Research On The Model Construction Of Teacher's Tacit Knowledge Transferring In Web-based Courses

Teachers has long been undertaking the great mission of transmission human civilization, they are the engineers of human souls. The work of teachers, not only teaching it to the learners what in the textbooks, also contains a large number of tacit knowledge to the outside textbooks, with strong personal feelings, attitudes, experience and know-how etc. In the knowledge-based economy era, with the rapid development of the network, web-based courses are increasingly entering the learners study life, whether or not the web-based courses can transfer teacher's tacit knowledge, what channel is based on to transfer, and other related study is needed. Therefore, the theory of web-based courses teaching and teachers tacit knowledge is in-depth studied in this thesis, summed up the types and pathways of teacher's tacit knowledge are able to transfer in web-based courses, and construct a model of teacher's tacit knowledge transferring in the web-based courses.This thesis consists of six parts.The first part is introduction, mainly on the background of the research, research status, significance and research methods, and general introduction of the research. With the depth research of tacit knowledge, scholars have recognized the existence of teacher's tacit knowledge and the value in teaching practice. However, the current domestic research of teacher's tacit knowledge focused on using knowledge management for the professional growth of teachers and removes the obstacles of teacher's tacit knowledge sharing, teacher's tacit knowledge in web-based courses so far no one is interested.The second part of the thesis is theoretical foundation, according to some scholar's definition, the author made a more detailed definition of knowledge, tacit knowledge, teacher's tacit knowledge and knowledge transfer, then the author classify the tacit knowledge of teachers: tacit knowledge of content, tacit knowledge of pedagogical content, tacit knowledge of curriculum, tacit knowledge of general pedagogical, tacit knowledge of learners, tacit knowledge of context, tacit knowledge of educational ends, etc. Finally discussed and compared two important teaching theories: Herbart's five steps of instruction and Gagne's Nine Events of Instruction。The third part is theoretical research related to the transferring of teacher's tacit knowledge in the web-based courses, because of internal mental process, learners internal processing will not change while environment changed. Therefore web-based courses teaching process and the classroom teaching process can be divided into the same nine stages, Gagne's nine teaching events. By analysis the nine stage of teaching process, the author then gets the conclusion that web-based courses could transfer the tacit knowledge of outstanding subject teachers', teacher's tacit knowledge dependents on the web-based courses explicit knowledge, transfers by four means: questions, content organizations, content showing, learning guidance. The receivers of teacher's tacit knowledge transferred in web-based courses are students and other teachers.The fourth part makes a conclusion of the factors of teacher's tacit knowledge transferring in web-based courses and constructs the model of it, and then gives an explanation of the relationship between the model factors. The model consists of four parts: teacher's tacit knowledge, transferring means, dependent objects, receivers. The part of teacher's tacit knowledge concludes nine factors by the teaching process:①Gain attention.②Inform learners of objectives.③Stimulate recall of prior learning.④Present the content.⑤Provide "learning guidance".⑥Elicit performance (practice).⑦Provide feedback.⑧Assess performance.⑨Enhance retention and transfer to the job. There are four transferring means of teacher's tacit knowledge: questions, content organizations, content showing, learning guidance. The objects which teacher's tacit knowledge dependent on in web-based course are the nine parts of this web-based course according to the nine stages of teaching process: introduction or environment setting, instruction objectives, recall of prior learning, instruction content, BBS or answers, questions between or after class, examination, exercises. The receivers of teacher's tacit knowledge transferred in web-based courses are students and other teachers.According to the transferring model of teacher's tacit knowledge in web-based courses, the fifth part of this thesis certificates the model by using several parts of representative new century web-based courses. That is ,teacher's tacit knowledge could be transferred in web-based courses, and the transferring method and means as shown in the model.The sixth part is the conclusion of this thesis. In this part, the author summarizes the transferring of teacher's tacit knowledge in web-based courses, proposes the limitations of this thesis, and makes the forecast for the following work of this research. This thesis has only made the theoretically elaboration about the problem of teacher's tacit knowledge in web-based courses for the first time, so the transferring model need to be proved by practice in the following research. Besides, this thesis has only carried on the transferring problem of teacher's tacit knowledge in web-based courses, the transforming of teacher's tacit knowledge was necessary to be work in the future.