【作 者】：
韩锡斌，马 婧， 程建钢
【关 键 词 】：
混合教学推动策略；教师行为；学生行为； 教学交互；学习分析
【栏 目】：
网络教育
【中文摘要】：
高校推进混合教学改革的研究与实践得到越来越多的关注，但校级推动策略能否引发师生教学行为的正向改善，尚缺乏实证证据。文章选取两所运用不同混合教学推动策略的高校，利用其网络教学平台中师生行为的表征数据，将师生群体在线行为分为五个不同维度：教师的备课行为、教学指导与协助行为、学生阅读行为、学习反馈行为和生师交互行为，构建了上述师生行为之间关系的结构方程模型，对比了两校师生行为关系的异同。结果发现：（1）采取不同混合教学推进策略的两所高校中教师在线教学行为都正向影响学生的在线学习行为；（2）采取自上而下策略的高校中教师与资源的深层交互行为更能引起学生的反馈，学生的学习反思更易影响生师交互；（3）在混合教学推动策略中自上而下的政策影响作用很大，但自下而上的策略因其注重教师培训和技术支持也不能被忽略，两者有机结合更能促进混合教学的顺利推进。
【英文摘要】：
The research and practice of blended learning in colleges and universities have been paid more and more attention, but it is lack of empirical evidence to testify whether the school-level implementation strategy can lead to positive improvements of behaviors of teachers and students or not. This paper selects two universities adopting different implementation strategies, uses behavioral characterization data of teachers and students in online teaching platforms and then divides behaviors of teachers and students into five different dimensions: teachers' lesson planning, teachers’ guidance and assistance, students' reading activities, students' learning feedbacks, and the interactions between teachers and students. Then a structural equation model (SEM) is set up to analyze the relationships between teachers and students, and the similarities and differences of behaviors of teachers and students in two universities are also compared. The study results indicate that (1) both teachers' online teaching behaviors in two universities with different hybrid push strategies affect students' online learning behaviors positively;(2) The deep interactions between teachers and resources in university with top-down strategy can lead to more feedbacks from students, and students' learning reflections are more likely to affect interactions between teachers and students;(3) The influence of top-down policy in push strategy of blended learning is great, but bottom-up strategy focusing on teacher training and technical support cannot be ignored. As a result, the organic combination of both strategies can promote blended teaching more smoothly.