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The advent of the era of globalization and informatization not only changes our way of life but also changes the way we learn. The new study mode of MOOC has caused the wide attention of many people. Based on the concept of MOOC, it also applies to college English classroom teaching. In nature, MOOC pays more attention to the value of the subject, builds the associated chain of behavior and link the whole class. MOOC integrates excellent daily teaching resources and offers teaching changes in a new period. In college English teaching, creating MOOC mode can be a developing trend that can flipped classroom towards the future. Keywords—MOOC; College English; Flipped classroom; Teaching mode A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions among students, professors, and teaching assistants (TAs). MOOCs are a recent and widely researched development in distance education[1] which were first introduced in 2008 and emerged as a popular mode of learning in 2012.Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs use closed licenses for their course materials while maintaining free access for students. Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects." Others have pointed to a backlash arising from the tiny completion rates. With the rapid development of network technology, in recent years, MOOC construction and research is becoming a hot spot of online education at home and abroad. MOOC platforms, such as Coursera, Udacity and edX, grow rapidly in top universities at home and abroad and have launched their own MOOC courses. MOOC with its high-quality teaching resources has brought a new kind of revolutionary education paradigm in digital information era and has received the attention from higher education reformers. College foreign language teaching as one of the important basic disciplines of higher education, need to answer how to share MOOC innovative teaching mode as one of the important subjects. This study focuses on the cognition internalization of the peculiar “flipped classroom” teaching English subject and formulates the neoteric process of teaching. Smooth interaction between teachers and students can be achieved in this process. Moreover, it can also stimulate potential interest and highlight the principal role of students. “Flipped classroom” is closely connected with MOOC, adding the category of colorful videos and focusing on encouraging creativity within classes. All kinds of colleges and universities should clear their own characteristics in order to select new model to improve the quality of teaching and highlight the unique teaching value of MOOC[2]. I. BRIEF ANALYSIS OF MOOC CHARACTERISTICS MOOC, as a kind of online courses, is provided with the characteristics that other online courses do not have: (1) the course has rich content and high quality, which is the greatest feature of the MOOC different from other online courses.(2)the course is comprehensive and open to all learners because MOOC is adhering to the “sharing” concept and designed in order to offer more resources to more knowledge groups. MOOC is fully open in learning object, teaching form, teaching content, curriculum resources and teaching concept.(3) The powerful tool for compatible interaction is the third characteristic of MOOC, not only providing the online interactive tools, but can be used in an integrated MOOC system with interactive tools such as twitter, Facebook, WIKE and blog. II. THE NECESSITY OF COLLEGE ENGLISH TO BUILD NEW TEACHING MODE WITH MOOC A course billed as “Asia's first MOOC” given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middleincome countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies. Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees. According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduateand graduate-level courses. A study from Stanford University's 2nd International Conference on Social Science and Higher Education (ICSSHE 2016) © 2016. The authors Published by Atlantis Press 393 Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.[3] Through the screening of the college entrance examination, students who enter the university campus are very good in every respect. In terms of English, there is no question of students on the reserves of utility, but there is a considerable problem. First, although college students have mastered a large amount of vocabulary and grammar knowledge, there is no enough practice in English communication. The learning mode of students and teachers is still conservative. The learning of English is only limited to the class with teachers explaining knowledge and students recording it. After conservative class, students are required to consolidate the knowledge they learn by completing exercises and assignments. Second, relatively to the intensive course arrangement in high school, there is less course arrangement in the university. Due to the limited teaching time, it is unlikely for teachers take consideration to interpretation of knowledge and the efficiency to enhance students' English communicative competence within the specified time. Lack of interaction between students and teachers causes students as the main body of teaching activity to only passively receive knowledge and lead to the dull and boring classroom atmosphere. For a long time, students’ enthusiasm for learning English is also weakened. Third, some of the teaching material content is outdated, which is bad for students to apply knowledge to social practice so that students will not be able to produce interest in learning the teaching content and also will not take an active part in English teaching activities, which also can produce negative effect on the following study of English course. Therefore, in order to keep up with the changes of the Times and the need of teaching reform and college English teaching mode must be reformed and a new teaching mode to improve English should be established. A. Unique value of MOOC MOOC integrates the information of new time and daily teaching and has integrated connotation. English teaching describe the teaching progress in a concentrated case. Aiming at all kinds of colleges and universities, English is classified as a compulsory subject, which is facing the difficult on how to get students fully involved into the subject. Daily English teaching should enable students to be fond of learning so as to match the nature of cultivating goals. For this purpose, the deep connotation of MOOC is compatible to the overall goal of English. From the perspective of model, MOOC characterizes a neoteric process carefully created out. It adopts the humanistic idea, selects the construction process and accepts program mode. Compared with traditional teaching, MOOC changes the traditional single model of teaching, creating interactive thinking.[4] When designing class activities and follow-up evaluation, it underlines the change and focuses on the subject, that is to say, the subject is developing into the most important one superior to what to teach. It also deconstructs the inherent behavior chain and expects to reconstruct and create more excellent new interactions. MOOC links the relationship between teachers and students on the platform and enrich resources to ensure the smooth linkage. Existing teaching cannot blindly follow the model. Instead, it should identify the deep connotation of MOOC. With the help of a new form, optimization in English teaching can be achieved. To build this kind of inquiry on the above research foundation should show its characteristics rooted in normal teaching. B. Connotation and value of “flipped classroom” Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor [5]. C. Addition of neoteric class process The flipped classroom intentionally shifts instruction to a learner-centered model in which class time explores topics in greater depth and creates meaningful learning opportunities, while educational technologies such as online videos are used to deliver content outside of the classroom. In a flipped classroom, content delivery may take a variety of forms. Often, video lessons prepared by the teacher or third parties are used to deliver content, although online collaborative discussions, digital researc

College English Classroom Teaching Model from the Perspective of MOOC