In terms of organizational form, how does the class enter the classroom? Integrating the current attempts and practices of the Chinese university MOOC, Wu Bo, director of the Teaching Research Office and the Love Course Center of the National Higher Education Teaching Research Center, believes that the online and offline teaching organization and sharing system can be Figure 1 looks like this: that is, using MOOC+SPOC+ to flip the classroom multiple modes in the classroom. And the specific way to SPOC: there are three. 1, synchronous SPOC Referring to a MOOC semester in which the course is being started, teachers cannot adjust their content and can only add their own content on the basis of it. Teachers can: Fully share the MOOC course resources and the teaching services provided by the MOOC team to obtain the students' MOOC academic scores and SPOC scores. Students can: Participate in the extensive discussion of the high activity of MOOC learners; get targeted guidance from the teachers of the school; have the opportunity to obtain the course certificate. 2, asynchronous SPOC Copy a MOOC semester content that has been closed, teachers can adjust their content, or add their own content. Teachers can: Flexible application of MOOC resources, and freely arrange teaching progress according to the actual situation of the school; Self-set SPOC internal scoring rules; obtain student video and other learning data. Students can: Targeted participation in SPOC small class learning under the guidance of teachers. 3. Independent SPOC Teachers can: Obtain an independent teaching space; create a SPOC course from zero according to the actual situation of the school; have the opportunity to publish into MOOC. And how to assess? Based on the practice of Chinese university MOOC, It can be done as follows:
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