作者：王艳丽，田凯翔，丁晓倩，金凌云，刘清堂*

出版刊物：Future in Educational Research

出版时间：2026年

内容摘要：

Blended teaching has become the new normal in modern education. Enhancing pre-service teachers' readiness for blended teaching is crucial for adapting to the digital transformation of education and advancing instructional reform. However, pre-service teachers' readiness for blended teaching has rarely been explored. This study explored the current state, influencing factors, and challenges of pre-service teachers' blended teaching readiness in China. The study employed a cross-sectional survey design and applied descriptive statistics, correlation analysis, regression analysis, and content analysis to analyze the data. A total of 468 pre-service teachers participated in the study. The results showed that pre-service teachers' overall readiness for blended teaching was at a moderate level. In addition, pre-service teachers' blended learning experience, digital competence, and the frequency with which instructors adopt blended teaching in courses had significant impacts on their readiness. Moreover, there was a significant correlation between the dimensions of blended teaching readiness and blended teaching intention. Furthermore, preparing pre-service teachers for blended teaching in teacher education encountered multiple challenges across six dimensions. Finally, some suggestions are provided in terms of teacher education, institutional support, and pre-service teachers' self-competence development to help improve their blended teaching competence.

混合教学已成为现代教育的新常态。提升职前教师的混合教学准备度对于适应教育数字化转型和推进教学改革至关重要。然而，职前教师的混合教学准备度鲜有探讨。本研究考察了中国职前教师混合教学准备度的现状、影响因素与挑战。研究采用横断面调查设计，并运用描述性统计、相关分析、回归分析和内容分析对数据进行分析。共有468名职前教师参与研究。结果显示，职前教师的混合教学准备度总体处于中等水平。此外，职前教师的混合学习经历、数字能力以及教师在课程中采用混合教学的频率对其准备度有显著影响。同时，混合教学准备度各维度与混合教学意向之间存在显著相关。此外，在教师教育中培养职前教师的混合教学能力面临六个维度上的多重挑战。最后，研究从教师教育、机构支持和职前教师自我能力发展方面提出了一些建议，以帮助提升其混合教学能力。