After 20 years'development of blended learning,"Internet+"education has given it new meaning.However, the understanding of blended learning(BL)at home and abroad is still confusing and bewildering.A clear, systematic conceptual frame-work and analytical framework has been lacking to guide the research and practice of BL. After analyzing the relevant literature at home and abroad,the author constructed the conceptual framework and analytical framework of BL.Firstly,the concept of BL evolu-tion experienced three stages: the stage of technology application, technology integration and the"Internet +"phase, And the BL purpose experienced two stages:"alternative theory/auxiliary theory","strengthening theory/evolution theory". Secondly, the analyti-cal framework of BL consists of three dimensions: readiness, design and implementation, and impact. In addition, this framework is applicable to the analysis of the practice and research of BL. These research frameworks provide a basic paradigm for analyzing the research status of BL at home and abroad in the past ten years. Analysis results show that the researchers generally optimistic about the BL research and the application prospect, at the same time, the current BL is less empirical research, theoretical research lags behind that of the practical application. In the future, the research and practice of BL need to focus on five aspects:"Internet +"BL model, the preparation of blended teaching ability, blended teacher training and teacher professional development, institutional lev-el,and BL evaluation,learning analysis of BL environment.%历经20余年的发展,混合式教学在当前"互联网+教育"的理念下展现出了新的内涵.然而,国内外对混合式教学的认识仍然较为混乱而迷茫,一直缺少一个清晰的、系统的概念框架和分析框架,来引导混合式教学的研究和实践.为此,通过分析国内外混合式教学的相关文献构建了混合式教学的概念框架和分析框架,可以弥补这一不足,框架显示:(1)国内外混合式教学的概念演变经历了三个阶段:技术应用阶段、技术整合阶段以及"互联网+"阶段,混合式教学目的演变经历了两个阶段:"替代论/辅助论"阶段、"强化论/进化论"阶段;(2)混合式教学的分析框架包括三个维度:准备度、设计与实施、影响,此框架适用于分析混合式教学的实践和研究.这些研究框架,为分析近十年来国内外混合式教学的研究现状提供了基本范式.分析结果表明:研究者普遍看好混合式教学的研究和应用前景,同时,当前混合式教学也存在实证研究较少、理论研究落后于实践应用等问题.未来混合式教学的研究和实践,需要重点关注"互联网+"混合式教学模式研究、混合式教学能力准备研究、混合式教师培训与教师专业发展、机构层面及混合式教学评价和混合式教学环境下的学习分析五个方面.
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