基于缄默知识理论的教育叙事与教学对话研究  

Research of Teaching Narrative and Teaching Dialogue Based on the Tacit Knowledge Theory

作　　者：于青[1] 彭松林[1] 易丽丽[1] 

机构地区：[1]广西师范大学,广西桂林541004

出　　处：《广西师范大学学报（哲学社会科学版）》2012年第1期92-96,共5页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：2011年新世纪广西高等教育教改工程立项项目"师范专业学生教师职业技能培养体系综合改革的研究与实践"(2011JGA0150)

摘　　要：缄默知识作为人类知识的基础,对人类的学习行为具有导向作用;课堂教学过程中存在有大量的缄默知识,对课堂教学的效果产生正面或负面的影响;缄默知识的显性化是提高教学效果的重要手段,教师开展教学叙事是缄默知识显性化的重要条件;教学对话是缄默知识显性化的重要途径,也是改革课堂教学、提高教学效果的必由之路。As the basis of human knowledge, tacit knowledge plays a leading role in the learning behavior of human beings; there is a large amount of tacit knowledge in the teaching process, imposing either positive or negative effect in learning and teaching; externalizing the knowledge is an important way to improve the teaching effect, but the important premise is the teaching narrative from the teacher; the teaching dialogue is a significant method to externalize the knowledge as well as the only way to leading to the teaching re- form and improving of the teaching effect.

关 键 词：缄默知识 显性化 教学反思 教育叙事 教学对话 

分 类 号：G42[文化科学—课程与教学论]