A Research Into Senior Chinese Teaching From The Perspective Of Tacit Knowledge Theory

Tacit knowledge Theory is first put forward by Polanyi, a famous British chemist and thinker, who thinks knowledge can be clasified into two kinds:explicit knowledge and tacit knowledge. The latter, in which the former is rooted, is significantly important. In addition, The expansion,application and understanding of the former all depends on the latter. At present, the research into tacit knowledge has found its way into every corner of natural science and human science.With the new curriculum standards laid down and carried out, the reform of senior chinese teaching witnesses a new era. Although many new concepts are invented in our new curriculum, some of them are far from being perfect, and little attention is paid to tacit knowledge, doing well in exams but being incapable of solving practical problems. Obviously, only focusing on explicit kowledge and igoring tacit knowledge does not confom to human cognitive laws. To improve the current senior Chinese teaching and strengthen its practicality, it it necessary to bring in Tacit Knowledge Theory to define the connotation of senior Chinese teaching and evaluate its performance. Based on the current situation of students learning and combining the tacit theory with the current teaching research fruits, this thesis tries to find out an efficient way to make tacit knowledge explicit and improve the teachingThe thesis is divided into four parts. Chapter one is an introduction. It falls into three sections. Section one is a survey and summary of related ideas and concepts of tacit knowledge in China both in the past and at present. Section two makes an annalysis of the problems in current chinese teaching. And section three discusses the necenessity of exploring tacit knowledge. In section three, it introduces its generative mechanism:coginitive unconsciousness and social structure mind. Chapter three is about senior chinese teaching with the new curriculum standards. It is divided into twoparts. In the first part, it makes a review on the current circumstances of chinese teaching, summing up the problems and achievments. In the second part, it makes research into the tacit knowledge which hides in large quantities in reading teaching, writing teaching and exam papers, and also explores the its research significance, namely, constucting the students'mind home; promote the efficiency of class; Secondly, the positve tacit knowledge should be encouraged, and the negative should be held up. Thirdly, teachers should try to make classes full of passion to activate the tacit knowledge in students. Fouthly, the pracitical funtion of classes should be fully performed to make tacit knowledge explicit. Lastly, a variety of evaluation should be used to dig up the potential tacit knowledge in students.