earticle

영어

The lack and obsolescence of in international Chinese language teaching resources is a problem, especially when teachers and teaching materials are separated from the teaching site such as in online programs. For overseas students studying Chinese, problems related to the effectiveness and fun of teaching resources and the timeliness of teaching feedback have long plagued overseas Chinese language teach. MOOCs (Massive Open Online Courses) solve this problem to a certain extent. They can be said to have played a positive role in promoting Chinese education. Especially in recent years, with the maturity of MOOC technology and education models, more and more people have begun to use MOOCs to learn Chinese. South Korea, a country with a massive online network, has also achieved fruitful results in MOOC education; and especially, the MOOC courses it has developed for college students are very mature. This article identifies the similarities and differences between China and South Korea in the process of developing Chinese a comparative analysis of the Chinese language teaching status of the Korean MOOC (Korean Massive Open Online Courses; K-MOOC) and the Chinese-university MOOC platforms in Chinese universities. The first part of this article compares the operating models of the two platforms. It mainly analyzes the establishment time, operation scale, number of participants, course classification, and fees of K-MOOC and Chinese-university MOOCs. The second part analyzes the status of research on MOOCs in China and South Korea. China and South Korea created MOOC teaching platforms almost at the same time, but Chinese-university MOOCs have achieved independent income generation, while K-MOOCs have not yet realized economic benefits at the social level. However, the two countries have many similarities in MOOC research directions, mainly including the cognition of MOOCs and their learning effects, platform design, case analysis, and comparison. The third part compares the Chinese teaching content, teaching methods, interactive effects, platform design, policies, and other aspects of the two platforms. In particular, quantitative statistics and content on the teaching staff, technical support, and other aspects of two platforms were analyzed and showed differences between Chinese education MOOCs in China and South Korea at the present stage. The fourth part summarizes the actual situation of Chinese teaching MOOCs in China and South Korea at this stage.