远程教育杂志Issue(2)：48-57,10.
cMOOC的内涵及其主体观、知识观和学习观
The Connotation of cMOOC and Its Views of Subject, Knowledge and Learning
摘要
Abstract
cMOOC, which is the application of the connectivism and open education into e-learning and informal learning with the representation of the postmodern curriculum paradigm, is of great significance to knowledge communication, sharing and innova-tion. The descriptive definition of the cMOOC is issued from its literary meaning and by analyzing, extracting and summarizing the early expressions of MOOC defined by the foreign scholars, and then the differences between the cMOOC, OCW and traditional online courses are analyzed. After that, the characteristics about diversity, autonomy, interactivity or connectedness, openness, participation and generativity of the cMOOC are analyzed. Finally, the views of its subject, knowledge and learning are analyzed from the perspec-tive of connectivism, self-organization theory and the postmodern curriculum theory. The conclusions are that cMOOC advocates the relational subject with meanings of communication, dialogue, understanding and tolerance; that cMOOC regards the knowledge as the result of the dialogue between the main bodies and advocates situatedness, rheology and networking of the knowledge; that cMOOC treats learning as a personal learning network creation process.关键词
cMOOC/关联主义/自组织/后现代主义课程论Key words
cMOOC/Connectivism/Self-organization/Postmodern curriculum theory分类
社会科学引用本文复制引用
黄小强,柯清超..cMOOC的内涵及其主体观、知识观和学习观[J].远程教育杂志,2014,(2):48-57,10.基金项目
本文系2012年教育部人文社会科学研究项目“面向大学生数字化学习能力发展的网络开放课程研究与实践”（项目编号12YJC880072）、广东省哲学社会科学“十二五”规划2011年度青年项目“基于社会化网络环境的PLE构建、应用与评价研究”（项目编号GD11YJY02）的成果之一。 （）
