Early Childhood Teacher's Taict Knowledge And Its Professional Development

With the development of education, people gradually realize that teachers'knowledge structure is a key factor affecting education and teaching, and teacher's knowledge structure has become a hot issue of some education and research in recent years. But the researchers are limited to the study of the vast majority of teachers in explicit knowledge, while ignoring another type of knowledge - tacit knowledge which is also a part of the teacher's knowledge . Author believes that tacit knowledge is the dominant factor in people's actions and it is the knowledge base of teacher professional development. In this paper, mainly from the perspective of professional development of teachers , we explore the definition of the tacit knowledge and its significance to the professional growth of preschool teachers and the real practice along with the meaning of tacit knowledge and tacit knowledge of the reality of the accumulation of experiences and ways to build such a few questions and so on. The specific text is divided into three parts:Preface. This part mainly discusses the reasons for writing this topic, including research significance, related research overview and methods used to write this paper.The first part. Tacit knowledge: the foundation and the ultimate destination of early childhood teachers'professional development. This section mainly discusses the content of early childhood teachers in tacit knowledge, structure and nature of the character about tacit knowledge ; the significance of the tacit knowledge to early childhood teachers'professional development, and the mechanism and function of the tacit knowledge in the process of early childhood teachers'professional development.The second part. Tacit knowledge meet some realistic problems in the course of the early childhood teachers'professional development: the absence of knowledge achieving the role of tacit knowledge. This section mainly from the professional training for kindergarten teachers, early childhood teacher's professional evaluation, teaching and research work systems and conventional practices, the current situation of the tacit knowledge in aspect of the individual education of the kindergarten teachers.The third part . The construction and homing of the tacit knowledge in order to promote the professional development of kindergarten teachers. This section is intended to explain the construction and the accumulation channels of the tacit knowledge and kindergarten teachers play a positive function of Tacit Knowledge and ultimately promote the kindergarten teachers'professional development to go the smoothly and efficiently .