转化学生缄默知识的策略研究  

On the Strategies of Transforming Students' Tacit Knowledge

作　　者：杨梅[1] 郑枫 YANG Mei;ZHENG Feng(School of Teacher Education, Zunyi Normal Collge, Zunyi 563006, China;Tongren Preschool Education College, Tongren 554300, China)

机构地区：[1]遵义师范学院教师教育学院,贵州遵义563006 [2]铜仁幼儿高等师范专科学校,贵州铜仁554300

出　　处：《遵义师范学院学报》2017年第1期91-93,共3页Journal of Zunyi Normal University

基　　金：2015年贵州省教育科学规划一般课题"教师培训转向"造血"语境下西部乡村教师非正式学习模式的建构研究(2015B237)"研究成果之一

摘　　要：学生缄默知识指学生自下而上获得的"只可意会,不可言传"的非系统性知识。其对学生的成长既有积极的影响,也有消极的影响。教师必须认清学生缄默知识对学生的制约所在,采取"转变教师角色,变主导者为促进者;鼓励学生挑战权威;支持学生富有个性的学习方式"等策略充分转化学生缄默知识,发挥其在学生发展中的积极作用。Students’ tacit knowledge refers to the non-systematical knowledge with no words but meanings acquired through the fromdown-to-up way, which plays either a positive or negative role in students’ growth. Teachers must knowthe restriction of the tacit knowledge upon students’ growth, and adopt such strategies as “changing teacher’s role froma leader to a ; encouraging students to challenge authority; and supporting students’ individual learning way, etc.” to transform students’ tacit knowledge, which should be brought into full active play in students’ growth.

关 键 词：学生缄默知识 转化 策略 

分 类 号：G420[文化科学—课程与教学论]