教学知识管理研究现状及其对新课程改革的启示  

Overview on Knowledge Management in Instruction and Its Enlightenment to New Curriculum Reform

作　　者：祝刚[1] 

机构地区：[1]北京师范大学教育学部课程与教学研究院,北京100875

出　　处：《北京教育学院学报》2011年第2期14-17,共4页Journal of Beijing Institute of Education

摘　　要：随着知识经济的到来,知识管理逐渐成为各个领域关注的焦点。在教育领域中,教学知识管理逐渐成为课堂教学管理尤其是有效教学研究的重要课题。教学知识管理的突出特点在于实现显性知识与隐性知识的相互转化,从而实现知识的流通、增值和拓展,促进知识创新。知识管理对促进教师观念的转变、专业成长以及运用理论眼光审视教学实践提供了新的思路和方法。对教学知识管理的深入研究,也有利于在课程改革背景下促进教师接纳新的知识理念、改良现行教学机制,形成学习共同体,采用新的知识评价制度,推动新一轮的教学理论与实践研究以及教学环境的建设。With the advent of the knowledge-based economy, knowleage management is becoming the focus of attention in all fields. In the field of education, teaching knowledge management is becoming the key subject in the management of classroom instruction, especially in the research of dynamic cycle. Its outstanding feature is to realize the interchange of explicit knowledge and tacit knowledge in order to achieve the knowledge circulation, value-added knowledge, knowledge expansion and the promotion of knowledge innovation. Knowledge Management provides a new way of thinking or method for teachers to promote the change of conception and professional development, as well as to apply the teaching theory to view teaching practice.

关 键 词：知识管理 教师专业成长 教学知识管理 课程改革 学习共同体 

分 类 号：G650[文化科学—教育学]