A Comparative Study Of The Explicit Knowledge Of Teachers' Tacit Knowledge And Its Implementation Path And Strategy

With the advent of the era of knowledge economy and the information age,people's demands for knowledge in terms of quantity and quality have been continuously improved.It is hoped that through the transformation of knowledge,more social values will be created,productivity will be developed,and the society will advance rapidly.The introduction of tacit knowledge overcame people's previous inherent knowledge concept.People no longer only pay attention to the learning and transmission of explicit knowledge,but began to pay attention to deeper tacit knowledge.The same is true in the field of education.The concerns about the connotation and value of teacher's tacit knowledge have also led to further exploration and research on the implementation path and strategies for making teacher's tacit knowledge explicit.Focusing on the core issues studied,this study starts with the connotation and characteristics of tacit knowledge,discriminates its relationship with explicit knowledge,and summarizes the ways in which tacit knowledge is explicit,and thereby the connotation and value of tacit knowledge can be clarified.And the implementation of the path of explicit teaching of teachers' tacit knowledge can be extrapolated out.The preliminary construction of the implementation scheme for the explicit teaching of tacit knowledge of teachers,which lays the foundation for the detailed explanation of the implementation path and strategy of teacher tacit knowledge in teachers' in-service training.Specifically,this paper is divided into four chapters.The first chapter is the introduction.It mainly includes the research background and literature review of related subject,the purpose,significance,objects,thinking and methods of the research.The second chapter is the connotation analysis of explicitness of teacher's tacit knowledge.Existing research results at home and abroad is sorted out,and in the process of sorting out and summarizing the existing research,the core concepts of “tacit knowledge” and “teacher's tacit knowledge” are further clarified,and it will lay the theoretical foundation for the following research.It focuses on the path of explicit knowledge of tacit knowledge and is divided into the following two aspects: internal conversation(reflection)and external conversation(communication with others)is an important path of making tacit knowledge explicit;information technology or other types of technical support is one of the ways to make tacit knowledge explicit in the information age.Then the implementation path of the explicit of the tacit knowledge of teachers is illustrated as followed: educational reflection is the internal strength of making the teacher's tacit knowledge explicit;teachers' communication is the external stimulation;information technology is the technical support.The third chapter is an effective exploration of the implementation path and strategy of making teacher's tacit knowledge explicit.Three cases of Shanghai Experimental School,the Advanced Training Innovation Experimental Class for teachers in Changning Junior High School and Hamamatsu Town Elementary School in Japan are characterized by the Teamwork to Share,Regional School Linkage Collaboration and School Community,which explore the specific implementation path and strategy of making the teacher's tacit knowledge explicit.The fourth chapter is conclusions and recommendations.Through analyzing the three cases,effective strategies for promoting the explicitness of teachers' tacit knowledge can be summarized and summed up,which provides reference and enlightenment for the in-service training and professional development of teachers in primary and secondary schools in China.