An Analysis of Research Themes and Trends of Teacher Blended Learning in China

Blended learning is generally regarded as an effective learning approach. In the field of teacher education, the influence of blended learning is growing, and more and more teacher training adopt the form of blended learning. This paper analyzes the research themes and trends of teacher blended learning by analyzing the relevant journal papers of teacher blended learning in China in the past twenty years. The results show that Chinese teacher blended learning practices are mainly in the field of teacher training in primary and secondary schools, and focus on the training of knowledge and skills related to information technology and educational technology. Since blended learning for teachers in China is still in the stage of exploration and application, the research theme focuses on the modes, designs and strategies of blended learning for teachers. The research on the effect of teacher blended learning is not deep enough, and the empirical research and theoretical research is relatively lacking. Therefore, it is necessary to expand the research scope, draw lessons from foreign research and practical experience, conduct in-depth research on the effects and influencing factors of Chinese teacher blended learning. Then construct an effective localized framework of teacher blended learning, so as use information and communication technology (ICT) to provide theoretical basis and action guide for the development of Chinese teachers' professional development programs.