移植与创生:中国“MOOC”的本土化意义与实践智慧

Transplantation and Creation:The Sense of “MOOC” Localization in China and Practical Wisdom

MOOC源于发达国家,进入中国以来,引起了开发的热潮,也带来了诸多值得开发主体深思的问题。MOOC存在交互性差,知识体系结构散乱,缺乏较强目的性与计划性等问题,尚不能体现课程的基本性质,本质属于一种课程资源。中国MOOC作为新生事物,引入与开发应警惕简单性移植,须与中国现实教育环境、经济条件、教育传统等因素相融合,实现本土化的再生。本土化是植根于现实问题的过程,也是适应性的改造过程。中国MOOC实践在开发定位中需分层分类,教学实践上突出创新性,管理服务中加强合作与服务意识,应针对现有条件理性分析,在创造中使MOOC在中国产生新的特点与价值,实现其效益最大化。

MOOC originated in developed countries,since entering China,has caused a development boom.MOOC analysis from theory to practice,the existence of poor interaction,knowledge scattered structure,the lack of a strong purpose of teaching and planning is not yet reflected the basic nature of the course,is a curriculum resource.MOOC is a new thing in China,the introduction and development should be alert to the simplicity of transplantation,and China must be realistic educational environment,economic conditions,education and the integration of traditional and other factors,to achieve localization of regeneration.MOOC need practice in the development of hierarchical classification positioning in China,highlighting innovative teaching practice management services to strengthen cooperation with the consciousness of service,should be a rational analysis of existing conditions in education and create MOOC manipulation to produce new characteristics and value.