Ye Cheng

Yunnan Normal University

Abstract：

With the continuous advancement of educational digital transformation, blended teaching has transitioned from an emergency teaching mode to a normalized form of classroom instruction in higher education institutions. Its core advantage, integrating online self-directed learning with offline interactive teaching, has injected new momentum into improving the quality of talent cultivation in universities. However, during the normalization process, influenced by various factors such as teacher capabilities, student competencies, resource construction, technological support, and model design, the effectiveness of blended classroom teaching in some universities has fallen short of expectations. Problems exist including disconnection between online and offline components, insufficient interaction, and lack of targeted instruction. Based on the core evaluation dimensions of classroom teaching effectiveness in higher education, this paper systematically analyzes the key factors influencing teaching effectiveness under the background of normalized blended teaching. Combining the current pain points and difficulties in higher education teaching practice, it proposes targeted optimization paths, providing theoretical reference and practical for universities to deepen blended teaching reform, enhance classroom teaching quality, and achieve deep integration of educational digitalization and talent cultivation.

Key Words：

Blended Teaching; Normalization; Higher Education Classroom; Teaching Effectiveness; Influencing Factors; Optimization Paths