A Study Of Functional Limitations And Optimization In College English Writing Teaching Under MOOC Environment

With the development of information technology,MOOC has become the first preference in many colleges and universities to improve students' English writing skills and cultivate students' writing ability.“The Guide to College English Teaching”(2010-2020)is to further improve students' writing ability,encourage the use of MOOC to expand the teaching content,and enable students to study actively,autonomously and individually.It has expanded the content of college English teaching,updated the English teaching methods in college,and paid attention to the learning process which advocated cooperative learning,and enabled students to realize “4A” learning.However,this new teaching model poses enormous challenges for teachers and students at the same time.What are the factors that restrict MOOC of college English writing under MOOC environment? How to optimize the teaching of college English writing?This is an urgent problem to be solved.The purpose of this study is to put forward an optimized scheme that aims at the limiting factors of the effect of college English writing MOOC as well as meeting the needs of college and individual development.Based on this goal,this study mainly analyzes the following four questions: 1)What is the status quo of college students' online learning ability?(2)What is the status quo of college English writing MOOC teaching?(3)What are the limitations of college English writing MOOC?(4)What are the optimum strategies for college English writing MOOC?This study is based on Connectivism,Constructivist Learning Theory and Input-Output theory.122 students who take college English writing MOOC in the fall semester of 2016 at Jiamusi university and 20 teachers who participate in making of English writing MOOC are selected as research subjects to carry out the empirical research and interview.The research methods of this paper are questionnaire survey,in-depth interview,field investigation and teaching experiment and the experimental data are analyzed statistically.Survey results show: 1)From the perspective of students: in the course of studying college English writing MOOC,students lack learning motivation,being weak in self-control ability;information ability needs to be improved;the relevant learning strategy cannot be used flexibly.2)From the perspective of teacher: during the teaching of College English writing,the teachers' teaching concept does not accord with the actual teaching;teachers' information awareness and information knowledge are not in line with each other thus weakens teachers' information literacy;their external monitoring is missing.3)From the perspective of curriculum,the curriculum form of “College English Writing MOOC” lacks variety;the curriculum evaluation system is far from perfect.4)From the perspective of authority: the outdated hardware,lack of technical team,lagging relevant incentive policies affect the development of college English writing MOOC.From the four aspects of schools,teachers,students,and course,this paper analyzes and summarizes the factors that affect the college English writing MOOC,and proposes an optimized scheme for upgrading the network and hardware environment,to cultivate the information literacy of teachers and students,and improve college English writing as well.This study will provide the optimization scheme for the further research and development of college English MOOC and provide reference for deepening the teaching of college English MOOC.