在全球化背景下，英语作为国际通用语言的重要性日益凸显，大学英语（即非英语专业学生的英语）写作能力也成为教育界关注的焦点。传统的大学英语写作教学通常依赖于面对面的课堂教学，然而，随着信息技术的迅猛发展，混合式学习模式——即将传统的面对面教学与在线教学相结合，已被认为是提高学生学习效果和积极性的一种有效教学方式。在大学英语写作教学改革中，如何将混合式学习模式应用到实践中，以提升学生的写作能力和自主学习与合作学习能力，成为了教育界和学术界亟需研究的课题。

本研究以东北某高校为例，从教学领导者的角度推动大学英语写作教学改革，旨在探索大学英语写作混合式学习行动研究如何提升学生的英语写作能力、自主学习能力与合作学习能力。

研究问题集中在如何通过混合式学习模式有效提升学生的英语写作能力，并进一步探讨自主学习理论与合作学习在这一过程中的作用。研究方法采用问卷调查、课堂观察、访谈、反思和行动研究等多种手段，结合质性和量化数据分析，保障研究结果的全面性和准确性。理论视角基于混合式学习理论(Blended Learning)、自主学习理论(Autonomous Learning)和合作学习理论(Cooperative Learning)，该ABC理论视角为研究提供了坚实的理论基础。

本研究通过对东北某高校大学英语写作混合式学习的行动研究，得出了一系列深入且具有启发性的结论。首先，研究明确指出混合式学习模式能够有效提升学生的英语写作能力。通过线上自主学习的灵活性与线下面授教学的互动性相结合，学生在写作结构、内容组织、语法准确性以及词汇运用等方面均表现出显著进步。混合式学习环境中的即时反馈和持续评价机制，为学生提供了持续改进的机会，从而促进了写作技能的稳步提升。

其次，研究强调了自主学习在混合式学习中的核心作用。学生通过线上平台的自主探索，不仅增强了对英语写作知识的理解和掌握，还培养了独立解决问题的能力。自主学习能力的提升，使学生能够更加主动地参与到学习过程中，从而提高了学习效率和成就感。

再次，合作学习在混合式学习中同样发挥了不可或缺的作用。学生在小组讨论、共同研究和协作写作的过程中，不仅提升了沟通和协作能力，还学会了如何在团队中发挥自己的长处，弥补他人的不足。这种合作精神和团队意识的培养，对学生未来的职业生涯和社会适应能力具有重要意义。

最后，教学领导者在混合式学习中扮演了比较重要的角色。作为教学创新的先驱和学习过程的主导者，通过设计富有创意和效果显著的教学活动，以及提供及时而有效的反馈，显著地促进了学生的英语写作能力和自主学习及合作学习能力。教学领导者在促进自身及同事专业成长和教学创新能力上的不断努力，是混合式学习取得成功的关键因素。

因此，本研究不仅证实了混合式学习模式在提升学生英语写作能力方面的有效性，还揭示了自主学习和合作学习在其中的重要价值，以及教学领导者在这一教学模式中的关键作用。这些结论为大学英语写作教学提供了宝贵的经验和启示，对于优化教学策略、提升教学质量和促进学生全面发展具有一定的指导意义。

本研究丰富了混合式学习的理论框架，并为大学英语写作教学实践提供了有效的策略和建议。建议教师在设计混合式学习活动时，应充分考虑学生的个性化需求，创设多样化的学习环境，以促进学生的全面发展。教学领导者应支持教师的专业发展，提供必要的技术和资源支持，以保障混合式学习模式的成功实施。最后，建议未来的研究应关注混合式学习在不同学科和文化背景下的应用，以进一步验证其普适性和适应性。

综上所述，本研究不仅为大学英语写作教学提供了新的视角和方法，而且对于推动混合式学习模式的发展和完善具有重要的理论和实践意义。通过本研究的深入分析和实证研究，为高等教育中大学英语写作教学的创新和改进提供了有力的支持。

In the context of globalization, the importance of English as an international lingua franca has become increasingly prominent. The English writing ability of college students (i.e., English for non-English majors) has also become a focal point of attention in the educational field. Traditional College English writing instruction often relies on face-to-face classroom teaching. However, with the rapid development of information technology and blended learning - which combines traditional face-to-face teaching with online instruction - has been considered an effective teaching method to enhance students' learning outcomes and motivation. In College English writing instruction, how to apply blended learning in practice to improve students' writing abilities has become a pressing issue for both the educational and academic communities.

This study takes a university in Northeast China as a case.  Promoting teaching reform of College English writing from the perspective of educational leaders, to explore how action research on blended learning in College English writing can enhance students' English writing abilities, autonomous learning capabilities, and collaborative learning skills.

The research questions focus on how to effectively enhance students' English writing abilities through blended learning and to further explore the roles of autonomous and collaborative learning in this process. The research methods include surveys, classroom observations, interviews, reflection and action research, combining qualitative and quantitative data analysis to ensure the comprehensiveness and accuracy of the research findings. Theoretical perspectives based on blended learning theory, autonomous learning theory, collaborative learning theory, and this ABC theoretical perspective provides a solid theoretical foundation for this study.

Through action research on blended learning in College English writing at a university in Northeast China, this study has drawn a series of in-depth and enlightening conclusions. First, the study clearly indicates that the blended learning model can effectively improve students' English writing abilities. By combining the flexibility of online autonomous learning with the interactivity of offline face-to-face instruction, students have shown significant progress in writing structure, content organization, grammatical accuracy, and vocabulary use. Moreover, the instant feedback and continuous assessment mechanisms in a blended learning environment offer students opportunities for continuous improvement, thereby promoting steady advancement in writing skills.

Second, the study emphasizes the central role of autonomous learning in blended learning. Through self-exploration on online platforms, students not only enhance their understanding and mastery of English writing knowledge but also develop the ability to solve problems independently. The improvement in self-directed learning abilities enables students to participate more actively in the learning process, thus improving learning efficiency and a sense of achievement.

Similarly, collaborative learning plays an indispensable role in blended learning. Through group discussions, joint research, and collaborative writing, students not only enhance their communication and collaboration skills but also learn how to leverage their strengths and compensate for others' weaknesses in a team. The cultivation of this spirit of cooperation and team awareness is of great significance for students' future careers and social adaptability.

Furthermore, educational leaders have played an essential role in blended learning. As pioneers of instructional innovation and leaders of the learning process, they have significantly enhanced students' English writing skills and their abilities in independent and collaborative learning through the design of creative and impactful educational activities, as well as the provision of timely and effective feedback. The ongoing efforts of educational leaders to promote their own and their colleagues' professional growth and teaching innovation abilities are key factors in the success of blended learning.

Therefore, this study not only confirms the effectiveness of the blended learning model in enhancing students' English writing abilities but also reveals the significant value of autonomous and collaborative learning within it, as well as the critical role of teachers in this teaching model. These conclusions provide valuable insights and guidance for College English writing instruction, optimizing teaching strategies, enhancing teaching quality, and promoting comprehensive student development.

This study enriches the theoretical framework of blended learning and provides effective strategies and recommendations for College English writing instruction. It suggests that teachers should consider students' individual needs when designing blended learning activities, create diverse learning environments to promote comprehensive development, and that educational institutions should support teachers' professional development and provide necessary technical and resource support to ensure the successful implementation of blended learning. Future research should focus on the application of blended learning in different disciplines and cultural contexts to further validate its universality and adaptability.

In summary, this study not only offers new perspectives and methods for College English writing instruction but also has significant theoretical and practical implications for the development and refinement of the blended learning model. Through in-depth analysis and empirical research, this study provides support for innovation and improvement in College English writing instruction in higher education.