Continuing Education Network Program Development, Based On Constructivist Teachers

In recent years our nation has invested a lot on web-based course for the teachers that are in service in the schools. The main purpose for this is to crack some nuts that the traditional in-service teacher education can't, such as the inconsistency between the individualized training for the teachers and the pedagogical scale, the imbalance of the tutors' resource among the districts in our country, and the conflict between the necessity of the learning resources and the lack of resources in practice. Online continuing teacher education is in a better position to resolve these problems mentioned above, but there are still a lot of problems in application. The key one of the factors that resulted in those problems is lack of the direction of pedagogic theories. Through analyzing a lot of academic studies at home, we can get this result that so far much development of online courses are paying more attention to the application of information technology than to the direction of pedagogic theories.The latest catchword in educational circles is "constructivism", applied both to learning theory and to epistemology-both to how people learn, and to the nature of knowledge. We don't need to succumb to each new fad, but we do need to think about our study in relation to theories of learning and knowledge. That is one of what I thought. Moreover, the characters of constructivism that it emphasizes the social and collaboration aspects of learning accord with the traits of the web-based learning environment. In-service teacher education pays more attention to cultivate the teachers how to apply what they learned to practice and to help them how to construct their perception to what they are learning, not just to train how to store and present what they are learning. And this also accords with the gist of constructivism that it help the learners how to construct what they are learning. That's why I select constructivism to lead the way to developing a good quality web-based in-service teacher course. However constructivism complexity, my ability limitation and time limitation make me just discuss the development from the scaffolded instruction.There are four parts in this thesis: the first mainly describes what in-service teacher education has changed in information age and the relationship between constructivism and web-based in-service teacher education; the second and the third are the main part of this thesis, mainly analyzing scaffolded instruction theory, and constructing a web-based scaffold theory model and its implementation model based these analyses, then discussing some problems those should be noticed in the development of web-based course; the fourth discusses a practical study for how to apply the model into practice.