摘要
实习教师隐性知识显性化能有效促进实习教师个体教学经验的积累和理论知识的增长,增加教育实习的价值。当下,我国学者对教师隐性知识的研究对象更多集中于资深教师团体。由于实习教师隐性知识外显化缺少必要的机制与条件,所以学者们往往忽略了对实习教师隐性知识显性化的挖掘。SECI模型指知识转化的四种模式,即社会化、外部化、组合化和内部化。与之相对应的有四种场所,分别是创始场、对话场、系统化场和练习场。在此基础上,提出SECI知识转换扩展模型,并从知识创生的四个不同阶段探究实习教师对SECI模型的应用情况。据此,提出相应的教育实习策略,如建立学习共同体、引导实习教师深入反思教学实践、建立有效的学校ICT环境、形成高效且自主的实习教师授课模式等,以促进隐性知识的共享与应用。
The explicit tacit knowledge of intern teachers may effectively promote the growth of individual teaching experience and theoretical knowledge of intern teachers and may increase the value of educational practice.At present,Chinese scholars research on teachers tacit knowledge focuses more on senior teachers.In addition,there is a lack of necessary mechanism and conditions for the explicit manifestation of the invisible knowledge of the intern teachers,and the exploration of the explicit tacit knowledge of the intern teachers is ignored.The SECI model refers to the four modes of knowledge transformation,namely socialization,externalization,combination and internalization.There are four corresponding fields,namely the initiation field,the dialogue field,the systematization field and the practice field.On this basis,the SECI model of knowledge transformation and extension is proposed to explore the educational practice of practice teachers in four different stages of knowledge creation.At the same time,corresponding educational practice strategies are proposed to promote the sharing and cultivation of tacit knowledge,such as establishing a learning community,guiding the intern teachers to conduct in-depth teaching reflection,establishing an effective school ICT environment,and forming an efficient autonomous teaching mode for the intern teachers.
作者
兰英
杨霞
LAN Ying;YANG Xia(Faculty of Teacher Education,Southwest University,Chongqing 400715,China)
出处
《教师教育学报》
2020年第2期1-11,共11页
Journal of Teacher Education
基金
重庆市社会科学规划项目“重庆市中小学教师‘专业+生命’的成长样态研究”(2017YBWT10),项目负责人:兰英
重庆市教育科学规划课题“重庆地区乡村教师的生存与发展研究”(2016GX082),项目负责人:兰英
