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【Abstract】The rapid growth in the use of learning technologies has provided instructors with opportunities to study the most suitable approach in CET. The purpose of this study was to examine the students’ perception in blended learning for helping teachers modulate instructional design. The study was conducted with 117 students at NUAA. The questionnaire was design to identify students’ views in blended learning. Results revealed that students’ views on blended learning process differed according to their self-management and perception on the teacher’s arrangements.
【Key words】Blended Learning； Students’ views； CET
【作者簡介】李萌（1992-），男，汉族，河北邢台人，南京航空航天大学研究生，研究方向：大学英语。
1. Introduction
National Medium- and long-term plan for reform and development （2010-2020） has particularly pointed out that it is important to stress educational informatization. Therefore， based on retrospection of former achievements about e-learning， discussions about blended learning， which integrates online and classroom teaching， have become hot topic in educational reform in CET. Simultaneously， learning community provides the theoretical basis， meaning a group of people sharing common academic goals and attitude and meeting semi-regularly to collaborate on classwork. This thesis aims to find out the students’ perception in blended learning.
2. Results
【Key words】Blended Learning； Students’ views； CET
【作者簡介】李萌（1992-），男，汉族，河北邢台人，南京航空航天大学研究生，研究方向：大学英语。
1. Introduction
National Medium- and long-term plan for reform and development （2010-2020） has particularly pointed out that it is important to stress educational informatization. Therefore， based on retrospection of former achievements about e-learning， discussions about blended learning， which integrates online and classroom teaching， have become hot topic in educational reform in CET. Simultaneously， learning community provides the theoretical basis， meaning a group of people sharing common academic goals and attitude and meeting semi-regularly to collaborate on classwork. This thesis aims to find out the students’ perception in blended learning.
2. Results