混合式学习结合了在线学习和面对面学习的优点，很好地融合了传统面授学习和在线学习的优势，是信息化社会中教育发展的必然趋势，为学校教育带来了新的活力。学习参与是学习发生的必要条件，学习参与度的分析有助于过程性评价的实施，有助于深度学习的实现。研究发现，由于学生缺乏激励、对论坛的关注和不理解内容等原因，混合式学习面临学生参与度不高的挑战。学习参与对学习效果的提升至关重要，教学策略又是教学设计中关键的环节，具有活跃性、创造性，对于提升学生的参与度有直接性和显著性作用，能为教师开展混合式教学提供最直接的指导。因此，本研究期望通过学习参与度提升策略的探究和实践，提升混合式学习环境下中学生的学习参与。 本研究以参与了混合式学习方式的项目学校中的师生为研究对象，整体采用行动研究法，研究者作为混合式课程的助教参与教学过程，课程一共实施三轮。首先，实施第一轮课程（5门），课程结课时对所有学生就课程的实施效果和参与度的影响因素进行问卷调查，对部分教师和学生就学习参与度的提升建议进行深入访谈，为提升策略模型的构建提供实践依据。研究发现，学习者内部因素、课程、核心参与者、教学环境是影响学生学习参与度的主要因素，也是本研究最关注的因素。然后，依据第一轮研究结果和有关理论构建了混合式学习环境下的学习参与度的提升策略模型（B-PEC策略模型），主要包含学习者、教师、课程和教学环境四大要素。依据该模型，结合课程平台和课程实施方式制定了相应策略，并建立了学习参与度的评价方法。接下来，选择《我型我秀》课程作为个案，选择同一所学校，同一位教师，相近学业水平的学生作为研究对象，进行第二轮课程（对照组，不进行策略干预）和第三轮课程（实验组，进行策略干预）的实施。在课程实施过程中，研究采集了学生的过程性学习成果，根据学习参与度的评价方法对两组学生的学习参与度进行对比分析，并详细分析了实验组学习者的学习参与情况，对教学提出了相应建议。结果显示，本研究提出的B-PEC策略模型指导下的策略实施有效地促进了中学生的学习参与的积极性，提高了学习参与度。

Blended learning combines the advantages of online learning and face to face learning, well combines the advantages of the traditional face-to-face learning and online learning. It is the inevitable developing trend of education in information society, which has brought new vigor for the school. Learning participation is a necessary condition for learning, and the analysis of learning participation can help the implementation of process evaluation and the realization of deep learning. Due to lack of motivation, lack of attention to BBS and the lack of understanding, the study found that blended learning faced the challenge of low participation of students. Learning participation is crucial to the promotion of learning effect, and teaching strategy is the key link in the teaching design. It has activity and creativity. It has a direct and significant effect for promoting the students' participation, which can offer the guidance for teachers to develop blended teaching. It has higher practical value. Therefore, this study hopes to improve the learning participation of middle school students in the blended learning environment through the exploration and practice of the promotion strategies of participation. This study takes the teachers and students involved in the blended courses as the research object. We use the research method of action study overall. The researchers involved in the teaching process as a teaching assistant in three rounds courses. First of all, we carried out the first-round course. At the end of this semester, we made a survey about the curriculum effect and factors that influence learning participation via large-scale questionnaire. Also, we interview deeply of some teachers and students on learning participation promotion proposal. All of this are to provide practical basis for building the strategy model. The results show that the main factors influencing students' participation are the internal factors, curriculum, core participants and teaching environment, which are also the most important factors in this study. Then, on the basis of the first round of research results and related theory, we construct the B-PEC strategy model of improving learning engagement in blended learning environment. It mainly contains four elements: the learners, teachers, curriculum and teaching environment. According to this model, the corresponding strategies are developed according to the curriculum platform and curriculum implementation, and the evaluation method of learning participation is established. Next, we select the course my show as a case. We choose the same school, the same teacher and the students of close level as the research object. We carried out the second-round course (the control group, no strategy intervention) and the third-round course (the experimental group, strategy intervention). In the process of curriculum implementation, the research collected the process of the student learning outcomes. According to the participation evaluation method, we compare the students' participation of the two groups. Also, we analyze the situation of learning participation of the experimental group and put forward corresponding suggestions on teaching. The results show that the strategy implementation under the guidance of B-PEC strategy model effectively promoted the enthusiasm of learning participation for middle school students and improve the learning engagement.