【作者】 王丽芳；

【导师】 丁海东；

【作者基本信息】 山东师范大学 ， 学前教育学， 2010， 硕士

【摘要】 随着教育的发展,人们逐渐认识到教师知识结构是影响教育教学的关键因素,教师知识结构成为近年来教育研究的热点问题。但研究者绝大多数都限于研究教师的显性知识,而忽视了组成教师知识的另一种知识类型——缄默知识。缄默知识是人类重要的知识类型,它与显性知识相对,和显性知识共同构成人类知识的总体。缄默知识是高度个体化、难以形式化的、难以与他人共享的知识,却是人们认识和行动的基础,对人们的行为影响深刻而持久,与显性知识相比,这种知识对人们的认识活动或行动的影响作用更强大,就是人们“日用而不知”的一类知识。缄默知识是幼儿教师专业化发展的知识基础,但由于缄默知识具有内隐性特征,人们往往忽视它们的存在,任其在日常教学活动中、在幼儿教师专业成长过程中自发地产生作用,尤其幼儿教师消极的缄默知识在起作用时,将会产生严重的后果。鉴于此,本论文主要从教师专业化发展视角,探讨缄默知识的内涵、对幼儿教师专业成长的意义、缄默知识的现实遭遇以及缄默知识的积累与构建的途径等几个问题。全文的具体分为个部分:前言,主要阐述了选题缘由、研究意义、相关研究综述以及本文的研究方法。第一部分,缄默知识:幼儿教师专业化发展的根基。本部分主要论述了幼儿教师缄默知识的内涵、结构与性质特征;幼儿教师缄默知识对其专业化发展的意义及缄默知识在幼儿教师专业化发展过程中的作用机制与功能。第二部分,幼儿教师专业化发展中缄默知识的现实遭遇:缄默知识知识作用实现的缺位。本部分主要从幼儿教师专业培训、幼儿教师业务评价、幼儿教师教研工作制度及常规实践、幼儿教师个体教育行为几个方面揭示幼儿教师缄默知识的现状。第三部分,缄默知识的构建及归位:促进幼儿教师的专业化发展。本部分主要阐述缄默知识的构建与积累的途径以及发挥幼儿教师缄默知识的正向功能,最终促进幼儿教师专业化顺利、有效的发展。更多还原

【Abstract】 With the development of education, people gradually realize that teachers’knowledge structure is a key factor affecting education and teaching, and teacher’s knowledge structure has become a hot issue of some education and research in recent years. But the researchers are limited to the study of the vast majority of teachers in explicit knowledge, while ignoring another type of knowledge - tacit knowledge which is also a part of the teacher’s knowledge . Author believes that tacit knowledge is the dominant factor in people’s actions and it is the knowledge base of teacher professional development. In this paper, mainly from the perspective of professional development of teachers , we explore the definition of the tacit knowledge and its significance to the professional growth of preschool teachers and the real practice along with the meaning of tacit knowledge and tacit knowledge of the reality of the accumulation of experiences and ways to build such a few questions and so on. The specific text is divided into three parts:Preface. This part mainly discusses the reasons for writing this topic, including research significance, related research overview and methods used to write this paper.The first part. Tacit knowledge: the foundation and the ultimate destination of early childhood teachers’professional development. This section mainly discusses the content of early childhood teachers in tacit knowledge, structure and nature of the character about tacit knowledge ; the significance of the tacit knowledge to early childhood teachers’professional development, and the mechanism and function of the tacit knowledge in the process of early childhood teachers’professional development.The second part. Tacit knowledge meet some realistic problems in the course of the early childhood teachers’professional development: the absence of knowledge achieving the role of tacit knowledge. This section mainly from the professional training for kindergarten teachers, early childhood teacher’s professional evaluation, teaching and research work systems and conventional practices, the current situation of the tacit knowledge in aspect of the individual education of the kindergarten teachers.The third part . The construction and homing of the tacit knowledge in order to promote the professional development of kindergarten teachers. This section is intended to explain the construction and the accumulation channels of the tacit knowledge and kindergarten teachers play a positive function of Tacit Knowledge and ultimately promote the kindergarten teachers’professional development to go the smoothly and efficiently .更多还原