MOOC is an "online classroom" based on "Internet +". Traditional classrooms are "on-the-spot teaching" that stipulates time, place and characters. Mixing these two classrooms is the inevitable result of the "Internet +" era. Will make up for the shortcomings of the traditional classroom. And each course has its own teaching design, and we can't provide a unified teaching paradigm to make a hard copy. This article aims to introduce more and more teachers to try "mixed teaching." Teaching Reconstruction in the Background of MOOC The 2017 Horizon Report pointed out that in the next 1-2 years, mixed learning and teaching will become the main form. With the construction and promotion of large-scale online courses, teachers have built a large number of teaching resources for mixed teaching. A complete repository is provided. However, teachers encounter many problems when conducting mixed teaching: How to choose the video resources of the hybrid teaching class? The teaching content has been videoized. What does the teacher say? How does mixed teaching evaluate students' performance? What is the effect of mixed teaching? The following is a key question for teachers to introduce some methods to solve mixed teaching design and practice. Preparation of teaching resources The teaching resource configuration in the hybrid teaching classroom is shown in Figure 1. Teaching video The classroom teaching resources are mainly the learning materials prepared by the teachers for the students, including the explanation videos of the knowledge points, which can be high-quality course videos or course videos made by the teachers. Comparing the video course with the MOOC class, we can find that in the video teaching, the video accounts for more than 80% of the links. Students can earn credits by brushing the video. In the MOOC class, the proportion of watching videos is greatly reduced, and the students need to complete the teaching. Other links (practice, discussion, research, collaboration, creation, etc.) are shown in Figure 2. Regarding teaching videos, the pioneers of domestic hybrid teaching provide us with the experience that students prefer videos recorded by their teachers for students, because this is more intimate. Teachers are encouraged to use some simple course production software to produce micro-videos, mainly in the process of production, emphasizing the teaching content and light technology design in teaching design, so that teachers can be more natural in the course of lectures, such as our common software Office MIX (installation required) Office2016, then download MIX via mix.office.com, you can also use screen recording experts, MAC system to record screens with Quick Time, or you can use a little professional course production software: CamtasiaStudio, Storyline, etc. to record video. Course handout With the course video, the teacher is also required to prepare the teaching courseware that is compatible with the course video, because the courseware records the content of the course in more detail than the video, so that the learner can refer to the study while watching the video. Through the actual operation data, students pay more attention to teaching video learning at the beginning. The video learning time accounts for 80%, while the course review time accounts for 70%-80% in the course review stage, because the course review is more efficient during the review period. So the teacher can post the teaching courseware during the review stage, as shown in Figure 3. Discussion topic The teaching content of each period needs teachers to prepare in advance. The discussion topics of the class also need to be designed in advance. These topics should be developed around the teacher's teaching and published online in advance. It is convenient for students to prepare in advance, find relevant information, and also allow students to pre-book online. Hot, it will be warm to the actual class discussion, to avoid the cold. The design of the teaching space in the classroom will also change. In the next 3 to 5 years, our classrooms will undergo great changes, and the traditional row of seats will be gradually adjusted to “sit.†Coursework The coursework requires the teacher to prepare after the practice. As the coursework is an important part of the student's study assessment, the teacher needs to determine the coursework through the overall design of the course. The homework needs to be oriented towards the teaching goal. This assignment can be post-mixed after the teaching, and the student will complete the self-evaluation and study review after completing the course. In short, the preparation of teaching resources needs to be perfected. Every part needs to be designed by the teacher and cannot be simply put together. Classroom design According to the BOPPPS teaching model designed by the University of British Columbia IWS, a reference model can be provided for the mixed teaching classroom. Mainly to adjust the content of the teaching, part of the content is done online, the teacher through the pre-class test to determine whether the student completes the relevant content learning. Classroom design can design and organize students for participatory learning. Bridgein warms up, import, this part is the first step to attract students into the classroom, the teacher needs to design a topic to introduce the main content of the course. For example, a story that happens to you, because your story is more attractive to students, students have a curiosity, and want to know how their teacher handles these problems. Objectives teaching objectives, learning objectives, teachers at this stage need to assign learning objectives to students, which is conducive to students in the learning process clearly what can be done through this learning, can understand, remember, operate, evaluate or create. Pre-Assessment pre-test, this stage allows the teacher to understand how the student's previous mixed learning content is pre-learned, and whether all the teaching links have been completed. ParticipatoryLearning student participatory learning, this part is mainly organized by teachers to participate in participatory learning, including: group discussions, debates, simulation training, PBL and other modes of participatory teaching activities. At this stage, the teacher needs to “walk the tango with the students†to give the students clear teaching goals, let them participate and reflect, and learn more in “hypnosisâ€. After post-Assessment, after completing the classroom teaching, it is necessary to conduct an evaluation test on the learning effect of the students. This post-test should not be the same as the pre-test, and it needs to be upgraded with difficulty. Students can understand their own goals for classroom teaching at this stage. Master the situation, if there are imperfections, you can continue to interact with the teacher in the later teaching summary. Summary Summary, the class summary is a more important part of the class, because this link can take the student's "heart back", the teacher should avoid biased, the teacher mainly reviews the key difficulties in the classroom, it is best to use some simple and easy to remember Summing up the words, let the students review in time, and ask questions on the spot. At the time of the summary, the teacher can no longer add new content. Classroom evaluation design In the hybrid teaching design, the teacher's teaching content has been turned into a video, and most of the students complete the study in the classroom through discussion, practice, and answering questions. In an article about "University Physical Flipping Classroom Teaching Reform", the teacher's teaching time was reduced from 55% to 5%. 50% of the teacher's classroom teaching evaluation comes from the participation and gains of the students in the teaching, and 50% comes from the examination of the course. Since the knowledge transfer part of the instructional design is put on the network, the online learning behavior data will be used as the evaluation basis for the student's online learning, but if all the students' learning input (see video, discussion, posting and online operation) assessment, the student union "Active" cheating, if you watch the video scores high, students will watch the video while playing games or hiring "robots" to brush the video, and may also pass the test brush test, the teaching effect is difficult to guarantee. Therefore, in the design assessment, the offline test should be combined with online learning. Prof. Li Weiyi from Taiwan Jiaotong University combined with the classroom video in the design line test (pre-test) to answer questions in the video that are difficult for students to answer in the classroom. It can detect whether the students watch the video themselves. Mr. Ye Bingcheng from Taiwan University designed the student's homework as a game, allowing students to design homework for students to test and test through the game. Students can “show†the title and test the knowledge. The psychology teacher of East China University of Science and Technology used the multiple-choice question (20 channels) to test the students' online learning in the classroom. The test became the teacher's classroom teaching work, which also enriched the teaching content, and urged the students to preview the teaching videos before class. Therefore, when designing the assessment requirements for mixed teaching, students' learning input must be emphasized, including online learning and offline related learning assessment. Performance of students after mixed teaching The final exam design is consistent with the traditional exam questions, allowing for comparisons in later teaching studies, and students will be tested in the same environment. The practice of foreign teachers found that after the flipped classroom teaching, the test scores of the students were greatly improved. After many rounds of teaching practice, Shanghai Jiaotong University has more and more mixed teaching classroom teaching performance, student evaluation has improved, and students' performance has improved significantly compared with traditional classroom. The teaching interaction effect is good, and it is also affirmation of the hybrid teaching design. For example, the mixed teaching case of the "Engineering Graphics" course, because the specific figures can not compare the situation of different classes, for this reason we adopt the clearer concept of the essence of the correct answer rate. According to the test comparison, in most cases, the number of readings and duration of the video affect the learning effect of the last student. Reviewing the design and practice of the hybrid teaching reform, the teacher reconstructs the teaching content in the teaching process, mainly preparing a large number of teaching videos to replace the previous course face-to-face teaching, preparing the video-related topics as the "pre-test" of classroom teaching. The students' learning situation, according to the students' learning situation, design classroom teaching. The classroom teaching is mainly based on students, and carries out various teaching activities such as group discussion, group work, and group mutual evaluation in the independent learning mode. The evaluation of teaching will rely on the system to provide objective data. Teachers need to calculate the students' learning input according to the assessment of classroom teaching and avoid cheating in online learning. 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How to carry out the design and practice of hybrid teaching