慕课西部行计划的推进成效与实施路径研究

Research on the Implementation Effectiveness and Pathways of the MOOC Action for the West Field of China

当前,我国高等教育存在区域发展不平衡不充分的问题,制约我国高等教育整体的高质量发展。作为中国高等教育数字化转型的典型例证,“慕课西部行计划”探索运用数字化技术手段,精准对接西部高校教与学的需求,为提升师生数字素养、转变学习方式、优化教育治理提供实践经验与解决方案。采用问卷分析和质性访谈的方式,全面、深入、准确了解“慕课西部行计划”在运行管理、教学组织、课程学习等方面的实施情况。通过分析发现,“慕课西部行计划”已取得覆盖范围不断扩大、课程资源不断丰富、教学模式不断创新、教学体验不断优化等成效。而在现阶段,接受跨校优质资源时,学生的个性化需求能否满足?面对全新教学场景时,教师的能力素养如何提升?推进教学模式改革时,学校的配套条件能否保障?成为“慕课西部行计划”推进面临的挑战。据此,针对师生关注的问题及需求提出改进策略,为提高中西部高校课堂教学质量提供实践路径:一是聚焦课程质量,让小课堂满足大期待;二是搭建交流空间,让好教师能有大收获;三是完善协同机制,让好资源发挥大作用。

At present,there exists an unbalanced and inadequate development among regions in China’s higher education,which restricts the overall high-quality development of China’s higher education system.As a typical example of the digital transformation of Chinese higher education,the MOOC Action for the West Field of China explores the use of digital technologies to accurately meet the teaching and learning needs of universities in Western China.It provides practical experience and solutions to improve teachers’and students’digital literacy,transform learning methods,and optimize education governance.Using questionnaire analysis and qualitative interviews,we comprehensively,profoundly and accurately understand the implementation of the MOOC Action for the West Field of China in aspects like operation management,teaching organization,and course learning.The analysis finds that the program has achieved effects like continuously expanding coverage,enriching course resources,innovating teaching models,and optimizing teaching experiences.However,at the current stage,can students’personalized needs be met when receiving inter-school high-quality resources?How to improve teachers’ability and quality when facing brand new teaching scenarios?Can schools’supporting conditions guarantee the promotion of teaching reform?These have become challenges facing the advancement of the MOOC Action for the West Field of China.Accordingly,aiming at the problems and needs valued by teachers and students,we propose improvement strategies to provide practical pathways for improving classroom teaching quality in universities in Central and Western China:First,focus on course quality to meet high expectations in micro classrooms;Second,build communication platforms for teachers to gain rich benefits;Third,improve coordination mechanisms for quality resources to play a greater role.