A Practical Research On The Transformation Of Biological Tacit Knowledge In Junior High School Based On CDIO Concept

Polanyi,based on the famous proposition that "what we can say is far less than what we know",first proposed tacit knowledge,updated everyone's traditional knowledge concept,and made people start to pay attention to the deep tacit knowledge,which is also the case in the education field.Biology contains not only explicit knowledge such as nouns and concepts,but also tacit knowledge such as method acquisition,ability cultivation and emotion identification.As time goes on,the explicit knowledge of biological science terms and concepts will be gradually eliminated and forgotten in the mind.However,the methods,abilities,ideas and values acquired in the process of biological learning will accompany students for life.Therefore,the biological curriculum standard also pays great attention to the teaching of tacit knowledge.However,there are irrationality,tacit knowledge,situational specificity a series of characteristics,such as individuality,relativity,practicality and so on,lead to its relatively difficult learning.It is difficult for students to acquire and understand tacit knowledge through traditional teaching methods.In recent years,the concept of CDIO,which originally emerged in the engineering education field,has been gradually introduced into the basic education curriculum.CDIO refers to conception,design,implementation and operation.It advocates to give the classroom to students,so that students can exercise their thinking ability through conception and design in the classroom,and improve their hands-on practice ability through implementation and operation.This kind of teaching idea,which pays attention to students' practice,emphasizes "learning to do" and "learning to do",can effectively assist students to acquire tacit knowledge in the process of practice.This study not only reveals the hidden value of tacit knowledge and its transformation,but also learns from the previous classification of tacit knowledge in other disciplines,firstly summarizes and combs four types of tacit knowledge in the second volume of the seventh grade textbook of human education edition,namely:declarative,procedural,data structure and image representation tacit knowledge.With the help of the emerging concept of CDIO,the main body of learning is handed over to the students,building the transformation strategy of biological tacit knowledge in junior high school based on the concept of CDIO.This paper tries to use this strategy to transform the tacit knowledge in teaching materials into students' own tacit knowledge,and finally uses the scale of biological tacit knowledge of middle school students,classroom observation,achievement and other methods to evaluate,and draws the following conclusions:(1)The strategy of tacit knowledge transformation based on CDIO improves the ability of students to transform the tacit knowledge of biology into their tacit knowledge,which can can effectively improve(enrich)the total amount of students' biological tacit knowledge;(2)The transformation strategy of tacit knowledge based on CDIO concept can improve students' ability of self cognition and development,ability of organization and activity,ability of using auxiliary tools,ability of self performance check and evaluation,and through the improvement of these abilities,students can achieve further renewal and application of knowledge,improve students' performance imperceptibly,which has a great influence on students' biology leaming;(3)The transformation strategy of tacit knowledge based on CDIO has no effect on improving students'self-regulation ability and cooperative learning ability.In addition,with the help of practical experience and lessons in teaching,this paper sums up suggestions for effective transformation of tacit knowledge based on CDIO strategies:(1)students play the "leading role" in learning:clear tacit knowledge stagepay attention to students,supplement with explicit knowledge;conception and design stage-trust students,reasonably guide classroom time;implementation and operation stage-student led,integrated into practice;(2)Constantly update the view of tacit knowledge.Hope to provide practical reference for front-line teachers to use CDIO teaching mode to effectively transform tacit knowledge.This research integrates the new concept of CDIO in the teaching of biological tacit knowledge transformation,attempts to carry out the transformation of biological tacit knowledge through the teaching strategy based on CDIO concept,opens up different ideas of teaching and research on the transformation of tacit knowledge in biology,and is also the further application of CDIO concept in basic biology teaching.