初中生物隐性知识显性化实践研究

发布时间：2018-05-23 23:56

本文选题：隐性知识 + 显性化　；参考：《苏州大学》2015年硕士论文

【摘要】：知识是教学的素材,对知识概念的认识决定了对教育教学的理解,并以此产生相应的教学行为。以认识论视角,波兰尼率先揭示并阐释了隐性知识的存在,使哲学领域对知识有了新的认识,后续的研究者斯滕伯格证明隐性知识大量存在于教学活动中并发挥影响。因此,本文立足于前人对于隐性知识的研究,首先介绍了隐性知识显性化相关理论,继而进行了隐性知识显性化教育价值的分析及教学反思。再者,进行了基于隐性知识显性化相关理论指导下的教学策略分析,最后,在中学生物教学中渗透隐性知识显性化教学策略,进行准实验研究。研究结果表明:第一,隐性知识显性化教学策略的渗透有助于提高学生解决问题的能力,尤其是探究能力和分析能力。第二,隐性知识显性化教学策略的渗透有助于提升学生对人类与生物圈关系的认识,树立保护生物多样性的理念。此外,隐性知识显性化还有助于学生情景识别、获取有效信息以及管理学习资源的能力。第三,知识谈话是了解个别学生隐性知识的有效途径。第四,创设问题情境能有效营造学生回忆抽取隐性知识的氛围。第五,合作学习、讨论学习是学生隐性知识显现并修正检验的有效教学组织形式。总而言之,基于隐性知识显性化出发的教学策略对于中学生物教学有积极的作用,该实践研究证明,教师在教学中渗透隐性知识显性化的教学策略是可行的。
[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.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

【参考文献】