Qualitative Research Of English Non-finite Verb Teaching In High School Under The Tacit Knowledge

In1958, Michael Polanyi for the first time clearly stated this concept of tacitknowledge in his book “personal knowledge”, and pointed out that there are two kindsof human knowledge, one is you can use the written word, maps and mathematicalformulas to express, which is a visualization of knowledge. Another kind ofknowledge can not be expressed in the system, which is called tacit knowledge. In thispaper, under the review of tacit knowledge and non-finite verb premise, based on thetheory constructivist learning, the theory of implicit learning and the theory ofepiphany, we study the relationship between English teaching in high school and tacitknowledge at different stages, conducting a qualitative study, which will furtherexpand the tacit knowledge research. I hope this research can expand the researchperspective for readers, providing a template for the new round of curriculum reformfrom theory to practice.In this study, by the basic qualitative research methods, we selected teacher Y asa case study in Hengyang XX Institutions, involving Y teacher’s teaching content, Yteacher’s teaching process design, Y teacher’s teaching reflection, through analyzingtexts of class observations and interviews, studying the effect of tacit knowledge inhigh school about English teaching of non-finite verb. Our research shows thateducation should return to life, especially in the contemporary education curriculumreform. Education comes from life, and stands higher than life; Education should belifelong education, and lifelong education is the sum of education at all stages of lifewhich people suffered, covering all aspects of education, and our education is basedon the current and looks forward to future prospects.This thesis consists of five parts. The first part is an introduction, mainly on thestudy of the origin and background, purpose and significance, and the theoretical basis;The second part is the literature review and defines the concept of tacit knowledgetheory, non-finite verb and research status. The third part is the research process,including the collection, processing and analysis of selected data; The four part is about influencing factors under the influence of the tacit knowledge theory ofteaching English non-finite verb in high school, mainly talking about Y teacher’steaching content, Y teacher’s teaching process design and Y teacher’s teachingreflection. The fifth part is the study of revelation and reflection.