發(fā)布時(shí)間：2018-05-23 23:56

  本文選題：隱性知識(shí) + 顯性化��； 參考：《蘇州大學(xué)》2015年碩士論文

【摘要】：知識(shí)是教學(xué)的素材,對(duì)知識(shí)概念的認(rèn)識(shí)決定了對(duì)教育教學(xué)的理解,并以此產(chǎn)生相應(yīng)的教學(xué)行為。以認(rèn)識(shí)論視角,波蘭尼率先揭示并闡釋了隱性知識(shí)的存在,使哲學(xué)領(lǐng)域?qū)χ�識(shí)有了新的認(rèn)識(shí),后續(xù)的研究者斯滕伯格證明隱性知識(shí)大量存在于教學(xué)活動(dòng)中并發(fā)揮影響。因此,本文立足于前人對(duì)于隱性知識(shí)的研究,首先介紹了隱性知識(shí)顯性化相關(guān)理論,繼而進(jìn)行了隱性知識(shí)顯性化教育價(jià)值的分析及教學(xué)反思。再者,進(jìn)行了基于隱性知識(shí)顯性化相關(guān)理論指導(dǎo)下的教學(xué)策略分析,最后,在中學(xué)生物教學(xué)中滲透隱性知識(shí)顯性化教學(xué)策略,進(jìn)行準(zhǔn)實(shí)驗(yàn)研究。研究結(jié)果表明:第一,隱性知識(shí)顯性化教學(xué)策略的滲透有助于提高學(xué)生解決問題的能力,尤其是探究能力和分析能力。第二,隱性知識(shí)顯性化教學(xué)策略的滲透有助于提升學(xué)生對(duì)人類與生物圈關(guān)系的認(rèn)識(shí),樹立保護(hù)生物多樣性的理念。此外,隱性知識(shí)顯性化還有助于學(xué)生情景識(shí)別、獲取有效信息以及管理學(xué)習(xí)資源的能力。第三,知識(shí)談話是了解個(gè)別學(xué)生隱性知識(shí)的有效途徑。第四,創(chuàng)設(shè)問題情境能有效營(yíng)造學(xué)生回憶抽取隱性知識(shí)的氛圍。第五,合作學(xué)習(xí)、討論學(xué)習(xí)是學(xué)生隱性知識(shí)顯現(xiàn)并修正檢驗(yàn)的有效教學(xué)組織形式�？偠�言之,基于隱性知識(shí)顯性化出發(fā)的教學(xué)策略對(duì)于中學(xué)生物教學(xué)有積極的作用,該實(shí)踐研究證明,教師在教學(xué)中滲透隱性知識(shí)顯性化的教學(xué)策略是可行的。
[Abstract]:Knowledge is the material of teaching, and the understanding of the concept of knowledge determines the understanding of education and teaching, and produces the corresponding teaching behavior. From the perspective of epistemology, Polanyi first revealed and explained the existence of tacit knowledge, which led to a new understanding of knowledge in the field of philosophy. Stenberger, a follow-up researcher, proved that tacit knowledge exists in a large number of teaching activities and exerts its influence. Therefore, based on the previous researches on tacit knowledge, this paper first introduces the related theories of tacit knowledge dominance, and then analyzes the educational value of tacit knowledge dominance and teaching reflection. Thirdly, based on the related theory of tacit knowledge dominance, the teaching strategy is analyzed. Finally, the teaching strategy of tacit knowledge dominance is infiltrated in the biology teaching of middle school, and the quasi-experimental research is carried out. The results show that: first, the penetration of explicit tacit knowledge teaching strategies helps to improve students' ability to solve problems, especially their abilities of inquiry and analysis. Secondly, the penetration of explicit tacit knowledge teaching strategy is helpful to enhance students' understanding of the relationship between human beings and the biosphere and to establish the concept of protecting biodiversity. In addition, tacit knowledge dominance also contributes to students' ability to recognize situations, obtain effective information and manage learning resources. Thirdly, knowledge conversation is an effective way to understand the tacit knowledge of individual students. Fourth, the creation of problem situations can effectively create an atmosphere in which students recall and extract tacit knowledge. Fifth, cooperative learning and discussion learning is an effective teaching organization for students to show tacit knowledge and correct test. In a word, the teaching strategy based on the dominance of tacit knowledge plays a positive role in biology teaching in middle school. This practical study proves that it is feasible for teachers to infiltrate the explicit tacit knowledge in teaching.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：1926893