At present, the practice development of massive open online Courses (MOOC) is prior to the theoretical research about MOOC in academic circles. Through document analysis, participant observation and case analysis of MOOC, we find that the connotation of MOOC is mainly annotated from three dimensions: curriculum form, education model and knowledge innovation. According to the learning theory and teaching practice of MOOC, the teaching mode of MOOC is divided into three kinds: MOOC based on content, MOOC based on network and MOOC based on task. Compared with the traditional courses, MOOC has intrinsic characteristics such as large scale, openness, networking, personalized and participation, which includes the online learning effectiveness, the mastery learning, the interactive cooperation and the learning mechanism of complex system self-organization core. Through the analysis of MOOC learning mechanism, goal, characteristics and advantages, according to the investigation on the use of MOOC at home and abroad, combined with the characteristics of computing discipline, the two aspects of MOOC teaching function: one is to use the learning records on MOOC to study pedagogy, and create new educational theory; another is to use MOOC for the flipped classroom.