The practice of MOOCs has attracted lots of institutions and universities in China since 2012 . Plenty of courses was accumulated because of it. The survey was wonder how these courses were and especially if the teaching model of them could promote the online educational reform. 622 available courses in 12 platforms was chosen form all 1338 courses in 14 MOOCs platforms. They were analyzed from course design and learning support service in their learning theory foundation, video number and length, type and number of learning support service, and online discus-sion. The survey found that, xMOOCs based on behaviorism were still the mainstream in MOOCs. Teaching videos were the core of MOOCs and they needed to be more suitable for leaners. Learning support service in MOOCs was di-versiform but weak. Teachers’ participation was a key factor to enhance the interaction of MOOCs while it was lacking now. So, more thinking and reconstitution about the teaching model, advanced and flexible course design and tech-nology application, more stable and socialize learning support service were needed for the further development of MOOCs in China.%自2012年兴起至今，中国MOOCs实践吸引了大量机构和高校投身其中，已经积累了一定数量的课程，这些现有课程的基本现状究竟如何？尤其是其教学模式是否能够真正促进在线教育的变革？本研究为解决这一问题，对国内14个MOOCs平台1388门课程进行全样本分析，选取了其中可以获得全部课程信息的12个平台的622门课程，从课程设计中的学习理论、视频组织形式、视频数量和时长以及学习支持服务的种类、数量和线上讨论等维度对中国现有MOOCs教学模式进行了分析。研究发现，基于行为主义学习理论xMOOCs依旧是当前国内MOOCs的主导课程模式，而作为课程核心的教学视频亟需更加贴近学习者；现有MOOCs学习支持服务的形式多样，但力度相对薄弱。教师参与是MOOCs整体交互水平提升的关键，但目前教师参与程度远远不足。 MOOCs下一步的发展可能需要更多地反思和重构基本教学模式，需要在课程设计和技术应用上体现先进性和灵活性，提供更加常态化和社会化的学习支持服务。
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