Research On The Effectiveness Of Teaching Behavior Of Senior High School English Teachers In The Context Of Blended Learning

The English Curriculum Standards for General High Schools(2017 Edition)states that Blended Learning should be organized and carried out scientifically according to the characteristics of English learning in the information-based environment.In the information age,Blended Learning has become the trend of modern teaching reform.In the post-epidemic period,Blended Learning has become the new normal of teaching.And to ensure and improve the effectiveness of Blended Learning,it is necessary to provide the basis for efficient Blended Learning by collecting online and offline teaching behaviors in Blended Learning and analyzing the effectiveness of teaching behaviors.The effectiveness of teachers’ teaching behaviors,as one of the purpose to measure the effectiveness of Blended Learning,can be better explored by exploring the factors influencing the effectiveness of English teachers’ teaching behaviors in the context of Blended Learning.Based on this,this study will observe and measure the effectiveness of high school English teachers’ teaching behaviors in the context of Blended Learning,and investigate whether high school English teachers’ teaching behaviors are effective in the context of Blended Learning from both internal and external factors of teachers,and make corresponding teaching suggestions.Based on the analysis of domestic and international literature on the effectiveness of Blended Learning and teachers’ teaching behaviors,the author poses the following three research questions:(1)What is the actual state of teachers’ teaching behaviors’ effectiveness in terms of online learning management,organization of face-to-face classes,and teachers’ feedback in the implementation of Blended Learning of English in High School?(2)What are the factors(internal and external)that affect the effectiveness of high school English teachers’ teaching behaviors?(3)How do these factors affect the effectiveness of high school English teachers’ teaching behaviors?The author conducted the study through a blended research approach.The research period was 16 weeks,and in the pre-study period,questionnaires were distributed twice to 120 English teachers in three high schools in Harbin(one key high school and two general high schools)to understand the current status of teachers’ teaching behaviors and the factors influencing the effectiveness of high school English teachers’ teaching behaviors in the context of Blended Learning in the current implementation of Blended Teaching of English in High School.During the study period,the effectiveness of high school English teachers’ teaching behaviors in the context of Blended Learning was studied in a class of a high school in Harbin based on the Blue Ink Cloud class teaching platform,and corresponding classroom observations were recorded.In the latter part of the study,10 teachers and 12 students(divided into 3 groups of 4 students each)out of120 study participants were selected to conduct separate semi-structured interviews to understand the teaching effectiveness,learning effectiveness,influencing factors,and which aspects of influencing factors affect the effectiveness of high school English teachers’ teaching behaviors in the implementation of Blended Teaching of English in High School.After that,the interview data,classroom observation data and Blue Ink Cloud classroom platform data were compiled and analyzed to analyze in which aspects of influencing factors affect the effectiveness of high school English teachers’ teaching behaviors in the context of Blended Learning and put forward corresponding suggestions for improvement.The results showed that the effectiveness of teachers’ teaching behaviors in the implementation of Blended Learning in high school English was good in terms of online learning management,organizing face-to-face classes,and teacher feedback,and shortcomings existed in online learning management and diversified evaluation.The factors influencing the effectiveness of high school English teachers’ teaching behaviors in the context of Blended Learning can be categorized into internal factors(teachers’ beliefs and teaching ability)and external factors(students’ factors and platform factors).Two internal teacher factors,two external teacher factors interact with each other,and between the internal and external factors to influence the effectiveness of high school English teachers’ teaching behaviors in the context of Blended Learning.