Research On Generation And Expression Of Primary And Secondary Teacher’s Tacit Knowledge

Teacher’s tacit knowledge, summarized in teaching by primary and secondary school teachers,is akind of unspoken knowledge hidden within teachers. The particularity of work object and the diversity ofeducation situation ask teachers to accumulate a mount of tacit knowledge to have a better understanding ofeducation situation and practice. Generating and mastering tacit knowledge, in a great degree, fasten themotivation of the knowledge, quicken the pace of knowledge updating and strengthen the communicationamong teachers. Besides, it has an important meaning to promote teachers’ motility of reflecting andautonomous development, improve professional quality of the whole teacher’s team, deepen teaching’sreform and propel education forward.In recent years, the research about how to produce effectively andexpress accurately teachers’ tacit knowledge has caused great attention of primary and secondary schoolteachers and scholars, which has great theoretical significance and practical value.Firstly, the paper, on the base of literature review, explores the concept and the characters of teachers’tacit knowledge, analyzes the situation of production and expression of primary and secondary schoolteacher’s tacit knowledge and finds the existing problems.Secondly, on the basis of theory about teacher’s tacit knowledge, the paper puts forward creatively thetheoretical basis of production of teacher’s tacit knowledge, that is social constructivism. Then, theproduction of teacher’s tacit knowledge is stated from the resource of tacit knowledge and thinking process.Next, the situation of production of primary and secondary school teacher’s tacit knowledge is investigatedwith questionnaire investigation and interview method, from which the problems are found out and theaffecting factors are analyzed. They are school culture and factors from teachers self. Last, aiming at theproblems, the paper provides relative countermeasures, such as, creating open and harmonious schoolculture, correcting and improving teacher’s education belief, culturing teacher’s education sensitive andimproving teacher’s reflection level.Thirdly, we first discuss the possibility and necessity of the expression of teacher’s tacit knowledge.Secondly, we divide the tacit knowledge into two parts： the dominant tacit knowledge and thenon-dominant tacit knowledge, on the basis of which, the paper puts forward three expression methods of teacher’s tacit knowledge, they are domination, metaphor and practice. The situation of expression ofprimary and secondary school teacher’s tacit knowledge is investigated with questionnaire investigationand interview method, from which the problems are found out and the affecting factors are analyzed, theyare collective culture, language competence and afraid of authority. Last, aiming at the problems, the paperprovides relative countermeasures, such as creating healthy and harmonious collective structure, improvingteacher’s language competence and establishing right authority value to provide favorable environment forthe expression of teacher’s tacit knowledge.