The Investigation On Knowledge Management For Middle School Teachers

This study is the investigation and study of middle school teachers’ knowledge management, the main purpose is to understand the status of knowledge management of middle school teachers in X City, to explore the differences of high school teachers’ knowledge management in different background variables, and based on the questionnaire survey and interview results analysis, conclusions and recommendations drawn in this study.This study mainly uses document analysis and questionnaire survey method, interviews to study. The research object is the10high school in X city (including junior middle school, high school, nine year school)280teachers in the series, conducted a questionnaire survey with stratified random sampling method. Of280questionnaires,280questionnaires were recovered, the recovery rate of100%. Excluding39invalid questionnaires, a total of241valid questionnaires, efficiency86.1%. Statistical methods data obtained from the questionnaire by item analysis, validity analysis, reliability analysis, descriptive statistics, and independent sample mean T test, single factor analysis of variance of data analysis, and based on the analysis of the results of the questionnaire compiled interview outline.The research conclusions are summarized as follows:One, the current middle school teachers knowledge management X of the current situation, the overall and dimensions are in the upper level, but the knowledge acquisition, knowledge storage, knowledge sharing is lower than the overall level, needs to be improved.Two, urban secondary school teachers in all aspects of knowledge management (including knowledge acquisition, knowledge storage, knowledge sharing, knowledge innovation, knowledge management and the overall atmosphere of the school) are better than the rural middle school teachers.Three, the age is30years old of the following secondary school teachers in the knowledge sharing is superior over the age of31-40years and41-50years old two ages.Four, the first for undergraduate education of middle school teachers in the knowledge acquisition and sharing than college.Five, the title of grandmaster teachers superior in knowledge acquisition for senior and intermediate professional titles of teachers.Six, the different sex, school, the highest degree, teaching of middle school teachers in X city discipline there is no significant difference in knowledge management.According to the above conclusions, this study puts forward some suggestions for the educational administrative agencies, schools, teachers reference.One, for the educational administration proposal(a) idea first, financial boost, multiple learning (two) the balance of urban and rural education resources, focus on the tendency of rural middle schoolTwo, the school’s advice(a) create a knowledge management atmosphere, reward teachers for knowledge management(two) the construction of school knowledge management community, to shape the knowledge sharing culture(three) to enrich the knowledge management platform, set the school archives(four) the importance of knowledge innovation ability of teachers, teachers’classroom teaching innovation activities held regularly (five) pay attention to the teacher’s College of higher professional growth, the incentive to teach continue to grow long timeteacherThree, the teachers suggestion(a) the establishment of teaching portfolio, conducive to the management of teaching material(two) to adjust the knowledge learning attitude, multi-directional super senior teacher learning(three) actively join the knowledge management community school teachers, common development and progress...