趙學(xué)靜 馮婷亭

Abstract：This research aims to study the application of online and offline blended learning in English teaching and students attitude towards this mode. Furthermore，compared with the traditional teaching mode，if the blended online and offline teaching can improve students' English performance is also studied in this research.

Key words：traditional teaching mode;online and offline blended teaching mode

1、Background of the research

Blended learning is a teaching strategy that combines both traditional face-to-face classroom learning and online teaching. This is a development trend in the era of technological development. The epidemic in 2020 has inspired the rich development of online teaching，and in the later stage of the epidemic，schools have carried out blended online and offline teaching. Based on this background，this study explores the application of online and offline blended teaching.

2、Literature review

The use of Blended Learning in English language teaching contexts has increased significantly during the past decade，the application research of this model in junior middle school and primary school has gradually developed like Zhang（2017） explored the junior high and elementary school groups respectively. However，through literature analysis，it is found that the research on online and offline blended teaching for primary school English classroom is still less. Rovai and Jordan（2004） noted that，according to Colis and Moonen（2001），“blended learning is a mixture of traditional face-to-face and online learning，so teaching is conducted in the classroom and online，and the online part becomes a natural extension of traditional classroom learning”.

3.1Research questions

1.The situation of online and offline blended English teaching in primary schools.

2. Compared with the traditional teaching mode，can the blended online and offline teaching improve students' English performance？

3.2 Research Subjects

A total of 52 students from two classes of Grade 6 in Jijiafang Primary School，Zhangjiakou City，Hebei Province is selected as the research subjects. The two classes have the same content，exam papers. Class One implements the traditional teaching mode，while Class Two implements the blended online and offline teaching mode. Table 3.2.1 shows the basic information of the research subjects.

3.3Instruments

The first research tool of this study is a self-compiled questionnaire（Online and Offline Blended Teaching Survey Questionnaire，mainly used to answer question one） to investigate students' attitudes towards online and offline blended teaching.

The questionnaire is divided into two parts. The first part is a five-point Likert scale，ranging from "strongly agree" to "strongly disagree"investigates students' satisfaction with the blended online and offline teaching（including items 1-12）. The second part（including items 13-18） is used to investigate what problems or ideas they have in the blended teaching.

Another is 5 main examination results in the same semester used as comparative analysis of the results under the two teaching modes to answer question two.

4.1 General situation of blended online and offline English teaching in primary schools.

From Table 4.1.1，we can see the basic situation of attitude to online and offline blended teaching and learning. According to SPSS analysis，the average value of this dimension is 4.0438（4<4.0438<5，where 4 represents "agree" and 5 represents "strongly agree"）. Therefore，it can be seen that students have a relatively good attitude towards the blended online and offline teaching mode.

In addition，through the statistical analysis of the frequency of questions 13-18，some views of students on blended teaching are found as follows：

As can be seen from Table 4.1.2，students prefer teachers to explain the key and difficult knowledge in the offline class，and answer questions and doubts to help students understand and master relevant knowledge. This is in line with the cognitive development level of sixth grade primary school students. They are not able to systematically understand knowledge and lack the ability to build knowledge，they need to understand and master knowledge more through the input of teachers.

It can be seen from Table 4.1.3，the biggest difficulty encountered by students in online and offline teaching is that they are lazy in learning，lack of self-discipline and lack of independent learning ability. This also shows students lack the ability of self-control，need the supervision and supervision of teachers and parents. Therefore，the importance of home-school cooperation in blended online and offline learning is self-evident.

It can be seen from Table 4.1.4，the activities such as vies to answer first and topic discussing attracts students more in the classroom activities of blended teaching are. Therefore，teachers can use more classroom activities to stimulate students' interest in learning and improve students' participation in class.

It can be seen from Table 4.1.5，in the process of online and offline blended learning，students prefer video and audio materials related to the course content，followed by text materials. The comparison excludes the teacher's lecture video and the chart data. Therefore，in the future teaching，teachers can enrich the forms of students' resources，use multimedia and network resources，stimulate students' interest in learning，and broaden the channels for students to acquire knowledge.

It can be seen from Table 4.1.6 that when students encounter difficulties in the blended online and offline learning process，they are more inclined to seek help from teachers directly in class or from teachers and classmates through online methods. It can be seen that blended teaching provides more channels for students to solve difficulties in learning. Teachers can also make use of this feature to organize learning groups to help students consolidate knowledge after class and solve learning difficulties in a timely manner.

As can be seen from Table 4.1.7，students occasionally take the initiative to consult the learning materials. Therefore，it can be seen that students' initiative in learning in this mode is not high，and they lack the willingness to take the initiative to learn. How to cultivate students' active participation in learning is a problem worthy of attention in the future teaching.

4.2 Compared with traditional teaching mode，whether online and offline blended teaching can improve students' English performance

This study selects the results of two classes from September 2020 to January 2021 for a comparative analysis. Table 4.2.1 shows the results of two classes under two different teaching modes.

A comparative analysis of the results of the two classes in the five tests shows that the results of Class One in the monthly examination 1 are higher than those of Class Two，which proves that the academic performance of Class One is slightly better than that of Class Two.

But in the monthly exam 2，Class 1 began to be slightly inferior to Class 2，and in the mid-term exam was exceeded by class 2，the average score difference of more than 1 point. The results of Class 2 were also ahead of those of Class 1 in the monthly examination 3 and final examination. The average of the five exams of Comprehensive Class Two in a semester is 87.57 > 86.962. Therefore，we can come to the conclusion that although Class 2 performed worse than Class 1 at the beginning of the semester，it performed better than Class 1 after a semester of online and offline teaching.

Therefore，compared with the traditional teaching mode，the combination of online and offline teaching can improve students' English performance.

5. Conclusion

Through the research，it is found that students agree with the application of online and offline blended teaching mode. Compared with the traditional teaching mode，the blended online and offline teaching can improve students' English performance.

However，students are not strong in autonomous learning ability and lack self-discipline in this mode. Teachers can enrich the forms of classroom activities to improve students' classroom participation and strengthen the online and offline interaction between teachers and students and between students themselves. Multimedia resources are used to expand the channels for students to acquire knowledge and to stimulate students' learning motivation from their interests.

Students' learning feedback is also very important. Teachers should pay attention to students' knowledge mastery，make full use of the characteristics of online and offline blended teaching，organize study groups，provide more channels for students to timely solve the difficulties encountered in learning，no longer confined to the classroom.

References：

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作者簡(jiǎn)介：

趙學(xué)靜（199402-）女，漢，中共黨員，河北唐山，碩士研究生。

馮婷亭（1993.10-）女，漢，中共黨員，陜西鎮(zhèn)巴，大學(xué)本科，二級(jí)教師。

（作者單位：1.云南師范大學(xué);2河北省張家口經(jīng)開區(qū)吉家房小學(xué)）