Although the history of blended teaching mode in China is not long, its achievements are remarkable. This research was first seen in Tian He Jiao Daoli's "Practical Exploration of Mixed Teaching Mode in Colleges and Universities under Information Environment" published in Audio-visual Education Research in April 2005. This paper points out the core of blended learning, that is, "combining the advantages of traditional classroom teaching and E-Learning", and makes a preliminary discussion on the design ideas, teaching methods, learning methods, interaction and evaluation of blended teaching in the information environment of colleges and universities. This paper discusses the blended teaching mode in domestic higher education. However, the mixed teaching mode in this period is still in the experimental stage, and the research on this subject has not made efficient progress. It was not until 20 16 that domestic researchers began to pay attention to the blended teaching model, and hundreds of related papers were published every year. Later, with the outbreak of COVID-19 epidemic, online teaching was greatly hindered, but it provided opportunities for the development of blended teaching. Almost all teaching researchers realized the necessity of developing blended teaching. Therefore, after 2020, blended teaching has become the regular teaching mode of most schools, especially colleges and universities, and the research on it has hit record highs. 202 1 published more than 5000 related papers.
The research topic of blended teaching mode has gradually deepened from theoretical knowledge to the combination of theory and practice. At the beginning of the research, it is imperative to let everyone know what blended teaching is. During this period, it is mainly to popularize the theoretical knowledge about blended teaching mode. Although there are some related studies based on specific courses, the viewpoints are not deep enough and the analysis is not thorough enough. For example, Wu Yongzheng's article "Practical Discussion on Mixed Teaching Mode" published in the Journal of Overseas Vocational School in 2009, after pointing out what mixed teaching is, the necessity of carrying out mixed teaching and the advantages of mixed teaching, still has some doubts: "Is it suitable for all courses to adopt mixed teaching mode? How to reasonably determine the best proportion of class hours for case teaching, experimental teaching and theoretical teaching of each course, how to choose appropriate teaching cases and textbooks, and how to carry out effective teaching management. Although he has realized these problems in mixed teaching in this article, he has not put forward practical and effective suggestions on how to improve it. Therefore, before 20 10, researchers or teachers are in the exploration period of mixed teaching, and after 20 10, it is the development period of mixed teaching method. During this period, a large number of masters took blended teaching as the research topic of their papers, and made a two-way analysis of it in theory and practice, which promoted the in-depth development of blended teaching. For example, the 20 14 master's thesis "Exploration and Practice of Blended Learning in Colleges and Universities under Information Environment" by Chen Ruizeng of Huazhong Normal University not only explains the definition and theoretical basis of blended teaching in detail, but also analyzes it in combination with specific courses, paying more attention to the students' state under blended teaching mode, and at the same time points out the problems existing in the development process of blended teaching mode and gives some corresponding solutions. After a series of exploration and practice, coupled with the test of epidemic situation, by 2020, blended teaching has entered a comprehensive and relatively mature period. During this period, liberal arts, science, engineering, medicine and other majors have joined the team of mixed teaching, and at the same time, the mixed teaching mode has been deeply studied by combining with other teaching methods and teaching concepts such as large-scale open online courses, SPOC, BOPPPS, OBE, rain classroom, which has effectively promoted the situation of mixed teaching theory and practice.