基于缄默知识理论的“导师制”教师职前教育  

Study on the Strategy of Tacit Knowledge-based "Mentoring"

作　　者：杨文颖[1] 

机构地区：[1]宝鸡文理学院,陕西宝鸡721013

出　　处：《郑州航空工业管理学院学报（社会科学版）》2012年第5期206-208,共3页Journal of Zhengzhou University of Aeronautics(Social Science Edition)

摘　　要：目前很多高校管理者们都将教师职前教育的重心落在了教师显性知识和公共理论知识的习得之上,而忽略了新任教师对个人实践探索中所形成的缄默知识和实践技能的传承、借鉴与梳理。提高新任教师缄默知识的含量、加速教师专业化成长的速度是培育创新型、研究型教师,应对新课程改革的重要途径。At present,focusing on acquisition of explicit knowledge and public theory knowledge,most university administrators neglected the new teachers＇ inheritance of tacit knowledge and practical skills formed in the process of personal practice.Therefore,improving the new teachers＇ tacit knowledge is an important way not only to accelerate the teachers＇ professional development,also to train innovative teachers and research-type teachers,which is also crucial to New Curricular Reforms.

关 键 词：缄默知识 导师制 教师职前教育 

分 类 号：G645[文化科学—高等教育学]