A Study On Double Teacher’s Tacit Knowledge Management

Under the era of knowledge economy condition, how to carry out efficient and scientific knowledge management becomes the core in theoretical and practice circles.In this background, the study of tacit knowledge management gradually protruding from the outside to the implicit and focus.Double teachers stand for a special cultural symbols in professional education, and tacit knowledge management directly affects the teaching and their professional development.Although double teachers on tacit knowledge management of the road is full of thorns and difficulties, double teacher’s personal knowledge management need a long way to go, but had to admit that double teachers for effective knowledge management existence possibility and inevitability, in this kind of possibility and inevitability of proposition, study of double type teachers’ tacit knowledge management.Focusing on the core issue of the research, from the the necessity and possibility ofthe current double teachers’ tacit knowledge management, and focus on the current our country vocational education double teachers’ tacit knowledge management problems existing in the process of representation, building double representation dimension of teachers’ tacit knowledge management to draw the outline of its effective management path, and puts forward the effective path double teachers’ tacit knowledge management.this study mainly includes five parts.Introduction part mainly includes the argumentation about the cause of the problem, the definition of key concepts and literature review of related subjects, in the existing research and analyzed process, further clarify the core theme of double teachers’tacit knowledge management connotation and theory basis for the following research.Double teacher is unique in the process of the evolution of China’s vocational education, to promote vocational education towards a better higher and faster development in the direction of the driving force, 《the national medium and long-term education reform and development plan》 points out that to double focus on teachers, to strengthen the construction of vocational college teachers.Double teacher’s professional development, cultivating mechanism, management system and other issues from the implicit to gradually outward, become the research focus.Trying to double teachers knowledge structure as the breakthrough point, analyze the system structure of the double teachers’ tacit knowledge. As shulman argues, we need to promote teachers’ specialization, must prove that there exists a security professional attributes of knowledge, clarify domain play a role in the teachers’ professional knowledge and structure.This chapter attempts to clear double the connotation of teachers’ tacit knowledge, clear double teachers’ tacit knowledge, understand the characteristics of double type teachers’ tacit knowledge elements, starting from the ontology epistemology understand the implication of double type teachers’ tacit knowledge.In order to understand the current double recessive management present situation, the third part based on quantitative research methods, first of all, on the basis of related research compiled the double teachers’ tacit knowledge management of the questionnaire, the questionnaire includes four dimensions,62 double teachers in higher vocational colleges in investigation, clarify the double teachers in the process of tacit knowledge management problems, and analyze the double teachers recessive factors on tacit knowledge management is a problem to be solved in this chapter.Through the survey found that double overall level is not ideal, teachers’ tacit knowledge management in gender differences, education differences on issues such as double significant difference exists among teachers’ tacit knowledge management.The fourth part is the effective management of characterization.Root will be based on the research data in this chapter, with the double the teacher development of our country’s practical situation, trying to summary and induction double teachers on the characterization of anomie and failure in the process of tacit knowledge management, and build effective characterization of double type teachers’ tacit knowledge management of the standard, in order to double type teachers’ tacit knowledge management or help.The fifth part is the system architecture.This chapter embarks from the system theory, the implicit double teachers’ tacit knowledge management system into the elements in the range, thus architecture double teachers’ tacit knowledge management strategy system.Mainly from the individual strategy, organizational strategy, technology strategy and cultural strategy from four aspects, build double teachers’ tacit knowledge management of the communication system of overpasses.