The Comparative Study Of The Open Education Resource Between China And Other Countries

Since the MIT OpenCourseWare project was first proposed in1999, the global openeducational resources movement has developed in full swing in the world. The21st century,the rapid Internet technology and information technology boost the process of global OCWconstruction. At the same time, domestic rise of the ‘network Amoy class family’, andlearners can learn on the elite and in the scientific name class at anywhere or anytime. Thisarticle uses documentary research, comparative study, the case study method and surveymethod. At first, basing the previous literature about opencourseware at home and abroad, weselected the foreign success case and the country open curriculum project as a comparisonobject. Then we commenced a series of comparative studies including the construction ofopen curriculum resources, the resource application, and learning evaluation mechanism.At first, Chapter1is an introduction of the research, including the background and significance, the core concepts, research ideas and research methods, research innovation. Chapter2is the comparison of resources construction. It contains seven aspects: the development status, construction concept, funding support, intellectual property,curriculum making and team-building, technology use and interaction and feedback design. Chapter3is the comparison of application of resources. It selects the year or project reports in the United States and the United Kingdom as the foreign part. Anduse the domestic survey to understand the application status of college students usingopen courses. Chapter4is the comparison of learning evaluation mechanism. Canadabuild an earlier course evaluation mechanism, while China is not yet clear at this point. Chapter5summarized proposed optimization recommendations for the constructionof China’s open courses. Chapter6is Summary and Outlook part of the article.