Lhasa Middle School Geography Teachers' Tacit Knowledge And Its Be Made Explicit

The tacit knowledge has been proposed more than a half century world. During this time a lot of people have studied the tacit knowledge, while many experts and scholars have studied the teachers’ tacit knowledge. But the tacit knowledge of the geography teachers’ research is still blank. So many issues should be worth to be studied. Tacit knowledge can not express or is difficult to express with speeches, words or symbols’ knowledge. Then, in the education and teaching activities, the tacit knowledge of teachers has a personal knowledge that is individual characteristics, difficult to be said and criticized. It is a profound impact on teachers’ behavior. It contains the values, observation, ideas, emotion etc in the teachers’ education teaching activities, and melts in specific educational context of teaching experience, skills and knacks etc. Because the tacit knowledge exists in the teachings of the geography teachers. With the progress of the study of all aspects, we think that how it is rationally exploited the tacit knowledge of the geography teachers, which is focused.According to the research topic of this article, we have studied and elaborated the geography teachers’ tacit knowledge and their tacit knowledge’s explicating in detail. The following is the basic frame work of my study:The first chapter is tacit knowledge proposed, the background of the tacit knowledge of teachers’ and its explicating, and according of previous researches, we analyzed and summarized the present situation of geography teachers’ tacit knowledge. We put further forward the paper of the main content, purpose, significance.The twice chapter is based on the defined concept of the tacit knowledge, the tacit knowledge of the teachers’ and geography teachers’tacit knowledge, while we analyze their significances.The third chapter is based on questionnaire analysis in order to analyze necessity and feasibility of the geographical teachers’ tacit knowledge and its explicating’ways and methods.The fourth chapter studies to analyze the tacit knowledge of geography teachers’ and its explicating firstly and put forward some feasible strategies. It is the out book of the paper secondly and it is the lack of researches in this paper finally.The tacit knowledge of geography teachers’ and its explicating is still blank. I hope to find some explicit methods of the tacit knowledge of geographical teachers through this research, grasp their methods, and play their role fully in order to improve the quality of geography teaching.