数智语境下人机协同写作自我效能与创造力互动机制

王 梦佳
合肥师范学院　外国语学院

摘要


随着生成式人工智能进入大学英语写作课堂，人机协同写作在降低语言门槛、提高反馈效率的同时，也带来工具依赖、文本同质化与创造性弱化等问题。为揭示数智语境下学习者心理认知与写作创造行为的关系，本文以非英语专业本科生为研究对象，基于自我效能理论、创造力成分理论和人机协同认知理论，构建“英语写作自我效能感—写作创造力生成—人机协同质量”的互动模型。研究通过问卷调查与写作实验获得389份有效样本，采用描述性统计、相关分析、主效应回归和分层回归进行检验。结果表明：英语写作自我效能感与写作创造力生成之间存在显著双向正向关系；人机协同质量能够显著强化二者之间的相互促进作用。研究认为，智能写作教学应坚持“人主导、机辅助”的协同原则，通过任务支架、过程反馈和创造性评价，形成“自信提升—创意产出—认知强化”的良性循环。

关键词


数智语境；人机协同；英语写作；自我效能感；创造力生成

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参考


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