While the Internet has become widely-used among college students, how to cultivate students' critical thinking as they analyze and evaluate information online is an important issue teachers of Confucius Heritage Culture (CHC) background. Current research has revealed a gap between theoretical understanding of the teacher-students relationship and online critical thinking instruction to students. Due to the need of online social interactions and teacher's authority that needs de-construction, the purpose of this paper is to explore the role of teachers in online discussions based on social constructivist and de-constructivist theoretical frameworks. Within these parameters, the paper aims to broaden the understanding of a new student-teacher relationship to foster students' critical thinking in online interactions.