The Research On The Current Situation Of Tacit Knowledge Teaching In High School

Implicit knowledge is the knowledge hidden in the teaching materials and teaching activities. Thatis an important part of Chemistry Teaching.In February of 2003,the Chinese Ministry of Education issued Ordinary High School Chemical Curriculum Standards,which set the multi-dimensional targets of high school chemical education.The targets involves 3 interdependent and interactional aspects,i.e.,knowledge and skills,procedures and methods,emotional attitudes and values. Such features require the change of the implementation of chemical education from the conventional spoon-feeding approach to exploratory teaching and learning. With this requirement,chemical teachers are expected to help students to gain comprehensive capabilities of innovation and practice,to raise consciousness of participation and awareness of social responsibility,and to develop correct values of life and the world.In other words,teachers are not only responsible for teaching students explicit textbook knowledge,but also obliged to guide them to master implicit knowledge about judgment,methodology,capability,experience,attitude,etc.Thesenew evolvements in chemical education don’t reduce the basic requirement of the quantity of students’knowledge;instead,they raise higher demands for both teaching and learning.In order to meet the new curriculum standards,high school chemical teachers need to sufficiently exploit and utilize the implicit chemical knowledge underlying textbooks. In particular,as for chemical courses,it’s of great importance for teachers to direct students’ learning with both explicit and implicit chemical knowledge,helping them to better understand and explore the colorful world of chemistry.With the above concerns,this thesis investigates the following issues:(1)Define the concept of implicit knowledge in chemical education.(2)Clarifythe reasons for teachers focusing on transferring implicit chemical knowledge.(3)Analyze the present situation of any implicit knowledge presented during the current chemical courses.(4)Summarize the kind of method employed by the teachers.The whole thesis includes 5 chapters,which are organized as follows.The 1st chapter introduces a literature review on the research of transferring implicit knowledge,involving its origination,pertinent research efforts in both domestic and abroad scopes;based on them,the significance,goals,contents,and methodologies of the investigations in this thesis are outlined. The 2nd chapter describes some theoretical foundations and basic concepts, presenting the basic definitions of implicit knowledge and other relevant items.The 3rd chapter categories implicit knowledge in specific courses with the help of statistical tables of observed indices.In chapter 4,the current states of transferring implicit knowledge,especially those points having been presented in current courses,are summarized via detailed observation and analysis of specific courses. Finally, with a reflective summary, the 5th chapter concludes the whole work.Specifically, this study mainly draws the following conclusions. 1) There exist significant differences between junior-level teachers, middle-level teachers, and high-level experts in terms of their capabilities of uncovering and transferring implicit knowledge. 2) All the 3 levels of teachers are able to efficiently transfer explicit textbook knowledge during chemical courses.Comparatively speaking, middle-level teachers are better aware of transferring implicit knowledge than the junior ones, while the high-level group pass on implicit knowledge to students most proficiently.3) In the current stage of chemical teaching, one can utilize various manners and tools to efficiently pass on implicit knowledge to students. For example, some teachers may prefer multimedia teaching, which is able to present complicated yet inexplicable knowledge via intuitive audios and videos; on the other hand, others would like to do experiments in class,leading students to explore and observe the interesting chemical phenomena and mechanisms,thereby simultaneously transferring implicit knowledge to them. In general,according to the author’s investigation,currently all levels of teachers pay much more attention to explicit knowledge compared to its implicit counterpart. In this regard, lots of efforts still need to be devoted to implicit knowledge teaching for the purpose of fulfilling the multi-dimensional targets of new curriculum standards.