Exploration And Application Of Problem-based Collaborative Learning Mode In Teaching Chinese As A Foreign Language In MOOC Forum

MOOC offers the curriculum to the public using the characteristics of real-time interactivity on the Internet,which is one of the derivative forms of distance education.Since 2012,many well-known and comprehensive MOOC platforms have emerged,such as Coursera,edX,Udecity other world-renowned institutions,besides,China has also established some comprehensive MOOC platforms such as School Online and MUC.However,the controversy and the inherent flaws caused by MOOC are inevitably widely discussed.Compared with the traditional classroom teaching,MOOC has some shortcomings,such as lack of interaction,low level of interaction and other shortcomings.The essence of MOOC is actually the opening of the learning process,which embodies the characteristics of open education and focuses on the process of teaching and learning,that is,the process of interaction between teachers and learners.The MOOC Discussion Area,as a common communication medium for teachers and learners in the online learning process,plays an important role in the interaction between the learners and the learners.The effective interaction and high level of interaction through the interaction of the discussion area in the MOOCs are the main points pursued by the teachers and learners in learning in MOOC discussion area,as well as the teaching objectives in the context of the e-learning environment.However,in recent years,there are many problems in the content and level of interaction in the discussion area of MOOC,which are urgent to be solved.This paper uses the MOOC course of Intermediate Chinese Grammar as an example to try to explore a more reasonable interactive learning model in the MOOC discussion area,and proposes to apply the problem-based collaborative learning model to the MOOC discussion area in an attempt to achieve a change in the Chinese MOOC discussion.The long-term low-level exchange among learners in the district affects the purpose of the curriculum's learning effects and reflects the unique advantages of traditional Chinese teaching in the classroom.We analyzed the operation mode of the discussion area of MOOC in Intermediate Chinese Grammar on edX platform,which was derived from the course content task discussion,question and answer discussion and free discussion.It was found that the number of people participating in the free discussion part of the course at the end of the course to the end was small,and there was basically no interaction.To further understand the reasons,we used social network analysis to try to analyze the level of low interaction among learners in the MOOC discussion area of the edX Platform's Intermediate Chinese Grammar Course.The results show that the level of learner interaction and knowledge construction in the discussion area is relatively low.Then it proposes to explore the problem-based collaborative learning model in the MOOC discussion area.Firstly,the characteristics of the model are described,and six aspects are constructed from the following aspects:learning environment design,problem orientation,establishment of a learning group,integration of supporting materials,design and organization of collaborative activities,and learning outcomes and evaluation.Then,the fourth week of MOOC course "Intermediate Chinese Grammar"was selected as a target for the use of disjunction words.The author ideally simulates the problem-based collaborative learning model based on the posts of the discussion area learners,and then puts forward the advantages in the teaching of Chinese as a foreign language:It is conducive to improving the level of knowledge building of learners,is conducive to multi-directional interaction,and is conducive to Chinese communication skills.Cultivate,help learner develop their own personality.