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Top1. Introduction
As the concept of education is constantly updated and progressing, AR constructive technology fits and meets the requirements of English learning in higher education (Wang, 2022). From the initial network classroom to MOOC, and then to the occurrence and development of blended teaching, all of these tools are the embodiment of the in-depth development of Internet + education. According to a research report on Online Education issued by the U.S. Department of Education in 2010, through experimental research and quasi-experimental research, it is found that blended teaching is better than pure face-to-face teaching or online teaching. At this stage, there are many studies on AR constructive technology in the field of education, mostly in the teaching of spatial three-dimensional related fields, such as medical teaching, industrial design teaching, etc. These professions are quite different from English teaching itself (Zhou, 2020). Teaching English has a profound impact on the learning and progress of each profession (Li, et al., 2020). Existing blended English teaching can recognize the importance of contextualized teaching and learning, and as such, online and offline teaching is constantly being combined and VR constructs have begun to be built (Ma, 2021). However, there are great problems with existing blended English teaching. Many times the concepts will be modeled well and then taught, but if teachers and students are not present at the same time and in the same space, they cannot achieve temporal synchronization and role play is very limited (Leal Filho, et al., 2019). In addition, some teachers did not master the interactive skills of online teaching at the initial stage of online and offline mixed teaching and lacked good and active communication with students, resulting in the inability to solve students' confusion and emotional problems in a timely manner and not achieving effective learning. More than 90% of the students think that the teacher's pre-class preparation is sufficient, 6.3% of the students think it is sufficient. Therefore, it is very difficult for teachers to control the teaching difficulty and class progress under such circumstances(Zhang et al., 2020).
At present, AR technology has entered a relatively mature level and has been widely applied in multiple fields. In English teaching, to fully utilize AR technology, teachers need to further improve their ability to apply information technology, conduct in-depth analysis and reflection on the teaching content, understand the objective laws of student growth, and propose practical and feasible optimization plans. Teachers should also actively participate in case analysis work, deeply consider the application effects of different methods, and provide references for the application of AR technology. Based on this background, this article studies the AR construction technology of the blended English teaching mode in a university school environment, which is divided into 5 main sections.