MOOC與傳統(tǒng)教學(xué)對(duì)比研究-以少數(shù)民族大學(xué)生英語口語交際能力培養(yǎng)為例 英語學(xué)專業(yè)

.Introduction1.1TheObjectiveoftheStudyForitsadvantagessuchasdiversificationofeducationresources,accessibility,popularityandautonomy,muchmoreattentionhasbeenpaidtoMOOC—anewtypeofnetworkteachingplatformgrowinginrecentyearswithburgeoningdemands.Toacertainextent,theappearanceofMOOCcanpartlyremedythestereotypeintraditionalteachingliketheoutmodedcontentsandrigidpatterns.AgreatamountofinspirationonEnglishoralcompetencywillbesuppliedwiththoseminoritycollegestudentswhoarenotgoodatcommunicatingwithothersinEnglishandlackofhigh–qualityeducationalsourceswithitssuperiorityandspecialty.Thetargetofthisstudymainlyembodiesinthreefacets:explorationofproblemsoccurredinthepossessoforalcommunicationwithChineseminoritycollegestudents,thecomparisonbetweenmodernteachingmethod–MOOCandthetraditionalteachingmethodandthecombinationofadvantagesofbothtwomethods.ItaimsatinformingabettermethodtohelpChineseminoritycollegestudentsimprovetheirEnglishoralcompetencyandachieveahighereducationlevel,whichisheadingformakinganimbalancedandimpartialeducation.1.2TheBackgroundoftheStudyLiManliinherbooksaysthateducationhasalwaysbeenviewedasthecruxintheprogressanddevelopmentofhumanandmakingalatentinfluenceonthevicissitudeofanynationorpeople.ThereisanimbalanceascribingtofactorsconcerninglocationandsocietyorthelackofaunanimousEnglishteachingskeletonleadingtomanyproblemsoccurredintheprocessofcognitionandacquisition.Especiallyforthosestudentslivinginthefar-remoteregionsofChinawhoarestudyingintheabsenceofhigh-qualityeducationresource.Englishisasubjecttowhomitmakesahigherrequirementforself-qualityoflearnersandfaculties.Hence,itisatoppriorityforeducationinminorityborderregionstobefosteredanddevelopedrapidly.Fromtheoutsetof20thcentury,thereisanattemptforsearchingexcellentteachingmethodsforEFLlearnerstohaveagoodcommandofEnglishinashorttime.ManyradicalchangeshavehappenedonEFLteachingwithinonecentury,liketherealizationofEFLteachingandlearningfromthepublicandthetransitionfromteacher-orientedtolearner-orientedresearch.Moreover,influencedbyvariouslinguisticgenres,somenewteachingmethodshavecomeout,suchasaudio-lingualmethod、situationalteachingmethod、naturalapproachandcommunicativeapproach,etc.Ononehand,developmentofEFLteachinghasbeenstimulatedwiththeassistantofnewteachingmethod.Ontheotherhand,amplenewteachingmethodsalsoenrichtheguidanceofEFLteachingfromtheoreticalaspect.Butneithergrammar-translationapproachintheearliestdaysnorfunctionalandcommunicativeteachingmethod,whicharetwoprevailingteachingmethodsbeingusedinChineseclass,canradicallymakeallthestudentshaveagoodcommandofforeignlanguages.Consequently,aneffectivewayofacquirementforEnglishisstillaproblembeingdiscussed,whichcausesmuchcontemplationfrompeopleforvariousmethodsforEFLteaching.AsacompulsorycourseaccompanyingwiththeentirestudycareerofanystudentinChina,Englisheducation,particularlyhighereducationrequiresahigherstandardforEFL,whichwouldbeakeyskillbeingfrequentlyemphasized.Currently,mostuniversitiesinChinaarefollowingtheorthodoxwayofteaching,whichisateacher-centeredclassthatstudentspassivelyacceptorrecordtheknowledgefromteachers,andthewayoftestingisalsooutmodedsothatmoststudentswhorecitethecoreknowledgeofclasscanpassthefinalexam.SuchafecklessteachingpatternwilleventuallyleadcollegestudentstoadilemmawheretheytrulyhavegonethroughanEnglishclassduringtheperiodofcollegeandgotadecentscorewhichcannotrepresentthecompetencytheyarereallyequippedwithsothattheywouldfailinrelevantstudyorworkinthefuture.Toomanyflawsexistintraditionalteachingpattern,butthereareconsistentrevolutionshappeningonthisfield.MOOCisoneofthoseconducivetrailswithlotsofexpectation(ChenXiaogengandWangXiangming,2013:23).Sharingandtransmissionofeducationalresourcehavebenefittomanyfieldsintheerapredominatedbythenetworktechnology.In2012,MOOCsprungupwiththeopeningoflecturesfromprestigiousuniversitiestolearnersthroughouttheworld,whichwascalledthe“thefirstyearofMOOC”.NowagreatnumberofuniversitiesoffercoursesconsistingofvarioussubjectsontheInternet,andatthesametime,learnersallovertheworldhaveaccesstoenjoyinghigh-qualityeducationresource.MassiveOpenOnlineCourses(usuallyabbreviatedMOOC)makesitpossibleforanyonetograspanyinformationfromthisplatformanywherebasedontheInternetatanytime,whichistheworthofMOOC.ChenXiaogengpointsoutthattheyearof2013wasalsodesignatedasthefirstyearofMOOCinChina,sincethat,ChineseuniversitiesandeducationinstitutionshavejoinedthearmyofMOOCtobuildupanewMOOCwithChinesecharacters.1.3TheSignificanceoftheStudyThisstudyfeaturesminoritycollegestudentsasanessentialobjectwithMOOC–ateachingmethodthatisbanguptodaterespondingtotheageofInternet.Throughsomeinvestigationsorinterviewsonminoritycollegestudents,aseriesofproblemswouldappearwhichprovidealargenumberofinformationforcomparativeresearchontraditionalteachingmethodvs.MOOC.BorrowedfromMOOC,theadvantagesandcontentsofitwillpositivelybenefittothetraditionaleducation,whichcanbreakupthelimitationfromtimeandspace.EspeciallyforthosestudentsandteacherslivinginremoteregionsofChina,freeandhigh-qualityeducationresourcescanbesharedandtransmittedtoeveryclass.Meanwhile,MOOCwillpushtheimprovementofteachingmethodtoahigherfloor,thatis,themixedteachingmethod,whichMOOCwillassistorbeembeddedintotraditionalclassinordertomakeitmoreactiveandvivid.Ononehand,MOOCisanauxiliarywayofacceleratingthestudent’sunderstandingofknowledgeorasupplementforadditionalknowledge.Ontheotherhand,MOOCmaypotentiallydecreaseoravoidmanynegativeeffectsorflawsfromtraditionalteachingmethodsuchaslow-efficiency,cramteachingorexam-orientedteaching.Althoughtheinstitutionsfortheselectionofexcellentstudentcannotbechangedinashorttime,tosomeextent,themixedteachingmethodmayincreasethequalityofeducationandtheefficiencyofteachingandlearning.Furthermore,ifonlycaliberofteachinghasbeenguaranteed,MOOCthatboastslow-costandmaturitymightbringasaveoflocalgovernmentfundingforeducation,manpowerandmaterialresources.2.LiteratureReview2.1TheDefinitionofTraditionalTeachingMethodAccordingtothedefinitionofteachingpatternfromHuangPuquanandWangBenlu,constituteelementsofteachingpatternconsistoftheoreticbasis,teachingtargets,operationalprocedures,conditionsforrealizationandteachingassessment.Traditionalteachingmethodorpatternisoneofteachingpatterns,includingmanybranchessuchaslecture-styleteachingmethod,findingteachingmethod,masteringteachingmethodandexplainingandreceivingteachingmethod,etc.Foralongtime,explainingandreceivingmethodhasbeenubiquitouslyacceptedbyhighereducationinChina.Asfarastheauthorisconcerned,traditionalteachingmethodinChina,toacertainextent,shouldbeequaltotheexplainingandreceivingmethod.JohannFriedrichHerbart,thefounderofpedagogyasanacademicdiscipline,setuptheexplainingandreceivingmethod(YangXiaowei,2010:310).Afterhisfollowers’perfection,ithasbecome“fiveformalsteps”teachingmethodthatispopularinChina.Itfeatureshigh-efficiencylearningwiththeguidanceofateacherinaunittime,whichgratifiesthedemandsoftalentscultivationafterindustrialization.However,itisobviousthatthe“fiveformalsteps”teachingmethodoveremphasizesfunctionofteacherwhichwouldcontrolthelearner’swayofthinking.Accordingly,thereisnomuchroomforlearnerstothinkfreely,evensomelearnerswouldformabadhabitlikeindolenceorthelackofmotivation(LaiZhikui,1998:121).2.2TheDefinitionofMOOCDuetothepossessionoffivebasicelementsforcomposingateachingmethod,MOOCwouldalsobecalledateachingpattern.TheauthorattemptstodefineMOOCasanup-to-datenetworkteachingmethodwithsupportofbehaviorismandconstructivism.Inthefirstplace,suchanetworkteachingmethodshouldstronglyrelyontheInternetinordertosetupavisualnetworkclassforteachingandlearningactivities.Inthesecondplace,forfreeingfromcrammingteaching,thetheoriesofMOOCarebasedonbehaviorismandconstructivism,whichcanstimulatetheabilityofautonomouslearning.MOOCemphasizeslearningshouldbeanactiveprocessinwhichlearnershavesufficienttimetobuildupnewknowledgeandmakeplansbythemselves,contentsofteachingshouldbethebeginningoflearningratherthantheend.Lastbutnottheleast,comparedwithtraditionalnetworkteachingmethod,MOOChasadaptedtothesocialdemands.Traditionalnetworkteachingmethod,suchascorrespondencecourse,onlinecoursesofferedbycollegesandavarietyofopencourses,alsodevelopsfromthebasisofnetwork,butaseriesofflawshavebecomemoreandmoreseriousasoutdateteachingcontents,singleteachingformandinefficientcurricularforum,whichwouldleadtoalowspeeddevelopmentofnetworkteachingmethod.Toalargeextent,theinventionofMOOCistoovercomethosedefectsandincreasetheutilizationrateofnetworkcourses.2.3OverseasStudyonMOOCBoththeoreticalresearchandpracticalresearchstartedearlyoverseas.Firstly，theoreticalresearch.AlthoughMOOCreflectsthecharactersoftraditionalteachingmethodandnetworkteachingmethod,ithasauniquewayofpracticeinsteadofthosetwoteachingmethods.Itmeansthatfacultiesandstudentsshouldadjusttothisnewteachingmethod.Fromtheaspectofteachers,theyshouldlearntotakefullyadvantageofnewmediatodevelopthemselves.Fromtheaspectofstudents,diverselearningexperiencewouldbefixedon,especiallyabundantexperienceofnetworklearning.However,someresearcherssuchasprofessorsinTsinghuaUniversityorStanfordUniversityholdtheoppositeviewofMOOCthatithasonlychangedthecontentsnotitsform.Secondly,practiceresearch.MostpracticeresearchesofMOOC,nomatterinAmericathecradleofMOOCorothercountriesincludingChina,totallyconcentrateontheconstructionofsomewebsitesboastingMOOCandthepublicityofMOOCasateachingmethod.Amongstthem,threeAmericanMOOCwebsitesarethemostsuccessful,Coursera,edXandUdacity.Inrecentyears,twocentersofthedevelopmentofMOOChaveformed,AmericaandAsia.CollegesinTaiwanandHongKongarewell-knownfortheirMOOCamongallkindsofcollegesanduniversitiesinAsia.Forinstance,TaiwanNationalUniversity,makessignificantinnovationsonthebasisoforiginalMOOC.Meanwhile,highenthusiasmhasbeenpaidtoMOOCbystudentsinTaiwanNationalUniversityowingtoitsstrongrecognition.2.4DomesticStudyonMOOCComparedwithoverseasstudy,domestictheoreticalstudyfallsbehindtheaverageandroughlycanbedividedintotwostages.Thefirststageisdominatedbytranslationofoverseasacademicliterature.ThenumberofpaperonMOOCaregrowingrapidly.DeclarativeintroductionandoverseasapplicationofMOOCarewildlyspreadbylargeamountofpublication.EspeciallyTsinghuaUniversitymakesgreatcontributionstoresearchesonMOOCthatpublishedtwobooksDecodingMOOCasalargescaleopenonlinecourseeducationinvestigation(LiManli,2013:16)andThecollegiaterevolution-highereducationintheeraofMOOC(WuJianping,2014:24)withintwomonths.Thesecondstageistheoreticalinvention.WithmajoritiesofliteratureonMOOCpublished,domesticscholarsstartedtodiscusstheinfluenceofMOOC,anewtypeofnetworkteachingmethod,onteachersandstudents.However,mostofresearchesinthisperiodfocusedontheconversionoflearningmethodratherthanteachingmethods.Additionally,theextentofdomesticstudyonMOOCwasnearlythesameasthatindevelopedwesterncountriesfromtheaspectofpractice.DomesticuniversitieswerekeenonestablishingcollaborativerelationshipswiththreemajorMOOCwebsites,Coursera,edXandUdacity.Meanwhile,theyalsobuiltuptheirownMOOCteachingplatform.Forexample,UOOCwasthebiggestMOOCunioninChinawiththeguidanceofShenzhenUniversityinMay12th,2014,butitwasmerelyrestrictedtoplatformdeveloping,andstillnotmatureinpracticaloperation.3.Methodology3.1TheResearchQuestionsAccordingly,thestudyraisesthefollowingquestionstobeexploredinthisresearch:1.WhatarethesimilaritiesanddifferencesbetweenMOOCandtraditionalteachingmethod?2.HowshouldtheimprovementforEnglishoralcompetencyofminoritycollegestudentsbeachievedwiththecombinationofMOOCandtraditionalteachingmethod?3.2ResearchParticipantsThereare68participantsinthequestionnairesectionwhoaresecondandthirdyearminoritystudentsfromYunnanMinzuUniversity.Amongthem,thepercentageofstudentsmajoredinEnglishtakesup30.88%(21peopleinBai,Miao,Yi,Lisu,Hui,Zhuang,Naxi,Bulangminoritygroups),andtherestarenon-Englishmajorstudentswhoarespecializedinvariousmajors,whichtakesup69.12%(47peopleinBai,Miao,Yi,Lisu,Hui,Zhuang,Naxi,Bulang,Tibetan,Man,Nu,Dai,Jingpo,Hani,TujiaandMongolianminoritygroups).Basically,alltheparticipantsinthisresearchcanrepresentthegenerallevelofEnglishoralcommunicationcompetencyofminoritycollegestudentsinYunnanProvince.Firstly,duetothecharacterofYunnanMinzuUniversitywhichisfeaturedasauniversityfosteringexcellentgraduatorsfromeachminoritygroupinYunnanProvince,evennationwide,whichcanprovidealotofgoodsamplesforthisresearch.Secondly,nearlyallthesamplesareinhabitantsinYunnanProvince.ConsideringnopublicEnglishcourseprovidedforjuniorsexceptEnglishmajorstudents,inthesectionofinterviewandresearch,5participantsarefilteredfromthevolunteersinquestionnairesectionwhoareallsophomores.Theseparticipantsareseparatedinto2groups--experimentalgroupofMOOCandcontrolgroupoftraditionalteachingmethod.Amongthem,twoEnglishmajorstudentsandonestudentmajoredinpublicadministrationjoininthegroupofMOOC,andtwoEnglishmajorstudentsjoinintheothergroupinordertocomparebothtwoteachingmethods.Theresearchlastsfortwoweeks(14days),duringtheperiodofcomparativeresearch,participantsinexperimentalgroupofMOOCareaskedtoregisteranaccountonthewebsite“MOOCofChina‘sUniversity”andsignupfora15-weekcourse“CollegeEnglish(oralEnglish)”givenbyPengTianxiao(/course/NUDT-17004),whoisanEnglishlecturerinNationalUniversityofDefenseTechnology(NUDT).Theparticipantsarefreetolearnatanytimeinanyplace,butnolessthan50%oftheclassarerequiredtohavebeencompletedbytheendofthe14-dayresearch(whenthecomparativeresearchstarts,thiscoursehasalreadybeeninprogressof8weeks,whichisoverthehalfofaggregateamount15weeks),andtheyalsoshouldabidebytheobligationoflecturersasassignment,discussionandexercises.Participantsincontrolgroupoftraditionalteachingmethodareaskedtocarefullyrecordwhattheyhavelearnt,contentsofclass,teachingtargetandwayofteaching.Theinterviewstakeplaceattheheadandthetailofthecontrastiveresearchincludinganoralinterview,twomodelIELTSspeakingtestsandaquestionnairewithregardtolearningattitude,learninghabitandnegativefactorsabouttheimprovementoforalEnglishcompetency.3.3DataCollectionDatainthesectionofquestionnairearecollectedthroughsomequestionswithreferencetobasicinformation(gender,nationalityandmajoraswellasthescoreofanyauthoritativeEnglishproficiencytestlikeCET-4/6,IELTSandTOEFL),viewofEnglishlearning,particularlyoralcommunication,MOOCandtraditionalteachingmethod.Intheendofthequestionnaire,anapplicationformconcerningaprojectforimprovementoforalEnglishcompetencyisattached,whichisthemainsourceofafurtherselectioninthesectionofinterviewandresearch.StudentsareaskedtocompletethequestionnairesandtaketheinterviewsinChinese.DataoftheinterviewarecollectedthroughanotherquestionnaireincludingsomemorespecificquestionsabouttheattitudetowardsEnglishproficiencytests,negativetransferofmothertongueaswellasthepersonalexperienceofMOOCandthedifferencesbetweenMOOCandtraditionalteachingmethodinvolunteers’opinion.Theinterviewandascheduleforrecordingwhathasbeenlearntbyvolunteersareprovidedintheendofatwo-weekstudy.Inordertomonitorthefluctuationofvolunteers’oralEnglishcompetency,twomodelIELTSspeakingtestsarerespectivelyprovidedforthematthebeginningandintheendoftheresearch,andthescoresofthevolunteersaremarkedbytheadministrationteamledbythemasteroftheprogrambasedontheIELTSSpeakingbanddescriptors.Besides,thevalidityofthemocktestshouldbethesameasthatoftheformalIELTSSpeakingtestwithnearlythesameandmuchstricterrequirementoftheexaminerandexamineefollowingIELTSofficialguidance.Testreportsgivefeedbacktothecandidatespromptly.4.ResultsandDiscussion4.1FindingsandDataAnalysisfromQuestionnairesChartIIChartIInthequestionnairesection,theparticipantsaretotallyminoritycollegestudentsenteringthisuniversityin2014and2015,andmainlycomefrom16differentmajorsinoneuniversity.AccordingtoChartI,thepercentageofpeoplewhohasnoauthoritativeEnglishtestscoretakesup94.12%,andtherestwhohaspassedCET-4merelytakesup5.88%.AuthoritativeEnglishtestlikeIELTS,TOEFLisanaccesstotestEnglishproficiency,whichcanmakecandidatesclearlyknowtheirEnglishlevel.Becauseofalackofcapacity,initiativeandconfidence,moststudentsinquestionnairesectionarenotwillingtoparticipateinexaminations,ChartIIChartIChartIIshowsthat63.24%participantsbelievetheirEnglishoralcompetencyislow,36.76%participantsconsidertheirEnglishoralcompetencybelowtheaverage.Thecruxoflowcapacityimpliesthattheystillhavenotmasteredanappropriatelearningmethod.Owingtothelackofinterestandhigh-qualityeducationresources,itcanpossiblyattributetomothertongue,eventhesocialenvironment.ChartIIIFromthefiguresinChartIII,nomorethan23.53%participantshaveanimpressionorknowledgeofMOOC.Manyreasonscanexplainthisphenomenon；Tobeginwith,thetransmissionofMOOCforuniversitiesinYunnanProvincestaysatanembarrassingsituation,mostcollegestudentshaveneverhearditinclass,evenfromtheInternet,whichalsorevealsthedeficiencyofinitiativeandattentionfromeducationdepartmentingovernmentorcollegeconcerned;Whatismore,MOOCisdistinctfromthetraditionalteachingmethodinmanyways,eventosomeextent,oppositetoit.Forthisstand,itcouldarousetoomuchchallengeaboutsuchafreshteachingmethod,whichmaystillneedalotoftimeforittobedigestedandachieveanacknowledgementinthefuture.ChartIII4.2FindingsandDataAnalysisfromInterviewsAccordingtotheinterviewquestionnaireinthecomparativeresearch,therearesomegeneralquestionsbeingaskedforallthecandidatestocomplete.Part2inthisinterviewquestionnaireisonlyprovidedforexperimentalgroupofMOOC,andPart3ofwhichshouldbeansweredbycontrolgroupoftraditionalteachingmethod.Meanwhile,5participantsarenumberedasC1,C2,C3,C4,C5inordertomakeitconvenientforstatisticsandanalysis.Amongthem,C1,C4andC5belongtoexperimentalgroupofMOOC,C2,C3areincludedintocontrolgroup.Partofquestionswithstrongrelationtotheresearchareselectedandanalyzedbelow.Thefirstquestionis“Inyouropinion,howmanyfactorshavingeffectsontheimprovementoforalEnglish?”Allparticipantsmentionedtheirstudyhabit.Theabsenceofthelanguage-studyingcontexthasbeenemphasizedlotsoftime.Atpresent,therearetwomainproblemsexistingformostoftheminoritycollegestudentswhoaremajoredinEnglish.ItcanbeseenfromquestionNo.4thatmoststudentsreplythattheyreallydon’tliketolearnEnglishduetotheirownminorityidentityorsocialenvironment.Becausethelackofhigh-qualityeducationresources,mostminoritycollegestudentsdon’thaveagoodfoundationofEnglish,whichleadstotheresultthattheycannotcatchupwithotherstudents.Therefore,lowscoreswillfollowandtheirinitiativewillbedamaged,whichwillformaviciouscircle.Aslackingofthecontextforlearninglanguage,minoritycollegestudentshavebeenlivinginplacesfarawayfromtheEnglish-speakingcountriessincetheywereyoung.MostminoritycustomsorlanguagewillinterferetheEnglishlanguagelearningaswell.Question6is“WhatdoyouthinkofyouroralEnglishcompetencyorwhatkindofproblemsdoyouhaveafterexperiencingthemodelIELTSSpeakingtestprovidedbytheproject?”C1,C3andC4saythattheproblemtheyhaveistheblocktheywouldmeetduringconceivingandexpressinginEnglish.MostofthemareusedtotranslatingtheirideasfromChinesetoEnglishbeforespeaking.C2hasn’tmentioneditclearly,butsheuses“depression”todepicthermind.Differentpeoplehavedifferentproblems,whichmakeithardtosummarize,butsimilaritiesstillexist.C1,C4andC5areinabsenceofrichvocabulary,andtheyfeeldiscontentwiththeiroralEnglishcompetency,eveniftheydesiretoexpressthemselves,theyusuallysufferfromthelackofvariouslexicalresourcesnomatterhownicetheirideais.Exceptforthequestionconcerningaboutthecontenttheyspeak,pronunciationisanotherchallengeforthem.Outofsomedisadvantagesdeprivingfromtheirminoritygroup,forexample,languagesofwhichordialectswillbethenegativetransferfortheirEnglishlearningevenbethegreatestfactorresultinginmistakesorinaccuracyhappeningduringtheirspeaking,wayofspeakingandlocalcustomorculturearethenegativefactorsforthemtospeakcorrectlyandprecisely.4.3FindingsandDataAnalysisfromComparativeResearchCChartIVThebarchartabovereflectsthefluctuationofthecandidates’oralEnglishcompetency;Itisobviousthatmodeltestscoreofmostcandidatesarelowerthantheaveragepointofthewholecountry(accordingtoIELTSofficialdocument,5.6wastheIELTSSpeakingtestaveragepointofChinamainlandin2015).Alltheinitialtestscoresareunder5.0thatcanbeconstruedasmodestuserlevelfromtheIELTS9-bandscale.Tobemorespecific,5participants,nomattertheyaremajoredinEnglishornotdonothaveagoodcommandofEnglish,arenotabletodealwithoverallmeaningandhandleadvancedcommunicationinmostsituations,mistakesfrequentlyoccurintheirconversations.Whenitcomestofinaltestscore,itisapparentfromthebarchartthat,smallprogresshasbeenmadebyeverycandidateafterthetwo-weekcomparativeresearch.C1wasgraded1morepoint,whichisthegreatestprogressamongallthecandidates.C3stillremainsthesamelevelastheinitialtestandtherestallgaintheirownprogress(controlgroup:C2,C3;experimentalgroupofMOOC:C1,C4andC5).Factorscontributingtothisphenomenonembodyinmanyfields.FromtheaspectofMOOC,thenewteachingpattern,whichbringsanewwayofinteractingwiththelecturersandmeanwhileinspirestheabilityofactivelearning.Mixedwiththepracticalcontentsofthecourse,everylessonhasbeencarefullydesignedformakingagoodteachingandlearningeffect.Suchahigh-qualityeducationresourcewouldbeterriblyneededinfar-remoteregionsinChina,especiallyforthosewhohaslittleopportunitytojumpoutofthelingualenvironmentoftheirmother-tongue.MOOCwouldalsoalterthecandidates’learninghabit,tosomeextent,mostcandidateshavebecomemorecarefullyandbeenstricttothemselveswiththeinfluenceofMOOC.Onthecontrary,thetraditionalteachingmethodappearingasaruleabidedbymostcollegesanduniversitieswouldmakemostcollegestudentslosetheirconfidenceandinitiativeforfurtherstudy,tireofcopingwithlotsofexaminations.Althoughitishardtobeenseenfromthebarchart,thetendencyofimprovedcompetencyhasinclinedtowardsthesideofMOOC,combiningtheanalysisresultsfromEpisode4.2.5.Conclusion5.1SimilaritiesBetweenMOOCandTraditionalTeachinginApplicationWecaninferfromtheprecedingpartsthatMOOChasmanysimilaritieswiththetraditionalteachingpatterninoperationprocessandconditionsofachievement.Forexample,teachingpracticeismadeupbyteacher’spreparationsbeforeclassandthecommentsandactivitiesofstudents.OperationprocessofMOOChasalreadyinheritedthetraditionalteachingpatterns.ButonlyMOOChaschangedthetraditionalcoursesandturnedintoavirtualclassroomthatcancontainmassivelearnersontheInternet.Thetransfercannotonlygetoverthecontradictionbetweentheincreasingnumberofstudentsandthedeficiencyofsuperioreducationalsources,butalsoacceleratethecommunicationofsuperioreducationalsourcesamongdifferentareas.5.2DifferencesBetweenMOOCandTraditionalTeachingMethodinApplication5.2.1TeachingTargetXuJicunandZhaoChangmuexplainthateverymentorintraditionalteachingpatternmayhaveanticipatedatthestartofanewsemesterthatafullyunderstoodmindwouldbelongto1/3students,another1/3studentswouldgainafloporscrapeapassandthefinal1/3canonlygraspwhattheyhavelearntwhoarenotconsideredasexcellentstudents.Supporthasbeenprovidedtotheseexpectationsfromseriesofgeneralandspecificpoliciesdeterminedbyeducationdepartment.Withsuchaninstructionalobjective,itmusthavetheresultliketheguidance–excellent,generalandbadstudentswhorespectivelytakeup1/3.Itisthepredeterminedteachingaim