A Study On The Instructional Design From The Perspective Of The Concept Of Tacit Knowledge

American educator Hutchins said:"the education means teaching, and teaching means that knowledge". Education, teaching and knowledge have a close and natural connection. That is, the educator's attitude towards knowledge and his understanding of it can directly or indirectly affect his teaching and instructional design. The concept of tacit knowledge has been gradually developed since the notion of tacit knowledge was firstly proposed by Polanyi in 1958. It is different from the concept of modern knowledge, and not so extreme like the concept of post-modern knowledge. Conversely, it is focuses on one of the knowledge hierarchy, with a hard coded system that can be understood but can not be described, just as Polanyi said "we know more than we can tell". The tacit knowledge is very difficult to be clearly expressed with the encoding. Even people with such knowledge are not aware of its existence, but it does exist, and it plays a major role in the organization or individual developments. We can not ignore it, even be indifferent to it, but should try every possible means to use it to achieve the mutual conversion of it and the explicit knowledge, further innovating the knowledge and developing themselves and their own organizations. Therefore, from the perspective of the tacit knowledge, this thesis will study the instructional design aiming to combine it and that very practical concept. Furthermore, it aims to really touch the core teaching philosophy with a deeper thinking of the key knowledge in order to awaken the tacit knowledge neglected for a long time so that the instructional design can truly become a bridge between theory and practice, finally so as to fundamentally change the traditional rigid mode of teaching with a lack of vitality by optimizing the teaching and inspiring learners to study.Combined the requirements for talents in a era of knowledge-based economy, and based on the collection and analysis of a large number of materials on the tacit knowledge, instructional design and other related literature, this thesis will firstly clarify the meaning of tacit knowledge and then analyze the teaching patterns under the traditional concept of knowledge and their developments from a historical perspective. Secondly, the teaching will be explained from the perspective of the concept of tacit knowledge and it will be proved that this concept is a concept of knowledge in line with the contemporary teaching philosophy. At last, the simple assessment will be made of several typical theories of instructional design and their advantages can be obtained. As for their disadvantages, some new principles and ideas of the instructional design will be voiced from the perspective of tacit knowledge, which can provide a referential new one for educators, instructional designers, as well as front-line teachers in order to help them to change their knowledge concepts and improve their capacity of the instructional design. In turn, students can be promoted to efficiently obtain and even convert the tacit knowledge and explicit knowledge.