A Collaborative Practice Study Of Face-to-face Teaching And Online Learning In Blended Teaching

With the continuous development of big data,artificial intelligence,and 5G technology,hybrid teaching has gradually entered the field of vision of explorers in the field of basic education.Blending Learning combines the advantages of traditional face-to-face teaching and online learning.The combination of the advantages of the two achieves the teaching effect of "1+1>2".Blended learning is based on constructivist learning theory,which can give full play to the subjective initiative of teachers and students,and help students as the main body of learning to actively construct the meaning of learning and realize deep learning.In order to meet the needs of talents in the information 2.0 era and the need to cultivate innovative talents,basic education gradually promotes mixed teaching on the basis of traditional education.Among them,Chongqing BC Middle School,which has the title of "Junior High School Education Expert",serves as a mixed teaching reform.A member of the author has been actively exploring.In order to further understand and study the current situation of mixed teaching in the field of basic education in our country,the author takes Chongqing BC Middle School as a research case to deeply analyze the current "dilemma" of mixed teaching,and put forward corresponding suggestions and countermeasures through reason analysis.The whole article develops the research on blended teaching from six parts: The first part is the introduction.The questions discussed mainly include the purpose and significance of blended teaching research,the definition of related concepts,and the existing domestic and foreign research results of blended teaching.And the thinking and research process of this article.The second part is the background analysis and educational value interpretation of blended teaching,including the advantages and limitations of face-to-face learning and online learning,and the practical significance of achieving synergy between face-to-face learning and online learning in the basic education stage to achieve complementary advantages.The third part discusses the current practice status of blended learning in domestic primary and middle schools from four levels,namely blended teaching concepts,hardware facilities,teacher information literacy and data evaluation mechanism.Through the investigation,it is found that the current mixed teaching practice in the basic education stage lags behind the theory,the hardware facilities are not complete,the teacher's information literacy is generally not high,and the current data evaluation mechanism is not sound.The fourth part explains the synergy mechanism of face-to-face learning and online learning in blended learning,including goal synergy,content synergy,faculty synergy,method synergy and evaluation synergy.The synergy mechanism of these aspects illustrates the role of face-to-face learning and online learning.The need for coordination to solve the problem of "insufficient integration".The fifth part is a case study of blended teaching in BC Middle School in Chongqing.It researches the problems commonly faced by blended teaching in basic education from three aspects of current teaching practice,teaching effect investigation and problem analysis.The current face-to-face learning and network The reason why learning does not play "1+1>2" in teaching practice.The sixth part aims at the problems of the coordination of face-to-face learning and online learning in the field of basic education,and provides corresponding suggestions from the perspectives of policy coordination,teacher coordination,method coordination,and evaluation coordination,which will lay the foundation for future blended teaching.The exploration of the field provides reference significance.