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大多数语言教育机构在上课的时候，总是把专注度放在处于不同学习程度的学生上，无论是入门级或熟练的学生，即使学生分级上课，都是采用同样的模式 - 老师讲解单词然后需要学生做笔记，学生要乖乖地在教室听课，听讲座，被动地接收知识，等回到家就是做作业，开始死记硬背，一天的学习生活就结束了。 妈呀，即使我从来没有经历过这种教学环境，但我光听听就不想再学习了，还不如弃学算了。
悲催的是在另一方面，我一直不看好在线教育的原因就是它缺乏面对面交流，最关键的“人情味”并不存在。但这不代表我否认它的作用，我觉得要是将在线教育作为一种工具或者一种互补产品，它会是一个非常理想的选择，也正因为如此，我很多教育领域客户都选择了这种学习方法。
难道没有更好的教育模式和办法来弥补在线教育的短板吗? 当然有！就让AndyZ老师跟大家讲讲混合学习吧。这个名称很容易理解，你可以直观地感受到——它能把在线学习和传统线下学习结合到一起。它最大的优势就是能将师生整体的交流从“以教为主”转成“以学为本”，因为在线教育如果是能成为有效的工具就能弥补课堂教育的不足，而不是仅仅作为一个搬运知识的站点。
大众凡是听到在线教育，就会在心里把这个词默认等于风靡全国的1对几的在线英语补习班了。错！其实在线教育可以牵涉到多媒体，就像我之前提到的工具，学习管理系统，在线教材等，并可以应用到学生或班级的学习进度进行安排。你想想看，这种多元化的教育科技如果能融入平时导师所进行的课堂中，可以发挥巨大的价值，学习不仅仅要“现学现卖”，也要学会对各种工具“活学活用”才对嘛！
一般最顶尖的教育学者，在选择一个学习环境引进混合式教学时提倡“颠倒课堂”，另称“翻转课堂”。在这种环境当中，学生成为最主要的角色，而由导师负责解惑、纠正、把关质量和启蒙。给你们举个栗子，最近我为“英习”（CYBF下面的一个项目）设计的学习模式，就是学生可以在活动空间答疑、做作业，然后也可以互相约好时间一起在一个地方进行线上线下同步交流，在家里看视频获取新知识，在线语音交流，而且所做的讨论和互动，也不用去强调时效性，将被动化为主动，同时更增添了趣味性，何乐而不为呢？并且从这个模式来说，导师起到的作用虽然不是成为整个学习流程的中心点，但是必不可少，因为他们将解答学生互相之间任何实在解答不出来的问题，补充（任何）给出的答案，阻止学生们往错误的方向走。除此之外，他们也可以点燃学生新的想法和点子，在整个过程中成为最棒的“拉拉队”，不断地鼓励学生将学习作为追求，挖掘他们内在的动力和潜力。到头而来，“颠倒课堂”可以成为混合式教学的杀手锏之一。
在本篇文章同系列的第二部分，我将分享其他混合式学习的方法，比如利用在线工具来实现快速反馈循环、课前课后的评估体系等....但在那之前，我需要你做一件事情——你要赶紧关注我，这样这个系列就能不断持续下去，而且要多多向我提问——没准我会在往后的文章直接解答呢！
—————以下为Andy老师英文原稿—————
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 “英习” 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.
（大家不要忘记关注AndyZ 老师哦! 点击关注，欢迎分享文章，同时也可阅读已发布的其他文章。如果留言咨询国际教育和学习、职场发展和员工管理以及招聘方面的任何问题，没准下次推文你就能得到答案！）
Andy的简介：
- Multicultural and multilingual: Grew up and lived in a number of countries, American-born Chinese - （Third Culture Kid） 多文化和多语言: 在多个国家成长和居住；美籍华人 - 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 为企业培训和招聘人士提供领先评估体系和游戏化的项目式学习的职场教学法的领袖
- Decade of experience in education and training, and expert in China 十年以上的学生教育和企业培训的经验: 并被很多本土和国外人士称为“中国通”
- Regular community event organizer with expertise in workplace gamification for employees 定期社区活动的组织者: 游戏化员工体系的主题
- UC Berkeley Alumni Club Ex-Leader and Recruitment Ambassador 毕业于世界名校加州伯克利大学并担任校友俱乐部前任负责人和前任招生大使
- Third-party Interviewer for College Admissions 美国第三方面试官 (很多大学现在需要学生在提交申请书与第三方机构进行面试)
- Helped build a number of college admissions counseling departments 负责搭建多个海外升学指导中心
- 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相比其他所谓的“教育专家”，从小上过十几所学校，亲自体验过AP、IB、英国、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
在这一两年间，建立了中国第一个双语创新创业学习的活动平台: CYBF创习国际交流中心
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