Research on the Application of Online and Offline Blended Teaching in Primary Schools獲獎科研報告

ResearchontheApplicationofOnlineandOfflineBlendedTeachinginPrimarySchools獲獎科研報告

Abstract：ThisresearchaimstostudytheapplicationofonlineandofflineblendedlearninginEnglishteachingandstudentsattitudetowardsthismode.Furthermore，comparedwiththetraditionalteachingmode，iftheblendedonlineandofflineteachingcanimprovestudents'Englishperformanceisalsostudiedinthisresearch.

Keywords：traditionalteachingmode;onlineandofflineblendedteachingmode

1、Backgroundoftheresearch

Blendedlearningisateachingstrategythatcombinesbothtraditionalface-to-faceclassroomlearningandonlineteaching.Thisisadevelopmenttrendintheeraoftechnologicaldevelopment.Theepidemicin2020hasinspiredtherichdevelopmentofonlineteaching，andinthelaterstageoftheepidemic，schoolshavecarriedoutblendedonlineandofflineteaching.Basedonthisbackground，thisstudyexplorestheapplicationofonlineandofflineblendedteaching.

2、Literaturereview

TheuseofBlendedLearninginEnglishlanguageteachingcontextshasincreasedsignificantlyduringthepastdecade，theapplicationresearchofthismodelinjuniormiddleschoolandprimaryschoolhasgraduallydevelopedlikeZhang（2017）exploredthejuniorhighandelementaryschoolgroupsrespectively.However，throughliteratureanalysis，itisfoundthattheresearchononlineandofflineblendedteachingforprimaryschoolEnglishclassroomisstillless.RovaiandJordan（2004）notedthat，accordingtoColisandMoonen（2001），“blendedlearningisamixtureoftraditionalface-to-faceandonlinelearning，soteachingisconductedintheclassroomandonline，andtheonlinepartbecomesanaturalextensionoftraditionalclassroomlearning”.

3.1Researchquestions

1.ThesituationofonlineandofflineblendedEnglishteachinginprimaryschools.

2.Comparedwiththetraditionalteachingmode，cantheblendedonlineandofflineteachingimprovestudents'Englishperformance？

3.2ResearchSubjects

Atotalof52studentsfromtwoclassesofGrade6inJijiafangPrimarySchool，ZhangjiakouCity，HebeiProvinceisselectedastheresearchsubjects.Thetwoclasseshavethesamecontent，exampapers.ClassOneimplementsthetraditionalteachingmode，whileClassTwoimplementstheblendedonlineandofflineteachingmode.Table3.2.1showsthebasicinformationoftheresearchsubjects.

3.3Instruments

Thefirstresearchtoolofthisstudyisaself-compiledquestionnaire（OnlineandOfflineBlendedTeachingSurveyQuestionnaire，mainlyusedtoanswerquestionone）toinvestigatestudents'attitudestowardsonlineandofflineblendedteaching.

Thequestionnaireisdividedintotwoparts.Thefirstpartisafive-pointLikertscale，rangingfrom"stronglyagree"to"stronglydisagree"investigatesstudents'satisfactionwiththeblendedonlineandofflineteaching（includingitems1-12）.Thesecondpart（includingitems13-18）isusedtoinvestigatewhatproblemsorideastheyhaveintheblendedteaching.

Anotheris5mainexaminationresultsinthesamesemesterusedascomparativeanalysisoftheresultsunderthetwoteachingmodestoanswerquestiontwo.

4.1GeneralsituationofblendedonlineandofflineEnglishteachinginprimaryschools.

FromTable4.1.1，wecanseethebasicsituationofattitudetoonlineandofflineblendedteachingandlearning.AccordingtoSPSSanalysis，theaveragevalueofthisdimensionis4.0438（486.962.Therefore，wecancometotheconclusionthatalthoughClass2performedworsethanClass1atthebeginningofthesemester，itperformedbetterthanClass1afterasemesterofonlineandofflineteaching.

Therefore，comparedwiththetraditionalteachingmode，thecombinationofonlineandofflineteachingcanimprovestudents'Englishperformance.

5.Conclusion

Throughtheresearch，itisfoundthatstudentsagreewiththeapplicationofonlineandofflineblendedteachingmode.Comparedwiththetraditionalteachingmode，theblendedonlineandofflineteachingcanimprovestudents'Englishperformance.

However，studentsarenotstronginautonomouslearningabilityandlackself-disciplineinthismode.Teacherscanenrichtheformsofclassroomactivitiestoimprovestudents'classroomparticipationandstrengthentheonlineandofflineinteractionbetweenteachersandstudentsandbetweenstudentsthemselves.Multimediaresourcesareusedtoexpandthechannelsforstudentstoacquireknowledgeandtostimulatestudents'learningmotivationfromtheirinterests.

Students'learningfeedbackisalsoveryimportant.Teachersshouldpayattentiontostudents'knowledgemastery，makefulluseofthecharacteristicsofonlineandofflineblendedteaching，organizestudygroups，providemorechannelsforstudentstotimelysolvethedifficultiesencounteredinlearning，nolongerconfinedtotheclassroom.

References：

[1]Albiladi，W.S.，&Alshareef，K.K.（2019）.BlendedlearninginEnglishteachingandlearning：Areviewofthecurrentliterature.JournalofLanguageTeachingandResearch，10（2），232-238.

[2]Li，X.（2017）.AblendedlearningmodelofEnglishteachingmethodologycourseguidedbyconstructivism.InternationalJournalofContinuingEngineeringEducationandLifeLongLearning，27（1-2），101-110.

[3]Kadhim，G.J.（2017）.BlendedLearningandTraditionalFace-to-FaceClassroomModesinEnglishLanguageTeaching：IraqiComparativeCaseStudies.MustansiriyahJournalofArts，41（77）.

[4]Khan，A.I.，Qayyum，N.，Shaik，M.S.，Ali，A.M.andBebi，C.V.（2012）‘Studyofblendedlea