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大多數語言教育機構在上課的時候，總是把專注度放在處于不同學習程度的學生上，無論是入門級或熟練的學生，即使學生分級上課，都是采用同樣的模式 - 老師講解單詞然后需要學生做筆記，學生要乖乖地在教室聽課，聽講座，被動地接收知識，等回到家就是做作業，開始死記硬背，一天的學習生活就結束了。 媽呀，即使我從來沒有經歷過這種教學環境，但我光聽聽就不想再學習了，還不如棄學算了。
悲催的是在另一方面，我一直不看好在線教育的原因就是它缺乏面對面交流，最關鍵的“人情味”并不存在。但這不代表我否認它的作用，我覺得要是將在線教育作為一種工具或者一種互補產品，它會是一個非常理想的選擇，也正因為如此，我很多教育領域客戶都選擇了這種學習方法。
難道沒有更好的教育模式和辦法來彌補在線教育的短板嗎? 當然有！就讓AndyZ老師跟大家講講混合學習吧。這個名稱很容易理解，你可以直觀地感受到——它能把在線學習和傳統線下學習結合到一起。它最大的優勢就是能將師生整體的交流從“以教為主”轉成“以學為本”，因為在線教育如果是能成為有效的工具就能彌補課堂教育的不足，而不是僅僅作為一個搬運知識的站點。
大眾凡是聽到在線教育，就會在心里把這個詞默認等于風靡全國的1對幾的在線英語補習班了。錯！其實在線教育可以牽涉到多媒體，就像我之前提到的工具，學習管理系統，在線教材等，并可以應用到學生或班級的學習進度進行安排。你想想看，這種多元化的教育科技如果能融入平時導師所進行的課堂中，可以發揮巨大的價值，學習不僅僅要“現學現賣”，也要學會對各種工具“活學活用”才對嘛！
一般最頂尖的教育學者，在選擇一個學習環境引進混合式教學時提倡“顛倒課堂”，另稱“翻轉課堂”。在這種環境當中，學生成為最主要的角色，而由導師負責解惑、糾正、把關質量和啟蒙。給你們舉個栗子，最近我為“英習”（CYBF下面的一個項目）設計的學習模式，就是學生可以在活動空間答疑、做作業，然后也可以互相約好時間一起在一個地方進行線上線下同步交流，在家里看視頻獲取新知識，在線語音交流，而且所做的討論和互動，也不用去強調時效性，將被動化為主動，同時更增添了趣味性，何樂而不為呢？并且從這個模式來說，導師起到的作用雖然不是成為整個學習流程的中心點，但是必不可少，因為他們將解答學生互相之間任何實在解答不出來的問題，補充（任何）給出的答案，阻止學生們往錯誤的方向走。除此之外，他們也可以點燃學生新的想法和點子，在整個過程中成為最棒的“拉拉隊”，不斷地鼓勵學生將學習作為追求，挖掘他們內在的動力和潛力。到頭而來，“顛倒課堂”可以成為混合式教學的殺手锏之一。
在本篇文章同系列的第二部分，我將分享其他混合式學習的方法，比如利用在線工具來實現快速反饋循環、課前課后的評估體系等....但在那之前，我需要你做一件事情——你要趕緊關注我，這樣這個系列就能不斷持續下去，而且要多多向我提問——沒準我會在往后的文章直接解答呢！
—————以下為Andy老師英文原稿—————
The majority of language learning companies conduct classes by focusing on students of all different levels, regardless if they are first-time learners or fluent speakers. In spite of splitting into different levels while taking the classes themselves, the same pedagogical method applies - Teacher explains vocabulary words and students need to take swift notes, behave properly while listening to the teacher speak, give a lecture, exemplifying the passive learning methodology, and once they get home, they begin rote memorization. Ridiculous, I mean even if I’ve never undergone such type of learning environment, merely hearing this I would have refused to learn, may as well abandon school altogether. Come on it’s THAT boring!
Sadly on the other hand, I’m not a big believer in traditional edu-tech because it lacks the face-to-face interaction, the critical “human touch” to learning is nonexistent here. However, if ideal scenario, and as such it’s unexpected that a great number of my c we were to treat them as a learning tool or even a complementary product to an existing educational service offered, this is a morelients belong in the edu-tech space of the latter in the aforementioned classifications.
So isn’t there a better way to solve and amend the shortcomings of online education? Then let AndyZ explain to everyone - drum roll, blended learning. Blended learning in certain languages, such as Chinese is referred to as mixed learning, which is very easy and straightforward to understand because it’s simply a combination and mixing of online education and traditional old-school education together. Its biggest advantage is the transformation of the student-instructor interaction from “teaching-centric” into “learning-centric”, because the moment online education can function as an effective tool to supplement the classroom, it will cease to strictly be a site for just shifting knowledge from one place to the other.
What I can imagine is that your average folk upon hearing online education, they will automatically assume the China-wide trend of 1 on multiple people taking English classes online. Apart from the tool mentioned earlier that online education can consist of, it also can act as a platform for uploading/downloading multiple, student management systems, different digital formatting of online curriculum and content, which can all be applied according to the student or the class’learning progress. Think about it, should this diverse type of edu-tech be integrated into the regular classroom as operated by instructors, he or she can unearth an enormous amount of value!
Usually when leading scholars introduce blended learning to an existing learning environment, they will also become an instantaneous advocate for the “Inverted classroom”, otherwise called the “flipped classroom”. In this environment, the student becomes the main focal character, whereas the mentor’s job is to clear any confusion, correct, manage quality authority and ignite students. To give you an example I hold dear, lately I’ve been working on designing the learning style of “英習” and leading the rollout, and the basic principle it is following - students can come to an activity space answer/ask questions, progress with their tasks, and they can also prearrange another time to meet and participate in both online-offline discussions which will be simultaneously held. They will then take the whole “learning new information”, become involved in any conference call learning with peers and mentors, and even as immediate feedback is not required over the community boards they will still be a participate. Based on this model, again as I keep hammering on, the teacher is NOT the entire focal point of this learning, but will need to step out if all the students cannot answer these questions, supplement new solutions and prevent students from entering the path of abyss - which can be caused by everybody giving each other the wrong answers and reaffirming this. Other than that, the teachers or mentors can also trigger student to new thoughts and ideas, becoming a cheerleading superstar with constant encouragement that unlocks their motivation and potential. So from this lookback, the “interverted classroom” is without a doubt one of the most applicable ways for blended learning.
For part 2 of this article, I’m going to talk about other ways of blended learning such as rapid feedback loops using online tools, diagnostic systems for pre and post offline lessons etc... But before that, I need you to do one thing - you need to subscribe to help keep this series going as well as feel free to ask me any questions.
（大家不要忘記關注AndyZ 老師哦! 點擊關注，歡迎分享文章，同時也可閱讀已發布的其他文章。如果留言咨詢國際教育和學習、職場發展和員工管理以及招聘方面的任何問題，沒準下次推文你就能得到答案！）
Andy的簡介：
- Multicultural and multilingual: Grew up and lived in a number of countries, American-born Chinese - （Third Culture Kid） 多文化和多語言: 在多個國家成長和居住；美籍華人 - 典型第三文化人士(TCK)
- Leader in empowering corporate training and recruitment professionals with assessment methodologies and project-based learning andragogy 為企業培訓和招聘人士提供領先評估體系和游戲化的項目式學習的職場教學法的領袖
- Decade of experience in education and training, and expert in China 十年以上的學生教育和企業培訓的經驗: 并被很多本土和國外人士稱為“中國通”
- Regular community event organizer with expertise in workplace gamification for employees 定期社區活動的組織者: 游戲化員工體系的主題
- UC Berkeley Alumni Club Ex-Leader and Recruitment Ambassador 畢業于世界名校加州伯克利大學并擔任校友俱樂部前任負責人和前任招生大使
- Third-party Interviewer for College Admissions 美國第三方面試官 (很多大學現在需要學生在提交申請書與第三方機構進行面試)
- Helped build a number of college admissions counseling departments 負責搭建多個海外升學指導中心
- Unlike most “education experts”, personally attended more than a dozen schools growing up and personally went through the AP, IB, British, Singaporean and Hong Kong education systems相比其他所謂的“教育專家”，從小上過十幾所學校，親自體驗過AP、IB、英國、新加坡和香港的教育制度
- Recently, created China’s first bilingual entrepreneurial and innovation educational events organization: Center for Youth Business Facilitation
在這一兩年間，建立了中國第一個雙語創新創業學習的活動平臺: CYBF創習國際交流中心
