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The Application of TRIZ Theory in English Major Writing Courses in Private Colleges and Universities

Author(s)

Dinglun Wu1,*, Dingkun Wu2

Affiliation(s)

1School of Humanities and Law, Fuzhou Technology and Business University, Fuzhou, Fujian, China 2School of Overseas Education, Sanming University, Sanming, Fujian, China *Corresponding Author

Abstract

Against the backdrop of economic globalization, there is a growing demand for high-level written communication skills among English majors, yet students in private universities face specific challenges in writing acquisition. This study aims to explore the application of TRIZ theory, a systematic methodology for inventive problem-solving, to innovate writing instruction in this context. The research method involves a theoretical analysis of TRIZ’s applicability to writing instruction, followed by the formulation of specific teaching strategies based on its core principles to address identified systemic contradictions. The significant findings demonstrate that applying TRIZ principles—such as Segmentation, Prior Action, Feedback, Local Quality, and Asymmetry—can effectively resolve key contradictions in teaching processes, student competence, and resource allocation. These applications yield practical strategies including modular teaching, a closed-loop feedback mechanism, and personalized task design, which collectively foster a more refined and student-centered writing pedagogy. In conclusion, the integration of TRIZ theory provides a systematic and effective framework for reforming English writing instruction in private universities, ultimately enhancing the cultivation of applied talents with strong written communication skills.

Keywords

TRIZ Theory; Writing Instruction; Teaching Reform; English Majors; Private Colleges

References

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