| Since the end of twentieth Century,the network courses of Chinese and American universities have been showing great changes.Whether it was driven by the profit of the network market,or the driving force of information technology,or the system is confronting the bottleneck of traditional curriculum development,it is difficult to walk all the way.Until recent years,the rise of MOOC has just pushed the development of network courses in China and the United States to a new climax.At the same time the academic circles and the media propagandize digital revolution in the higher education caused by network courses with overwhelming advertising campaigns,which focus on how online network courses stimulate students’ strong learning motivation,enjoy a good social reputation and even put forward that the virtual university based on the network course will dominate development direction of the future university and the traditional physical university is declining.The United States government and the Chinese government both respond positively to MOOC influence by extensively developing network curriculum and building cooperation platform for the internationalization and globalization of network curriculum development to promote a high degree of integration between higher education and information technology,so the informatization of higher education has been enhanced to the status of national development strategy.If we continue to follow the usual technical logic to examine the development of network curriculum in the Sino American University,it is difficult to make a breakthrough and an innovation in the research ideas.Because the technology has provided the teaching and learning online with unlimited time and space,even "arbitrary"".Advocacy of "knowledge sharing"concept from the Massachusetts Institute of Technology and "OCW" program to the"free" and "open" and "sharing" principle the MOOC platform still continues to adhere to,the mainstream value orientation in network course of Sino US university seems to never change,but the impact of external factors of curriculum development has become more and more complex and diverse.Among them,the theory of"knowledge transformation" has become an understandable motive force for the development of network courses in China and the United States.With the transformation of knowledge as a research perspective to analyze the development of university network courses,it roots both in the complementary between the educational reform itself and the transformation of knowledge and the internal logic relationship of mutual promotion,and meanwhile the college network courses development also roots in the knowledge transformation.Therefore,many of the basic characteristics in the process of development reflect the inherent requirement of knowledge transformation.However,it is not an easy task to find a strong evidence to support the theory of the comparative study of the development of network curriculum in China and the United States in the knowledge transformation.Because it requires to classifiably and systematically summarize from the existing research materials to find out the preliminary evidence in the interaction between knowledge transformation and network course,but also dialectically analyze which element matters more to the development of the university network course technology and knowledge.According to the research ideas based on facts,presentation,theoretical exploration",using historical analysis and literature research methods we divide historical stages of university network courses development and their influence on technology,and integrate and improve the theory related to the transformation of knowledge to construct a new analytical framework of it.From the analysis,it is concluded that the technical logic is not suitable for explaining and guiding the development of the network curriculum in Chinese and American universities.After some "theoretical exploration",we finally seek the sufficient evidence to support the theory of knowledge transformation.The description of the history and general situation of university network courses development in the way of facts presentation not only illustrates how network courses between American and Chinese universities integrate and become both competitors and partners,but also provides evidence for the practice of knowledge transformation theory to promote the follow-up.So how to make a detailed comparative study on the development of network courses between Chinese and American universities?According to the research ideas of "practice investigation,problem reflection and countermeasure suggestion",the convergence and diversity of the development of the network course between Chinese and American universities are investigated from the systematic logic derived from the knowledge transformation.As for the convergence characteristics,a virtual world is constructed by computer network and digital knowledge production is obvious;implement the development path of "project driven" with the principle of knowledge protocol;"modern knowledge" is transformed into "post modern knowledge",where"the invisible college team" is very common.This convergence characteristics conform to the requirements of the internal system of knowledge transformation.The diversity is influenced by the external system of knowledge transformation,and the development of network curriculum in China and the United States is significantly different in the policy orientation,basic path,operating mechanism and value position.This macro sense of "divergent convergence" phenomenon and the systematic logic also occur in the in the process of the development of typical and representative online learning platforms in the United States and China.We carried out a comparison analysis in the cases of American colleges and universities network courses online learning platform "Coursera" and "edX" and China university network courses online learning platform "love course" and "school online" and have found there is"convergence" in the knowledge of power control,knowledge transformation,knowledge organization and cooperation form etc.between online learning platforms of Chinese and American university network courses,and there are distinctive differences in the development path,operation mechanism,power function and position".It is likely that the transformation of knowledge theory in practice won’t advance smoothly.Alternation between old and new mode of knowledge production or transformation from "modem knowledge" to "post modern knowledge" have consistently demonstrated the "coexistence" and "mutual effect" between the two different "knowledge production mode" or "form of knowledge".On the one hand,during the transition period,the new and the old "knowledge production modes" or"form of knowledge" coexist in the same society,so it will inevitably lead to chaos in the world of knowledge to choose whose scientific and normative knowledge or rules as a standard.On the other hand,the original "knowledge production mode" or "form of knowledge" society is unlikely to accept scientific standard the new "knowledge production mode" or "form of knowledge" gradually established,instead,it may resist the new one to recapture the dominance of knowledge control,which leads to many contradictions and conflicts during the process of knowledge production,dissemination and application of.Only when the new "knowledge production mode"or "form of knowledge" completely replaces the original "knowledge production mode" or "form of knowledge" and is accepted by the public,the confusion and the knowledge of the kingdom of the conflict will disappear naturally.Therefore,the confusion and conflicts caused by "coexistence" and "mutual effect" of knowledge transformation between Chinese and American universities must penetrate the network curriculum development,construction and operation,which in turn contributes to the challenge the university network curriculum development between China and the United States confront mainly in the poor learning effect,the academic crisis triggered by the knowledge market and teachers’ difficulty in making a choice between them and credit recognition and evaluation.So how to deal with the challenges caused by the knowledge transformation in the network curriculum development of Chinese and American colleges and universities?Attach importance to the diversity and inclusiveness of course platforms,realize three-party benefit among the University,the government and the market,and train digital teachers with knowledge,ability and technology integration and implement SPOC course platform and teaching model,which will be the future direction of development of the network curriculum between Chinese and American colleges and universities. |
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