
西北工业大学2025年高等教育研究基金(国际化人才培养专项)“文化融合·卓越成长:基于地域文化认同的国际学生综合评价与激励机制研究”(项目编号:GJGZMS202503)。
关键词
教育数字化
词汇—写作协同
可理解性输出假说
协同理论
educational digitalization
vocabulary-writing collaboration
comprehensible output hypothesis
collaborative theory
