Teaching Difficulties And Countermeasures Research Of Tacit Knowledge

Any knowledge implies the explicit knowledge and deep tacit knowledge. Tacit knowledge is the mode of existence of any knowledge, it is an important type of knowledge which is relative to the explicit knowledge in the human cognitive system.The language of "inexpressible" is the most true portraiture and microcosm of tacit knowledge. "We know more than we talk of". The human’s ability to use language symbol transmission is often just a corner of the iceberg. The knowledge and culture under the iceberg is often overlooked. "All knowledge is silence". “There is no knowledge without silence, and no knowledge without explicit elements", the author keep the standpoint "All knowledge has this silence". According to the continuum theory of tacit knowledge, I will dig the dominant symbol meaning of teaching.Today’s teaching largely operates at the level of explicit knowledge and the tacit knowledge is often ignored by shielding and by simply processing. If students want to become a person who has life consciousness and a "liberal" and "wise man", it is largely decided by the level of absorbing and digesting of tacit knowledge. Only tacit knowledge can develop students’ emotion, personality, and social culture well.Therefore, the tacit knowledge cannot be ignored in the teaching, but to be activated.However, the value of the tacit knowledge in the teaching need to binary dialectical analysis, advantages of tacit knowledge should be stuck, and disadvantages of tacit knowledge should be ignored. This study mainly used the literature analysis and case analysis, according to "ask questions- analysis problem- problem solving" way of thinking to write. The purpose of this paper is to dig the teaching value of tacit knowledge, analyses the activation of the plight of tacit knowledge representation,and also puts forward several suggestions on activation of tacit knowledge in the teaching. This article grasps the philosophy of the liberation, development of complicated education, and advocates tacit knowledge in teaching to make theteaching from operation of rigid in the explicit knowledge level, stylized teaching simple conversion to a sound, high quality full complex teaching.The first chapter mainly demonstrates the importance of tacit knowledge, and explains the necessity of tacit knowledge in teaching. At first, study the history of tacit knowledge, and prove tacit knowledge is an important knowledge. That tacit knowledge is the existence of any deep knowledge, so all knowledge is silent. Second,make dynamic considerations of tacit knowledge, based on the relationship between tacit knowledge and explicit knowledge, the importance of tacit knowledge in the human cognitive system is located. Then, make the static examination of tacit knowledge and classify the tacit knowledge in teaching, while mining the value of tacit knowledge on the subject of teaching.The second chapter mainly analyzes the difficulties of activation of tacit knowledge in teaching. According to the level of tacit knowledge and the continuous band theory of tacit knowledge, specific characterization is the following three points:First, tacit knowledge is covered in teaching; Second, there is interference of subject bias in the teaching of tacit knowledge; Third, the phenomenon of "negative transfer" of Knowledge emerged in the teaching of tacit knowledge. The three major difficulties of tacit knowledge in teaching is the criticism highlights of rigid, stylized education, it will cause that teaching can’t really touch the growing up of students,and will lead to the derailment between teachers’ education philosophy and teaching practice.The third chapter is to conclude the reasons of the problems of activating the tacit knowledge in the teaching. According to the analysis of ontological factors, the tacit knowledge is mainly the conditionality of ontology; According to the analysis of the subjective factor, it is because of the limitation of students’ cognitive and thinking in the current and that teachers do not build the “meaning field" between tacit knowledge and explicit; According to the analysis of theory of the object factor,it is mainly because of the conditionality of teaching time and space environment;According to the analysis of sociological factors, it is due to the social phenomenon of alienation in teaching, the authority of teachers is squeezing the "discourse power" of tacit knowledge as well as the utilitarian value of explicit knowledge.The fourth chapter puts forward the suggestions of activation of tacit knowledge in teaching. On Teachers’ sides, they should activate the tacit knowledge indirectly.From the perspective of theory, the teachers must have awareness on the importanceof the tacit knowledge in the teaching; from the perspective of practice, the teacher must carry on the depth of the teaching to construct the most authentic relationship between the students and the tacit knowledge. Deep teaching not only includes the creation of situational teaching, strengthening the practice of teaching and improving classroom teaching art, but also controls the two key points: teaching listening and teaching opportunities. From the aspect of students, we should strengthen students’ "implicit learning ability”. At the same time, the teaching subject should be dialogue teaching, which makes the teaching of tacit knowledge involved in teaching and students’ thinking resonance, emotional resonance to break the gap between tacit knowledge and explicit knowledge ".