cMOOC的构成要素及其结构模型  

The Elements and Structural Model of cMOOC

作　　者：黄小强[1] 柯清超[2] 

机构地区：[1]广东电网公司教育培训评价中心网络教育培训部,广东广州510520 [2]华南师范大学教育信息技术学院,广东广州510631

出　　处：《远程教育杂志》2014年第6期87-94,共8页Journal of Distance Education

基　　金：2012年教育部人文社会科学研究项目"面向大学生数字化学习能力发展的网络开放课程研究与实践"(项目编号:12YJC880072);广东省哲学社会科学"十二五"规划2011年度青年项目"基于社会化网络环境的PLE构建;应用与评价研究"(项目编号:GD11YJY02)的阶段性成果之一

摘　　要：cMOOC体现了联通主义学习理论、后现代主义课程论、自组织理论中具有变革性的学习思想,且打破了传统课程与教学的"内容与过程"和"目标与手段"二元对立式关系,而走向"课程"与"教学"有机连续的融合过程。但是,目前国内研究者对其关注程度远低于MOOC的另外一个分支xMOOC,并没有充分认识到cMOOC对知识时代知识分享与创新的重要价值,进而导致国内目前对cMOOC的认识不足。为此,从课程与教学的角度,对cMOOC的构成要素及其结构模型进行初步探究,揭示cMOOC在结构上包括参与者、内容节点与学习生态三个核心要素,而且这些要素之间相互连接、交换信息、合作竞争、共同演化、合力促进cMOOC的发展。cMOOC embodies the transformational idea in the connectivism, the postmodern curriculum theory and self-organi-zation theory, which has broken the relations of “content/process” and “aim/process” between the traditional curriculum and teaching, and has moved towards the organic continuity fusion of curriculum and teaching. But the attentions paid to cMOOC by the researchers in China are far less than those paid to xMOOC which is another branch of the MOOC, and its important value to knowledge sharing and innovation in the Knowledge Age is not well recognized, which has led to the insufficient study and recognition of the cMOOC. A preliminary research on the elements and structural model of cMOOC from the views of curriculum and instruction is introduced in the paper. The core elements of cMOOC, including participants, content nodes, and learning ecology, coevolve, connect, collaborate, com-pete, and exchange information with each other to promote the development of cMOOC.

关 键 词：MOOC cMOOC 开放内容 学习生态 个人学习环境 

分 类 号：G434[文化科学—教育学]