混合学习在MOOC后时代迅速提高影响力，被认为是教育技术与课程深度融合的标志，教学设计也需要在混合学习视域下进行重构。该研究运用了文献法与开发研究法，总结了混合学习视域下教学设计中的核心要素是人、技术、环境、目标、内容和方法。要实现混合学习的价值，要把握混合学习视域下教学设计的统整性、系统性、开放性、生成性、协同性、成长性等基本特性，并按照找到混合学习中的人、整合混合学习所需资源、设计混合学习通道、内置各种相关技术、反思教师与学生的参与角色、并设置反馈处置机制的基本逻辑框架开展教学设计。在整个教学设计过程，要注重教育大数据对教学设计的支持作用。%With its influence rapidly enhanced in MOOC post-era, Blended Learning is considered a symbol of deep integration between educational technology and course, hence the need for a re-conifguration of teaching design in the perspective of Blended Learning. With the help of philology and development research method, this research arrives at the conclusion that teaching design in the perspective of Blended Learning includes the following essential elements: human, technology, environment, object, content and method. The value of Blended Learning should be realized and basic features of teaching design, such as uniifed wholeness, system-atization, openness, generativeness, coordination and growth-orienteering in the perspective of blended learning need to be grasped. What’s more, teaching design should be carried out based on the following several steps: find out those people concerned with Blended Learning; integrate the needed resources for Blended Learning and design the passageway for Blended Learning; set built-in technology; rethink the participating roles of teachers and students and ifnally set up a feedback management mechanism. Dur-ing the whole process of teaching design, the supporting role of educational mass data in teaching design must be paid attention to.
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