A Study on the Construction of the "Six-Element Synergy" Teaching Model of Vocational Undergraduate English Driven by Large Language Models

Abstract

The technological evolution of large language models provides technical support for the reconstruction of vocational undergraduate English teaching forms, and it also raises higher demands for the collaborative integration of multiple elements. This study focuses on the composite goals of vocational undergraduate English teaching in terms of language ability cultivation, professional language application, and learning autonomy development, and it constructs a teaching model driven by large language models and centered on the "Six-Element Synergy". The study clarifies the intrinsic alignment between the technical features of large language models and the teaching needs, analyzes the composite nature of the teaching objectives, and reveals the breakthrough of the "Six-Element Synergy" over traditional teaching paradigms. On this basis, the study explains the distributed reconstruction of teaching subject roles, the multimodal integration of resources, and the collaborative organization of activity chains, and it constructs a structural framework comprising the goal level, the element level, the interaction level, and the support level. It also explores the intelligent-driven teaching decision-making mechanism and the multi-directional extension paths of teaching interaction, thereby providing a theoretical framework and an explanation of the operational mechanism for the systematic reconstruction of vocational undergraduate English teaching.