本文在对MOOC和“翻转课堂”教学模式进行深入分析的基础上,讨论了在高校教学中应用“MOOC+翻转课堂”模式教学的趋势,明确了其作为教学方式和模式的定位,指出 “翻转课堂”教学模式在强调学生在教学过程中的主体性的同时,并不否定教师在整个教学过程的主导性。“MOOC+翻转课堂”教学模式在广州大学理论力学课程中的成功实践表明,学生自主学习的意愿对该模式下的教学效果有非常重要的影响；课前自主学习效果和知识基础的差异性是实施这一教学模式所要面对的最大困难；教师对各个教学环节的把握和掌控是“MOOC+翻转课堂”教学模式取得成效的根本保证。

The trend of flipped class" mode in college teaching are discussed in this paper, based on the in-depth analysis. Their position as teaching method and mode are also clarified. In particular, although the subjectivity of students in the teaching process is emphasized in teaching mode, the dominance of teachers in the whole teaching process is not denied. The successful practice of "MOOC+ flipped classroom" teaching model in theoretical mechanics course of Guangzhou university shows that the willingness to learn independently has a very important influence on the teaching effect of this model. The difference of learning effect before class and the knowledge base are the biggest difficulty to implement this teaching model. The master and control of the teaching process is the fundamental guarantee for the effectiveness of the "MOOC+ flipped classroom" teaching mode.

2017年度广东省本科高校教育教学改革项目“基于MOOC理念的理论力学‘翻转课堂’教学模式研究”、“翻转课堂与思维导图相结合的建筑力学课堂教学新模式研究”,广州市高等学校第九批教育教学改革立项项目(2017F30)。广州大学2017年度校级教育教学研究立项项目(JY201742)资助。