Analysis On The Understanding Level Of Primary And Secondary School Teachers In MOOC Course Learning

With the transformation of the social standards of teachers’ consideration,it is impossible to measure one’s wisdom only by the amount of knowledge.This study,starting from the essence of teacher learning,advocates the transformation of learning mode to understanding learning.The advent of artificial intelligence era not only innovates people’s life and work style,but also injects new vitality into educational activities.The rapid development of Online Education Forum provides a good way for teachers to continue education.Taking MOOC as an example,teachers participate in the study and discussion of curriculum,leaving a large amount of text data in the discussion area,which is the direct expression of teachers’ understanding level under a certain problem.However,the current data focus on "quantity" statistics,lack of understanding level analysis,so this study aims to study how to judge the understanding level of teachers in MOOC under specific issues automatically.Based on the characteristics of online education forum and the relevant theories of teachers’ understanding level,this study takes MOOC as the experimental platform,takes the data of teacher discussion as the main research object,considers the characteristics of MOOC curriculum discussion area,and obtains the text data of the discussion area.According to the observable learning achievement structure of the observed learning coming(solo)classification theory proposed by Biggs and Collis,the author evaluates the understanding level of teachers,and adjusts the original theoretical framework,divides the understanding level of teachers into three levels: no understanding,shallow understanding and deep understanding.The framework of analysis of Teachers’ understanding level based on solo theory is designed.Taking the course of "information teaching design for core literacy" as a case,the data of the early stage of the course is collected as the original data of the model construction,3594 teachers discuss and post as training set,and the analysis model of teachers’ understanding level in MOOC course is constructed.1754 discussion posts are used as test sets to test the performance of the model.The results show that the total accuracy of the prediction of the model reaches82.16%,which proves the model It is feasible and can be used in practice.The results show that the understanding level of teachers is not high.Therefore,the design strategy from the three aspects to promote the deepening of teachers’ understanding level and implements it in the eighth course.The data of the eighth issue of teacher discussion are collected and the same number of teachers’ discussion posts are randomly selected to enter the model to realize the automatic judgment of teachers’ understanding level.Compared with the manual judgment results,the model judgment results are almost the same,which proves the validity of the model.Then,500 data before and after the implementation of the strategy were scored,0 points were recorded without understanding level,1 point for shallow understanding and 2 points for deep understanding.Independent sample t test was conducted for the scores of two groups of teachers’ discussion posts,which showed that there was significant difference between the scores of discussion posts before and after the implementation of the strategy,which proved the strategy was effective.Although the analysis of teachers’ understanding level is relatively complex,it is necessary to improve the understanding level.The following conclusions are drawn: first,the theory of solo classification can clearly reflect the understanding level of teachers.Secondly,the framework of understanding level analysis can accurately and appropriately analyze the understanding level of teachers under different problem types.Thirdly,the strategies proposed for the analysis of teachers’ understanding level can effectively improve the level of teachers’ understanding.