默会知识视野下民族农村地区教师专业发展的实践探索——以云南省临沧市临翔区教师改革为个案  

Teachers' Professional Development in Minority Rural Areas from the Perspective of Tacit Knowledge——A Case Study of the Teachers' Reform of Linxiang District,Lincang City,Yunnan

作　　者：宋南争[1] 

机构地区：[1]云南师范大学教育科学与管理学院,云南昆明650500

出　　处：《学术探索》2014年第9期153-156,共4页Academic Exploration

基　　金：教育部人文社科重点研究基地重大项目(11JJD880023);美国福特基金会项目(1105-1318)

摘　　要：民族农村地区教师专业化是我国教师专业化的一个重要组成部分。默会知识在农村教师专业发展中起到不可忽视的作用,基于对临沧市临翔区创新地在教师改革中的实践探索,通过确保自我反思时间,创建"特色教师工作室",加强多元对话以及打造"发现与赏识"校园文化环境,从而一步步递进式地显现,重构,彰显,传播教师的默会知识,促进农村教师的专业发展。Teachers＇professionalization in minority rural areas is an important part of that in our country. Tacit knowledge has an im-portant effect in rural teachers＂ professional development. Based on innovational practice in the teachers reform in Linxiang district,Lincang city, Yunnan province, it is found that by ensuring teachers＇ self- reflection time, creating a ＂special teachers＇ studio＂,strengthening multiple dialogue and building cultural environment of discovery and appreciation, teachers＇tacit knowledge can be dis-played, rebuilt, revealed and spread progressively, rural teacher professional development will get promoted.

关 键 词：默会知识 教师专业发展 教师改革 

分 类 号：G451.3[文化科学—教育学]