教材中隐性知识对学生影响的教育实验研究——以义务教育教科书《道德与法治》二年级下册为例  

Experimental Study on the Educational Impact of Tacit Knowledge in Textbooks on Students——Taking the Second Volume of the Second Grade of the Compulsory Education Textbook Morality and Lawas an Example

作　　者：佟尧 周铁民[1] TONG Yao;ZHOU Tie-min(School of Educational Science,Shenyang Normal University,Shenyang 110034,China)

机构地区：[1]沈阳师范大学教育科学学院,沈阳110034

出　　处：《黑龙江教师发展学院学报》2023年第1期122-127,共6页Journal of Heilongjiang Institute of Teacher Development

摘　　要：隐性知识是指通常情况下个体意识不到或难以表达的,并且可以影响个体后续认知方式、行为习惯的一种知识形态。发展学生的核心素养,培养全面发展的人,不仅要传授必备的知识与技能,而且也要帮助学生形成良好的行为习惯、道德修养、情感态度和价值观。而隐性知识在习惯、道德、情感的塑造等方面发挥着巨大作用。教材中存在大量的隐性知识,并且对学生有潜移默化的影响。基于此,通过对实验组和对照组施加不同的教学材料,对义务教育教科书《道德与法治》二年级下册中存在的不恰当隐性知识进行教育实验研究,进而得出如下结论:多次呈现相似或相同的教学材料会改变学生的认知态度;教师可以通过对隐性知识的挖掘和利用,有意识地设计并实施隐性教育。Tacit knowledge is a form of knowledge that individuals are not normally aware of or can hardly express, which can affect the individual’s subsequent cognitive style and behavioral habits. To develop students’ core literacy and cultivate all-round developed people, it is necessary not only to impart essential knowledge and skills, but also help students form good behavioral habits, moral cultivation, emotional attitudes and values. The tacit knowledge plays a huge role in shaping habit, morality and emotion. There is a large amount of tacit knowledge in the teaching materials, and it has a subtle influence on students. Based on this, an educational experimental study on the inappropriate tacit knowledge was conducted in the second volume of the second grade of the compulsory education textbook Morality and Law by applying different teaching materials to the experimental and control groups. The following conclusions were drawn that presenting similar or identical teaching materials several times will change students’ cognitive attitudes;teachers can consciously design and implement implicit education through the excavation and utilization of tacit knowledge.

关 键 词：隐性知识 核心素养 教学材料 内隐学习 

分 类 号：G423.3[文化科学—课程与教学论]