A Study Of The Route To Elucidating Tacit Knowledge Of Primary School Mathematics Teachers

Before the mid-20 th century,human beings have realized the existence of a kind of knowledge which can only be understood but not expressed,and have been forced to remain silent because of the suppression of knowledge hegemony.In recent years,the research on tacit knowledge has gradually attracted the attention of education experts and scholars around the world,and gradually realized that it plays a vital role in enriching and perfecting teachers' knowledge structure and improving teachers' professional ability,while the research on explicit tacit knowledge of primary school mathematics teachers is still quite few.Therefore,it is very important and urgent to explore the path of explicit tacit knowledge of primary school mathematics teachers.Compared with explicit knowledge,tacit knowledge is difficult to encode,store and transmit,and lacks systematicness,which is closely related to the specific practical situation.Therefore,it is necessary to enter teachers' minds with the help of researchers' "inner understanding",to reorganize and spread scattered,trivial and unsystematic tacit knowledge through deep thinking of the brain,communication with peers and self-reflection,so as to explicit teachers' tacit knowledge.This study adopts a qualitative research paradigm.By selecting individual cases,analyzing and summarizing the events in the natural state,this study will make in-depth analysis to obtain general conclusions.At the same time,reference analysis,observation,interview and text analysis are the specific research methods of this study.First of all,combining with the collation,coding and analysis of interview data,the author traces the research on primary school mathematics teachers' tacit knowledge explicitation by walking into the classroom of interviewees,observing students' performance and teachers' teaching behavior for triangle verification,and summarizes the following three aspects: First,the dimension of primary school mathematics teachers' tacit knowledge;Second,the analysis of the tacit knowledge explicitation obstacle of primary school mathematics teachers;Third,the exploration of the transformation path of tacit knowledge to explicit knowledge for primary school mathematics teachers.In addition,based on the close study of the relevant references and the understanding of SECI model of the transformation between explicit knowledge and tacit knowledge,the author constructs a SECI model about the transformation between explicit and tacit knowledge for primary school mathematics teachers,and expounds this in detail.At the same time,the model has played a theoretical support for the research on the explicit path of tacit knowledge for primary school mathematics teachers.Based on this research,the author summarizes conclusions of general significance: first,the division of tacit knowledge dimensions of primary school mathematics teachers points out the direction for the professional development of mathematics teachers;Secondly,exploring the explicit path of tacit knowledge of primary school mathematics teachers is helpful to realize the diversified development of mathematics teachers.