Virtual simulation technology-driven college English teaching: model innovation, application effectiveness and optimization paths
虚拟仿真技术赋能大学英语教学：模式创新、应用效能与优化路径

摘要

在教育数字化战略深入推进的背景下，大学英语教学面临情境缺失、实践不足、学生参与度低等现实困境，虚拟仿真技术以其沉浸性、交互性、安全性特征为解决这些问题提供了新路径。本文基于情境学习理论、认知互动理论和3P教学模型，结合近5年国内虚拟仿真英语教学实践案例，系统分析技术应用现状与典型模式，通过实证研究验证其对学生英语运用能力的提升效能，并剖析当前资源同质化、教师技术素养不足等问题，进而从资源建设、模式创新、教师发展、机制完善四个维度提出优化路径，为大学英语教学数字化转型提供理论参考与实践指导。

Abstract

Amid the deepening implementation of the national educational digitalization strategy, college English instruction is increasingly confronted with contextual scarcity, insufficient practice, and low learner engagement. Virtual simulation technology, characterized by immersion, interactivity, and risk-free repetition, offers a novel remedy. Grounded in situated-learning theory, cognitive-interaction theory, and the 3-P pedagogical model, this paper reviews domestic virtual-simulation English initiatives launched recent 5 years, maps their technical configurations and prototypical patterns, and verifies their effectiveness in enhancing students’ functional English proficiency through empirical data. It further diagnoses prevailing bottlenecks such as resource homogeneity and instructors’ limited technological literacy, and proposes a four-dimensional optimization roadmap: high-quality resource pooling, pedagogical-model innovation, teacher capacity building, and institutional mechanism refinement, thereby providing theoretical guidance and practical benchmarks for the digital transformation of college English education.