中国混合式教学的缘起、演进和发展

Abstract

With the rapid development of information technology in China, blended learning, as a new teaching model, has been widely researched and applied. This article aims to explore the origins, evolution, and development of blended learning in China. It relies on relevant literature from CNKI published between 2000 and 2023, and it utilizes the CiteSpace literature visualization software to conduct an in-depth analysis of the research institutions, authors, literature, keywords, and so on related to blended learning. The research findings indicate that the development of blended learning in China has progressed through three distinct stages: the exploration period (2000-2014), the growth period (2015-2021), and the stable period (2022-2023). This progression has resulted in the establishment of a research system that is grounded in theoretical research and emphasizes the essential direction, strategic organization, and reform and innovation. Although the existing researches have gathered a certain scale, there is a lack of core research. The collaboration between institutions and authors is relatively loose, and the research lacks continuity and depth. The future research will prioritize individual development, innovative teaching, connotation construction, evaluation systems, and teacher-student relationships. Keywords: Blended Learning in China; Visual Analytics; CiteSpace; Knowledge Maps