本文選題：美國(guó)高校　切入點(diǎn)：MOOCs　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：麻省理工學(xué)院率先于2001年啟動(dòng)開放本校課件運(yùn)動(dòng),隨后各國(guó)高校也紛紛開放本校優(yōu)質(zhì)教學(xué)資源,掀起了全球范圍內(nèi)的開放教育資源運(yùn)動(dòng)。隨著開放教育資源運(yùn)動(dòng)的深入發(fā)展、教育需求的不斷變化和教育技術(shù)的快速提升,一種面向大規(guī)模學(xué)習(xí)者開放的在線課程——MOOCs應(yīng)運(yùn)而生。目前MOOCs已經(jīng)席卷全球,沖擊著傳統(tǒng)高等教育教學(xué)模式。美國(guó)高校在MOOCs制作、傳播、發(fā)展領(lǐng)域堪稱發(fā)展最好的國(guó)家,世界三大MOOCs平臺(tái)——Coursera、Udacity、edX均由美國(guó)高校牽頭創(chuàng)建是其最好的例證。美國(guó)高校在MOOCs的發(fā)展過(guò)程中逐漸形成了穩(wěn)定的教學(xué)模式,這種教學(xué)模式對(duì)于在全世界范圍內(nèi)推廣MOOCs教學(xué)具有重要的借鑒意義。我國(guó)高校在對(duì)MOOCs發(fā)展和應(yīng)用研究方面還處于初級(jí)階段,通過(guò)對(duì)美國(guó)高校MOOCs教學(xué)模式的分析和研究有利于推動(dòng)我國(guó)高校積極開展MOOCs教學(xué),改變我國(guó)高等教育學(xué)校目前面臨的困境,推動(dòng)我國(guó)建設(shè)國(guó)際一流高校。本研究主要采用文獻(xiàn)研究法、歷史研究法、案例分析法和比較研究方法,在詳細(xì)論述MOOCs發(fā)展背景和歷程的基礎(chǔ)上,結(jié)合美國(guó)斯坦福大學(xué)和麻省理工學(xué)院這兩所國(guó)際知名院校在Coursera和edX推出的MOOCs,并根據(jù)這兩所高校MOOCs教學(xué)過(guò)程分析其已經(jīng)形成的特有的穩(wěn)定的教學(xué)模式,總結(jié)歸納出美國(guó)高校MOOCs教學(xué)模式的特點(diǎn)、存在的問題以及應(yīng)對(duì)策略,為我國(guó)高校發(fā)展MOOCs,開展MOOCs教學(xué)活動(dòng)提供有益的借鑒和幫助,進(jìn)一步推進(jìn)我國(guó)高校MOOCs教學(xué)的發(fā)展。本研究除引言外,共分為五個(gè)部分:引言:主要從問題的提出、研究目的和意義、國(guó)內(nèi)外研究綜述、核心概念界定以及研究思路與方法五個(gè)方面對(duì)本文進(jìn)行總體說(shuō)明。第一部分:美國(guó)高校MOOCs的發(fā)展。本部分將從美國(guó)高校MOOCs發(fā)展的背景和發(fā)展歷程兩個(gè)方面對(duì)美國(guó)高校積極開展MOOCs的原因和過(guò)程進(jìn)行詳細(xì)的梳理和分析。第二部分:美國(guó)高校MOOCs教學(xué)模式典例分析。本部分選擇美國(guó)斯坦福大學(xué)和麻省理工學(xué)院提供的MOOCs作為研究美國(guó)高校MOOCs教學(xué)模式的案例。分別選擇六門具有代表性的斯坦福大學(xué)在Coursera平臺(tái)上提供的MOOCs和麻省理工學(xué)院在edX平臺(tái)上提供的MOOCs并從教學(xué)理念、教學(xué)目標(biāo)、教學(xué)程序、教學(xué)評(píng)價(jià)和實(shí)現(xiàn)條件等五個(gè)方面著手進(jìn)行研究和詳細(xì)分析。第三部分:美國(guó)高校MOOCs教學(xué)模式的特色。根據(jù)對(duì)斯坦福大學(xué)和麻省理工學(xué)院提供的MOOCs進(jìn)行教學(xué)模式的分析,總結(jié)概括美國(guó)高校MOOCs教學(xué)模式的特色。其分別是,平臺(tái)、課程、課件相促進(jìn);多種評(píng)價(jià)方式相結(jié)合;線上和線下交流相結(jié)合。第四部分:美國(guó)高校MOOCs教學(xué)模式面臨的挑戰(zhàn)及對(duì)策。美國(guó)高校MOOCs教學(xué)模式雖然得到了高等教育機(jī)構(gòu)的認(rèn)可,但是它的發(fā)展也不斷受到質(zhì)疑,面臨著嚴(yán)峻的挑戰(zhàn),主要是在MOOCs教學(xué)模式下如何應(yīng)對(duì)學(xué)生的個(gè)體差異和激勵(lì)學(xué)習(xí)者參與課程評(píng)價(jià),美國(guó)高校應(yīng)這些難題采取了積極的應(yīng)對(duì)策略,為學(xué)習(xí)者提供支援服務(wù);根據(jù)學(xué)習(xí)者學(xué)習(xí)目的提供豐富教學(xué)資源;激發(fā)學(xué)習(xí)者內(nèi)在學(xué)習(xí)動(dòng)機(jī)。第五部分:美國(guó)高校MOOCs教學(xué)模式對(duì)我國(guó)高校開展MOOCs教學(xué)的啟示。本部分首先介紹我國(guó)高校MOOCs的發(fā)展和MOOCs教學(xué)模式的情況,然后提出美國(guó)高校MOOCs教學(xué)模式對(duì)我國(guó)高校開展MOOCs教學(xué)的啟示,其分別為:樹立開放共享創(chuàng)新理念,發(fā)展本校特色MOOCs;設(shè)置明確的MOOCs課程教學(xué)目標(biāo),促進(jìn)理論實(shí)踐向結(jié)合;建立多元、多角度教學(xué)評(píng)價(jià)系統(tǒng);提供更多利于我國(guó)高校MOOCs發(fā)展的實(shí)現(xiàn)條件。
[Abstract]:Massachusetts Institute of Technology in 2001 to start the school open courseware movement, then all colleges and universities have open quality teaching resources of the school, set off the open educational resources worldwide. With the further development of open educational resources, rapidly changing and education technology education demand, an open for mass learning online course - MOOCs came into being. At present MOOCs has swept the world, the impact of the traditional teaching mode of higher education. The production, propagation in MOOCs development in the field of American colleges and universities, developing countries is the best, the world's three largest MOOCs platform -- Coursera, Udacity, edX by the United States University led to create is the best example. The formation of a stable the teaching mode gradually in the process of MOOCs development, this kind of teaching mode for the promotion of MOOCs teaching is important in the whole world The significance of colleges and universities in China in the aspects of the development and application of MOOCs research is still at the primary stage, through the analysis and research of the MOOCs teaching mode in the United States to promote China's colleges and universities to actively carry out MOOCs teaching, change the face of China's higher education schools present difficulties, promote the construction of world-class universities in China. The purpose of this study using the method of literature research, historical research method, case analysis method and comparative research method, based on detailed analysis of MOOCs development background and history, the Stanford University and the Massachusetts Institute of Technology with the two international school school launched in Coursera and edX MOOCs, and according to the two MOOCs colleges and universities teaching process analysis has formed the unique the stability of the teaching mode, summarizes the characteristics of College MOOCs teaching mode in the United States, problems and strategies for the development of China's University MOOCs, open Provide a useful reference and help MOOCs teaching activities, to further promote the development of College MOOCs teaching in China. In this study, in addition to the introduction, is divided into five parts: Introduction: mainly from the issues, research purpose and significance, the domestic and foreign research review, the core concepts and ideas and methods to study the overall description in this paper five aspects. The first part: the development of American College of MOOCs. This part from two aspects of background and development of colleges and universities in the United States MOOCs development in American universities, and actively carry out the reason and process of MOOCs was summarized and analyzed in detail. The second part: the analysis of typical university MOOCs teaching mode in the United States. The choice of the United States Stanford University and Massachusetts Institute of Technology offer MOOCs as a research university MOOCs teaching mode in the United States. Six cases were with representative of Stanford University on the Coursera platform The MOOCs and the Massachusetts Institute of Technology in the edX platform provided by MOOCs and from the teaching philosophy, teaching objectives, teaching procedures, teaching evaluation five aspects and implementation conditions are studied and analyzed. The third part: the teaching model of MOOCs characteristics of the United States. According to the analysis of the teaching mode of Stanford University and MOOCs of Massachusetts Institute of Technology. A summary of the MOOCs teaching mode of the characteristics of the United States. It is, platform, courses, courseware to promote a variety of evaluation methods; combination; combination of online and offline communication. The fourth part: the challenge and Countermeasures of College MOOCs teaching mode in the United States. The MOOCs teaching mode in American institutions of higher education has been recognized. But it has also been questioned, faced with severe challenges, mainly is how to deal with the students in the MOOCs teaching mode and individual differences Encourage learner participation in curriculum evaluation, the university should these problems take positive coping strategies, to provide support services to learners; according to learners to provide rich teaching resources; stimulate intrinsic learning motivation. The fifth part: the MOOCs teaching mode in the United States to carry out MOOCs teaching in Colleges and universities of our country. The first part the universities in our country the development of MOOCs and MOOCs teaching mode, and then puts forward the MOOCs teaching mode in the United States to carry out MOOCs teaching enlightenment to universities of our country, which are: set up the open sharing of innovation concept, development and characteristics of the University of MOOCs; MOOCs course set up the teaching goal clear, promote the theory and practice to establish multi combination; multi angle, teaching evaluation system; provide more conducive to the realization of condition of our country University MOOCs development.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G642.4

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