隨著科技的進步，越來越多教師運用科技來輔助教學，使教學變得更加多元，例如：運用電腦、手機或平板電腦進行教學；另一方面，由於網際網路的蓬勃發展，教學方式也產生變化，教學不再僅限發生於傳統的面對面教學，教學的過程亦可在網際網路的環境下產生，因此，因應科技的進步與教學形態的改變，近幾年有許多線上數位學習平台如雨後春筍般上架，例如：PaGamO、均一教育平（Junyi Academy）、可汗學院（Khan Academy）、Moodle和Google Classroom……等，越來越多教師將資訊科技融入到教學當中實施混合式學習。
然而，透過文獻分析，本研究發現大多數的研究旨在探討混合式學習對學習者的學習影響，較少文獻探討教師應該如何實施混合式學習（本研究以均一教育平臺為例），再加上近年來數位學習平台在國小的推廣與落實，因此，本研究目的為探討臺灣國小教師實施混合式學習之教學取向、應用與挑戰。
本研究以質性研究的半結構式訪談10位實施混合式學習的國小教師，將訪談文本進行內容分析，研究結果歸納出混合式學習之3種教學取向，分別為「翻轉教室」、「評量或複習工具」和「自主學習」；另一方面，在TPACK架構下之教學應用則發現許多乃教師在一般教學上常見的教學應用，例如：小組合作學習、獎勵與懲罰和行間巡視；除此之外，教學挑戰及因應措施可分為3大類別，分別為「資訊科技設備」、「家長意見」和「學生反應」。最後，期許本研究結果能提供給欲實施混合式學習的教學現場教師或是對實施混合式學習有興趣的研究者一些參考或想法。

With the advancements of technology, more and more teachers are using technology to enhance their teaching, such as bringing computers, smartphones, and tablets into the classrooms. Additionally, with the advancements in technologies on the Internet, the pedagogical methodology has also changed, classes no longer need to be taught directly by a physical teacher, and lessons may be conducted on web-based platforms. Therefore, with the developments of technology in pedagogy, many online platforms started to appear, for example, PaGamO, Junyi Academy, Khan Academy, Moodle, and Google Classroom. This increased the accessibility of technology to the teachers, enabling them to better integrate technologies into their blended classrooms.
Recent literature exploring the applications of technology in the classroom has focused on the effects of blended learning on student learning. However, there is a research gap in the literature surrounding how to apply blended learning methodology (such as the application of the Junyi Platform in this study). Therefore, this study explores the teaching approaches, applications and challenges of blended learning in Elementary school.
To examine this topic, this study applied a semi-structured interview on 10 Elementary teachers who use a blended learning approach. After analyzing the results of the interview, three main topics were found, "Flipped Classroom", "Assessment and Review Tools", and "Learning Autonomy". Additionally, TPACK was used to help analyze how these teachers taught the classes and how they applied technology, for example, if they used it for group work, or as a reward and discipline system. Furthermore, to the main challenges that the teachers faced, there were three main issues, "Technological Equipment", "Parental Concerns", and "Student Feedback". Finally, the results of this study can help guide teachers on how to implement technology in their classrooms.

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