A research on the application of multiple interactions in college English writing teaching
多元互动在大学英语写作教学中的应用研究

摘要

良好的英语写作能力不仅有助于大学生在学业上取得优异成绩，还能为他们未来的职业发展和国际交流提供有力支持。然而，传统的英语写作教学模式往往侧重于教师单方面的知识传授，学生在学习过程中处于相对被动的状态，教学效果不尽人意。本文深入阐述了多元互动理论的内涵，该理论强调在教学过程中实现多主体、多形式的互动。着重探讨多元互动在大学英语写作教学中的具体应用，包括师生互动，通过教师的指导和学生的反馈，促进知识的有效传递；生生互动，学生之间相互交流、互评作文，激发思维碰撞；人机互动，借助智能写作辅助工具，实现即时反馈和个性化学习。这些互动方式在提升学生写作兴趣、丰富写作思路等方面发挥了积极作用，但也存在如互动深度不足、技术依赖等问题。多元互动教学模式虽极具价值，但仍需不断完善。教师需合理安排互动环节，充分关注学生个体差异，完善评价体系，并持续提升自身的专业能力和信息技术应用水平，以更好地发挥多元互动教学的优势，切实提升学生的语言运用能力。

Abstract

A good command of English writing ability not only helps college students achieve excellent academic results, but also provides strong support for their future career development and international communication. However, the traditional English writing teaching mode often focuses on the one-way knowledge transfer from teachers. Students are in a relatively passive state during the learning process, and the teaching effect is not satisfactory. This paper deeply elaborates on the connotation of the multi-interaction theory. This theory emphasizes the realization of multi-subject and multi-form interactions in the teaching process. It focuses on exploring the specific applications of multi-interaction in college English writing teaching. This includes teacher-student interaction, through which teachers' guidance and students' feedback promote the effective transfer of knowledge; student-student interaction, where students communicate with each other and peer-review compositions, stimulating the collision of ideas; and human-computer interaction, which utilizes intelligent writing aids to achieve instant feedback and personalized learning. These interaction methods play a positive role in enhancing students' writing interest and enriching their writing ideas. Nevertheless, there are also problems such as insufficient interaction depth and over-reliance on technology. Although the multi-interaction teaching mode is of great value, it still needs continuous improvement. Teachers need to arrange interaction sessions reasonably, pay full attention to individual differences among students, improve the evaluation system, and continuously enhance their professional capabilities and information technology application levels. Only in this way can the advantages of the multi-interaction teaching mode be better exploited to effectively improve students' language application abilities.