Experience Web Course

There are many virtues in Internet-based education theoretically while sometimes it is hard to turn the advantage into reality practically. The research of the net-based curriculum is one of the keys to the problem.Generally, researchers define the net-based curriculum as a plan or a set of course and its content offered by an institution such as a school or university, which we take from the curriculum research. Followed this standard the key issue to the net-based curriculum is trying to turn the contents into internet which is totally technically. This understanding has its advantage and its disadvantage which we can learn from the researching of the theory of curriculum. In fact the scholars of the theory of curriculum discipline study the curriculum from two dimensions, the set plan and the experience. The former define the curriculum as a plan of some set knowledge ,the key issue is to estimate what knowledge are most valuable and how to arrange the set knowledge while the latter define the curriculum as the experience of the student, then the curriculum is not settled but floating, not before the learning but in the middle of the learning. These two different views attract different scholars and form two paradigms which we named the knowledge based paradigm and the experience based paradigm. The emerging of the experience based paradigm is a sign of the mature of curriculum research and has great meaning theoretically and practically. On the other hand, the researchers on the internet-based curriculum often ignore the experience dimension. This make the internet-based curriculum is not corresponding with its matrix—the curriculum and lose some virtue of curriculum.So in this thesis we try to take the experience dimension into the internet-based curriculum. The first part structure the experience net-based curriculum theoretical, in this part we point out the problem on the defining of the internet-based curriculum and analyze its base, form and characters. the second part show the meaning of the experience net-based curriculum which we use video-game and online moral curriculum as two examples of the use of experience based paradigm in practice. The short last part analyze the problem of lacking experience dimension in internet-based curriculum from the view of sub-disciplines of pedagogy which lead out a new problem.