Construction and Effect Analysis of MOOC-Based Self-organized Teaching and Research Model for Primary and Secondary School Teachers

The outbreak of the COVID-19 epidemic has promoted the development of online teaching and research for primary and secondary school teachers, and has forced them to improve their informatized teaching abilities rapidly. This research is guided by the basic principles of online teaching and learning, integrated into the “Internet +” thinking, and adopts literature research and theoretical deduction to determine self-organized teaching and research steps, which includes “Clear needs and starting evolution-Spontaneous learning, triggering ups and downs- Interactive communication and cause mutations- Generating results and triggering transitions-Migration practices, gathering and bifurcating”. This research gives full play to the supporting role of MOOC (Massive Open Online Course) platforms, resources and tools. Finally, the MOOC-based self-organized teaching and research model for primary and secondary school teachers is constructed. On this basis, this research relies on the “Smart Classroom Teaching” on the Chinese University MOOCs Platform, and the quasiexperimental research method is used to carry out the practical application of the self-organized teaching and research model. Effect analysis shows that this model can improve the teaching and research performance of primary and secondary school teachers in a short period, prompting teachers to achieve a deep understanding of smart classroom teaching, and effectively solve real-world education and teaching problems.