A Study Of Chinese Reading Teaching From The Perspective Of Tacit Knowledge

During the teaching of reading, teachers usually take the teaching of explicitknowledge as the only content without noticing the tacit knowledge. While we shouldpay attention to the cultivation of students’ language sense, sense of art, emotionalattitude and reading taste during the reading-teaching. But all these are difficult todescribe and express clearly in language because they contain the tacit knowledge.The theory of tacit knowledge is playing profound influence on the new curriculuminnovation. Realizing of the existence of tacit knowledge will be helpful to break thephenomenon of “high scores and low abilities” in the teaching of Chinese.This thesis aims to study the Chinese-reading teaching in order to find out thelogic relationship between the tacit knowledge and Chinese-reading teaching with thesupport of theory of tacit knowledge. Through the study, the author states theimportance of tacit knowledge in the innovation of teaching of reading and putforward the new strategies so as to reconstruct our understanding about Chinese-reading teaching. This thesis consists of four parts:The first part: the concept of tacit knowledge. The explicit knowledge and tacitknowledge make up the whole knowledge hierarchy together. And they can turn intoeach other. The part will introduce the types and characteristics of tacit knowledge inthe teaching of reading.The second part: the relationship between tacit knowledge and teaching of reading.This part will point out that tacit knowledge is an important factor for the realizationof the aim of teaching of reading from the perspective of reading’s characteristics andsystem.The third part: tacit knowledge and innovation of teaching of reading. This part willexplore the enlightening significance of the theory of tacit knowledge from fourperspectives: the teaching method, the studying ways, curriculum provision andteaching evaluation.The fourth part: the new strategies for teaching of reading from the point of view of postmodernism. Tacit knowledge comes into being in the current of thought ofpostmodernism. So it has the characteristics of culture, situation and inter subjectivity.This part will try to find out the new strategies for teaching of reading from theanalysis and interpretation of the three characteristics.