中国大学MOOC文理通识课程论坛比较研究

为了解我国大学通识MOOC课程论坛的交互使用现状及存在的问题，选取中国大学MOOC六门文科和理科通识课程，从论坛交互数据、时间进程、教师参与度和社会交互网络，以及帖子内容的角度进行量化和质性分析，即用社会网络分析和内容分析法对师生交互结构特点、论坛讨论水平及特点进行分析。调查结果表明，文科教师在组织讨论、设置讨论主题方面表现突出，学生对论坛的交互相对比较积极，活跃度较高，学生之间的交流较多；理科课程论坛以教师主导为主，学生提出问题相对较多，但学生间交互非常有限，学生更渴望教师能够积极参与并讲解；助教对于论坛的交互数量和交互活跃度起着重要作用，但缺乏对讨论区主题的引导和组织。最后对文理通识课程论坛交互实践提出可行性建议与优化策略。

A Comparative Study of Forum on MOOC of Liberal Arts and Science in Chinese Universities

In order to understand the current situation and problems of the interactive use of University General MOOC course forums in China， six liberal arts and science courses in Chinese universities are selected to conduct quantitative and qualitative analysis from the interactive data， time-course， teacher participation， social interaction network， and post content. That is，social network analysis and content analysis method are used to analyze the structural feature of teacher-student interaction， forum discussion level and characteristics. The survey results show that liberal arts teachers are outstanding in organizing discussions and setting discussion topics. Thestudents‘ interaction with the forum is relatively active and there is more communication between students. However， science curriculum forum is dominated by teachers， and the students ask more questions. Students’ interaction is very limited and they are more eager for teachers to actively participate in and explain. Teaching assistants play an important role in the amount and liveness of interaction in the forum， but they lack guidance and organization of the forum topics. At the end of the paper， the paper puts forward feasible suggestions and optimization strategies for the interactive practice of liberal arts and science general courses forum.