A Case Study Of Teacher’s Knowledge Management In Primary School

In the knowledge economic tide primary school teachers face their own professional development problems, such as self knowledge cannot be clearly expressed, teaching always let students "know" knowledge and does not go further etc.. Facing the new generation, primary school teachers’ knowledge needs better systematic, situational, logical. Knowledge management can help primary school teachers make it more inheritance, easier storage and knowledge structure is more perfect, easier to achieve innovation. Finally to improve teaching effectiveness, and promote the professional development of teachers.In this study, based on a comprehensive related research at home and abroad, I put forward the theory of this research. Through questionnaires, interviews and site visits, taking J elementary school teachers in Xining as the research object. Current situation analysis is based on the five dimensions.They are knowledge acquisition andstorage, knowledge dissemination and knowledge reflection, knowledge sharing, knowledge application and innovation. Through data analysis, the theoretical concept of this study is validated preliminarily. The results show the characteristics of primary school teachers, the knowledge management of the expression of the teachers in different links are different.For example,in knowledge sharing, teachers are emphasized all kinds of knowledge;sharing platform contains network and face to face; different seniority of teachers in knowledge sharing is different significantly. In the knowledge of reflection, introspection on the psychological development of students; pay attention to the teaching of knowledge reflection etc.. In knowledge diffusion, teachers pay attention to self knowledge, subject knowledge, students living knowledge’s dissemination; also pay attention to the application of the multimedia; teachers of different subjects has significant difference in knowledge dissemination etc.. In the knowledge application and innovation, the most obvious application and innovation is teaching method; pay attention to the application and innovation of self knowledge; with the increase of seniority, the knowledge application and innovation ability of teachers is enhancing. In the knowledge acquisition and storage, pay attention to the curriculum knowledge acquisition and storage; there are diversified methods of acquiring knowledge; they despise self knowledge acquisition andstorage. Through multiple regression analysis, acquiring three significant paths about the school teachers knowledge management. They are knowledge acquisition and storage--knowledge application and innovation, knowledge dissemination — knowledge application and innovation, knowledge acquisition and storage—knowledge dissemination—knowledge application and innovation. With case analysis of interviews, I found some problems. On the subjective side, take sharing and spreading subject knowledge seriously, despise application and innovation; attach importance to acquisition and dissemination of student life knowledge, set reflection at naught; think highly of function of the practical teaching knowledge, contempt is function theory.On the objective side, science uniqueness does not generate in knowledge management process; there some organizational environment constraints and the influence of the traditional idea. On the knowledge management process, the degree of attention to knowledge sharing and reflection is not enough; the the method is single and the content is centralized;knowledge application and innovation is consciousness. According to the problems, I analyse its origin from the subjective and objective aspects. Through technical means, some certain ways and the organization strategy to boost knowledge management effect.The corresponding technical measures include blogs etc.. Putting forward the corresponding ways to improve from five links in knowledge management respectively, separately elaborated the organization strategy from the organization system of the people, technology, task structure subsystems.