反思与观照：推进MOOC理性发展的理论给养

Reflection on Promoting the Rational Development of the Theories of MOOC

当前我国MOOC研究主要集中在实践层面，理论研究相对较少。MOOC在实践推进中引发了诸如高校及教师面临的挑战与威胁、MOOC扭曲的发展态势、MOOC复杂的学习机制等棘手问题，这些问题的解决赖于理论来指导，至少理论可以为其提供解决的思路和方向。理论研究一般可以分为本源理论和派生理论，本源理论是派生理论选择和运用的前提和基础，派生理论是本源理论的丰富和发展，由此构成理论的良性循环和螺旋上升发展。针对MOOC而言，学习理论作为MOOC的本源理论推动了其三种主要形式的实践(cMOOC、tMOOC、xMOOC)纵深发展；在MOOC的派生理论中，破坏性创新理论能够较好地化解高等院校和大学教师面临的威胁，技术成熟度曲线理论有助于人们理性认知MOOC的发展态势，自组织理论有助于人们较为深入地理解MOOC的学习机制。

At present， the research of MOOC in our country mainly concentrates on the practical level， and the theoretical research is relatively few. Several thorny problems are caused in the process of promoting MOOC practice， such as universities and teachers are faced with lots of challenges and threats， the development trend of MOOC is distorted， what is the learning mechanism of MOOC， et al. Solving these problems relies on theories， at least theories can provide solutions and directions. Theoretical research in general can be divided into two aspects， one is original theory and the other is derived theory， the original theory is the prerequisite and basis for choosing and using the derived theory， at the same time， the derived theory is the enrichment and development of the original theory， they both constitute the spiral rising development of the theories. For the MOOC， learning theories as its original theory promote three major forms of practice (cMOOC， tMOOC， xMOOC); For MOOC’s derived theories， the destructive innovation theory can better resolve the threats faced by colleges and universities teachers， the hype cycle theory can help people recognize the development trend of MOOC rationally， self-organization theory can help people understand MOOC’s learning mechanism deeper.