發(fā)布時間：2018-05-24 01:43

  本文選題：中學(xué)歷史教師 + 歷史教學(xué)��； 參考：《河南大學(xué)》2015年碩士論文

【摘要】：隱性知識是指蘊含在人類頭腦中難以被察覺、未經(jīng)編碼與格式化并難以用語言文字進行表達(dá)的一種知識類型,通常情況下,這種知識體現(xiàn)在人類的實踐活動中。有關(guān)教育學(xué)方面隱性知識的研究是近年來教育教學(xué)研究所關(guān)注的新興領(lǐng)域,主要集中在教師隱性知識的內(nèi)容、特點以及顯性化途徑與專業(yè)發(fā)展等方面。對于中學(xué)歷史教師而言,其本身理想教育與教學(xué)經(jīng)驗當(dāng)中具有較為豐富的隱性知識。通過一定的途徑將中學(xué)歷史教師的隱性知識進行轉(zhuǎn)移與顯性化,不僅可以有效提高教師素養(yǎng),促進其專業(yè)發(fā)展,而且有利于進一步實現(xiàn)中學(xué)歷史教學(xué)的人文教育價值,提高教育受眾群體的歷史素養(yǎng)與思想道德素質(zhì)。通過對當(dāng)前教育形式的分析及對有關(guān)教師隱性知識方面的研究進行梳理,可以發(fā)現(xiàn)當(dāng)今中學(xué)教師隱性知識問題研究仍存在不足。隱性知識概念在哲學(xué)、心理學(xué)與知識管理學(xué)方面的發(fā)展與延伸,展現(xiàn)出隱性知識研究的漫長過程與重要價值。對教師隱性知識進行內(nèi)容與特征分析,結(jié)合中學(xué)歷史教師這一群體的特質(zhì),可以發(fā)現(xiàn)中學(xué)歷史教師的隱性知識結(jié)構(gòu)主要囊括在教師的專業(yè)知識、課程教學(xué)以及個人情感與態(tài)度當(dāng)中;如果結(jié)合具體案例,可將歷史教師隱性知識的結(jié)構(gòu),通過課堂教學(xué)過程、師生交流互動以及對教學(xué)與學(xué)生的評價等方式總結(jié)出來,并進一步印證了中學(xué)歷史教師的隱性知識存在與重要性。分析中學(xué)歷史教師的隱性知識轉(zhuǎn)移與顯性化的可能性,可以得出促進中學(xué)歷史教師隱性知識轉(zhuǎn)移途徑主要包括個人能動、組織學(xué)習(xí)與技術(shù)策略。教師隱性知識的合理轉(zhuǎn)移,不僅有利于完成教師知識創(chuàng)新與知識大廈的構(gòu)建,對教師專業(yè)發(fā)展起到促進作用,還有利于學(xué)生獲取更為前沿的專業(yè)知識,并對學(xué)生史觀、情感態(tài)度與價值觀以及心理健康等方面產(chǎn)生影響。
[Abstract]:Tacit knowledge is a type of knowledge that is undetectable in human mind, uncoded and formatted, and difficult to express in language and text. In general, this kind of knowledge is embodied in human practice. The research on tacit knowledge in pedagogy is a new field which has been paid close attention to in recent years. It mainly focuses on the contents, characteristics, dominant approaches and professional development of teachers' tacit knowledge. For middle school history teachers, they have rich tacit knowledge in their ideal education and teaching experience. Transferring and dominating the tacit knowledge of history teachers in middle schools through certain ways can not only effectively improve teachers' literacy and promote their professional development, but also help to further realize the humanistic education value of history teaching in middle schools. Improve the educational audience's historical accomplishment and ideological and moral quality. Through the analysis of the current educational form and the research on teachers' tacit knowledge, we can find that there are still some deficiencies in the research of teachers' tacit knowledge. The development and extension of tacit knowledge concept in philosophy, psychology and knowledge management shows the long process and important value of tacit knowledge research. By analyzing the contents and characteristics of teachers' tacit knowledge and combining the characteristics of middle school history teachers, we can find that the tacit knowledge structure of middle school history teachers mainly includes teachers' professional knowledge. Curriculum teaching and personal feelings and attitudes; if combined with specific cases, the structure of history teachers' tacit knowledge can be summed up through the classroom teaching process, teacher-student communication and interaction, as well as the evaluation of teaching and students. And further confirmed the existence and importance of history teachers' tacit knowledge. By analyzing the possibility of tacit knowledge transfer and dominance of history teachers in middle schools, it is concluded that the ways to promote tacit knowledge transfer include personal initiative, organizational learning and technical strategies. The reasonable transfer of teachers' tacit knowledge is not only conducive to the construction of teachers' knowledge innovation and knowledge building, but also to the promotion of teachers' professional development, to the acquisition of more advanced professional knowledge by students, and to the students' view of history. Emotional attitudes and values, as well as mental health and other aspects of the impact.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

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