混合式教学模式在大学英语课程中的应用效果探究——以新疆大学为例

An Investigation into the Application Effect of Blended Teaching Mode in College English Courses—A Case Study of Xinjiang University

摘要: 随着教育信息化的深入发展，混合式教学已成为大学英语教学改革的重要方向。本研究以新疆大学2024年秋季至2025年秋季连续三个学期的大学英语线上课程学习主体调查为数据基础，结合教育生态学、智慧教育等理论视角，系统分析了混合式教学模式在大学英语课程中的应用效果。研究发现，混合式教学模式在提升学生自主学习能力、丰富学习资源、增强学习灵活性等方面取得了显著成效，学生整体的学习满意度与收获度维持在较高水平。然而，教学实践中仍存在学生参与方式分化、学习投入时间压力增大、技术应用与学生主体性关系待优化等问题。特别是AI技术的引入，在提升学习个性化与互动性的同时，也对学生的注意力与学习体验产生了复杂影响。研究建议，应从优化课程学时设置、提升课程内容质量与趣味性、强化教师数字素养、构建“师–生–机”协同的智慧教学生态等，进一步提升混合式教学模式在大学英语课程中的应用效果。

Abstract: With the in-depth development of educational informatization, blended teaching has become an important direction for reform in college English teaching. Based on a survey of the learning subjects of online college English courses at Xinjiang University over three consecutive semesters from the autumn of 2024 to the autumn of 2025, this study systematically analyzed the application effects of blended teaching models in college English courses by integrating theoretical perspectives such as educational ecology and smart education. The research found that blended teaching models have achieved significant results in enhancing students’ autonomous learning abilities, enriching learning resources, and increasing learning flexibility. Students’ overall learning satisfaction and sense of gain have remained at a relatively high level. However, challenges still exist in teaching practice, including differentiated student participation methods, increased pressure on learning time investment, and the need to optimize the relationship between technological application and student subjectivity. In particular, the introduction of AI technology, while enhancing personalized and interactive learning, has also had complex impacts on students’ attention and learning experience. The study suggests that to further improve the application effectiveness of blended teaching in college English courses, efforts should be made to optimize course credit hour settings, enhance the quality and interest of course content, strengthen teachers’ digital literacy, and construct a smart educational ecology of collaborative interaction among teachers, students, and machines.