Ordinary Secondary School Teacher Implied Knowledge Of Experimental Research

Tacit knowledge is mainly contrast with conventional knowledge, which is called explicitknowledge. It is contended that tacit knowledge is not learned directly from others or books, but highlyrelated with behaviors. And it plays a key role in personal achievement. In recent years, a large amountof research has grown out of a concern with tacit knowledge abroad, but it is nearly vacancy at home. Inthis research, I focused on tacit knowledge of teachers in charge of classes in middle schools, andcarried out an explosive research.The research was to collect tacit knowledge of teachers in charge of classes in general middleschools , and to explore the validity of the method that initiates tacit knowledge by demonstratingactual examples in order to provide a new way for training personnel in the fields and for continuationeducation of teachers and other variety of education. There were four steps in this research. The firstwas to collect tacit knowledge of teachers in charge of classes in general middle schools by mainlyinterviewing teachers in charge of classes in Wuhou Senior Middle School in Chengdu. The second wasto find out the subjective validity of the method that initiates tacit knowledge by demonstrating actualexamples according teachers in charge of classes in Wuhou Senior Middle School in Chengdu andShudu Middle School in Chongqing. The third was with examples collected to probe into the objectivevalidity by carrying out an experiment of narrow scope with three classes. In this step, we trained thethree teachers in charge of these three classes by the method of demonstrating actual examples in orderto heighten the students?appraisal of their teachers in charge of classes after some time. The last was tofurther understand the objective validity of the method by further interviewing the trained teachers andother correlating people. The results followed:1.The document collected by interviews includes 54 examples, and is classified to eight categoriesby principle including channeling off, convincing people by reasoning, objectivity, generality, strictcombined with love, student as subject, inspirit ,and mental tutorship.2.Subjectively the teachers considered it valid to initiate tacit knowledge by demonstrating actualexamples.3.Objectively the measure that initiates tacit knowledge by demonstrating the actual examples isvalid and operative by further interviews with three teachers.4.It can provide researchers with more accurate information by combining qualitative researchwith quantitative research.