| 默会性知识与教师专业发展 |
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| 引用本文： | 韩春兰.默会性知识与教师专业发展[J].滨州学院学报,2007,23(4):93-96. |
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| 作者姓名： | 韩春兰 |
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| 作者单位： | 滨州学院,外语系,山东,滨州256603 |
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| 摘 要： | 传统的教师教育只注重显性知识的灌输,而忽视了存在于教师教育教学实践中的大量默会性知识。这些默会性知识是教师专业发展的基础。从默会性知识的概念、生成、获得来分析默会性知识的有关特征,并阐明其对教师专业发展的意义,最后指出默会性知识生成的几种策略。
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| 关 键 词： | 教师 专业发展 默会性知识 显性知识 |
| 文章编号： | 1673-2618（2007）04-0093-04 |
| 修稿时间： | 2007-01-12 |
Tacit Knowledge and Teacher Professional Development |
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| HAN Chun-lan.Tacit Knowledge and Teacher Professional Development[J].Journal of Binzhou University,2007,23(4):93-96. |
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| Authors: | HAN Chun-lan |
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| Institution: | Foreign Languages Department of Binzhou University ,Binzhou 256603,China |
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| Abstract: | The instilling of explicit knowledge is emphasized in traditional teacher education,but an amount of tacit knowledge in the teaching practice is neglected.The tacit knowledge is the foundation for teacher professional development.The paper analyzes the features of tacit knowledge by the exploration of its concept,formation and acquisition and expounds its significance to teacher education and puts forward several strategies to form and acquire tacit knowledge. |
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| Keywords: | teachers professional development tacit knowledge explicit knowledge |
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