From tool utilization to competency generation——Teaching practice of college writing courses assisted by AI tools
从工具使用到素养生成——AI工具辅助下大学写作课的教学实践

摘要

生成式人工智能的迅猛发展对大学写作教学有着越来越深刻和重要的影响。研究基于对104名大学生的问卷调研，分析当前AI写作工具在大学写作教学中的使用现状、核心矛盾及其成因，发现学生虽普遍接受AI，但存在技术依赖与素养缺失等问题。基于这些问题，提出应推动教学目标从工具使用向素养生成转型，构建基础—核心—高阶素养培养体系，并创新教师—学生—AI协同教学模式。通过重构教学流程、完善多维融合评价机制、强化师资与资源保障，实现技术赋能与人文育人的有机统一。研究希望能为智能时代大学写作教学提供系统化、可推广的创新路径。

Abstract

The rapid development of generative artificial intelligence is exerting an increasingly profound and significant impact on university writing instruction. Based on a questionnaire survey of 104 college students, this study analyzes the current usage status, core contradictions, and their causes of AI writing tools in university writing teaching. It finds that while students generally accept AI, issues such as ‘technological dependence’ and ‘lack of literacy’ exist. Addressing these problems, the study proposes transforming teaching objectives from ‘tool usage’ to 'literacy cultivation', establishing a tri-level system for basic, core, and advanced literacy development, and innovating a collaborative teaching model involving teachers, students, and AI. By reconstructing teaching processes, improving multi-dimensional integrated evaluation mechanisms, and strengthening faculty and resource guarantees, the goal is to achieve an organic integration of technological empowerment and humanistic education. The research aims to provide a systematic and scalable innovative path for university writing instruction in the intelligent era.