LiteratureReviewThispaperputsforwardthemixedteachinganddiscussestheapplicationofmixedteachinginEnglishreadingteachinginseniorhighschool.Thefirstchapterofthepaperisaliteraturereview,whichmainlyincludesthedefinitionofblendedteaching,andcombingandsummarizingthedomesticandforeignblendedteachingmodeandtherelevantresearchontheapplicationofmixedteachingmodetoEnglishreadingteaching.BlendedTeachingAttheendofthe20thcentury,expertsandscholarsathomeandabroadhavedefinedblendedteachingfromthreeperspectives:technicalperspective,teachingperspectiveandstudentperspective.Fromtheperspectiveofteachers,Graham(2006)summarizedthedefinitionofblendedteachingbyintegratingonlineteachingandface-to-faceteaching,integratedteachingmodeandintegratedteachingmethod.CurtisJ.bonk(2006)proposedthatblendedteachingmodeisacombinationofface-to-faceteachingandcomputer-assistedonlinelearningfromatechnicalperspective.LeakeyJ.definesblendedteachingastheuseofdifferentmediacombinationstocombinetheexistingtechnologyenvironmentwithtraditionalteachingtomeetthelanguagelearningneedsoftheenvironment(劉洋,2023:11).Bliuc(2007)definestheterm“blendedteaching”fromtheperspectiveofstudentsascombiningtheInternetanddigitalmediawiththecurrentexistingclassroomformattocreateaclassroomformatinwhichteachersandstudentscoexist.Itcombinesface-to-facelearningandonlineinteractionbetweenstudentsandstudents,studentsandteachers,andstudentsandresources.MichaelB.HornandHeatherStaker(2011)systematicallyexplainedtheconceptofBlendedteachingintheirbookBlended:UsingDisruptiveInnovationtoImproveSchools.Hebelievesthatblendedteachingiscomposedofonlinelearningandface-to-facelearning,whichisanintegratedlearningexperience.Fromtheperspectiveofstudents,Goodyear(2015)emphasizesthattheblendedteachingmodeisnotonlyacombinationofface-to-facelearningandonlineinteraction.MichaelB.HornandHeatherStaker(2011)systematicallyexplainedtheconceptofBlendedteachingintheirbookBlended:UsingDisruptiveInnovationtoImproveSchools.Hebelievesthatblendedteachingiscomposedofonlinelearningandface-to-facelearning,whichisanintegratedlearningexperience.Fromtheperspectiveofstudents,Goodyear(2015)emphasizesthatthehybridteachingmodeisnotonlyacombinationofface-to-faceteachingandonlineteaching,butalsoateachingmodeinwhichteachersandstudentsparticipatetogetherina“student-centered”learningenvironment.Wasoh(2016)definedblendedteachingfromtheperspectiveoftechnologyasthecombinationofface-to-faceteachingandcomputermultimediaguidance.Thisdefinitionoftheconceptprovidesthebasisforlaterscholarstounderstandblendedteaching.Singh&Reedproposedthatblendedteachingis“alearningstylethatdeliversthe”right“abilitytothe”right“l(fā)earneratthe”right“timebyapplyingthe”right“l(fā)earningtechnologytothe”right“l(fā)earningstyle,soastoachievetheoptimallearningeffect.”Chinesescholarshavedifferentdefinitionsofblendedteaching.ProfessorHockhorndefinesblendedteachingmodeasanewteachingmodethatcombinestheadvantagesofE-Learningwithtraditionalteachingmethods.Intheteachingprocess,teachersshouldactasmentors,motivatorsandsupervisors,sothatstudentsbecomethemainbodyoflearning,andgivefullplaytotheirinitiative,enthusiasmandcreativity.LiJiahoubelievesthatblendedteachingis“tooptimizetheselectionandcombinationofallteachingelementstoachieveteachingobjectives”.ProfessorHuangRonghuaipointedoutthatblendedteachingisanetworkedteachingmethod,whichusesvirtualenvironmentsandstandardizedlearningsystemstoprovidestudentswithonlinelearningopportunitiesandpromotecommunicationandinteractionbetweenteachersandstudents.Basedontheabovedefinitionofblendedteachingbydomesticandforeignexpertsandscholars,theblendedteachingmodelinthisstudyisclosertothedefinitionofSingh&Reedscholars,thatis,attherighttime,mediatechnologyisusedtoprovidestudentswithresourcesthatmatchthelearningenvironmentandhelpstudentsdevelopappropriateabilities,soastoachievethebestteachingeffect.1.2ResearchStatusatHomeandAbroadThediscussiononblendedteachingoriginatedfromabroadandhasbeenwidelyusedintheoryandpractice.Fromtheperspectiveoftheoreticalresearch,manyresearchershavemadegreatcontributionstothedevelopmentofthistheory.BadurlKhan(1990)firstproposedthestructureofhybridE-Learning.Thisstructurehaseightdimensions,whichKhansummarizesas“teaching,technology,interfacedesign,assessment,management,resourcesupport,ethicsandteachinginstitutions”.Theseeightdimensionsarenotonlytheinfluencingfactorsofblendedteachingdesign,butalsotheguidingprinciplesofblendedteachingcurriculumdesignandevaluation.BasedonKhan'sstructure,manyblendedteachingcourseshavebeendesignedabroad.Forexample,JohnBersin(2002)believesthattheblendedteachingprocessconsistsoffourbasicsteps:thefirststepistoidentifyanddefinestudents’learningneeds;Inblendedteaching,itisnecessarytoidentifyanddefinelearningneedsbecauseofthediversityofstudents'learningneeds.Thesecondstepisaccordingtothecharacteristicsofstudents,formulatetherelevantteachingprogram,anddesignthecorrespondingassessmentprogram.Thecharacteristicsofstudentsmainlyinclude:learningstyle,knowledgebackground,skillstructure,intelligencelevelandsoon.Therefore,blendedteachingrequiresthedevelopmentofonlinelearningplansandclearmeasuresandstrategiesbasedonthecharacteristicsoflearners.Thethirdstepistodeterminethelearningcontentaccordingtothefacility(environment).Inblendedteaching,thedesignofteachingobjectivesandteachingcontentsshouldtakeintoaccountthedevelopmentofsupportinghardware.Thefinalstepistoimplementtheplan,tracktheprocess,andmeasuretheresults.Thesedesignprinciplesprovideasolidfoundationforthedesignanddevelopmentofblendedclassroom.Intermsoftheapplicationmodelofblendedteaching,PurnimaValiathan(2002),anexpertfromtheNationalInstituteofInformationTechnology(NIIT)ofIndia,dividedmixedteachingintothreemodels.Thefirstmodelistheskills-drivenmodel,whichcombinesself-directedlearningwithonlineteachingbyteachersandeliminatesthelonelinessoflearners.Thesecondmodelistheattitudedrivenmodel,whichcombinestraditionalcoursesandonlinecooperativelearning.Thismodelrequireslearnerstoexperimentwithonlinecollaborativemethodstolearnnewknowledgeinarisk-freeenvironment.Thethirdmodeliscapability-drivenmodel,thatis,learnerscooperatewithexpertstoacquiretacitknowledgethroughnetworkinteraction.Thismodelincludesreal-timeinteractionandonlinecommunicationbetweenlearnersandexperts.Inaddition,intermsofaunifiedmodelofblendedteaching,themodelproposedbyBrian(2013)includesthefollowingkeyelements:analysisplanning,methoddesign,development,implementation,andevaluation.Thesemodelshaveimportantguidingsignificanceforblendedteachingpracticeinthefuture.Alargenumberofresearchresultsshowthatblendedteachingisanewteachingmodelthatcaneffectivelysupportstudents’independentlearningandcollaboration.James(2005)elaboratedtheadvantagesofblendedteachingfromtwoaspects:studentlearningflexibilityandteachertimeflexibility.AsintroducedbySejdi(2007),theUSDepartmentofEducationproposedintheBlendedTeachingResearchReportthat“blendedteaching”canachievethebestteachingeffectthansimpleface-to-faceteachingandremoteonlinelearning.“Blendedteaching”canachievethebestteachingeffectmorethansimpleface-to-faceteachinganddistanceonlinelearning.LizPape(2010)pointedoutthat“thebenefitsofblendedteachingincludeprovidingstudentswithmultiplewaystodemonstratetheirknowledge,anddevelopingstudents’independentlearningabilityandself-directedlearningskills,whicharekeycompetenciesforlifelonglearners.”Inaddition,Silvia(2011)arguesthatblendedteachinghasvariousbenefitscomparedtousingonlyasinglemediumofinstruction.Marsh(2012)furtherelaboratesthatblendedteachingcanprovidestudentswithmoreopportunitiesforself-directedlearning.Intermsofappliedresearch,Maja(2011)implementedblendedteachinginEnglishintensivereadingclass,aimingtoprovetheimpactofthisteachingmethodonlisteningandspeakingclass.Thecoursehasappliedthecommercialteachingmanagementplatformandsuccessfullyintegratedthetraditionalface-to-faceteachingandonlineteaching.Inaddition,Grgurovic(2011)exploredhowblendedteachingcanbeusedinESLclassroomsfor19ESLlearners,i.e.,languagelearnerswhospeakEnglishasasecondforeignlanguage.Theresultsshowthatblendedteachingcaneffectivelyteachlanguageskills.ESLstudentsholdpositiveviewsandattitudestowardsblendedEnglishteaching.Tosumup,itcanbeconcludedthatforeignresearchonblendedteachingissystematicfromprinciple,modetoapplication,whiletheresearchtopiconblendedteachingisrelativelystableandunified,andgenerallyonlycombinestraditionalclassroomteachingwithonlinelearning.ThemixedteachingmodeinChinaisgenerallydividedintotwocategories,thebasictheoreticalresearchandpracticalapplicationresearchofmixedteaching,sothispapersummarizesfromthefollowingtwodimensions.ZhuZhiting(2003)isthefirstpersontodefinetheconceptofblendedteachinginChineseeducationalcircles.Hebelievesthatblendedteachingfocusesonhowtomixinordertoachievethebestteachingresults.Inthesameyear,Hogg(2003)alsoputforwardtheconceptofblendedlearning,andheadvocatedintroducingtheconceptofblendedlearningintocurriculumteaching.Theproposedideaoftheinformation-basedteachingreformhasalsopromptedthedomesticeducationcircletocarryonadeepdiscussiononthemixedteachingtheory.Forexample,TianShishengandFuGangshan(2004)summarizedtheconnotationofblendedteachingas“multiplelearningstyles,multiplelearningmedia,multiplelearningcontents,multiplelearningmodes,aswellasthemixtureofstudentsupportservicesandlearningenvironment.”Intheiropinion,whenapplyingblendedteaching,weshouldpayattentiontohowtoselectfromthesefactorsandorganicallycombinethesefactorstoachievethebestteachingeffect.LiKedong(2004)pointedoutthat“blendedteachingshowsthetrendthatpeoplearewillingtolearnonline,whichmaymaketheirlearningeasierandnotlimitedbyspaceandtime.”Hedescribesthehistoryofblendedteachingfirstappliedtothefieldofcorporatetrainingandthenappliedtovariousareasofourdailylife,especiallyinthefieldofeducation.Healsobelievesthatblendedteachingisnotjustacombinationofonlinedistancelearningandtraditionalclassroomteaching.Rather,it“encompassesadeepermeaning,includingnotonlythecombinationofdifferentteachingmedia,teachingmethodsandevendifferentlearningenvironments(classroomande-learning),butalsodifferentteachingtheories(behaviorismandcognitiveconstructivism).”Inaddition,LiKedongemphasizesthattheessenceofmixedteachingistochoosethechannelsofinformationtransmission.YuShengquan(2005)andotherscholarsalsospreadthemethodsandfactorsofmixedteachingbasedonLiKedong’sviews,andtheirviewsarehelpfulforresearcherstotheoreticallydevelopvariousmixedteachingmodels.Forexample,YuShengquan(2005)proposedthatthedesignofconstructivelearningenvironment,networkteaching,classroomteachinganddevelopmentalteachingevaluationarethemainfactorsthatconstituteonlineblendedteaching.Constructivelearningenvironmentdesignreferstothedesignofvariousonlinelearningplatformsandthedevelopmentofonlinecourses.Classroomteachingactivitiesmainlyincludeteachingplatformtraining,teachingplanexplanation,keyanddifficultcontentteaching,classroomdiscussion,communication,q&Aandsoon.Asfordevelopmentalteachingevaluation,YuShengquanbelievesthatwiththesupportofnetworkmedia,itcanbeevaluatedthroughonlineevaluation,archiverecords,questionnairesurveysandotherways.2ProblemsinEnglishReadinginHighSchoolThispartmainlydescribestheproblemsinhighschoolEnglishfromthreeperspectives.Theyareslowreadingspeed,poorreadingcomprehensionandpoorreadinghabits.2.1SlowReadingSpeedHighschoolstudentsgenerallyhavetheproblemofslowreadingspeedinEnglishreading,whichseriouslyaffectstheiroverallunderstandingandgraspofreadingmaterials.Studentshavealimitedvocabulary,andreadinggradedreadingmaterialcorrespondingtotheirvocabularyabilitywillnotaffecttheirspeedandcomprehension.Theproblemisthatreadingbooksthatfarexceedone'scurrentvocabularyabilitywillinevitablyleadtoaslowspeed,becausethebrain’sreactionspeedtonewwordsismuchlowerthanthatoffamiliarwords,andthespeedwillnaturallyslowdownwhentherearetoomanynewwords,untilonecannotunderstandthematall.Whenencounteringnewwordsinthereadingprocess,itisoftennecessarytospendalotoftimetoguessthemeaningorconsultthedictionary,whichslowsdownthereadingspeed.Ifthestudentsdonotknowthekeywordsinthearticle,theywillhavedifficultiesinunderstanding,resultinginlowerreadingspeed.Forapolysemousword,studentsmayonlyunderstanditscommonmeaning,butnotfamiliarwiththespecialmeaninginaspecificcontext,whichwillalsocausecomprehensiondifficultiesandreadingspeeddecline.Atthesametime,thecomplexsentencestructureandgrammarrulesareachallengeforstudents.IfstudentsarenotfamiliarwiththegrammaticalstructureofEnglish,itwillbedifficulttoquicklyanalyzethesentencecomponentsandclarifythemeaningofthesentencewhenreadinglonganddifficultsentences.Whenencounteringasentencecontainingattributiveclause,adverbialclauseandothercomplexsentencepatterns,itwillaffectthereadingspeedbecauseitcannotaccuratelyjudgetheobjectmodifiedbytheclause.LackofunderstandingofthelogicalrelationshipofEnglishsentences,unabletoquicklygrasptheconnectionsandtwistsbetweensentences,thusreducingthefluencyofreading.Inthedailyreadingprocess,studentsoftenencountersomespecialsentencepatternsandmorecomplexsentences.Thesurveyshowsthatasmallnumberofstudentsencounterlongsentences,confusedwiththesentencestructure,cannotunderstandthemeaningofthesentence;Asmallnumberofcomplexsentences,itisdifficulttounderstandthemeaningofthesentence,easytocauseunderstandingerrors.Thefundamentalreasonisthatstudentsdonothaveafirmgraspofgrammarknowledgeandcannotmakeacorrectanalysisofthewholesentencepattern,thusaffectingthegraspofthewholesentencemeaning.Readingisalsoaprocessofinformationprocessing,needsalotofpracticetoimprovereadingspeed.?Ifstudentsdonotreadenough,theymaynotbefamiliarwithvariouslanguagestructuresandexpressions,whichwillaffecttheirspeedofunderstandingandprocessinginformation.TheoptimizationofprimaryschoolEnglishhomeworkshouldbebasedoncertainprinciples.Thefollowingwillbeelaboratedfromtheperspectiveoftheprincipleofpurpose,theprincipleofscienceandtheprincipleofopenness.2.2PoorReadingComprehensionManystudentshavealimitedunderstandingofWesterncultureanddonotunderstandWesternhistory,religion,customs,etc.,resultinginconfusionwhenreadingarticlesinvolvingthesecontents.Forexample,whenreadinganarticleaboutChristianfestivals,itisdifficulttounderstandtherelevantdescriptionsinthearticleiftheoriginandcelebrationofChristmasandEasterarenotclear.IfstudentsdonotunderstandWesternsocialsystems,concepts,andwaysofthinking,theymaymisunderstandtheauthor’sviewsandattitudes.Manystudentscannotbekeenlyawareofculturaldifferencesinreadingandcannotunderstandandinterpretthephenomenaandviewpointsinthetextfromaculturalperspective.Whenreading,manystudentsoftenonlyunderstandtheliteralmeaningofthesentencebutcannotgraspthedeepconnotation.Similarly,whenreadingatextorparagraph,theymayunderstandthegeneralideabutoftenfailtoidentifysupportingsentences.Somestudentsstruggletorelatetothecontext,particularlyinunderstandingcausalorlogicalrelationships.Additionally,whenreadingarticlesofdifferentstylesorthemes,studentsareinfluenceddifferentlyandencountervaryingdifficulties.Theobstacleshighschoolstudentsfaceinunderstandingdiscoursestylearegreaterthaninotheraspects,thoughchallengesexistinbothdiscourseandstyle.Intermsofreadingskills,somestudentsarenotadeptatguessingthemeaningofnewwordsbasedoncontextorpredictingsubsequentcontentfromprecedinginformation.Manystudentsstruggletoidentifykeywordsinsentences,recognizeimportantgrammaticalorpunctuationclues,orlocatethetopicsentenceofaparagraph.Theyalsofinditchallengingtojudgetherelationshipsbetweensentenceswithinaparagraph.Somestudentsarenotskilledinskimmingorscanningandrelysolelyonintensivereading.Afterreadinganarticle,manystudentscannoteffectivelysummarizethemainideaorparagraphpoints,norcantheyclearlygraspthestructureandlogicofthetext.Furthermore,manystudentsareunabletomakereasonableinferencesorjudgmentsbasedonthecluesandinformationprovidedinthetext.Theyoftenfailtounderstandimpliedmeaningsortheauthor'simplications,leadingtoincorrectjudgmentsandchoiceswhenansweringmultiple-choicequestions.Atthesametime,somestudentshaveanxietyandfearaboutEnglishreading.IfeelnervouswhenIseealongEnglisharticle,whichaffectsmythinkingactivityandcomprehensionability.Theyworryaboutnotunderstandingthetextorgettingthetitlewrong,andthispsychologicalpressurewillreducetheefficiencyandqualityofreading.Manystudentslackpatienceandperseverance.Itiseasytogiveupwhenencounteringdifficultiesinthereadingprocess,andtheinabilitytopersistinreadingthearticleleadstoincompleteunderstandingofthearticle.2.3PoorReadingHabitsManystudentslackagoodreadingatmosphere.SchoolsandfamiliesdonotcreateastrongEnglishreadingatmosphere.Forexample,theschoollibraryhaslimitedEnglishreadingmaterials,andtherearefewactivitiesrelatedtoEnglishreadingintheclass.ParentsinthefamilydonotguidetheirchildrentoreadinEnglish,nordotheyprovideenoughEnglishreadingresources.ThecontentofEnglishreadingmaterialsthatstudentsareexposedtoismonotonousandold,whichisoutoftouchwiththeiractuallifeandinterests,andcannotstimulatetheirinterestinreading.StudentsthemselveslackinterestinEnglishasasubject,sotheycannotraiseenthusiasmforEnglishreading.Everyonehasdifferentinterestsandhobbies,andsomestudentsmaybemoreinclinedtoothersubjectsoractivitiesanddevotelessenergytoEnglishreading.StudentsarenotmotivatedenoughtolearnEnglish,andtheyarenotclearaboutthepurposeofEnglishlearning.TheythinkthatEnglishreadingisonlytocopewiththeexam,ratherthantoimprovetheirlanguageabilityandcomprehensivequality.TheydonotrealizetheimportanceofEnglishreadingfortheirfuturedevelopment,andlackofinternallearningmotivation.StudentsmaygetusedtousingtheChinesewayofthinkingtounderstandEnglishreading,whichmayleadtocomprehensiondeviationandslowdown.StudentsmaybeafraidofcertaintypesofEnglisharticlesandreluctanttotrynewsubjects.StudentsarenotconfidentintheirEnglishlevelandthinkthattheycannotunderstandcomplexEnglisharticles.Thisself-doubtwillaffecttheirenthusiasmandconcentrationinreading.Somestudentshopetoquicklyunderstandandmasterthewholecontentofthearticlewhenreading,andtheymayignoretheunderstandingofthedetailsanddeepmeaningofthearticleforthepursuitofspeed,resultinginpoorreadingresults.Somestudentswillreadwordbywordbypointingatthewordswiththeirfingersorpentip.Thisreadingstyleisnotonlyslow,butalsoeasilydistracting.Frequentlyrereadingwhatyou'vealreadyread,tryingtomakesureyou'reright,canalsowastealotoftimeandaffecttheflowofyourreading.Excessiverelianceonclassnotesandreferencematerialsindailystudy.Whenreading,Ialwayshopetohaveauxiliarymaterialstohelpmeunderstandthelackofindependentthinkingandtheabilitytounderstandthearticle.Somestudentsdonotdevelopthehabitofthinkingandsolvingproblemsactively.Lookforinformationassoonasyouencounteraproblem,ratherthanguessingandunderstandingfromcontextandexistingknowledge.Somestudentsdonottakenotesafterreading,donotsummarizethekeywords,phrases,andsentencepatternsinthearticle,anddonotrecordtheirreadingexperienceandquestions,resultingininsufficientaccumulationandconsolidationofreading.StudentsdonotarrangespecialtimeforEnglishreadingindailylearning,andtheyalwaysreadoccasionallywhentheyhavesparetime,whichlacksregularityandsystematicness.

3TheApplicationofBlendedTeachinginEnglishReadingTeachinginSeniorHighSchoolThispartmainlyintroducestheapplicationofblendedteachinginEnglishreadingteachinginseniorhighschool.Theapplicationisdividedintothreestagesbeforeclass,inclassandafterclass.3.1BeforeClassTheapplicationofblendedteachinginhighschoolEnglishreadingcanbeexaminedfromseveralperspectives,particularlyinthepre-classstage.Thisapproachaddresseskeychallengesbyenhancingstudents’preparationandengagement.Specifically,itfocusesonthepreparationandreleaseofpreviewresources,guidingstudentsinindependentandcollaborativelearning,andanalyzingstudents'learningsituationstoadjustteachingstrategies.Theseaspectscollectivelyensureamoreeffectiveandtargetedlearningexperience,layingasolidfoundationforin-classactivities.3.1.1PreparationandReleaseofPreviewResourcesInhigh-schoolEnglishteaching,previewingisacrucialstart.Teacherscanutilizevariousonlineteachingplatformstoprepareandreleasepreviewresources.Forexample,byusingtheNationalSmartPrimaryandSecondarySchoolEducationPlatform,teacherscancarefullycreatepreviewvideosbasedonthekeypointsanddifficultpointsoftheteachingcontent.Forinstance,whenteachingUnit2“Travellingaround”inCompulsoryEnglish1forhigh-schoolstudents,teacherscanuploadintroductionvideosaboutfamoustouristattractionsaroundtheworld,includingthehistoricalcultureandspeciallocalcuisineoftheseattractions.Afterwatchingthevideos,studentswillhaveapreliminaryunderstandingofthetourismculturearoundtheworldandanswerquestionssuchas“Whichplacedoyouwanttovisitmostandwhy?”ApartfromtheNationalSmartPrimaryandSecondarySchoolEducationPlatform,Xuekewangcanalsobeused.TeacherscanreleaseteachingguidanceplansonXuekewang.Guidedby“task-driven”and“inquiry-based”learning,theteachingguidanceplansincludelearningobjectives,learningkeypoints,andlearningstrategyguidance.Forexample,whenlearningUnit3“AmazingScience”inCompulsory2,thelearningobjectivecanbesetasenablingstudentstomasterrelevantscientificvocabularyandunderstandthemaincontentofscientificarticles;thelearningkeypointistheapplicationofkeyvocabularyandphrases;andthelearningstrategyguidancecanbetoguidestudentstoconsultdictionariesandsearchforrelevantscientificknowledgeonlinetoassistinpreviewing.3.1.2GuidingStudentstoLearnIndependentlyandCooperateinInquiryDuringthepreviewstage,teachersshouldgivefullplaytotheirguidingroleandencouragestudentstolearnindependently.Whenstudentsencounterproblemsduringpreviewing,teacherscanguidethemtosolvetheseproblemsthroughgroupcooperation.Forexample,whenlearningUnit1“FestivalsandCelebrations”inCompulsory3,studentshavedifficultiesinunderstandingtheculturalconnotationsofdifferentfestivals.TeacherscanorganizestudentstoformstudygroupsinQQgroupsorWeChatgroupstojointlydiscusstheorigins,celebrationmethods,etc.ofvariousfestivals.Eachgroupcancollectdetailedinformationaboutdifferentfestivalsbysearchingforinformationonlineandreferringtobooks,thencommunicateanddiscusswithinthegroup,andfinallyformthegroup'slearningresults.Iftherearestillquestionsaftergroupdiscussion,studentscanasktheteacherforhelp.TeacherscanuseonlinemeetingplatformssuchasTencentMeetingtoprovideone-to-oneorone-to-manyanswerstostudents'questions,timelysolvetheproblemsstudentsencounterduringpreviewing,andhelpstudentsbetterunderstandthelearningcontent.3.1.3AnalysisofStudents’LearningSituationandTeachingAdjustmentTeacherscanusethedata-statisticsfunctionofonlinelearningplatformstodeeplyanalyzestudents’previewingsituations.TakeZuoyebangYikeasanexample.Afterteachersreleasepreviewtasksonthisplatform,theplatformwillautomaticallycountstudents’masteryofvocabulary,backgroundknowledge,etc.,suchastheaccuracyrateofstudents’vocabularypreviewandtheirunderstandingofbackgroundknowledge.Teacherscanunderstandstudents’learningsituationsbasedonthesedata.SupposethatwhenlearningUnit2“WorkingtheLand”inCompulsory4,throughtheanalysisofstudents’learningsituations,itisfoundthatmoststudentshavepoormasteryofagricultural-relatedvocabulary.Teacherscanthenadjusttheteachingfocusinclassroomteaching,increasethetimeforexplainingthesewordsandtheamountofpractice.Ifitisfoundthatstudentshaveagoodunderstandingofthearticle'sba