随着我国新课程改革的不断深入和英语写作评价的教学理念与方法的不断演变，写作反馈方式也在不断优化，逐渐向多元反馈发展。本文基于社会认知理论、动态评估理论和自我调节学习理论对英语写作教学中多元反馈方式相关文献进行研究，分析了多元反馈方式的实用价值，为多元反馈方式在英语写作教学中的应用提供了新思路。教师可以尝试多元的英语写作反馈方式，充分发挥学生的主体地位，以培养和提高学生的核心素养。
Amid the ongoing new curriculum reform in China and the evolving landscape of English writing evaluation methods and teaching philosophies, the feedback approach for writing is undergoing continuous refinement, moving towards a multi-feedback model. This paper, drawing from the principles of social cognitive theory, dynamic assessment theory, and self-regulated learning theory, delves into the relevant literature concerning multi-feedback modes in English writing instruction. It examines the practical significance of employing multi-feedback techniques and offers fresh insights into their application in English writing education. Educators are encouraged to experiment with diverse approaches to English writing feedback, empowering students to take a leading role in the process, and fostering the development of students' core literacy skills.
Ⅰ. 引言
Ⅱ. 多元反馈方式的组成元素及其效果研究
Ⅲ. 多元反馈方式在英语写作教学中的应用研究
Ⅳ. 教学启示