Abstract: Guided by the “Triple-Writing Proficiency” (TWP) framework, this study addresses the alienation in handwriting skills with three writing tools–brush, pen, and chalk–in normal education through an innovative tiered training system. This study sampled 306 students from M Normal University, with the experimental group receiving gradient training (brush → pen → chalk writing) aided with digital stroke analysis, while the control group maintained traditional training with the three writing tools separately. The one-year experiment revealed significant improvements in the experimental group across three metrics: technique transfer efficiency (+23.5%), character structure accuracy (+17.8%), and blackboard writing performance (+31.2%). Multidisciplinary analyses revealed that educational systems theory, common elements theory, and embodied cognition provide theoretical foundations for skill transfer. A representative case study confirmed the formation of a “hand writing skill integration mechanism” (p < 0.01). The study constructs a three-dimensional training framework–curriculum, instruction, and assessment–that offers a replicable solution to the issue of handwriting skill fragmentation in traditional training.

Key words: Triple-Writing Proficiency (TWP) framework, normal student, writing competency, TWP training, stroke shift