默会知识理论对中小学课堂教学改革的启示  

Enlightenment of Tacit Knowledge Theory to Classroom Teaching Reform in Primary and Secondary Schools

作　　者：王海曼[1] 何绣伶[1] 

机构地区：[1]西南大学教育学院,重庆400715

出　　处：《长江师范学院学报》2012年第4期49-51,138,共3页Journal of Yangtze Normal University

摘　　要：默会知识理论逐渐受到人们关注,它对教学理论及实践的影响日益深刻,为我国的课堂教学改革提供了启示。比照默会知识理论,我国中小学课堂存在如下问题:教师权威为主导、忽视学生主体性的教学观念;以"讲授"为主的传统教学方式;以"考试"为主的教学评价方式等。要解决这些问题就应:关注学生的主体性与差异性,教学中心由"教师"转变为"学生";变"知识"讲授为"对话"教学方式;注重默会知识与显性知识的相互转换;采取多方位的教学评价方式等。Tacit knowledge theory has been getting increasing attention and its influences on teaching theories and practices are getting more and more profound, providing enlightenment for China’s classroom reform. With reference to this theory, there exist some problems with the class in China’s primary and secondary schools such as teacher-dominated concept which ignores the students as the subject, traditional 'lecturing'-centered method, 'examination' oriented evaluation of teaching. To solve these problems, we should pay attention to the subjectivity of and differences between students, shift teaching focus from 'teacher' to 'students', change teaching method from 'knowledge' imparting to 'dialogue' teaching, stress the interchange between tacit knowledge and explicit knowledge, and adopt multi-dimensional evaluations of teaching, etc.

关 键 词：默会知识理论 显性知识 缄默知识 课堂教学改革 

分 类 号：G420[文化科学—课程与教学论]