cMOOC, which is the application of the connectivism and open education into e-learning and informal learning with the representation of the postmodern curriculum paradigm, is of great significance to knowledge communication, sharing and innova-tion. The descriptive definition of the cMOOC is issued from its literary meaning and by analyzing, extracting and summarizing the early expressions of MOOC defined by the foreign scholars, and then the differences between the cMOOC, OCW and traditional online courses are analyzed. After that, the characteristics about diversity, autonomy, interactivity or connectedness, openness, participation and generativity of the cMOOC are analyzed. Finally, the views of its subject, knowledge and learning are analyzed from the perspec-tive of connectivism, self-organization theory and the postmodern curriculum theory. The conclusions are that cMOOC advocates the relational subject with meanings of communication, dialogue, understanding and tolerance; that cMOOC regards the knowledge as the result of the dialogue between the main bodies and advocates situatedness, rheology and networking of the knowledge; that cMOOC treats learning as a personal learning network creation process.%cMOOC是关联主义学习理论与开放教育理念在网络学习与非正式学习领域的实践发展，体现了后现代主义课程范式，对传播、分享与创新知识具有重要意义。首先通过分析、提取和总结国外学者早期对MOOC的表述，结合cMOOC的字面意义初步提出了cMOOC的描述性定义，进而分析了cMOOC与OCW、传统网络课程之间的区别；然后分析了cMOOC的差异性、自治性、交互性或关联性、开放性、参与性、生成性特征；最后基于关联主义学习理论、自组织理论与后现代主义课程论视角解析了cMOOC的主体观、知识观与学习观。结论是cMOOC主张交往、对话、理解与包容的关系型主体观；主张将知识看成是主体间协商对话的结果，倡导知识的境脉性、流变性与网络化；主张学习就是持续地创建个人知识网络的过程。
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