【摘要】 新质生产力作为先进生产力的代表，立足“创新要素”赋能“生产发展”，也为高等教育的质量提升打开了“新思路”、开拓了“新格局”、提供了“新动能”。大型开放式网络课程（Massive Open Online Course,MOOC）的产生源于互联网技术的创新，新技术快速实现了对传统教学过程、教育空间、教育疆域的迭代，提供了精准化、集约化的教育资源，形成一个更加开放公平、优质共享的教育新生态。从当前高职院校MOOC质量评价体系的发展现状和问题出发，从过程评价、结果评价、增值评价3个方面总结了新质生产力对MOOC质量评价体系的要求，从评价的方向、方法、内容、过程、效果4个维度分析了MOOC质量评价体系，提出了新质生产力赋能高职院校MOOC的创新路径。更多还原

【Abstract】 As the representative of advanced productivity, new quality productive forces empowers "production development" based on "innovative elements", and opens up "new ideas", opens up "new pattern" and provides "new momentum" for the quality improvement of higher education. The emergence of the Massive Open Online Course(MOOC) stems from the innovation of Internet technology. The new technology has quickly realized the iteration of traditional teaching process, education space and education territory, provided precise and intensive education resources, and formed a more open, fair, high-quality and shared education new ecology. Starting from the current development status and problems of MOOC quality evaluation system in higher vocational colleges, this paper summarizes the requirement of new qualite productive forces for itform three aspects; process evaluation, result evaluation and value-added evaluation, analyzes MOOC quality evaluation from four dimensions of evaluation direction, method, content, process and effect, and puts forward the innovation path of MOOC in higher vocational colleges empowered by new quality productive forces.更多还原