中国混合式教学的缘起、演进和发展

The Origins, Evolution and Developing of Blended Learning in China

随着中国信息技术的快速发展，混合式教学作为新型的教学模式受到了广泛的研究和应用。为深入揭示混合式教学在中国的缘起、演进和发展，本文基于知网（CNKI）2000—2023 年的相关文献，运用CiteSpace 文献可视化计量软件，对混合式教学的研究机构、作者、高引文献、关键词等进行了深入分析。本研究发现：中国混合式教学的发展经历了探索期（2000—2014）、增长期（2015—2021）和稳定期（2022—2023）三个阶段，基本形成了以理论研究为基础，以本质指向、策略组织、改革创新为重点的研究体系；现存的研究虽然集聚了一定规模，但缺乏核心研究，机构间和作者间合作较为松散，研究持续性、深入度不强。今后，随着教育数字化和教学改革的积极影响，未来研究将重点关注个体发展、智慧教学、内涵建设、评价体系、师生关系等五个方面。

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