社交媒体环境下教师隐性知识共享研究  

The Tacit Knowledge Sharing of Teachers in Social Media

作　　者：麦彩云 

机构地区：[1]珠海市第一中学,广东珠海519075

出　　处：《情报探索》2018年第3期17-24,共8页Information Research

基　　金：广东省教育科学"十二五"规划2013年度教育信息技术研究项目"中学校园推广个人数字图书馆的研究与实践"(项目编号:13JXN005)研究成果之一

摘　　要：[目的/意义]研究教师的隐性知识如何通过社交媒体得以传递和共享,探讨社交媒体在知识管理中的积极作用。[方法/过程]通过半结构化访谈法,对具有社交媒体使用经验的中学教师进行访谈调查,从社会化、实践、网络化、讲述、信息遭遇等方面分析受访者如何在社交媒体中开展隐性知识共享。[结果/结论]提出了社交媒体隐性知识共享概念模型,揭示各主题之间的相互关系。社会化、实践、网络化和讲述主要促进低隐性度至中隐性度的知识共享(可表达的隐性知识);实践也支持较高隐性度的知识共享(不可表达的隐性知识);信息遭遇比较能促进低隐性度的知识共享,进而使得同化后的知识在内化过程中被转化为隐性知识。社交媒体的社会化、实践、网络化、讲述和信息遭遇等环节,都可能存在隐性到显性、显性到隐性的知识转化与共享。[Purpose/significance] The paper is to study how the tacit knowledge of teachers can be communicated and shared through social media, and to discuss the positive role of social media in knowledge management. [Metho d/process]The paper uses the method of semi-structured interviews to interview and investigate middle school teachers who have use experience of social media, and analyzes how the teachers share the tacit knowledge in social media from aspects of socialization, practice, networking, narrative and information encounter. [ Result/conclusion ] It proposes the conceptual model of sharing tacit knowledge in social media to reveal the in-terrelationships between every aspect. Socialization, practice, networking and narrative mainly promote the tacit knowledge sharing from low tacit degree to middle tacit degree （which means tacit knowledge is expressible）; practice also support higher tacit degree of tacit knowledge sharing （which means tacit knowledge is not expressible）; information encounter can promote the tacit knowledge sharing with low tacit degree, and makes the assimilation of knowledge be converted into tacit knowledge in the process of internalization. There are the knowledge conversion and sharing from tacit knowledge to dominant knowledge or the opposite among all links, such as socialization, practice, networking, narrative and information encounter.

关 键 词：教师 社交媒体 隐性知识 知识共享 概念模型 

分 类 号：G206[文化科学—传播学]