| 教师缄默性知识显性化策略探究 |
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| 引用本文： | 王莉.教师缄默性知识显性化策略探究[J].临沂师范学院学报,2014,36(4):36-39. |
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| 作者姓名： | 王莉 |
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| 作者单位： | 河西学院教师教育学院,甘肃张掖,734000 |
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| 基金项目： | 甘肃省高等学校科研项目，河西学院教学改革项目，河西学院校长基金项目(XZ2012-09)阶段性研究成果 |
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| 摘 要： | 缄默知识是体现在教师日常教育教学行动中的一种知识,支配教师的思想和行为,但又不能明确言说的知识。教师缄默性知识具有个体性、实践性、内隐性、情境性等鲜明的特点。关注教师的缄默性知识,并将其显性化对教师的教育教学具有重要意义。教师的缄默性知识采取适当的策略可以得以显性化,这些策略包括:加强教学反思,进行教育叙事研究,学徒制的推广,建立教师学习共同体。
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| 关 键 词： | 缄默知识 教师缄默性知识 缄默知识显性化 |
Actualization Research on Teachers' Tacit Knowledge |
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| WANG Li.Actualization Research on Teachers' Tacit Knowledge[J].Journal of Linyi Teachers' College,2014,36(4):36-39. |
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| Authors: | WANG Li |
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| Institution: | WANG Li (College of Teacher Education, Hexi University, Zhangye Gansu 734000, China) |
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| Abstract: | Teachers＇ tacit knowledge is the knowledge that a teacher really believes in and actual use in their daily work. It dominates the thoughts and actions of teachers and is reflected in the education of teachers＇ teaching in action. Teachers＇ tacit knowledge of appropriate policies can be made explicit. These strategies included： reflection on strengthening teaching,educational narrative study, effective promotion of apprenticeships, the establishment of teacher learning communities. |
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| Keywords: | tacit knowledge teachers＇ tacit knowledge to explicating and tacit knowledge |
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