国内外数学类MOOC发展的非参数差异比较分析

A Comparative Analysis on the Domestic and Foreign Development of Mathematics MOOC Based on Non-parametric Test

研究数学类MOOC国内外发展差异有利于比较大学数学在线教育的国内外差异特征,并从中获得提高国内数学类MOOC发展质量的参考建议。基于行为理论分析框架,从教师行为和学生表现两个角度出发,使用非参数检验曼-惠特尼U检验与两独立样本的K-S检验研究了国内外大学数学类MOOC在课程时长、课程难度、选课人数、完成情况等方面的差异性,发现:国内外数学类MOOC在考试成绩中各部分的构成比例、学生学习笔记数量与学生参与讨论等方面存在明显的差距。国内教师一方面应在符合数学类课程特点的MOOC课程教学设计中尽量提供个性化的学习方案,另一方面应在MOOC教学中将大规模的单向在线知识传授模式转变为传授与交流的双向互动模式。

Examining the differences in the development of mathematics MOOCs at home and abroad is conducive to compare the characteristics of differences in online mathematics education,and further obtain important suggestions to improve the development quality of domestic mathematics MOOC.Based on behavioral theory and from the two aspects of teachers􀆳behavior and students􀆳performance,this paper focuses the differences of mathematics MOOCs at home and abroad by using Mann-Whitney-Wilcoxon test and Kolmogorov-Smirnov test.The results show that there are no statistically significant differences in the length of the course,the difficulty of the course,the amount of course knowledge,the course resources,teacher participation,the number of participants and the number of completions.Moreover,there is a significant difference between the mathematics MOOCs at domestic and abroad,for the indicators including composition ratio of the test scores,the number of students􀆳study notes,and the participation of students.According to the research,in the domestic MOOC teaching of mathematics,teachers should pay attention to students􀆳autonomous learning process and further cultivate their critical thinking;teachers try to provide personalized learning programs in the MOOC courses that meet the characteristics of mathematics courses;teachers should change the teaching mode and transform the large-scale one-way online knowledge mode into a two-way interactive mode of teaching and communication in MOOC teaching.