Research On The Teaching Model Of MOOC

The rapid development of technology has changed the people’s lifestyles, and which is also changing the development of higher education, profoundly. The MOOC, originated from Canada and prospered in the United States, has changed the traditional mode of classroom teaching, catering to people’s demands for personalized learning in the information age, and has achieved significant development. The year–2012 was called “The first year of MOOC”. At the same time, the domestic colleges and universities alliance, represented by universities of Shanghai, carried out a hybrid teaching practice to reform the teaching mode and promote the sharing of high-quality educational resources. In the past four semesters, Shanghai Universities Course Center has made a lot of achievements on hybrid teaching, however, which still has some deficiencies. How to optimize the hybrid teaching, promote deep fusion between technology and college education, and improve the teaching quality have become the urgent problem for the higher education researchers to solve.Based on the above background, drawing lessons and absorbing experience from the MOOC teaching become the important ways to optimize the hybrid teaching, improve the teaching quality and realize the personalized learning. This study mainly focuses on the MOOC teaching mode, at the same time, according to the characteristics of teaching mode and practice experience of c MOOC and x MOOC, combining with the present situation of hybrid teaching, in order to put forward the target suggestions, and provide some revelation for motivating the mode of classroom teaching and deepening the reform of teaching in colleges and universities.This research consists of seven chapters:The first chapter introduces the background and significance of this research, defines the concepts such as MOOC、c MOOC、x MOOC and teaching mode, at the same time, makes an analysis on related research at home and abroad, and introduces the research contents and research methods.The second chapter clarifies the development of MOOC, divides it into four periods – bud, formative years, rapid development and pluralistic development, and then makes an analysis on motivation of colleges to participate in the MOOC construction in order to realize and mine the vaule of MOOC. At last, I discuss the common features of MOOC.The third chapter makes an analysis on teaching mode of c MOOC from five elements – teaching theory, teaching objectives, teaching conditions, teaching evaluation and teaching process, and making the CCK12 course as a case study to understand its characteristics.The fourth chapter makes an analysis on teaching mode of x MOOC from five elements—teaching theory, teaching objectives, teaching conditions, teaching evaluation and teaching process, and making the Fundamental English Writingcourse as a case study to understand its characteristics.The fifth chapter summarizes the new changes and revelations of two MOOC teaching modes by comparing c MOOC with x MOOC, and makes a further discussion about relevant problems.The sixth chapter firstly describes the development of MOOC in China, and then makes Shanghai Sharing Course as an example to analyze the features of hybrid teaching mode and the deficiencies in teaching practice.The last chapter, aiming at the shortcomings of the hybrid teaching mode, puts forward some thinking abouthow to optimize the hybrid teaching mode through drawing lessons and absorbing experience from the MOOC teaching.