在全球范围内，由于新冠肺炎疫情的推动和人工智能等新技术的出现，加速了数字技术在教育领域的应用与发展。人们越来越认识到充分利用数字技术强化教学手段的重要性，因此线上线下混合教学模式应用不断扩大，逐渐成为一种常态化教学方式。混合教学结合了在线教学和面对面教学的优势，给学生提供了连续性、个性化学习体验，但也为教师带来了不同的挑战。比如，与传统的面对面教学环境相比，混合教学更具灵活性，但时间管理、活动设计以及师生交流不同步等问题挑战了教师成功开展混合教学的能力。因此，教师混合教学胜任力特征的探索成为现阶段教师教育发展的重要因素。另外，信息技术教师作为混合教学发展的排头兵，需要努力转变角色，掌握专业知识的同时提升自己混合教学能力。所以，本研究针对中小学信息技术教师，探讨其成功开展混合教学所必备的核心能力特征。

本研究以冰山模型、洋葱模型和TPACK理论作为基础，对中小学信息技术教师混合教学胜任力的模型开展研究。首先，通过文献和政策分析得出前期胜任力要素词典，其中要素共包含“教学评价”“混合教学知识”等26项。其次，本研究采用行为事件访谈法，邀请15位中小学信息技术教师进行混合教学访谈，根据Nvivo软件对访谈文本进行开放式编码，并结合上一步胜任力要素词典，初步构建了18项胜任力要素的模型。最后，通过向专家咨询以及问卷调查，对本研究构建的胜任力模型进行优化与检验，最终得出由3个一级核心概念、7个二级概念和20个具体胜任力特征构成的模型，并从“不合格”“合格”“良好”和“卓越”四个等级对相关胜任力特征进行划分。

研究发现：第一，目前我国中小学混合教学开展情况尚不平衡。其原因可能有多种，如教师、领导对于混合教学的认识不够深刻，没有开展混合教学的意愿，另外还可能是本校的资源无法达到开展理想混合教学的效果。为了推动混合教学的普及，我们需要更多地关注教师的信念和学校的教学设备配备。第二，本研究通过层次分析法对模型中的胜任力要素进行了权重构建，从排序结果上看，“混合教学实施”在所有二级概念中最为突出，这进一步强调了教师在实际操作中的能力对混合教学效果的关键性影响。第三，为了提升教师的混合教学能力，建议从大学和中小学的合作入手，通过系统的培训和实践，强化教师的混合教学胜任力。同时，也需要关注理论和外部条件的支持，为教师创造一个良好的教学环境，以期达到更优质的教学质量。最后，在实际应用中，本研究模型可用于评估和测量教师具体混合教学效果，进而指导教师教学针对性改进。

Globally, the application and development of digital technologies in the field of education has been accelerated by the new coronavirus epidemic and the emergence of new technologies such as artificial intelligence. People increasingly recognize the importance of making full use of digital technology to enhance teaching methods, so the application of online-offline blended teaching mode is expanding and gradually becoming a normal teaching method. Blended teaching combines the advantages of online and face-to-face teaching to provide students with a continuous and personalized learning experience, but it also brings different challenges for teachers. For example, blended teaching is more flexible than traditional face-to-face teaching environments, but issues such as time management, activity design, and asynchronous teacher-student communication challenge teachers' ability to successfully conduct blended teaching. Therefore, the exploration of teachers' blended teaching competency has become an important factor in the development of teacher education at this stage. In addition, information technology teachers, as the front-runners in the development of blended teaching, need to make efforts to change their roles and enhance their blended teaching competencies while mastering their professional knowledge. Therefore, this study focuses on primary and secondary school information technology teachers to explore the core competency necessary for them to successfully conduct online and offline blended teaching.

Based on the Iceberg model, the Onion model and the TPACK theory, this study conducts a series of research on the modeling of information technology teachers' competency in blended teaching in primary and secondary schools. First, a series of competency elements were developed through literature and policy analysis, which contained 26 elements, including "teaching evaluation" and "knowledge of blended teaching". Second, this study used Behavioral Event Interview to invite 15 primary and secondary information technology teachers to conduct blended teaching interviews, open coded the interview texts according to Nvivo software, and combined with the previous competency elements, initially constructed a model of 18 competency elements. Finally, the competency model constructed in this study was optimized and modified through consultation with experts and a questionnaire survey, and a model consisting of three first-level core concepts, seven second-level concepts, and 20 specific competency traits was finally derived, and the model was categorized from "unqualified", "qualified", "good" and "excellent".

The study found that, firstly, at present, the development of blended teaching in primary and secondary schools in China is not yet balanced. There may be various reasons for this, such as teachers and leaders do not have a deep enough understanding of blended teaching and do not have the willingness to carry out blended teaching, in addition to the fact that school's resources cannot achieve the effect of carrying out ideal blended teaching. In order to promote the popularization of blended teaching, we need to pay more attention to the beliefs of teachers and the equipping of teaching equipment in schools. Second, this study constructed the weights of the competency elements in the model through Analytic Hierarchy Process, and the ranking results showed that "blended learning implementation" was the most prominent among all the secondary concepts, which further emphasized the critical impact of teachers' competency in actual practice on the effectiveness of blended learning. Thirdly, in order to enhance teachers' competence in blended teaching, we suggest that we start with cooperation between universities and schools to strengthen teachers' competence in blended teaching through systematic training and practice. It is also necessary to pay attention to the support of theory and external conditions to create a favorable teaching environment for teachers with a view to achieving better teaching quality. Finally, in practical application, the model of this study can be used to assess and measure the effectiveness of teachers' specific blended teaching, which in turn guides teachers' teaching targeted improvement.