（大家不要忘記關(guān)注AndyZ 老師哦! 點(diǎn)擊關(guān)注，歡迎分享文章，同時(shí)也可閱讀已發(fā)布的其他文章。如果留言咨詢(xún)國(guó)際教育和學(xué)習(xí)、職場(chǎng)發(fā)展和員工管理以及招聘方面的任何問(wèn)題，沒(méi)準(zhǔn)下次推文你就能得到答案！）

大多數(shù)語(yǔ)言教育機(jī)構(gòu)在上課的時(shí)候，總是把專(zhuān)注度放在處于不同學(xué)習(xí)程度的學(xué)生上，無(wú)論是入門(mén)級(jí)或熟練的學(xué)生，即使學(xué)生分級(jí)上課，都是采用同樣的模式 - 老師講解單詞然后需要學(xué)生做筆記，學(xué)生要乖乖地在教室聽(tīng)課，聽(tīng)講座，被動(dòng)地接收知識(shí)，等回到家就是做作業(yè)，開(kāi)始死記硬背，一天的學(xué)習(xí)生活就結(jié)束了。 媽呀，即使我從來(lái)沒(méi)有經(jīng)歷過(guò)這種教學(xué)環(huán)境，但我光聽(tīng)聽(tīng)就不想再學(xué)習(xí)了，還不如棄學(xué)算了。

悲催的是在另一方面，我一直不看好在線(xiàn)教育的原因就是它缺乏面對(duì)面交流，最關(guān)鍵的“人情味”并不存在。但這不代表我否認(rèn)它的作用，我覺(jué)得要是將在線(xiàn)教育作為一種工具或者一種互補(bǔ)產(chǎn)品，它會(huì)是一個(gè)非常理想的選擇，也正因?yàn)槿绱?，我很多教育領(lǐng)域客戶(hù)都選擇了這種學(xué)習(xí)方法。

難道沒(méi)有更好的教育模式和辦法來(lái)彌補(bǔ)在線(xiàn)教育的短板嗎? 當(dāng)然有！就讓AndyZ老師跟大家講講混合學(xué)習(xí)吧。這個(gè)名稱(chēng)很容易理解，你可以直觀地感受到——它能把在線(xiàn)學(xué)習(xí)和傳統(tǒng)線(xiàn)下學(xué)習(xí)結(jié)合到一起。它最大的優(yōu)勢(shì)就是能將師生整體的交流從“以教為主”轉(zhuǎn)成“以學(xué)為本”，因?yàn)樵诰€(xiàn)教育如果是能成為有效的工具就能彌補(bǔ)課堂教育的不足，而不是僅僅作為一個(gè)搬運(yùn)知識(shí)的站點(diǎn)。

大眾凡是聽(tīng)到在線(xiàn)教育，就會(huì)在心里把這個(gè)詞默認(rèn)等于風(fēng)靡全國(guó)的1對(duì)幾的在線(xiàn)英語(yǔ)補(bǔ)習(xí)班了。錯(cuò)！其實(shí)在線(xiàn)教育可以牽涉到多媒體，就像我之前提到的工具，學(xué)習(xí)管理系統(tǒng)，在線(xiàn)教材等，并可以應(yīng)用到學(xué)生或班級(jí)的學(xué)習(xí)進(jìn)度進(jìn)行安排。你想想看，這種多元化的教育科技如果能融入平時(shí)導(dǎo)師所進(jìn)行的課堂中，可以發(fā)揮巨大的價(jià)值，學(xué)習(xí)不僅僅要“現(xiàn)學(xué)現(xiàn)賣(mài)”，也要學(xué)會(huì)對(duì)各種工具“活學(xué)活用”才對(duì)嘛！

一般最頂尖的教育學(xué)者，在選擇一個(gè)學(xué)習(xí)環(huán)境引進(jìn)混合式教學(xué)時(shí)提倡“顛倒課堂”，另稱(chēng)“翻轉(zhuǎn)課堂”。在這種環(huán)境當(dāng)中，學(xué)生成為最主要的角色，而由導(dǎo)師負(fù)責(zé)解惑、糾正、把關(guān)質(zhì)量和啟蒙。給你們舉個(gè)栗子，最近我為“英習(xí)”（CYBF下面的一個(gè)項(xiàng)目）設(shè)計(jì)的學(xué)習(xí)模式，就是學(xué)生可以在活動(dòng)空間答疑、做作業(yè)，然后也可以互相約好時(shí)間一起在一個(gè)地方進(jìn)行線(xiàn)上線(xiàn)下同步交流，在家里看視頻獲取新知識(shí)，在線(xiàn)語(yǔ)音交流，而且所做的討論和互動(dòng)，也不用去強(qiáng)調(diào)時(shí)效性，將被動(dòng)化為主動(dòng)，同時(shí)更增添了趣味性，何樂(lè)而不為呢？并且從這個(gè)模式來(lái)說(shuō)，導(dǎo)師起到的作用雖然不是成為整個(gè)學(xué)習(xí)流程的中心點(diǎn)，但是必不可少，因?yàn)樗麄儗⒔獯饘W(xué)生互相之間任何實(shí)在解答不出來(lái)的問(wèn)題，補(bǔ)充（任何）給出的答案，阻止學(xué)生們往錯(cuò)誤的方向走。除此之外，他們也可以點(diǎn)燃學(xué)生新的想法和點(diǎn)子，在整個(gè)過(guò)程中成為最棒的“拉拉隊(duì)”，不斷地鼓勵(lì)學(xué)生將學(xué)習(xí)作為追求，挖掘他們內(nèi)在的動(dòng)力和潛力。到頭而來(lái)，“顛倒課堂”可以成為混合式教學(xué)的殺手锏之一。

在本篇文章同系列的第二部分，我將分享其他混合式學(xué)習(xí)的方法，比如利用在線(xiàn)工具來(lái)實(shí)現(xiàn)快速反饋循環(huán)、課前課后的評(píng)估體系等....但在那之前，我需要你做一件事情——你要趕緊關(guān)注我，這樣這個(gè)系列就能不斷持續(xù)下去，而且要多多向我提問(wèn)——沒(méi)準(zhǔn)我會(huì)在往后的文章直接解答呢！

—————以下為Andy老師英文原稿—————

The majority of language learning companies conduct classes by focusing on students of all different levels, regardless if they are first-time learners or fluent speakers. In spite of splitting into different levels while taking the classes themselves, the same pedagogical method applies - Teacher explains vocabulary words and students need to take swift notes, behave properly while listening to the teacher speak, give a lecture, exemplifying the passive learning methodology, and once they get home, they begin rote memorization. Ridiculous, I mean even if I’ve never undergone such type of learning environment, merely hearing this I would have refused to learn, may as well abandon school altogether. Come on it’s THAT boring!

Sadly on the other hand, I’m not a big believer in traditional edu-tech because it lacks the face-to-face interaction, the critical “human touch” to learning is nonexistent here. However, if ideal scenario, and as such it’s unexpected that a great number of my c we were to treat them as a learning tool or even a complementary product to an existing educational service offered, this is a morelients belong in the edu-tech space of the latter in the aforementioned classifications.

So isn’t there a better way to solve and amend the shortcomings of online education? Then let AndyZ explain to everyone - drum roll, blended learning. Blended learning in certain languages, such as Chinese is referred to as mixed learning, which is very easy and straightforward to understand because it’s simply a combination and mixing of online education and traditional old-school education together. Its biggest advantage is the transformation of the student-instructor interaction from “teaching-centric” into “l(fā)earning-centric”, because the moment online education can function as an effective tool to supplement the classroom, it will cease to strictly be a site for just shifting knowledge from one place to the other.

What I can imagine is that your average folk upon hearing online education, they will automatically assume the China-wide trend of 1 on multiple people taking English classes online. Apart from the tool mentioned earlier that online education can consist of, it also can act as a platform for uploading/downloading multiple, student management systems, different digital formatting of online curriculum and content, which can all be applied according to the student or the class’learning progress. Think about it, should this diverse type of edu-tech be integrated into the regular classroom as operated by instructors, he or she can unearth an enormous amount of value!

Usually when leading scholars introduce blended learning to an existing learning environment, they will also become an instantaneous advocate for the “Inverted classroom”, otherwise called the “flipped classroom”. In this environment, the student becomes the main focal character, whereas the mentor’s job is to clear any confusion, correct, manage quality authority and ignite students. To give you an example I hold dear, lately I’ve been working on designing the learning style of “英習(xí)” and leading the rollout, and the basic principle it is following - students can come to an activity space answer/ask questions, progress with their tasks, and they can also prearrange another time to meet and participate in both online-offline discussions which will be simultaneously held. They will then take the whole “l(fā)earning new information”, become involved in any conference call learning with peers and mentors, and even as immediate feedback is not required over the community boards they will still be a participate. Based on this model, again as I keep hammering on, the teacher is NOT the entire focal point of this learning, but will need to step out if all the students cannot answer these questions, supplement new solutions and prevent students from entering the path of abyss - which can be caused by everybody giving each other the wrong answers and reaffirming this. Other than that, the teachers or mentors can also trigger student to new thoughts and ideas, becoming a cheerleading superstar with constant encouragement that unlocks their motivation and potential. So from this lookback, the “interverted classroom” is without a doubt one of the most applicable ways for blended learning.

For part 2 of this article, I’m going to talk about other ways of blended learning such as rapid feedback loops using online tools, diagnostic systems for pre and post offline lessons etc... But before that, I need you to do one thing - you need to subscribe to help keep this series going as well as feel free to ask me any questions.

（大家不要忘記關(guān)注AndyZ 老師哦! 點(diǎn)擊關(guān)注，歡迎分享文章，同時(shí)也可閱讀已發(fā)布的其他文章。如果留言咨詢(xún)國(guó)際教育和學(xué)習(xí)、職場(chǎng)發(fā)展和員工管理以及招聘方面的任何問(wèn)題，沒(méi)準(zhǔn)下次推文你就能得到答案！）

Andy的簡(jiǎn)介：

- Multicultural and multilingual: Grew up and lived in a number of countries, American-born Chinese - （Third Culture Kid） 多文化和多語(yǔ)言: 在多個(gè)國(guó)家成長(zhǎng)和居??；美籍華人 - 典型第三文化人士(TCK)

- Leader in empowering corporate training and recruitment professionals with assessment methodologies and project-based learning andragogy 為企業(yè)培訓(xùn)和招聘人士提供領(lǐng)先評(píng)估體系和游戲化的項(xiàng)目式學(xué)習(xí)的職場(chǎng)教學(xué)法的領(lǐng)袖

- Decade of experience in education and training, and expert in China 十年以上的學(xué)生教育和企業(yè)培訓(xùn)的經(jīng)驗(yàn): 并被很多本土和國(guó)外人士稱(chēng)為“中國(guó)通”

- Regular community event organizer with expertise in workplace gamification for employees 定期社區(qū)活動(dòng)的組織者: 游戲化員工體系的主題

- UC Berkeley Alumni Club Ex-Leader and Recruitment Ambassador 畢業(yè)于世界名校加州伯克利大學(xué)并擔(dān)任校友俱樂(lè)部前任負(fù)責(zé)人和前任招生大使

- Third-party Interviewer for College Admissions 美國(guó)第三方面試官 (很多大學(xué)現(xiàn)在需要學(xué)生在提交申請(qǐng)書(shū)與第三方機(jī)構(gòu)進(jìn)行面試)

- Helped build a number of college admissions counseling departments 負(fù)責(zé)搭建多個(gè)海外升學(xué)指導(dǎo)中心

- Unlike most “education experts”, personally attended more than a dozen schools growing up and personally went through the AP, IB, British, Singaporean and Hong Kong education systems相比其他所謂的“教育專(zhuān)家”，從小上過(guò)十幾所學(xué)校，親自體驗(yàn)過(guò)AP、IB、英國(guó)、新加坡和香港的教育制度

- Recently, created China’s first bilingual entrepreneurial and innovation educational events organization: Center for Youth Business Facilitation

在這一兩年間，建立了中國(guó)第一個(gè)雙語(yǔ)創(chuàng)新創(chuàng)業(yè)學(xué)習(xí)的活動(dòng)平臺(tái): CYBF創(chuàng)習(xí)國(guó)際交流中心