AcknowledgementsMyheartfeltgratitudeshouldgotoallthosewhohelpedmeduringthewritingofthisthesis.AspecialacknowledgementshouldbeshowntomysupervisorMs.PanXin,whogavemekindencouragementandusefulinstructionsallthroughmywriting.Ialsowouldliketoextendmygratitudetoallofmyteachersandstudentswhohelpedmeinmyprocessofwritingthispaper.Finally,IwishtoextendmythankstoDr.ZhangShuai,whosuppliedmewithreferencematerialsofgreatvalue.AbstractRecently,MOOChasplayedavitalroleinmanyfieldslikeclassroomlearning,vocationaltrainingorpubliceducationbyitsconvenience,high-efficiencyandflexibility.Yetasforthosefar-remoteregionsinourcountrywhereMOOCisstillblank,thelackofhigh-qualityeducationalresourceshasalwaysbeenprecludingtheimprovementoflocaleducation.ThetraditionalteachingmethodsadoptedbymostEnglishlanguageteachersforalongtimealsocannotmeetthesocialdemands.Meanwhile,Englishhasbecomethekeylanguageforspreadingideasandexchanginginformationsincetheprocessofglobalizationgrewdeeperthroughouttheworld.However,minoritycollegestudentsinYunnan,onaccountofaseriesfactorsattributingtotheirlocallingualorsocialenvironment,wouldmeetahostofproblemsthatimpedetheadvancementoftheirEnglishoralcompetency.Therefore,deficienciesintraditionaleducationandminoritycollegestudents’characterswouldmakeithardertoimprovetheirEnglishoralcompetency.Basedonthissituation,thisstudywillanalyzethepossibilitiesofhowtoimproveEnglishoralcompetencythroughquestionnaire,interviewandevaluationontheoralcompetencyofminoritycollegestudents.Acontrastresearchwillbedoneonthetwoteachingmethods—MOOCvs.traditionalteaching.TheresearchisaprojectdeeplyfocusingontheadvantagesofbothteachingmethodsandaimingathelpingYunnanminoritycollegestudentstomakeimprovementintheirEnglishoralcompetency.ItalsointendstosetanexampletoassistreformingtheteachingmethodologyandoptimizingtheteachingqualityintheminoritycollegeEnglishoralclassroom.Keywords:MOOC;traditionalteaching;Englishoralcompetency;minoritycollegestudents摘要近些年，随着MOOC技术在我国如火如荼的展开，无论是课堂学习，企业培训还是公益教育，MOOC技术在众多领域都发挥了其便捷、高效、开放等众多优势。但对于MOOC技术仍属空白的偏远地区来说，优质教育资源的短缺已成为当地教育发展的短板，长期以来固守的传统教育模式也已然无法满足社会的需求同时，在全球化进程不断加深的过程中，英语成为了思想传播、信息交流的重要工具。然而，少数民族大学生因其相对复杂的语言和社会环境时常会在英语口语交际过程中遇到诸多问题，在英语口语交际能力提升过程中遇到许多障碍传统教育的缺陷和学生自身的特性使得英语口语交际能力的提升更加严峻。基于此，本文通过对少数民族大学生的问卷调查、跟踪访谈以及能力评估，分析归纳出影响提升少数民族大学生英语口语交际能力的障碍和原因，并在不同教育模式下对参与试验的少数民族大学生分组进行对照实验，对比分析传统教育模式和MOOC平台的教育模式在实际运用当中的异同。结合两种教育模式的优势为少数民族大学生在英语口语交际能力的提升提出有价值的方案，为日后高校教师教学模式改革，优化教学质量提供借鉴和参考。关键词：MOOC;传统教学;英语口语交际能力;少数民族大学生Contents云南民族大学毕业论文(设计)原创性声明..................................................................iAcknowledgements.......................................................................................................iiAbstract........................................................................................................................iii摘要.....................................
