At present, the textbooks selected by local university teachers in China generally have some problems, such as outdated version, insufficient difficulty and depth, and the academic research level of local university teachers is generally low, and the teaching consciousness of scientific research feedback is weak. Most teachers can't introduce the latest academic research, scientific and technological frontier achievements and their own teaching research achievements into the teaching content, which makes the teaching content lack depth and breadth and can't meet the students' demand for knowledge in the ever-changing knowledge age. For online and offline mixed courses, rich online resources are an effective way for students to acquire knowledge. Therefore, the construction of network resources will directly affect the implementation and effect of mixed teaching. At present, the content of online teaching resources of local university teachers is not rich enough and the quality is uneven. Most local colleges and universities do not pay enough attention to the introduction of high-quality teaching resources, which leads to the lack of high-quality online teaching resources in schools. Due to financial, technical, team and other reasons. The course videos recorded by the teachers themselves are also presented in various forms and are not practical. Some teachers upload classroom records directly to the network platform, and blindly upload course-related materials to the network platform. Lack of system design, fragmentation of knowledge and inadequate updating and maintenance are common problems.

(B) the lack of innovation in teaching methods

At present, many local university teachers have not done enough research on the essence and implementation process of blended teaching, and simply understand blended teaching as "online learning+classroom teaching", lacking of cohesion design and integration design. It is considered that as long as students learn the videos and courseware on the platform by themselves before class and complete the relevant test exercises, it is mixed teaching for teachers to explain and answer questions in class. Under the network teaching mode, some teachers trust students' consciousness too much and relax their supervision, which leads to students' learning burnout. Instead of improving their learning initiative, they have reduced their enthusiasm. Many teachers fail to answer students' online questions in time, and the platform seems to be just a tool for students to learn independently. Online teaching is a mere formality, which fails to realize resource sharing and benign interaction between teachers and students. Teachers did not make full use of digital teaching tools, and some teachers did not introduce digital teaching tools into classroom teaching, and did not give full play to the advantages of information-based teaching. The focus of online and offline mixed teaching reform is to rebuild offline teaching on the basis of online teaching. Some teachers think that online resources are only the expanding resources of classroom teaching, and offline classroom still adopts the original teaching methods, which are neither combined with online teaching content nor ignored the guidance, interaction and evaluation of online teaching. It is impossible to integrate students' online learning with classroom teaching, and online and offline teaching has become "two skins". Without giving full play to the advantages of mixed teaching, the reform of mixed teaching is only superficial [3].

(C) the teaching evaluation system is not perfect

With the advancement of blended teaching reform in colleges and universities in recent years, teachers who carry out blended teaching can gradually integrate online process evaluation into their usual performance appraisal, such as adding video watching, homework and test completion to online process evaluation. There is a lack of effective evaluation mechanism for students' online learning before and after class, and there are generally problems of insufficient quantitative evaluation and qualitative evaluation. The online exams arranged by teachers are mostly multiple-choice questions, and there are fewer objective questions for analysis and application; Online video viewing is also mostly the statistics of times or duration, lacking the evaluation of viewing effect. Offline process assessment is mostly limited to attendance and classroom performance, and it is not well combined with diversified teaching methods for personalized evaluation, and most of the assessment and evaluation are one-way between teachers and students, and students' self-evaluation and mutual evaluation are insufficient. Students in local colleges and universities have poor awareness of learning. If we don't pay attention to the supervision and assessment of students' online and offline learning process, it will be difficult to achieve the expected teaching effect.

Second, the improvement strategy of online and offline mixed teaching in local colleges and universities

School level

1. Do a good job of top-level design

First of all, schools should introduce mixed teaching management methods, do a good job in top-level design, guide teachers to carry out mixed teaching, allow teachers to implement online and after-school reforms, and provide policy guarantees for teachers to carry out mixed teaching. Secondly, according to the orientation of running a school and the actual situation, schools should promote blended teaching at different levels, implement the access mechanism, and monitor the implementation of blended teaching courses throughout the process. Schools can carry out hierarchical training. According to the different situation of curriculum construction, they can divide the courses into standard courses, high-quality courses and excellent courses, and formulate corresponding evaluation indexes, cultivate a course step by step, mature a course and open a course to ensure the quality of mixed curriculum construction. Teaching management departments, colleges and universities, and supervision experts supervise and evaluate the whole course through random lectures and questionnaires. Those who fail to pass the assessment should immediately terminate the mixed teaching and return to the normal teaching mode. Finally, the school should guide the establishment of curriculum construction community. The person in charge of the same course takes the lead in organizing the construction, and other teachers work together to share network resources, reducing the phenomenon of fragmentation and improving the quality of online courses.

2. Develop safeguard measures

The implementation of blended teaching can not be separated from the school's support in software and hardware equipment, training guidance, financial support and incentive policies. To promote blended teaching in local colleges and universities, we must provide corresponding software and hardware conditions, ensure that the network platform runs well and has complete functions, build smart classrooms with recording and broadcasting functions, rationally allocate resources, and give priority to teachers who carry out online and offline blended teaching. Conditional schools can also build a course recording and broadcasting room, equipped with specialized technical personnel for technical support, to solve the problem of teachers' difficulty in recording micro-courses. Schools should regularly organize and encourage teachers to participate in training related to blended teaching, improve teachers' information literacy and blended teaching ability, select excellent courses to carry out demonstration classes, lectures and other activities, and play a demonstration role. Mixed teaching has the characteristics of more time input and slow output. Most teachers participate in the practice of mixed teaching out of personal interest and enthusiasm. Therefore, if local colleges and universities want to continue to promote blended teaching, they must give corresponding financial support and appropriate incentive policies to maintain the enthusiasm of teachers to carry out blended teaching.

Teacher level

1. Integrate and optimize curriculum resources.

Teachers should give priority to the new version of national planning textbooks, authoritative textbooks in disciplines or excellent self-made textbooks, so as to keep pace with the times, carefully design and systematically integrate network resources, and timely integrate academic frontier information into the teaching content, so as to make the teaching content challenging, meet the needs of students with high cognitive ability, and reflect the requirement of "one gender at a time" in the golden curriculum. On the one hand, the optimization of network resources should combine the characteristics of majors and courses, actively integrate the high-quality network course resources introduced by schools, and enrich students' learning; On the other hand, we should actively innovate and transform the campus curriculum. In addition to basic resources such as syllabus, videos and courseware, we should also provide extended resources such as case library, exercise library and material library according to the characteristics of the subject, select relevant or interdisciplinary knowledge, inspirational stories, typical cases and current affairs hotspots with educational significance and value, make micro-lesson videos and publish them on the teaching platform, so as to broaden students' knowledge and expand the breadth and depth of the course content and apply them.

2. Online and offline "deep integration"

The teaching mode of mixed teaching should emphasize the educational concept of "student-centered" and achieve the effect of "active online classroom, lively offline classroom and real integration of online and offline" through the careful design of teachers. Online and offline integration, integration of teaching objectives, teaching contents, teaching activities and teaching evaluation. First of all, to break the modular trace of online and offline teaching, and organically integrate online learning, classroom face-to-face teaching and mobile learning [4], teachers need to have high ability in teaching design, time allocation, teaching content and process control, and conduct in-depth thinking and research based on the characteristics of the course, students and their own characteristics, so as to match online and offline teaching content with teaching links and design a set of most reasonable mixed teaching. Secondly, change the traditional flip classroom teaching method and realize the reconstruction of classroom knowledge system interpretation. Teachers should explore student-centered discussion and inquiry teaching, break the silence of traditional classroom, realize the bilateral interaction between teachers and students, and really let students participate. Teachers should pay attention to the integration of curriculum ideology and politics into classroom teaching, rationally apply curriculum resources and teaching methods to the whole teaching process, and comprehensively cultivate students' comprehensive quality [5].

3. Improve the evaluation system.

Due to the great changes in teaching objectives, teaching content and teaching organization, the evaluation mechanism of blended teaching is also very different. Therefore, blended teaching needs to establish a matching evaluation system. First of all, qualitative and quantitative evaluation are combined. Almost all online platforms have the function of recording students' participation in learning activities and learning trajectories. Teachers should make full use of the evaluation function of the platform to quantitatively or qualitatively evaluate students' online learning, exam completion, offline flip classroom participation, etc., and convert them into usual grades to monitor the evaluation of each link. Secondly, strengthen students' self-evaluation and peer evaluation. Teachers can add students' self-evaluation and peer-to-peer evaluation in special discussion and group cooperation, so as to make the evaluation more objective and comprehensive and enhance students' subjective consciousness and participation consciousness.

(3) Students' level

1. Improve learning initiative

As college students in the new era, they should break the inherent mode of passive learning in the past, establish the consciousness of autonomous learning, improve their autonomous learning ability, and fully realize that teachers are only guides and promoters who provide help when needed, and they are the masters of the classroom. They should learn to think independently, ask questions actively, and study independently under the guidance of teachers [7].

2. Enhance the sense of participation

In the classroom of mixed teaching, students are the real protagonists. Students should enhance their awareness of active participation, have doubts and thoughts about online autonomous learning, and interact with teachers and classmates in real time by using teaching platforms or digital teaching tools. In the off-line flip classroom carefully built by teachers, they actively cooperate, take the initiative to participate, and are willing to interact with teachers bilaterally, so that the blended teaching can achieve the expected results.

Third, the conclusion

Blended teaching is a new product of the development of higher education science with the times, and it is also a necessary educational and teaching means to promote college students to adapt to the new needs of social practice [8]. The future development direction of mixed teaching mode is still to organically combine the advantages of online and offline teaching, learn from each other's strong points, further strengthen teacher-led teaching and students' active learning, and improve learning effect. In order to improve the quality of blended teaching in local colleges and universities, schools should do a good job in top-level design, formulate safeguard measures, teachers should integrate and optimize curriculum resources, integrate online and offline deeply, improve the evaluation system, and students should improve their learning initiative and enhance their sense of participation. As a new thing, the blended teaching mode is still in the exploratory stage, and its application in the teaching practice of local universities in China is not perfect. Teaching reform has been on the way, especially the curriculum reform, which requires the joint efforts of teachers, students and school management departments to continuously improve and achieve better teaching results.

References:

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[3] Rosie. Blended Teaching Reform in Colleges and Universities: Dilemma and Outlet [J]. Cultural Exchange of Science and Education (Next Issue) 20 18 (06): 35-36.

[4] Feng Xiaoying, Wang, Wu Yijun. Review on the research status of blended teaching at home and abroad-based on the analytical framework of blended teaching [J]. Journal of Distance Education, 2018,36 (03):13-24.

[5] Huang Lan. The Application of Blended Teaching in the Construction of College English Ideological and Political Course [J]. Overseas English, 2020 (20): 147- 148.

[6] Shiyang. Dilemma and strategy discussion on the reform of mixed teaching mode of hotel management specialty [J]. Education and Teaching Forum, 20 17 (04): 254-255.

[7] Tan Yongping. Research on the Problems and Countermeasures of Implementing Blended Teaching in Higher Vocational Colleges [J]. Popular Science and Technology, 2018,20 (10): 68-69+82.

[8] Wang Lu, Xu Weili and Zhao Haitian. Problems and countermeasures in the practice of mixed teaching mode in colleges and universities [J]. Journal of Heilongjiang Normal University, 2020,39 (08): 40-42.

(Speaker: Huang Xiaoyan, Associate Professor of lishui university)

(Editor: Wang Dandan)

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