互联网时代，高校信息呈现公开化特征，高校官网成为公众了解高校建设的重要窗口。关于高校的MOOCs建设情况、相关新闻、评论观点等信息在学校官网中大多以文本形式呈现出来。过去几年里，中国高校积累了大量有关MOOCs建设的文本数据。这些文本具有重要的研究价值，采用文本挖掘手段提取文本中富含的信息与知识，能够在一定程度上帮助我们审视中国高校是如何进行MOOCs本土化建设的，理解MOOCs本土化发展的历史和现状，并为MOOCs未来发展的方向提供建议。

基于此，本研究运用网络爬虫的方法共收集了194所高校在2013年至2019年间发布的9504篇文章，采用计算机辅助的文本分析技术，挖掘高校官网中丰富的MOOCs建设的纲领性文件、新闻、成果、讲座培训等相关文本信息。本研究将从词语、概念、主题三个层次上，分析高校是如何认识MOOCs建设的，不同高校群体对MOOCs建设的认识有何异同，以及高校对MOOCs建设的认识随时间发生了怎样的变化，这些变化是如何形成的。

本研究发现，在主题讨论方面，高校比较关注教学改革、教学模式、经验分享交流会、平台&课程建设、优质资源共享、人才培养等方面。不同类型学校关注的主题不同，针对慕课采取了不同的参与方式。相比985学校注重课程和平台的建设，211非985学校、尤其是非211学校则更倾向于通过利用名校资源，进行线上线下教学相结合的混合式教学模式改革，来提升学校教学。非985尤其是非211学校还注重通过开展、鼓励教师参加经验分享交流会等提高教师相应的教学能力，以适应信息技术和教育教学的融合。这说明，慕课在缩小学校之间的教育差距方面正在发挥着作用，且促进了高等教育的教育教学改革以及教育信息化的进程。在过去几年，我国高校的慕课建设从无到有经历了从重视数量和规模到重视内容和质量的转变，且与教育部文件指导思想存在较高一致性。这说明，我国高校的慕课建设主要是在教育部政策文件的宏观指导下进行的。在日后的慕课建设工作中，教育部等政府部门应继续发挥宏观指导与引领作用，高校教育工作者与社会各界应积极配合并展开合作，以此推动高校慕课建设在学分学位认证等方面的进程。

In the Internet era, information of colleges and universities is characterized by openness, and the official websites of colleges and universities have become an important channel for the public to understand the development of colleges and universities. Most of the information about MOOCs development, related news, comments and other information is presented in the form of text in the official websites of universities. Over the past few years, Chinese universities have accumulated a large amount of textual data on MOOCs. These texts have important research value. Using text mining methods to extract rich information and knowledge from the texts can, to a certain extent, help us examine how Chinese universities conduct the localization construction of MOOCs, understand the history and current situation of the localization development of MOOCs, and provide suggestions for the future development direction of MOOCs.

Based on this, this study used the web crawler method to collect a total of 9504 articles published by 194 universities between 2013 and 2019, and used computer-aided text analysis technology to dig out abundant text information related to MOOCs construction in the official websites of colleges and universities, such as program documents, news, achievements, lectures and training. This study will analyze how colleges and universities understand MOOCs construction, what are the similarities and differences between different groups of colleges and universities on MOOCs construction, how the understanding of colleges and universities on MOOCs construction changes over time and how these changes are formed from the three levels of words, concepts and themes.

It is found that in terms of topic discussion, colleges and universities pay more attention to teaching reform, teaching model, experience sharing and exchange meeting, platform & course construction, quality resource sharing, talent cultivation and so on. Different types of schools focus on different topics and adopt different participation methods for MOOCs. Compared with 985, which focuses on the construction of curriculum and platform, 211 and non-985 schools, especially non-211 schools, are more inclined to improve school teaching by making use of the resources of famous schools and carrying out the reform of mixed teaching mode combining online and offline teaching. In order to adapt to the integration of information technology and education, non-985 schools, especially non-211 schools, also pay attention to improving teachers' corresponding teaching ability by carrying out and encouraging teachers to participate in experience sharing meetings. This shows that MOOCs are playing a huge role in narrowing the educational gap between schools and regions, and promoting the education and teaching reform of higher education and the process of educational informatization. In the past few years, the construction of MOOCs in Chinese colleges and universities has undergone a transformation from the emphasis on quantity and scale to the emphasis on content and quality, and has a high consistency with the guiding ideology of the documents of the Ministry of Education. This shows that the MOOC construction in Chinese universities is mainly carried out under the macro guidance of the policy documents of the Ministry of Education. In the future construction of MOOC, the Ministry of Education and other government departments should continue to play a macro guidance and leading role, and college educators and all sectors of society should actively cooperate and cooperate, so as to promote the process of the construction of MOOC in the aspects of credit and degree certification.