后MOOCs時代高校公共藝術(shù)教育現(xiàn)代轉(zhuǎn)型路徑研究

后MOOCs時代高校公共藝術(shù)教育現(xiàn)代轉(zhuǎn)型路徑研究摘要：隨著MOOCs時代的到來，高校公共藝術(shù)教育面臨著轉(zhuǎn)型的挑戰(zhàn)與機(jī)遇。本文以現(xiàn)代轉(zhuǎn)型路徑研究為題目，探討了MOOCs時代下高校公共藝術(shù)教育的現(xiàn)狀與問題，并提出了幾條轉(zhuǎn)型的路徑，包括整合資源、拓展學(xué)習(xí)空間、培養(yǎng)實踐能力等方面的措施，以期推動高校公共藝術(shù)教育向現(xiàn)代轉(zhuǎn)型。關(guān)鍵詞：MOOCs時代；高校公共藝術(shù)教育；現(xiàn)代轉(zhuǎn)型；資源整合；學(xué)習(xí)空間；實踐能力一、引言近年來，MOOCs（MassiveOpenOnlineCourses）在全球范圍內(nèi)逐漸興起，為高校教育帶來了全新的挑戰(zhàn)和機(jī)遇。公共藝術(shù)教育作為高校教育的重要組成部分，面臨著如何在MOOCs時代下進(jìn)行現(xiàn)代轉(zhuǎn)型的問題。二、MOOCs時代下高校公共藝術(shù)教育的現(xiàn)狀與問題1.教學(xué)模式單一化傳統(tǒng)的高校公共藝術(shù)教育主要采用面對面授課的方式，教學(xué)模式相對單一化，難以滿足學(xué)生多樣化的學(xué)習(xí)需求。2.教育資源不足高校公共藝術(shù)教育中，教育資源相對有限，無法滿足學(xué)生對多樣化藝術(shù)資源的需求，限制了學(xué)生的發(fā)展空間。3.實踐能力培養(yǎng)不足公共藝術(shù)教育應(yīng)該注重培養(yǎng)學(xué)生的實踐能力，但目前的教育模式較為注重理論知識的傳授，實踐能力培養(yǎng)存在不足。三、現(xiàn)代轉(zhuǎn)型路徑的探索針對上述問題，高校公共藝術(shù)教育應(yīng)該探索現(xiàn)代轉(zhuǎn)型的路徑，為學(xué)生提供更加豐富多樣的學(xué)習(xí)資源和培養(yǎng)實踐能力的機(jī)會。1.整合資源高?？梢耘c其他藝術(shù)機(jī)構(gòu)、社會組織建立合作關(guān)系，共享資源，為學(xué)生提供更加豐富的學(xué)習(xí)資源。2.拓展學(xué)習(xí)空間通過建立在線學(xué)習(xí)平臺，拓展學(xué)習(xí)空間，使學(xué)生能夠隨時隨地進(jìn)行學(xué)習(xí)，提高學(xué)習(xí)的自由度和靈活性。3.培養(yǎng)實踐能力公共藝術(shù)教育應(yīng)該注重培養(yǎng)學(xué)生的實踐能力，通過實踐項目、實踐課程等方式，幫助學(xué)生獲得實踐經(jīng)驗，并提供相應(yīng)的指導(dǎo)與支持。四、結(jié)論MOOCs時代給高校公共藝術(shù)教育帶來了轉(zhuǎn)型的機(jī)遇與挑戰(zhàn)。為了適應(yīng)現(xiàn)代社會發(fā)展的需求，高校公共藝術(shù)教育應(yīng)該進(jìn)行現(xiàn)代轉(zhuǎn)型，通過整合資源、拓展學(xué)習(xí)空間、培養(yǎng)實踐能力等措施，推動公共藝術(shù)教育向現(xiàn)代化轉(zhuǎn)型。參考文獻(xiàn)：1.Anderson,T.,&Dron,J.(2011).Threegenerationsofdistanceeducationpedagogy.InternationalReviewofResearchinOpenandDistanceLearning,12(3),80-97.2.Wang,Y.,&Victor,L.(2012).AMOOCmodelfordigitalpractice.InProceedingsofThe12thIEEEInternationalConferenceonAdvancedLearningTechnologies(pp.535-536).IEEE.3.Yuan,L.,&Powell,S.J.(2013).MOOCsandopeneducation:Implicationsforhighereducation(Vol.0180816093).COL.Abstract:WiththeadventoftheMOOCsera,publicarteducationinuniversitiesisfacingthechallengeandopportunityoftransformation.ThispaperexploresthecurrentsituationandproblemsofpublicarteducationinuniversitiesintheeraofMOOCs,andproposesseveralpathsfortransformation,includingresourceintegration,expansionoflearningspace,andcultivationofpracticalabilities,inordertopromotethetransformationofpublicarteducationinuniversitiestomodernity.Keywords:MOOCsera;publicarteducationinuniversities;moderntransformation;resourceintegration;learningspace;practicalabilitiesI.IntroductionInrecentyears,MOOCs(MassiveOpenOnlineCourses)havegraduallyrisenglobally,bringingnewchallengesandopportunitiestohighereducation.Asanimportantpartofhighereducation,publicarteducationfacesthequestionofhowtoachievemoderntransformationintheeraofMOOCs.II.ThecurrentsituationandproblemsofpublicarteducationinuniversitiesintheeraofMOOCs1.MonotonousteachingmodeTraditionalpublicarteducationinuniversitiesmainlyadoptsface-to-faceteachingmode,whichisrelativelymonotonousandcannotmeetthediverselearningneedsofstudents.2.InsufficienteducationalresourcesInpublicarteducationinuniversities,educationalresourcesarerelativelylimited,whichcannotmeetthestudents'demandfordiversifiedartresourcesandrestrictstheirdevelopmentspace.3.InsufficientcultivationofpracticalabilitiesPublicarteducationshouldfocusoncultivatingstudents'practicalabilities,butthecurrenteducationmodelfocusesmoreonthetransmissionoftheoreticalknowledge,andthecultivationofpracticalabilitiesisinsufficient.III.ExploringthepathofmoderntransformationInresponsetotheaboveproblems,publicarteducationinuniversitiesshouldexplorethepathofmoderntransformation,providingstudentswithmorediverselearningresourcesandopportunitiestocultivatepracticalabilities.1.ResourceintegrationUniversitiescanestablishcooperativerelationshipswithotherartorganizationsandsocialorganizationstoshareresourcesandprovidestudentswithricherlearningresources.2.ExpandinglearningspaceByestablishingonlinelearningplatformsandexpandinglearningspace,studentscanlearnanytimeandanywhere,improvingthefreedomandflexibilityoflearning.3.CultivatingpracticalabilitiesPublicarteducationshouldfocusoncultivatingstudents'practicalabilities,helpingthemgainpracticalexperiencethroughpracticalprojects,courses,etc.,andprovidingcorrespondingguidanceandsupport.IV.ConclusionTheMOOCserabringsopportunitiesandchallengestopublicarteducationinuniversities.Inordertoadapttotheneedsofmodernsocialdevelopment,publicarteducationinuniversitiesshouldundergomoderntransformation,promotingtheintegrationofresources,expansionoflearningspace,cultivationofpracticalabilities,andothermeasurestopromotethetransformationofpublicarteducationtomodernity.References:1.Anderson,T.,&Dron,J.(2011).Threegenerationsofdistanceeducationpedagogy.InternationalReviewofResearchinOpenandDistanceLearning,12(3),80-97.2.Wang,Y.,&Victor,L.(2012).AMOOCmodelfordigit