Study On Teaching Reform Of English Classroom On Junior School From The Perspective Of The Theory Of Tacit Knowledge

In the actual English classroom teaching, no matter how accurate an explicit knowledge is, and teachers and learners how to concentrate on the explicit knowledge, there are always some unspoken parts, named the tacit knowledge. The introduction of Polanyi’s theory of tacit knowledge indicates that the English teaching is not just limited to the teaching of explicit knowledge, but a combination of explicit knowledge and tacit knowledge. Given this, from the perspective of the theory of tacit knowledge, based on the investigation of subjects of some junior school students and English teachers in Changsha Municipal, Hunan Province, the paper investigates the current situation of English classroom teaching on junior school, and analyzes the major problems and the reasons, and then advances some measures for teaching reform of English classroom on junior school. The paper is consisted of five parts.In chapter one, the background,methods and significance of the research are introduced, and the paper makes synthetic review about the previous studies.In chapter two, the theory of tacit knowledge is mainly introduced, including its connotation, features, and the inner relationship between explicit knowledge and tacit knowledge and their mutual transformation. Then the significances on education, teaching and on teaching reform of English classroom on junior school are analyzed.In chapter three, from the perspective of the theory of tacit knowledge, the paper carries out the investigational research on the current situation of English classroom teachingon junior school through questionnaire and visiting, and the major problems are presented and analyzed.In chapter four, from the perspective of the theory of tacit knowledge,the reasons of the major problems of the English classroom teaching on junior school are analyzed, including the educational factors, the social factors and the factors of tacit knowledge itself.In chapter five, from the perspective of the theory of tacit knowledge, the countermeasures of the teaching reform of English classroom on junior school are presented. Firstly, The English teachers should update their knowledge structure,build a new-type conception of knowledge, and change their view of teachers and students. Secondly, pay attention to the student’s emotional experience and combine knowledge and emotion in order to radiate students’ life vigor. Thirdly, the English teachers should excavate the textbook sufficiently and creatively, and create situations skillfully to wake up and active the tacit knowledge. Fourthly, the English teachers should implement the experienced and perceived teaching,should open up the thinking and imagination to cultivate the students’ language literacy. Finally, the evaluation of teaching should be comprehensive and various to meet the emotional needs.