中学教师知识共享的策略研究

【作者】 刘永新；

【导师】 杨晓江； 李艺；

【作者基本信息】 南京师范大学 ， 现代教育技术， 2008， 硕士

【摘要】 如何进行有效的知识管理,从而提高组织绩效,是知识社会背景下,企业和其他任何组织所面临的共同问题。而在知识管理实施中,知识共享是被强调最多的方面,知识共享是知识管理的重要内容和目标。知识共享也是学校知识管理的重要内容和目标,知识共享能促进教师快速成长、促进教师的知识创新、有利于提高学校组织的绩效。同时,全面发展的教育目标和日益增加的知识总量,也凸显了教师知识共享的重要。然而目前中学教师知识共享的实践中明显存在如下的问题:个人的观念的落后:个人与群体方法的欠缺;学校组织结构和制度的不合理;激励措施的不足;校园网络等信息技术手段未得到合理利用。而目前关于教育领域的知识共享研究,大多是面向大学或者科研机构,对中学较少涉及,所提及的解决策略偏向理论,操作性不强。鉴于此,本文在对教师知识共享相关理论探讨的基础上,分析出了中学教师的什么知识需要共享;根据实际,从个人角度提出了教师知识获取、推出的方法策略;从群体角度提出了个人与组织知识转化、组织知识共构、外部知识获取的方法策略;依据SECI模型对教师知识共享的方法和信息技术应用方法进行了总结归纳;从个人和管理层角度提出知识共享的保障策略,重点对知识共享的通道、组织结构、文化、评价激励进行了设计。在此基础上,根据中学校园网的使用实际和笔者多年从事网管的经验,提出了一种基于网络的教师知识共享解决方案,对教师个人知识库、教师群体知识库的建设、两者之间的互联、知识的评价筛选及教师知识贡献量的测评提出方法和建议。更多还原

【Abstract】 How to effectively implement knowledge management to enhance organizational performance is the same problem enterprises and any other organization face in the knowledge society. And knowledge sharing is the aspect emphasized most in the performance of knowledge management and an important content and purpose of it.Knowledge sharing is also an important content and purpose of knowledge management in schools. It can promote teachers’ rapid growth, promote the knowledge innovation of teachers, and help to improve school’s performance. At the same time, all-round development goals of education and increasing overall knowledge also have highlighted the importance of knowledge sharing.Whereas, at present, in the practice of secondary school teacher’s knowledge sharing, there are evident problems as follows: the concept of individuals drops behind, the approaches in individuals and groups are in lack, structures and systems in schools are unreasonable, the measures to inspire it are not enough, and information technology means such as campus networks has not been used reasonably. Presently the research on the knowledge sharing in the field of education mostly aims at university or institution, while the secondary school rarely involved. The strategies referred to are academic, and the operability is not strong. Owing to above points, based on the analysis in the literature, this paper analyzes what kinds of teacher’s knowledge need to be shared first. According to the practice, it puts forward the methods and strategies on how to obtain and release teacher’s knowledge from individual aspect. From the group aspect, it also proposes the methods and strategies on knowledge transformation between the individual and the group, the methods and strategies on how to construct knowledge together in the group, and obtaining exterior knowledge as well. It summarizes the methods of teacher’s knowledge sharing and the application methods of information technology according to the SECI model. From the individual and the management layer’s levels, it puts forward the guarantee strategies of knowledge sharing. The point is to design the passage of knowledge sharing, organization structure, culture as well as system of evaluation and motivation. Based on this, according to the actual use of the secondary school campus network and the author’s years of actual experience on network management, this paper proposes a Web-based teacher’s knowledge sharing solution. It gives the methods and recommendations on the building of teachers’ personal knowledge base, the building of teachers group’s knowledge base, and how to make a bridge between them. Meanwhile, the methods on how to screen teacher’s knowledge and measure teacher’s knowledge donation are also given.更多还原