| (Background)Currently,MOOC scale in China ranks first in the world under the trend of education informatization,education modernization and education fairness,but the problem is gradually becoming more and more obvious.Yang Zongkai,director of the Committee of Higher Education Institutions under the Ministry of Education,pointed out in December 2020 that although many MOOCs have been developed in China,the number of high-quality MOOCs is limited.(Objective)In view of this,this study aims to sort out and summarize the present situation and characteristics of MOOC teaching design in the era of educational informatization 2.0,explore its problems and countermeasures,and provide practical MOOC design methods for front-line teachers.(Objects and methods)35 theoretical MOOCs of physical education were selected from 36 MOOC platforms in China as samples,and literature,Delphi,expert interview,video observation,content analysis and mathematical statistics were used.This paper studies the platform functions of sample courses,teachers’ selection of MOOC platform,course portal design,teaching video design,after-class activity design,and student achievement composition design.(Conclusion)The research conclusions are as follows:(1)The Observation Form of Physical Education Theory MOOC Teaching Design developed by this research includes 5 dimensions,including platform selection,course portal,teaching video,after-class activities,grade calculation,16 second-level indicators,and 85 third-level indicators.According to the principle of index system construction,the development of the observation table was optimized and determined by two rounds of Delphi method and boundary value method,and the consistency test of observers was conducted to finally ensure the validity and reliability of the observation table.The table can be used as a measurement tool for related research in the future.(2)Observation and analysis results: In terms of the function and selection of platform A,the functional differentiation of mainstream MOOC platforms is not obvious,and teachers’ choice of MOOC platforms is greatly influenced by policies.Among them,the platform’s teaching support function is relatively backward compared with some foreign platforms.B Course portal design: present the characteristics of dynamic publicity popularization and course construction team.There are some problems,such as the single design of course publicity,the introduction of "honor only",the contribution of team members is not explained,and the team lacks multidisciplinary cooperation.C Teaching video design: presents the characteristics of extension and rigor of classroom explanation,classroom interaction and testing,induction of picture culture,aesthetic production,and perfect design of low-level classroom teaching activities.There are some problems in teaching sequence design,such as attaching more importance to textbook logic than to teaching logic,lack of visualization of rational thinking in classroom explanation design,classroom introduction,interaction,lack of single ending design,single teaching scene,teachers’ "body is not open enough" and so on.D afterclass activity design and grade composition: It shows the characteristics of better after-class activity design for lower level students,and the calculation of students’ grades is intelligent,multivariate and process.Among them,there are some problems such as "overqualified for small use" in after-class activity design and low popularity of mutual evaluation.(3)According to the analysis of the causes of the problems,relevant suggestions are given: MOOC selection departments should make the evaluation criteria not the "restriction tool" of diversified MOOC;The platform operator should learn from advanced MOOC platforms abroad to further enrich its teaching support functions;Schools should establish a sharing and exchange mechanism for the educational resources of the adjacent and the same region.Teachers should try to overcome the influence of human culture,think about the design of MOOC from the perspective of how to serve students,rather than just review,and boldly explore the "variant design" of MOOC teaching. |
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