【摘要】：“隱性知識(shí)”最早由英國物理化學(xué)家和思想家波蘭尼于20世紀(jì)50年代末在他《個(gè)人知識(shí)》書中提出。波蘭尼認(rèn)為“人有兩種類型的知識(shí)。第一種是以書面文字,圖表或者數(shù)學(xué)公式可表達(dá)的知識(shí)。第二種是不能輕易表達(dá)的知識(shí),是人們?cè)谧瞿骋患碌男袆?dòng)中掌握的知識(shí)。前一種稱之為顯性知識(shí),后一種為隱性知識(shí)�！北疚囊噪[性知識(shí)為理論基礎(chǔ),探討小學(xué)音樂課堂教學(xué)中的隱性知識(shí)。主要是對(duì)小學(xué)音樂課堂教學(xué)中所使用教材的隱性知識(shí)與教學(xué)過程中的隱性知識(shí)進(jìn)行分析,在分析的基礎(chǔ)上進(jìn)一步研究上述隱性知識(shí)的表現(xiàn)形式。其目的是將影響小學(xué)音樂課堂教學(xué)中的隱性知識(shí)系統(tǒng)化,幫助教師理解和和辨別課堂教學(xué)中存在的隱性知識(shí),從而優(yōu)化其課堂教學(xué),提升教學(xué)效率和質(zhì)量。全文共分為三部分,其中第一部分論述了研究的緣起、意義以及文獻(xiàn)綜述。對(duì)隱性知識(shí)、教學(xué)中的隱性知識(shí)和小學(xué)音樂教學(xué)中的隱性知識(shí)進(jìn)行了概念界定,并對(duì)隱性知識(shí)的研究、教學(xué)中隱性知識(shí)的研究、小學(xué)音樂課堂教學(xué)中隱性知識(shí)的研究做了綜述。第二部分共有三章,第一章從知識(shí)的發(fā)展歷程到知識(shí)的分類,引出知識(shí)是由顯性與隱性組成。小學(xué)音樂課堂教學(xué)中的知識(shí)也是可分為顯性與隱性,著重闡述小學(xué)音樂課堂教學(xué)中不被重視但發(fā)揮著巨大作用的隱性知識(shí)。分別從音樂教學(xué)中教科書中的隱性知識(shí)和教學(xué)過程中的隱性知識(shí)這兩點(diǎn)詳細(xì)分析。第二章主要研究小學(xué)音樂課堂教學(xué)中隱性知識(shí)的表現(xiàn)形式及特點(diǎn),是從音樂教科書中與教學(xué)過程中的隱性知識(shí)表現(xiàn)形式著手具體分析。通過對(duì)上述隱性知識(shí)的研究可以總結(jié)出小學(xué)音樂課堂教學(xué)中的隱性知識(shí)特點(diǎn)有情境性、個(gè)體性、實(shí)踐性、經(jīng)驗(yàn)性。第三章從重視隱性知識(shí)與顯性知識(shí)的互補(bǔ)性、合理彰顯小學(xué)音樂課堂教學(xué)中的隱性知識(shí)和探索隱性知識(shí)顯性化的合理路徑三個(gè)方面論述隱性知識(shí)對(duì)小學(xué)音樂課堂教學(xué)的啟示。第三部分給出了研究結(jié)論和建議。
[Abstract]:Tacit knowledge was first proposed by British physicochemist and thinker Polanyi in his personal knowledge book in the late 1950s. Polanyi believes that "people have two types of knowledge." The first is knowledge that can be expressed in written text, diagrams, or mathematical formulas. The second is knowledge that cannot be easily expressed. It is the knowledge that people acquire in their actions to do something. The former is called explicit knowledge, and the latter is tacit knowledge. " Based on tacit knowledge, this paper discusses tacit knowledge in music classroom teaching in primary school. This paper mainly analyzes the tacit knowledge of the teaching materials used in primary school music classroom teaching and the tacit knowledge in the teaching process. On the basis of the analysis, it further studies the forms of expression of the above tacit knowledge. The aim is to systematize tacit knowledge in primary school music classroom teaching, to help teachers understand and distinguish tacit knowledge in classroom teaching, so as to optimize classroom teaching and improve teaching efficiency and quality. This paper is divided into three parts, the first part discusses the origin, significance and literature review. This paper defines tacit knowledge, tacit knowledge in teaching, and tacit knowledge in primary school music teaching, and summarizes the study of tacit knowledge, the study of tacit knowledge in teaching and the study of tacit knowledge in music classroom teaching in primary schools. In the second part, there are three chapters, the first chapter is from the development of knowledge to the classification of knowledge, leading to the knowledge is composed of explicit and implicit. The knowledge of music classroom teaching in primary school can also be divided into explicit and recessive, especially the tacit knowledge which is not paid attention to but plays a great role in primary school music classroom teaching. From the music teaching textbook tacit knowledge and teaching process tacit knowledge of two points in detail analysis. The second chapter mainly studies the expression forms and characteristics of tacit knowledge in primary school music classroom teaching, which starts with the concrete analysis from the music textbook and the form of tacit knowledge expression in the teaching process. Through the study of the above tacit knowledge, it can be concluded that the characteristics of tacit knowledge in primary school music classroom teaching are situational, individual, practical and empirical. The third chapter discusses the enlightenment of tacit knowledge to primary school music classroom teaching from three aspects: attaching importance to the complementarity of tacit knowledge and explicit knowledge, showing the tacit knowledge in primary school music classroom teaching and exploring the reasonable way to manifest tacit knowledge in primary school music classroom teaching. In the third part, the conclusions and suggestions are given.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.71

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本文編號(hào)：2445952