The Development Of Web-based Curriculum

with the rapid development of information, network and communication technologies, globalization information, network and integration become an inevitable trend. In addition, infobahn and internet are going to take people to the age of information and network with the knowledge as its core. Traditional educational styles have yet not satisfied people in the internet era with their needs of learning, while the internet education prepares the conditions to fulfill the new education principles. We should develop web-based courses in order to develop internet education. Currently, web-based course is in initial stage, which has two clues. One is how to develop highquality web-based courses in theory. The other is to implement web-based courses in practice. Compared with practice, theoretical research still lags behind; as a result, web-based courses at present can't meet students' needs of self-regulated learning. Hence, on the basis of the current situation of web-based courses, this paper attempts to put forward strategies for developing web-based courses better for students' self-regulated learning.With web-based courses in some colleges and universities in our country as the study entities, this paper nails down the advantages of web-based courses, at the same time, discovers some problems in developing web-based curricula by means of observation, case analysis, interview and students questionnaire. To solve those problems, we propose that excellent web-based courses should be helpful for students' self-regulated learning, namely, web-based courses should be designed according to learners' learning motivation, learning styles, learning strategies so as to adapt to self-regulated learning for various characteristics of learners.The paper proposed the basic guiding ideology for developing web-based courses, which are having high self-regulation, making full use of the network resources and using scientific methods to design the content of self-regulated curricula. Hereby, the paper begins with theoretical basis of web-based course for self-regulated learning, it states that the theoretic basis for curriculum developing and designing under the internet settings should include five aspects, including the discovery learning theory of Bruner, the constructive learning theories of Piaget and Vygotsky, the educational theories of Dewey, the cognitive flexibility theory and the humanism theories. On the basis of theories, the paper further set forth principles for developing and planning self-regulated learning web-based courses. Those principles include development, mutual, collaboration, personal and situation. Furthermore, the paper unites theoretic basis and developing principles in the content of self-regulated curricula, employs the autonomic planning thought, analyzes and probes the characteristics of curricula under the network background, puts forward that the key to develop and plan self-regulated web-based courses lies in content designing, module structure designing and students' learning evaluation designing.As for the content designing, the paper employs conceptual graph and conceptual matrix to express the relationship between different knowledge contents of web-based courses, which can meet students' requirement for self-regulated learning web-based curricula. At one time, we can use decussation models, modularization, problem-center, situation-core to plan related content of web-based courses in order to meet the students' needs of self-regulated learning.According to development and collaboration principle, the paper introduced module structures in designing web-based curricula, described different modules, defined their functions respectively, united all functions in the same system and constructed modules for self-regulated learning web-based curricula.The paper claims that when evaluation web-based curricula learning, we should hold the student-oriented education thought, emphasize ewluation subject diversification, evaluating results remedy and evaluation mode diversified, fully embody student-oriented evaluation and promote educational ideology of self-regulated learning.