从缄默知识论的视角解读牛津、剑桥大学的导师制  

An Interpretation of the Tutorial System of Oxford and Cambridge Universities: A Perspective of Tacit Knowledge

作　　者：李海莉[1] 徐朋辉[2] 

机构地区：[1]皖南医学院医学一系,安徽芜湖241002 [2]皖南医学院人文与管理系,安徽芜湖241002

出　　处：《煤炭高等教育》2013年第3期30-32,共3页Meitan Higher Education

基　　金：安徽省教学研究一般项目"案例教学法在卫生事业管理学教学中的应用研究"(20100621)

摘　　要：缄默知识是不可言说、难以系统传授的知识,但在实践中发挥着重要作用。缄默知识的获得取决于个人生活的环境,若想获得缄默知识,必须营造适合其传授和显现的环境。导师制和师徒授受制是获得缄默知识的重要途径,相比之下,导师制为学生习得缄默知识提供了更为开放和有益的环境。牛津、剑桥大学的导师制让学生在潜移默化中习得了导师的缄默知识,让学生学会了独立思考,锻炼了从新的视角分析问题、解决问题的能力。牛津、剑桥大学的导师制因其独特的教育形式弥补了正规课堂教育的不足,对学生的专业教育和自身成长产生积极的促进作用。Tacit knowledge is the knowledge difficult to be described and taught systematically.However,it plays an important role in practice.The acquisition of tacit knowledge depends largely on one＇s surroundings.To learn it,a healthy atmosphere must be created.Tutorial and mentoring and systems are the important approaches to tacit knowledge.In contrast,tutorial system provides a more liberal and helpful environment for students.By tutorial system,the students in Oxford and Cambridge universities can obtain tacit knowledge subliminally and acquire the ability to think independently and to analyze and solve problems from unique angles.Owing to its distinctive educational form,tutorial system？compensates the discrepancy of formal class education,which makes great contributions to students＇ professional education and development.

关 键 词：缄默知识 师徒授受 导师制 导师会谈 

分 类 号：G647[文化科学—高等教育学]