Practice and prospect analysis of blended learning in primary and middle schools in China

Abstract

This paper describes the background of blended learning in primary and middle schools in China, discusses the meaning of blended learning, differentiates blended learning from hybrid learning, and points out that only combinations of technology, content and way of learning characterized as high output through instructional design could stand out in practice. This paper summarizes and analyzes the three modes of blended learning reaching maturity in primary and middle schools in China through the viewpoint of how digital media and internet technology interact with teaching and learning processes, and through further analyses of the relations among teachers, students and learning contents, this paper explains the difference between the major responsibilities of the teacher and the student in blended learning and that in face-to-face instruction. The author holds that blended learning requires more support from educational environment and resources than that of face to face instruction; thus, knowledge, experience and professional capability of the teacher need to be further improved. These are the foundation of the development of blended learning in practice. With the plan and advancement of the Chinese government, blended learning in primary and middle school will be the new normal and transform to hybrid learning step by step.