A Practical Research On Tacit Knowledge Explicating In Middle School Biology Teaching

Knowledge is the ingredient for teaching. The comprehension of the concept of knowledge determines the understanding of teaching methods, and then gives rise to the teaching behavior relevantly. Based on the study of epistemology with a philosophical perspective of the concept of knowledge, Michael Polanyi, for the first time, revealed and illustrated the concept of tacit knowledge. Among the subsequent researchers, Stemberg on proved that tacit knowledge, which plays an important role, is actually abundant in teaching activities.Based on the previous researches on tacit knowledge, this paper, we will give an overview to the theories at first, and an analysis as well as a reflection to the value of explicit teaching methods for tacit knowledge in the first part. Then, an analysis of teaching strategy based on this theory will be demonstrated in the next part, which is an attempt to promote the strategy in middle school biology teaching and serve quasi-experimental research.Based on the previous researches on tacit knowledge, this paper, we will elaborate our research findings from the following four parts. Firstly, we will give an overview of the theories about the tacit knowledge explicating. Secondly, we will analyses the educational value of the tacit knowledge explicating and perform the teaching reflection. Thirdly, we will analyses the teaching strategy according to the guidance of theories about the tacit knowledge explicating. Lastly, we will let the teaching strategy of the tacit knowledge explicating step in middle school biology teaching and we will also do the serve quasi-experimental research.The research obtains following results:1. The tacit knowledge explicating will help students improve their abilities to solve problems quickly, especially the abilities to explore and analyses problems.2. It contributes for students to foster the understanding of the relationship between human and biology community and the awareness of protection of biodiversity. In addition, it is conducive for students to improve their abilities in situation-identification, and information acquisition and resources management.3. Knowledge conversation is an effective way to know the tacit knowledge of certain students.4. Scenario building is helpful to create the environment for students to evoke tacit knowledge.5. Cooperation and discussion is an efficient teaching method for showing, revising and testing the tacit knowledge.In one word, according to the positive effects of the tacit knowledge explicating in middle school biology teaching, we proved that it is practical to implement this strategy in teaching activities.