Research on the Investigation Model of the Implementation of Mooc/spoc Mixed Teaching Mode in Colleges and Universities Based on Computer

The hybrid teaching mode combining information-based teaching with traditional teaching is not new, but whether it has become a mature, systematic and effective classroom teaching mode needs empirical research. This study aims to explore the investigation mode of mooc/spoc mixed teaching mode in Colleges and universities. The purpose of this study is to test the effectiveness of online course delivery system in Colleges and universities. We use content analysis (CAT), one of the qualitative data collection methods, to analyze the investigation model of mooc/spoc mixed teaching mode. The results show that MOOC has three elements: (1) content, (2) learning process, (3) teaching practice; These elements can be divided into two parts: content and learning process. Based on the results of cat, we identified four categories for each element: knowledge structure, teaching method structure, and knowledge. In view of the problems and deficiencies in the teaching of “college computer”, in combination with the latest basic requirements of college computer teaching revised by the College Computer Course Teaching Steering Committee of the Ministry of Education, and in combination with the characteristics of professional disciplines, the curriculum content reform of “college computer basic” course is carried out with the teaching goal of cultivating computational thinking, and the content system of college computer course is constructed based on the integration of disciplines; Cooperate with famous schools to build MOOC and SPOC for every teacher in our school, and provide high-quality teaching resources and online learning environment for the realization of curriculum teaching objectives; Create a new flipped classroom teaching mode of “College Computer Foundation” based on “MOOC + SPOC”, which includes four steps: pre-class preparation and learning, classroom presentation and discussion, after-class improvement and submission, and student mutual evaluation and evaluation, providing an efficient and feasible implementation plan.