Research On Knowledge View Of Comprehensive Practical Activities Curriculum Under The Tacit Knowledge Theory

Polanyi believes that human beings have two types of knowledge: tacit knowledge and explicit knowledge.Any cognitive activity is rooted in tacit knowledge.Even the acquisition of explicit knowledge depends on the tacit ability of the individual.However,the phenomenon of tacit knowledge has been generally ignored in school education and teaching,and more attention has been paid to the acquisition of individual explicit knowledge.In recent years,the school's more and more emphasis on comprehensive practical activity courses has a close relationship with tacit knowledge.The process of students acquiring knowledge depends on the individual's tacit ability.The knowledge acquired by students eventually becomes the individual's tacit knowledge.This article attempts to study the view of knowledge of integrated practical activity curriculum from the perspective of Polanyi's tacit knowledge theory,in order that tacit knowledge can be valued,the type of school knowledge can be enriched,and the course can be better guided.This article divides the knowledge view of integrated practical activity courses into three parts,namely the essence view,process view and confirmation view of course knowledge.The essential view of curriculum knowledge is mainly the discussion of the characteristics and attributes of knowledge,which is a basic problem in the view of knowledge.It determines the view of process and confirmation to a certain extent.The author analyzes the characteristics of the knowledge in the curriculum by means of the existence of comprehensive practical activity curriculum knowledge.Based on Polanyi's tacit knowledge and the nature of integrated practical activities,the analysis concludes that the knowledge of integrated practical activity courses has three outstanding characteristics: generative,integrated,and applicable.Secondly,it is the process view of curriculum knowledge,that is,the question about knowledge acquisition.In fact,the characteristics of knowledge are manifested in the process of acquiring knowledge,which in turn can be considered to guide thedevelopment of knowledge acquisition.In comprehensive practical activities,individuals constantly interact with others,self,and situation in the process of inquiry and reflection to gain knowledge.Finally,the subjective proof of curriculum knowledge,that is,the question of student evaluation.How to evaluate students' acquired knowledge and what effect the acquired knowledge has on students.This article evaluates from two perspectives: process and result.The problems are solved and the results are materialized.Because the entire practical activity is to continuously solve problems,the ultimate individual's gain can be expressed as the individual's comprehensible externalization of knowledge,which indicates that the individual can comprehensively use knowledge for creative activities.Finally,based on the understanding of tacit knowledge and its analysis of the knowledge view of the curriculum of comprehensive practical activities,this paper puts forward the meaning of tacit knowledge to the curriculum.Because tacit knowledge exists in any curriculum,it will have some positive or negative effects on the curriculum,and the development of individuals is inseparable from tacit knowledge.Therefore,school education needs to pay attention to the role of tacit knowledge on the curriculum.The author puts forward some suggestions from three aspects: tacit knowledge can deepen the understanding of curriculum knowledge,the requirements for practical teaching,and the evaluation of innovative literacy.