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An Analysis of Research Themes and Trends of Teacher Blended Learning in China

机译：中国教师混合学习研究主题与趋势分析

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摘要

Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.
机译：混合学习通常被视为有效的学习方法。在教师教育领域，混合学习的影响正在增长，越来越多的教师培训采用混合学习的形式。本文通过分析过去二十年来分析了中国教师混合学习的相关杂志学习的研究主题和趋势。结果表明，中国教师混合学习实践主要在中小学教师培训领域，并专注于与信息技术和教育技术有关的知识和技能的培训。由于中国教师的混合学习仍处于勘探和应用的阶段，因此研究主题侧重于教师混合学习的模式，设计和策略。对教师混合学习的影响的研究不够深，实证研究和理论研究相对缺乏。因此，有必要扩大研究范围，利用外国研究和实践经验的课程，对中国教师混合学习的影响和影响因素进行深入研究。然后，构建有效的教师混合学习框架，以便使用信息和通信技术（ICT）为中国教师专业发展计划的发展提供理论基础和行动指南。

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