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【Abstract】with characteristics of openness， autonomy， professionalism， “MOOC” has become popular nowadays， but the shortage in lack of interaction cannot be ignored. The present essay aims to improve efficiency of student’s classroom learning under “MOOC”， and finally elaborate the application of “MOOC” in university’s teaching reform and development.
【Key words】MOOC； classroom teaching； learning efficiency
【作者簡介】雷小花，刘业胜，江西工程学院。
I. Characteristics of “MOOC”
“MOOC” is actually a new way of knowledge exchange. It can be applied to any student at school or anyone who has left campus to achieve autonomous learning， long-distance experts’ training and even special education learning mode. Everyone has the opportunity to obtain curriculum resources from famous universities at any place. It reflects the allocation and reuse of educational resources without borders. “MOOC” has the following typical advantages compared with traditional classroom education models.
Openness. Everyone can participate in the learning of online courses. There is almost no entry threshold for learners， nor is there any geographical restriction. So college students can enrich their professional knowledge or engage in other professional directions. For example， students， who are not good at some basic or specialized courses in class， or fail to attend classroom teaching for certain reasons， can make up for deficiencies through “MOOC”.
Professionalism. The curriculum resources on the Internet are basically video data of outstanding teachers at home and abroad， including Harvard University， Yale University and other famous universities. Later， the top universities in China also participated in the wave of MOOC. At the same time， most “MOOC” resources in China are excellent courses in related universities. The main lectures are relevant professional leaders who have decades of teaching and research experience. Therefore， the professionalism of the “MOOC” resources is beyond doubt， and students at different levels can get better and more professional learning resources through the network.
Autonomy. Learners can choose the content and time of learning completely. The students’ school curriculum system is to follow professional training objectives and setting. Each college is following actual requirements of social professional guidance and makes corresponding professional training objectives， but it cannot be denied that unified training objectives may not be suitable for each individual student， and “MOOC” can improve this fact. It can be said that “MOOC” is a “giant” course， the large amount of resources； learners can decide which tool or platform to learn， and decide to when and where to learn the courses they are interested in. In short， students can freely choose learning content， time and place to achieve a more personalized education by “MOOC”. II. Improvement of classroom learning efficiency under “MOOC”
The arrival of “MOOC” redefines the school， redefines the classroom， redefines the teacher， and even redefines the students. The most important thing of the traditional teachers is to lecture， but now there are online course resources. How to improve the students’ learning efficiency in the traditional classroom？ The most important is to change the teaching mode and make up for the shortage of “MOOC”.
First of all， the classroom should be subject to each student， the traditional “teacher-dominated classroom” should be changed into “student-centered classroom”. The “student-centered classroom” requires teachers to take the initiative to change the inculcation of knowledge into actively helping and promoting to make up for the shortage in lack of interaction under “MOOC”. To mobilize the initiative and enthusiasm of students in the classroom teaching process， teaching content mainly focuses on the combining of theory and practice， and encourages students to ask questions and discuss with each other answer questions.
Secondly， in the traditional education model， students are used to teachers-centered model， less concerned about their own learning methods. Teachers can conduct learning needs analysis through interviews or questionnaires. According to the students’ learning situations， teachers make various strategy instruction， guide students to gradually form their own learning habits.
Finally， one of the biggest problems is the lack of effective test by “MOOC” mode in the classroom. Teachers cannot grasp the learning situation of learners， so teachers should pay more attention to the quality of students， test and assign homework according to the performance in the process of teaching so that timely evaluate the realization of teaching. Constant reflection is necessary for improvement of teaching design and students’ learning feedbacks will be important for teaching suggestions.
References：
[1]李晓东.“慕课”对高校教師教学能力的挑战与对策[J].南京理工大学学报（社会科学版），2014.27（2）.
【Key words】MOOC； classroom teaching； learning efficiency
【作者簡介】雷小花，刘业胜，江西工程学院。
I. Characteristics of “MOOC”
“MOOC” is actually a new way of knowledge exchange. It can be applied to any student at school or anyone who has left campus to achieve autonomous learning， long-distance experts’ training and even special education learning mode. Everyone has the opportunity to obtain curriculum resources from famous universities at any place. It reflects the allocation and reuse of educational resources without borders. “MOOC” has the following typical advantages compared with traditional classroom education models.
Openness. Everyone can participate in the learning of online courses. There is almost no entry threshold for learners， nor is there any geographical restriction. So college students can enrich their professional knowledge or engage in other professional directions. For example， students， who are not good at some basic or specialized courses in class， or fail to attend classroom teaching for certain reasons， can make up for deficiencies through “MOOC”.
Professionalism. The curriculum resources on the Internet are basically video data of outstanding teachers at home and abroad， including Harvard University， Yale University and other famous universities. Later， the top universities in China also participated in the wave of MOOC. At the same time， most “MOOC” resources in China are excellent courses in related universities. The main lectures are relevant professional leaders who have decades of teaching and research experience. Therefore， the professionalism of the “MOOC” resources is beyond doubt， and students at different levels can get better and more professional learning resources through the network.
Autonomy. Learners can choose the content and time of learning completely. The students’ school curriculum system is to follow professional training objectives and setting. Each college is following actual requirements of social professional guidance and makes corresponding professional training objectives， but it cannot be denied that unified training objectives may not be suitable for each individual student， and “MOOC” can improve this fact. It can be said that “MOOC” is a “giant” course， the large amount of resources； learners can decide which tool or platform to learn， and decide to when and where to learn the courses they are interested in. In short， students can freely choose learning content， time and place to achieve a more personalized education by “MOOC”. II. Improvement of classroom learning efficiency under “MOOC”
The arrival of “MOOC” redefines the school， redefines the classroom， redefines the teacher， and even redefines the students. The most important thing of the traditional teachers is to lecture， but now there are online course resources. How to improve the students’ learning efficiency in the traditional classroom？ The most important is to change the teaching mode and make up for the shortage of “MOOC”.
First of all， the classroom should be subject to each student， the traditional “teacher-dominated classroom” should be changed into “student-centered classroom”. The “student-centered classroom” requires teachers to take the initiative to change the inculcation of knowledge into actively helping and promoting to make up for the shortage in lack of interaction under “MOOC”. To mobilize the initiative and enthusiasm of students in the classroom teaching process， teaching content mainly focuses on the combining of theory and practice， and encourages students to ask questions and discuss with each other answer questions.
Secondly， in the traditional education model， students are used to teachers-centered model， less concerned about their own learning methods. Teachers can conduct learning needs analysis through interviews or questionnaires. According to the students’ learning situations， teachers make various strategy instruction， guide students to gradually form their own learning habits.
Finally， one of the biggest problems is the lack of effective test by “MOOC” mode in the classroom. Teachers cannot grasp the learning situation of learners， so teachers should pay more attention to the quality of students， test and assign homework according to the performance in the process of teaching so that timely evaluate the realization of teaching. Constant reflection is necessary for improvement of teaching design and students’ learning feedbacks will be important for teaching suggestions.
References：
[1]李晓东.“慕课”对高校教師教学能力的挑战与对策[J].南京理工大学学报（社会科学版），2014.27（2）.