中学历史教师隐性知识与专业发展研究

发布时间：2018-05-24 01:43

本文选题：中学历史教师 + 历史教学　；参考：《河南大学》2015年硕士论文

【摘要】：隐性知识是指蕴含在人类头脑中难以被察觉、未经编码与格式化并难以用语言文字进行表达的一种知识类型,通常情况下,这种知识体现在人类的实践活动中。有关教育学方面隐性知识的研究是近年来教育教学研究所关注的新兴领域,主要集中在教师隐性知识的内容、特点以及显性化途径与专业发展等方面。对于中学历史教师而言,其本身理想教育与教学经验当中具有较为丰富的隐性知识。通过一定的途径将中学历史教师的隐性知识进行转移与显性化,不仅可以有效提高教师素养,促进其专业发展,而且有利于进一步实现中学历史教学的人文教育价值,提高教育受众群体的历史素养与思想道德素质。通过对当前教育形式的分析及对有关教师隐性知识方面的研究进行梳理,可以发现当今中学教师隐性知识问题研究仍存在不足。隐性知识概念在哲学、心理学与知识管理学方面的发展与延伸,展现出隐性知识研究的漫长过程与重要价值。对教师隐性知识进行内容与特征分析,结合中学历史教师这一群体的特质,可以发现中学历史教师的隐性知识结构主要囊括在教师的专业知识、课程教学以及个人情感与态度当中;如果结合具体案例,可将历史教师隐性知识的结构,通过课堂教学过程、师生交流互动以及对教学与学生的评价等方式总结出来,并进一步印证了中学历史教师的隐性知识存在与重要性。分析中学历史教师的隐性知识转移与显性化的可能性,可以得出促进中学历史教师隐性知识转移途径主要包括个人能动、组织学习与技术策略。教师隐性知识的合理转移,不仅有利于完成教师知识创新与知识大厦的构建,对教师专业发展起到促进作用,还有利于学生获取更为前沿的专业知识,并对学生史观、情感态度与价值观以及心理健康等方面产生影响。
[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.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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