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AI辅助大学英语写作：深度认知加工与教学实践

AI-Assisted College English Writing: Deep Cognitive Processing and Teaching Practice

Education Study / 2025,7(3): 249-251 / 2025-03-14 400 303

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• Authors: 张玲     
• Information:

  北方工业大学，北京

• Keywords: AI-assisted writing; College English writing; Deep cognitive processing; Peer discussion; Second draft writing AI辅助写作；大学英语写作；深度认知加工；同伴讨论；二稿写作
• Abstract: This study explores the practical methods of applying AI technology to college English writing classrooms, focusing on the writing process where students use AI to revise their first drafts, engage in discussions, and complete their second drafts. By analyzing students’ essays, discussion content, and final outcomes, this research aims to evaluate the effectiveness of this approach and explore its potential impact on improving students’ English writing skills. The results indicate that AI-assisted writing can effectively help students identify language errors and optimize expression, while the writing model combined with peer discussions further enhances students’ critical thinking and writing abilities. Additionally, AI-assisted writing, through the mechanism of deep cognitive processing, helps students better internalize language knowledge and improve their writing proficiency. However, AI tools still have limitations, and teachers need to guide students appropriately while encouraging active thinking to maximize their educational value. 本研究聚焦于将人工智能（AI）技术应用于大学英语写作课堂的实践方法，重点考察学生在利用AI工具修改初稿、开展同伴讨论以及完成二稿写作过程中的表现。研究旨在评估该教学方法的有效性，并探讨其对学生英语写作能力的潜在影响。结果表明，AI辅助修改初稿、结合同伴讨论并完成二稿写作的教学模式，能够有效激发学生的深度认知加工能力，增强学生的批判性思维以及写作知识的内化吸收，从而显著提升学生的写作水平。然而，AI工具在应用过程中仍存在局限性，需要教师的合理引导与学生的主动思考相结合，以充分发挥其教学价值。
• DOI: https://doi.org/10.35534/es.0703050
• Cite: 张玲．AI辅助大学英语写作：深度认知加工与教学实践［J］．教育研讨，2025，7（3）：249-251．