A Study On Cognition And Behavior Of College Teachers Towards Blended Teaching Reform

China’s education informatization has entered a brand new stage.The development of education informatization has impacted traditional education concepts and methods,and the demand for education and teaching reform in colleges and universities has become increasingly urgent.Among them,blended teaching,which combines the advantages of online and offline teaching,has become the breakthrough of education teaching reform.Under the trend that colleges and universities have devoted themselves to improving the quality of education and teaching and carrying out the change of blended teaching,teachers,as the leading person in implementing education and teaching reform,have their cognition and behavior that directly affect the implementation effect of blended teaching change.Therefore,it is very important to investigate teachers’ perceptions of blended teaching change and the reasons behind it to promote the smooth implementation of blended teaching change.In this paper,we first systematically combed through the research literature related to blended teaching and change theory,based on which we proposed the theoretical model and hypothesis of the study,developed a questionnaire with reference to the measurement tools of previous studies and through a semi-structured interview,and then conducted a pre-study to test the reliability of the questionnaire,revised and improved the questionnaire,and distributed it in two universities in Shandong Province,and 357 valid questionnaires were returned.By analyzing the data,the following findings were obtained:(1)In the context of blended teaching change,college teachers view blended teaching change from three aspects: the meaning of blended teaching,their adaptability to blended teaching,and their rights and interests in the process of implementing blended teaching;(2)the more positive college teachers’ perception of blended teaching change,the more likely they are to promote the implementation of blended teaching change;(3)the more positive college teachers’ perception of blended The more positive college teachers’ perceptions of blended teaching change,the stronger their willingness to implement blended teaching change,and the more likely they are to carry out blended teaching and promote the implementation of blended teaching change;(4)In the context of change,there are significant differences in college teachers’ perceptions of blended teaching,their willingness to implement blended teaching,and their actual behaviors of implementing blended teaching at the level of students taught by teachers.Finally,based on the current situation of college teachers’ implementation of blended teaching change,this study proposes measures for promoting college teachers’ implementation of blended teaching change in terms of cognition and commitment,specifically:(1)constructing an incentive mechanism to improve teachers’ cognition of the meaning of change and promote teachers’ change-supporting behavior of blended teaching;(2)establishing a perfect guarantee system to improve teachers’ cognition of change adaptation(3)implementing democratic changes to improve teachers’ perceptions of change rights and promote teachers’ blended instructional change support behaviors;(4)managing teachers’ commitment to change to strengthen teachers’ blended instructional change support behaviors.