The English writing course is a compulsory subject for English teacher education majors. In response to three pain points: students' weak language foundation, lack of writing knowledge, limited self-learning ability, low interest in learning, low participation in learning activities, and the disconnect between classroom teaching and industry demands leading to inadequate application skills, the English writing course teaching team has implemented an "online teaching + offline teaching, classroom teaching + internship training, professional teachers + school internship mentors" (three-dimensional) approach. The teaching model involves the active participation of both the school and the internship institution, with a focus on future job positions. The teaching objectives have been optimized, teaching content has been restructured, teaching resources have been diversified and expanded, forming a diverse learning community, and incorporating the "guidance-integration-discussion-consolidation-reflection" teaching framework. Additionally, a comprehensive assessment system has been established, involving the four main stakeholders - teachers, internship mentor', students, and the platform - utilizing multiple forms of formative evaluation. Based on these methods, students' critical thinking abilities are effectively enhanced.

Xiulan Ge. Constructing a Hybrid Writing Teaching Model for Cultivating Critical Thinking Skills in English Education Majors. Frontiers in Educational Research (2023) Vol. 6, Issue 23: 44-49. https://doi.org/10.25236/FER.2023.062308.

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