| As an important part of MOOC,teaching video plays a key role in the teaching effect of MOOC.Among them,teachers' teaching behavior is an important factor affecting the quality of MOOC teaching videos.According to the existing studies,the research on teachers' verbal behavior in teaching videos has received sufficient attention,but the research on non-verbal behavior is relatively insufficient,which can be said to be very weak.In the teaching videos of MOOC,as an effective means to assist verbal behavior,non-verbal behaviors play an irreplaceable role.Therefore,it is very necessary to combine verbal behavior with non-verbal behavior to study teachers' teaching behavior,which not only makes the research more comprehensive,but also has more guiding significance to the design of teachers' teaching behavior.Based on this,this study combines teachers' verbal behavior and teachers' non-verbal behavior,and deeply explores teachers' teaching behaviors in MOOC teaching videos from multiple perspectives,which is of great significance for improving teachers' teaching behaviors in MOOC teaching videos and improving the teaching quality of MOOC.The main work and results of the research are as follows: 1)the coding system was innovated.Based on the theory of symbolic interaction,this study firstly established two dimensions of coding system,namely verbal behavior and non-verbal behavior,by combing relevant literature.Secondly,the coding of each dimension is specifically designed according to the typical coding system.Then,combine the expert opinion to supplement and modify the coding system.Finally,the coding system suitable for MOOC teaching video is constructed.There are 12 codes in the MOOC instructional video analysis coding system,which are emotion expression,praise or encouragement,question,prompt,instruction,command or instruction,no effective language,media use,eye movement,facial expression,body movement,fitness or tone.2)the kano model is introduced to analyze teachers' teaching behaviors in MOOC videos from the perspective of learners' perception.On the one hand,the questionnaire data showed a good level of reliability and validity,and preliminarily tested the rationality of the coding system.On the other hand,the analysis found that the 12 codes in the coding system do not have the same importance.According to the importance level,the coding is divided into the required attribute behavior,the expected attribute behavior,the charm attribute behavior,the indifference attribute behavior and the reverse attribute behavior.3)using case studies and comparative studies,this paper explores the status quo,commonalities and differences of teachers' teaching behaviors in MOOC teaching video cases.The research not only further verifies the feasibility of the coding system,but also reflects the good behavior differentiation ability of the coding system.Besides,three problems are found in the teaching behavior of teachers in the MOOC teaching video cases.They are respectively that the teaching methods of high-quality MOOC teachers in China are not flexible enough,while the teaching methods of non-national high-quality MOOC teachers are "cramming" with low teaching vigor.4)using the method of educational experimental research,this paper explores the influence of teachers' teaching behaviors on learners' emotion in MOOC teaching videos.The study not only tested the validity of the coding system again,but also concluded that the charm attribute behavior and expectation attribute behavior can positively affect learners' emotion,while the reverse attribute behavior can negatively affect learners' emotion.5)based on the above research results,on the one hand,the teaching behavior model of teachers in MOOC teaching videos is constructed from the perspective of learners' emotion.On the other hand,from the perspective of coding system and learners' perception,this paper proposes the improvement strategies of teachers' teaching behaviors in MOOC teaching videos in China. |
PDF Full Text Request