| The science curriculum in China has experienced the transformation from being apart to being integrated, and the function, structure, contents, implementation, management and evaluation of the curriculum vary greatly. The science teachers, as implementers of the curriculum, may undergo inadaptability which has become the bottleneck of the curriculum transformation and stunts it. It is urgently needed to promote science teachers' professional quality by continuing education. But in our country, there is not a sound curriculum system for science teachers' continuing education yet. Therefore, the thesis, from the perspective of teacher professional development, taking the current situation of science teachers into consideration, is to explore the way the curriculum structure is being transformed and adjusted and to shed light on setting up a continuing education system which conforms to the requirements of the science curriculum.Theories on teacher professional development, lifelong study theories, and constructivism are considered as the foundation for constructing the curriculum system of science teachers' continuing education. The primary starting point and the ultimate purpose is for teacher professional development; lifelong study theories pave the way for teachers' continuing education; and constructivism serves as the theory strut for implementation of the curriculum because of its emphasis on the experience of students, on creating situations and on dialogue and communication.The curriculum system of science teachers' continuing education has to pay attention to both the static aspect like curriculum contents and the dynamic aspect like the implementation and evaluation of the curriculum. The present study makes use of the methods of literature research, questionnaire and interviews and analyzes how the teachers' continuing education curriculum is designed, implemented and evaluated.The author obtained the first hand data about the current situation of...
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