The concrete application of mixed teaching method in computer teaching reform

Abstract

The rapid evolution of information technology has precipitated profound transformations in computer education. Embracing a pedagogical paradigm that amalgamates the virtues of traditional face-to-face instruction with the versatility of online learning, the blended teaching methodology emerges as a potent tool for catalyzing reform in computer education. This discourse delves into the specific application framework of blended teaching within the realm of computer education reform, delineating three pivotal junctures: pre-class preparation, in-classroom pedagogy, and post-class consolidation and extension. Through meticulous crafting of instructional blueprints, dissemination of preparatory materials, utilization of diverse pedagogical approaches, assignment of homework and supplementary materials, as well as facilitation of online mentoring, the blended teaching modality efficaciously enhances students' autonomy, engagement, and academic performance. Furthermore, it augments the pedagogical arsenal and resource pool, fosters robust teacher-student interactions, and fosters the cultivation of students' ingenuity and practical acumen. Nonetheless, the implementation of blended teaching presents discernible challenges for both educators and learners alike. In navigating this instructional landscape, educators must augment their proficiency in information technology and pedagogical prowess, while learners must cultivate self-directed learning aptitude and information fluency. In conclusion, this paper advocates for the continued exploration and implementation of innovative practices in computer education, underscoring the transformative potential of sustained scholarly inquiry and pragmatic experimentation.