On the Teaching Interactive Paradigm of Network Training for Civil Servants in the New Era: Based on the Perspective of Post-modern “Teaching by proposal” Theory

Yuan WU


With the rapid development of modern educational technology, the civil servants’ training paradigm in China has quietly moved from the model of traditional single offline (face-to-face) to a hybrid training paradigm that combines online and offline. However, compared with the attention paid to the expensive construction of network training platform and network training curriculum resources, the current network training of civil servants in our country has always lacked high attention and effective methods to a series of problems affecting the teaching quality and effect in network training, such as the reform and innovation of teaching paradigm, the stimulation of students’ learning motivation, the in-depth integration of teaching and technology, the cultivation of students’ autonomous learning ability and thinking mode. The fundamental reason is that there is a problem with the interactive teaching paradigm of civil servants’ network training. Therefore, how to effectively reform and innovate the interactive paradigm of network training and teaching for civil servants in our country has become a key problem that restricts the high-quality development of network training for civil servants in the new era. The post-modern “teaching by proposal” theory put forward by John B.Cobb Jr., a famous American post-modern philosopher, is a brand-new interactive teaching theory, which has very important enlightenment significance and application value for the construction of the interactive teaching paradigm of China’s civil servants’ network training. Article explains postmodern “ teaching by proposal” theory of rich connotation and methodological essence based on point,Starting from the main problems and key causes of teaching interactive paradigm of civil servants network training ,guided by postmodern” teaching by proposal” interactive theory, construct a kind of teaching interactive paradigm of civil servants network training, civil servants’ autonomous learning ability as the purpose, to “teaching proposition” precise “further proposed as the main method, “ interesting proposition “, “useful proposition”, “effective proposition” cycle as the main part.


Post-modernism; teaching by proposal; Network training for civil servants; Paradigm

Full Text:



Bunker. C., & Qiu, E. (2016). 100 Activities to Encourage and Retain Online Learners (Trans. Q. Chen & Y. P. Peng, Trans.; p.2). China Central Radio and Television University Press.

Chen, L., Wang, Z. J., & Anderson, T. (2016). The principles and strategies of teaching interaction in distance learning (pp.51-57). China Central Radio and Television University Press.

John B. Cobb, Jr. (2003). Post-modern public policy: Reshaping religion, culture, education, sex, class, race, politics and economy (J. Li & C. Zhang, Trans., p.94). Social Science Literature Publishing House.

Li, T. T., & Wu, F. T. (2017). From “Mechanical Reduction” to “Organic Whole”: Ecological transformation of network learning environment design. Distance Education Journal, (3), 62-70.

Liu, J. (2017). “Live broadcasting education”: A new form and value of internet+educational learning. Distance Education Journal, 1, 52-59.

Merian, S. B., & Kevorella, R. S. (2010). Comprehensive Research and Practice Guidance for Adult Learning (J. Huang, Y. Zhang, and G. L. Wei, Trans.; 2nd ed., p. 67.). Renmin University of China Press.

Ronald, L. (1997). Farmer beyond the impasse (pp.91-93). Mercer University Press.

Xiong, Y. Z. (2012). Trend of vocational training for senior civil servants abroad and its enlightenment to cadre education in China. Education and Occupation, (15) 185-186.

Zhang, L. X., & Dan Qin, D. (2018). Research on the guarantee path of effective learning in personal online learning space from the perspective of distributed cognition. Research on Audio-visual Education, 1, 55-60.

Zhou, G. M., & Fu, X. L. (2002). Distributed cognition-a new cognitive view. Advances in Psychological Science, 10(2), 147-153.

DOI: http://dx.doi.org/10.3968/11677


  • There are currently no refbacks.

Copyright (c) 2020 Canadian Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submissionhttp://cscanada.org/index.php/css/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).


Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture