Research On Tacit Knowledge And Its Explication In Chinese Textbooks

In Chinese language teaching,there is a phenomenon of "knowledge" and "ability" disjointed.From the view of epistemology,it is because the Chinese language teaching has long been focused on the transfer of explicit knowledge,while ignoring the tacit knowledge.As an important type of knowledge,tacit knowledge supports human practice together with explicit knowledge.Chinese textbooks are the carrier of Chinese knowledge,and also are the basis of Chinese teaching content.But for a long time,we were only interested in the explicit knowledge,and a lot of tacit knowledge was forgotten in the corner.As a result,the tacit knowledge can not play its due role and influence,which affects the improvement of Chinese teaching quality.In order to change this unfavorable situation,we must pay attention to the tacit knowledge and make it explicit,so as to change the disadvantages of only paying attention to explicit knowledge.This paper tries to use the theory of tacit knowledge,combined with the current situation of knowledge teaching in Chinese teaching,to explore the tacit knowledge and its explication in Chinese textbooks.And it is divided into seven chapters.The introduction part mainly includes the research origin,literature review,research purpose and significance,research ideas and methods.The first chapter reviews the origin and evolution of tacit knowledge,and analyzes the related concepts of tacit knowledge.In the second chapter,the author analyzes the demand of Chinese language education on tacit knowledge,including the "mature theory" of Chinese education and the debate and reconstruction of Chinese subject knowledge.The third chapter introduces the characteristics of tacit knowledge in Chinese teaching,including personal,relative,hierarchical,situational and priority.The fourth chapter discusses the types of tacit knowledge in Chinese textbooks from four aspects.The fifth chapter analyzes the influence factors of tacit knowledge in Chinese textbooks from the following five aspects: teachers,students,teaching objectives,situation and evaluation.The sixth chapter firstly clarifies the significance of tacit knowledge inChinese textbooks,points out that the tacit knowledge is the inevitable requirement of the knowledge multiplication environment,an important guarantee to improve the efficiency of Chinese teaching,also conducive to the coordinated development of three-dimensional objects and the accumulation and dissemination of knowledge.And it further explores the methods of tacit knowledge explication,puts forward the case method,practice method,situational method,reading method and dialogue method and other methods.