课程门类齐全，有自主学习课程、成人教育课程、学位/非学位课程、学科教育课程；提供的服务形式也越来越多样，学生可以网上快速地检索出自己所需要的课程节目信息或学习资料。

第二， 以内容为中心的设计转向以学习环境和活动为中心的设计

　　以课堂教学为基础的课程强调课程的内容设计，而以Web为基础的教学不应是传统课程内容的照搬。今后网络课程的设计应结合Web的具体特点（资源共享、交流通讯的特点），是以Email答疑、电子论坛、计算机视频会议等学习活动为中心的设计。

第三， 以Web的低级应用设计转向Web高级应用的设计

　　随着Web技术和教学设计理论的发展，网络课程的开发必将从信息传播的低级应用阶段转向Web高级应用。目前出现的一些网络课程工具平台（如WebCT），这种平台的设计开发为基于Web的课程在制作、管理和应用上都迈进了一个新的台阶，是Web应用于课程教学的必然趋势所在。

参考文献

1、Brena Bannan-Ritland and William D.Miheim.(1996).Existing WBI Courses and their Design；
2、Manal El-Tigi,Robert Maribe.(1997).Designing for interaction,Learning Control and feedback During Web-based Learning, Educational Tenology/May-June 1997；
3、《基于Web的远程教学和我国的发展对策》，《电化教育研究》1998年第2期；


Title: the functional structure of web courses and its glimpse of instructional models
Name: xuying shi
Address: Department of Educational Information Technology in East China Normal University, Shanghai 200062, China
Tel: (021) 62223742
E-mail: xuyingshi@263.net
Key Words: Web, WWW, web courses, instructional models
Abstract:
With the development of network technology, it has been put into education fields progressively since 1990s. It has become a global tendency to develop web courses. Based on observing the present situation of web courses, the author generalizes the basic functional construction; describes the elements of contents, roles of the teacher and student, online
resources and ways of instructional activities, puts forward six models of current web courses. Finally, the paper takes a glance into the future of web courses.

1. Snapshot of current practice.
Developing web courses is a kind of global trend. In proportion to classroom-based courses, Web courses refer to instruction by WWW. Some institutions are devoting to exploiting online courses presently. But on the whole, these institutions did not have a strong distance learning profile. In terms of technology application, it hasnt made good use of web technology, e.g. Web is used just as one of information delivery media rather than communication platform or learning environments.
2. Functional structure of web courses
As we all known, web courses development should be in accordance with the learning theory of constructivism, because it quite depends on students self-management. All learning activities that student processed based on web include: studying independently, discussing, practicing, doing assignment, and taking tests. So the author think we should regard learning activities designing and learning resource as important. This part I describe the basic functional structure of web courses components, especially in building kinds of databases. Furthermore, an example of Kent State university online course has been used to illustrate general web course form.
3. The analysis and design of web courses
Web courses are different from classroom-based courses on several aspects such as contents displaying, the teacher and student interacting, information resources presenting, learning methods. For example, students can design web pages themselves according to specific learning contents, which make students identify themselves with studying, collecting more comprehensive recourses from WWW. Therefore, there are a lot of activities we could exploit.
4. The instructional models of web courses
There are many classifications of web courses from different dimensions, e.g. individual studying and group-based studying. Also, we can classify web courses into synchronic and asynchronic instruction. This section lists six types of instructional models of web courses mainly from the view of student participation, which are: information-deliverin

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