2.1.

The Mobilization of Students’ Initiative in Class Is Ignored

The characteristic of traditional classroom teaching mode is that teachers mainly adopt indoctrination teaching method, which limits students’ initiative and initiative, and can’t arouse students’ active participation consciousness, thus affecting the effect of knowledge imparting and limiting the development of students’ inquiry and innovation ability.

2.2.

The Differences and Individual Needs of Students Is Not Given the Priority it Deserves

In the traditional curriculum teaching mode, teachers adopt unified teaching contents and teaching methods. In fact, different students have great differences in their cognitive level, study habits and learning progress. Therefore, this teaching mode is difficult to meet the learning needs of different students, which will affect students’ interest and enthusiasm in learning to a great extent.

2.3.

The Class Hour Is Too Short

In the traditional curriculum teaching mode, teachers mainly teach students knowledge through classroom learning, but the classroom time is limited. The teaching task of specialized courses is heavy and difficult. It is far from being able to impart knowledge only through the classroom. Therefore, our teachers must enable students to learn professional knowledge by making full use of the forms expect for the classroom.

2.4.

It Is Detrimental to the Teaching Management

Under the traditional curriculum teaching mode, teachers need to bring paper teaching manuals to name them one by one, which wastes time and increases teachers’ workload; It is also not conducive to the needs of teachers to assign tasks and share information; It also makes it inconvenient for students to submit homework and communicate and answer questions between teachers and students.

Considering the shortcomings of the traditional curriculum teaching mode, the online and offline mixed mode of instruction can just solve the problems of students’ lack of autonomous learning time, lack of interest in class and insufficient classroom time. In addition, it can also meet the learning needs of different students and effectively manage teaching.

3.1.

Reconstructing the Learning System

Mixed mode of instruction is essentially a process of reconstructing learning system. That is to say, a main line of learning is formed, and the teaching space, learning methods and the relationship between teaching and learning are reconstructed on the basis of the structure of knowledge system. In terms of the reconstruction of teaching space, it requires that teaching is no longer bound in limited time and space, but can be infinitely expanded and extended before and after class, that is, learning can be carried out anywhere and at any time. Reconstructing learning methods refers to forming low-level knowledge according to the level of knowledge points, which is completed by students themselves; Middle-level knowledge shall be mastered by students under the instructions of teachers; High-level knowledge shall be finally achieved by students through teachers’ effective teaching activity design. We advocate reconstructing the relationship between teaching and learning to form a “learning-centered” teaching model. Our aim is to serve students’ learning and development. Teachers’ teaching behavior is the condition or means to arouse and promote students’ active and effective activities, and students’ participation in learning activities and effective completion of learning process are the noumenon or purpose pursued by teachers to play their roles.

3.2.

Online and Offline Mixed Learning

As two inseparable links of mixed mode of instruction, online learning and offline mixed learning may play important roles in students’ learning process together. Online learning is the starting point of each stage of learning. It allows students to master the knowledge points of the course through autonomous learning, and then attend the classroom teaching with certain knowledge base and problems; At the same time, it is also a summary of each stage of learning. Students can summarize, test and reflect on the learning content online, thus ensuring the quality of classroom teaching from the beginning to the end. Offline learning is the key link to control the learning effect of courses, and it is one of the most important ways to achieve high-level, innovative and challenging classroom. Teachers take carefully designed classroom teaching activities as the carrier to complete the test of students’ online learning achievements, help students complete the consolidation and transformation of knowledge, and guide students to achieve higher-level learning. Online and offline mixed teaching are interlocking and cycling, which is capable of forming a complete teaching cycle and a closed learning loop running through “before class + during class + after class”.

3.3.

Unidirectional Transmission and Multidirectional Interaction

Most of the time, the information transmission in traditional classroom follows the one-way transmission principle from “teacher” to “student”, that is, from what teachers know to what students know. As a matter of fact, students have far more ways to learn than we thought. Mixed mode of instruction constructs such a multi-directional interactive relationship among teachers and students, students and students. This kind of multi-directional interaction needs teachers to design online and offline teaching activities such as online discussion, interactive answering questions and offline classroom group assignments.

3.4.

Differentiated Learning Needs

Compared with traditional classroom teaching, mixed mode of instruction puts forward higher requirements and challenges for students’ autonomous learning ability, especially online teaching. Online learning allows students to decide their own learning time, place and even some learning contents, which can meet students’ differentiated learning needs to a certain extent. However, each student’s learning consciousness, self-discipline, learning attitude and learning ability are quite different, which will make students have more distinct “differentiation” characteristics when entering offline classes, that is, their mastery of basic knowledge before class is uneven. This requires teachers to face up to the differences among students, not to adopt a “one size fits all” teaching method, but to set different levels of teaching objectives according to different types of students. At the same time, in the course assessment, combined with the progress and changes made by students, a comprehensive evaluation of learning situation and learning effect is formed. Finally, teachers should correctly handle the relationship between curriculum teaching objectives and students’ differentiated needs in the teaching process.