An Exploration of University English Writing Teaching Model Based on Constructive

Abstract

The theory of constructive advocates that knowledge is actively constructed by learners through their own experiences and social interactions, a concept that contrasts sharply with the traditional teacher-oriented teaching model. In English writing teaching, this theory prompts teachers to change from the traditional role of information transmitters to facilitators and instructors of learning, while encouraging students to play a more active role in the learning process. The study found that a construction-based approach significantly improved students' writing skills, especially in the areas of conceptualization, organization, and argumentation. Students not only improve their language skills but also develop independent thinking and problem-solving skills through this interactive and participatory learning approach. However, this instructional model also faces problems such as students' and teachers' adaptation to new roles, resource allocation, and assessment challenges. Based on this, this paper proposes specific solutions to provide directions for further research and references for application in practice.