A　three-dimensional　MOOC　analysis　framework　was　developed,　focusing　on　platform　design,　organizational　mechanisms,　and　course　construction.　This　framework　aims　to　investigate　the　current　situation　of　big　data　MOOCs　in　the　intelligent　era,　particularly　from　the　perspective　of　improving　the　mental　health　of　college　students;　moreover,　the　framework　summarizes　the　construction　experience　and　areas　for　improvement.　The　construction　of　525　big　data　courses　on　16　MOOC　platforms　is　compared　and　analyzed　from　three　aspects:　the　platform　(including　platform　construction,　resource　quantity,　and　resource　quality),　organizational　mechanism　(including　the　course　opening　unit,　teacher　team,　and　learning　norms),　and　course　construction　(including　course　objectives,　teaching　design,　course　content,　teaching　organization,　implementation,　teaching　management,　and　evaluation).　Drawing　from　the　successful　practices　of　international　big　data　MOOCs　and　excellent　Chinese　big　data　MOOCs,　and　considering　the　requirements　of　authoritative　government　documents,　such　as　the　no.　8　document　(J.G.　[2019]),　no.　3　document　(J.G.　[2015]),　no.　1　document　(J.G.　[2022]),　as　well　as　the　＇Educational　Information　Technology　Standard　CELTS-22—Online　Course　Evaluation　Standard＇,　recommendations　about　the　platform,　organizational　mechanism,　and　course　construction　are　provided　for　the　future　development　of　big　data　MOOCs　in　China.　©　2023　by　the　authors.