A Comparative Study On The Setting Of Basic Chinese Comprehensive Course MOOC

As a representative of the new education model,MOOC has developed rapidly with its unique advantages.In recent years,many colleges and universities have opened MOOCs.Among the existing MOOCs for teaching Chinese as a second language,there are more comprehensive courses.This article compares the "Elementary Integrated Chinese" course offered by Beijing Language and Culture University and the "Elementary Integrated Chinese" course offered by Zhejiang University of Science and Technology,focusing on the similarities and differences in pronunciation,vocabulary,grammar,and Chinese character teaching between the two schools.Due to the limitation of the teaching style of MOOC,the teachers of the two schools are unable to immediately guide students’ pronunciation and writing of Chinese characters in pronunciation and Chinese character teaching.In terms of vocabulary teaching,Zhejiang Academy of Sciences has a relatively large vocabulary,which will affect students’ enthusiasm for learning to a certain extent.In terms of grammar teaching,Zhejiang Academy of Sciences has fewer related exercises and a single form of exercises.In view of the above problems,the author believes that there are several solutions: First,in terms of pronunciation and Chinese characters,teachers can ask students to record and upload the video recording of the writing and pronunciation of Chinese characters learned in this lesson to the MOOC platform.Secondly,in terms of vocabulary,teachers can select vocabulary with high frequency for teaching;thirdly,in terms of grammar,Zhejiang Academy of Sciences can learn from the related exercises of Beiyu and increase the practice forms.The author found through investigation that there are differences in the completion rate of courses and the completion rate of after-school exercises between Beijing Language and Culture University and Zhejiang University of Science and Technology.In response to this point,the author conducted an in-depth analysis and found that Zhejiang Academy of Sciences has a large amount of after-school exercises and a low course completion rate;compared with Zhejiang Academy of Sciences,the amount of after-school exercises is smaller and the course completion rate is high,so practice The number of questions will affect the completion rate of the course to a certain extent.At the same time,the author also analyzed the students’ evaluation of the selected courses,and found that many students think that it is inconvenient to use the MOOC platform to learn.Not only do they need to rely on the Internet,but the students themselves are sometimes easily distracted.The timeliness and interactivity of MOOCs are lower than offline courses,and the content of the courses cannot be adjusted in real time according to the situation of the students.The author believes that multiple channels can be used to increase the timeliness and interactivity of MOOCs: first,teachers can use the "traditional curriculum + MOOC" method for Chinese teaching;second,teachers can choose to set up live courses at a uniform and fixed time.Answer students’ questions in their studies and increase interaction with students;third,set up related We Chat or Ding Talk groups,students can post questions or suggestions in the group,and the teacher will arrange the corresponding assistants to answer the students in peacetime.The combination of online and offline can make up for its shortcomings while giving play to the advantages of MOOC teaching.