职教师范生教育隐性知识积累现状分析与路径拓展  

Analysis on the Accumulation Situation of Tacit Knowledge and Its Path Extension of Students in Vocational Teacher Education Institutes

作　　者：陈丽君[1] 吴和笑 

机构地区：[1]广东技术师范学院教育学院,广东广州510665

出　　处：《职业技术教育》2014年第1期48-53,共6页Vocational and Technical Education

基　　金：广东省教育科学研究项目<职教类师范生隐性知识结构及管理研究>(2012JK107);主持人:陈丽君;全国教育科学规划教育部重点课题<基于云计算的区域职业教育资源公共服务模式研究>(DCA120190);主持人:赵玉

摘　　要：采用自编教育隐性知识调查问卷考察467名职教师范生对职业行动、职业道德、职业态度与情感、职业认知等四类隐性知识的日常积累现状,比较不同性别、年级、学科师范生的表现差异,结果显示,师范生会在学习中积累大量隐性教育知识。对隐性知识积累的群体比较发现,文理科学生各有优势,年级差异较小,但男生的表现优于女生。可以通过从时间、空间、视角和方式的全方位路径拓展,促进师范生教育隐性知识的积累。467 students in vocational teacher education institutes were investigated by the self-compiled education tacit knowledge questionnaire on the daily accumulation status of tacit knowledge on occupational operation, ethics, attitude and emotion, career cognitive, which used to compare students＇ performance differences by gender, grade and subject. The re- suits showed that the students could accumulate a large number of education tacit knowledge in learning. The admitted students had their own advantages, grade difference was small, boys＇ performance was better than girls were found by the tacit knowledge accumulation＇s group comparison. Based on this, the full path including time, space, perspective and pat- tern was put forward to promote the normal vocational education students＇ tacit knowledge accumulation.

关 键 词：职教师范生 隐性知识 知识积累 路径拓展 

分 类 号：G712[文化科学—职业技术教育学]