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With the constant changes of the times and the continuous development of Internet technology, there are increasingly high requirements to talents in the market. To cultivate a large number of talents that meet the needs of the market, colleges and universities have reformed their own teaching modes and proposed to a teaching mode of online courses based on “Central curricular platform”. This mode not only enhances students' interest in learning and cultivates their self-learning ability, but also has a considerable role in promoting teachers' teaching ability. After briefly describing the function of the central curricular platform in online course teaching, the author analyzed the problems existing in the online courses of colleges and universities in China and discussed the application advantages of this platform in the online course teaching mode. Keywords—Internet technology; central curricular platform; online course teaching I. WHAT IS THE CENTRAL CURRICULAR PLATFORM The so-called central curricular platform refers to a new teaching mode, in which the computer network technology is applied in the teaching process combined with the real teaching philosophy to allow teachers to use the central curricular platform to achieve the sharing of teaching resources. And the goal of this new teaching mode is to cultivate better talents. With the advancement of the information age, colleges and universities in China have followed the footsteps of the times and established their own unique central curricular platform according to their own characteristics. At present, the platforms used by the public can be divided into four major categories, and they are the platform commonly used at home and abroad (facebook, blackboard, etc.), the platform commonly used at home (Tsinghua THEOL, Shanghai Excellence Course Center) [1], the free open-platform (Moodle, etc.) and the platform that colleges and universities have built according to their own characteristics. These platforms have been widely promoted in colleges and universities in China. However, there have been many problems in the process of actually using these platforms, mainly shown in the following aspects. First of all, some colleges and universities only highlight scientific research, with little emphasis on teaching. As a result, teachers neglect the design and innovation of the teaching, and thereby, students do not know what the central curricular platform is and hardly autonomously contact the online course teaching model. Secondly, it is the Internet era today, an era of resource sharing. However, in the aspect of teaching curriculum content, there is still a lack of quality teaching resources, which leads to students not being able to experience the course-centered online course teaching [2]. Thirdly, teachers and students in some colleges and universities in China are deeply influenced by the traditional teaching mode. They are unable to accept and adapt to the new teaching modes introducing Internet technology, resulting in the failure of the online teaching mode. At last, some colleges and universities in China do not pay much attention to the online course teaching based on the central curricular platform. There is little publicity of its advantages to teachers and students and also no practical measure to promote the smooth development of this online teaching mode. This leads to a fact that teachers and students have little understanding of online course teaching, which is not conducive to the implementation of online course teaching. II. THE SPECIFIC FUNCTION OF THE CENTRAL CURRICULAR

Application Research of Online Course Teaching Mode Based on “Central Curricular Platform”