数字多模态写作教学的迭代实践与成效探究

SDME

Scientific Development of Modern Education

2998-90272998-9043

Art and Technology

10.61369/SDME.2026090048

Article

数字多模态写作教学的迭代实践与成效探究https://artdesignp.com/journal/SDME/3/9/10.61369/SDME.2026090048王芸

2026

2026-02-27

本研究以西南某地方本科院校多院系大一非英语专业学生为对象，开展两轮纵向数字多模态视频写作教学实践，对比无人工智能介入、约束式人工智能辅助两种教学模式的实施成效。研究结果表明，完全依托学生自主完成的多模态创作能够构建完整的英语听、说、读、写、译训练链条，充分调动学生创作主动性与小组协作意识，但学生普遍存在构思瓶颈、书面表达单薄等现实问题；适度放开人工智能文本润色和图片生成等功能可有效降低写作门槛、优化脚本逻辑与语言质量、提升模态适配度。研究得出结论，以学生原创叙事与真人语音表达为核心、仅借助人工智能完成文稿优化的教学路径更适配本校非英语专业学生的通识学情，可为国内同类地方本科院校大学英语数字化写作改革提供本土化实践参照。大学英语, 数字多模态写作, 约束式人机协同

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