本文選題：緘默知識(shí)　切入點(diǎn)：幼兒教師　出處：《山東師范大學(xué)》2010年碩士論文

【摘要】： 隨著教育的發(fā)展,人們逐漸認(rèn)識(shí)到教師知識(shí)結(jié)構(gòu)是影響教育教學(xué)的關(guān)鍵因素,教師知識(shí)結(jié)構(gòu)成為近年來(lái)教育研究的熱點(diǎn)問(wèn)題。但研究者絕大多數(shù)都限于研究教師的顯性知識(shí),而忽視了組成教師知識(shí)的另一種知識(shí)類型——緘默知識(shí)。 緘默知識(shí)是人類重要的知識(shí)類型,它與顯性知識(shí)相對(duì),和顯性知識(shí)共同構(gòu)成人類知識(shí)的總體。緘默知識(shí)是高度個(gè)體化、難以形式化的、難以與他人共享的知識(shí),卻是人們認(rèn)識(shí)和行動(dòng)的基礎(chǔ),對(duì)人們的行為影響深刻而持久,與顯性知識(shí)相比,這種知識(shí)對(duì)人們的認(rèn)識(shí)活動(dòng)或行動(dòng)的影響作用更強(qiáng)大,就是人們“日用而不知”的一類知識(shí)。緘默知識(shí)是幼兒教師專業(yè)化發(fā)展的知識(shí)基礎(chǔ),但由于緘默知識(shí)具有內(nèi)隱性特征,人們往往忽視它們的存在,任其在日常教學(xué)活動(dòng)中、在幼兒教師專業(yè)成長(zhǎng)過(guò)程中自發(fā)地產(chǎn)生作用,尤其幼兒教師消極的緘默知識(shí)在起作用時(shí),將會(huì)產(chǎn)生嚴(yán)重的后果。鑒于此,本論文主要從教師專業(yè)化發(fā)展視角,探討緘默知識(shí)的內(nèi)涵、對(duì)幼兒教師專業(yè)成長(zhǎng)的意義、緘默知識(shí)的現(xiàn)實(shí)遭遇以及緘默知識(shí)的積累與構(gòu)建的途徑等幾個(gè)問(wèn)題。全文的具體分為個(gè)部分: 前言,主要闡述了選題緣由、研究意義、相關(guān)研究綜述以及本文的研究方法。 第一部分,緘默知識(shí):幼兒教師專業(yè)化發(fā)展的根基。本部分主要論述了幼兒教師緘默知識(shí)的內(nèi)涵、結(jié)構(gòu)與性質(zhì)特征;幼兒教師緘默知識(shí)對(duì)其專業(yè)化發(fā)展的意義及緘默知識(shí)在幼兒教師專業(yè)化發(fā)展過(guò)程中的作用機(jī)制與功能。 第二部分,幼兒教師專業(yè)化發(fā)展中緘默知識(shí)的現(xiàn)實(shí)遭遇:緘默知識(shí)知識(shí)作用實(shí)現(xiàn)的缺位。本部分主要從幼兒教師專業(yè)培訓(xùn)、幼兒教師業(yè)務(wù)評(píng)價(jià)、幼兒教師教研工作制度及常規(guī)實(shí)踐、幼兒教師個(gè)體教育行為幾個(gè)方面揭示幼兒教師緘默知識(shí)的現(xiàn)狀。 第三部分,緘默知識(shí)的構(gòu)建及歸位:促進(jìn)幼兒教師的專業(yè)化發(fā)展。本部分主要闡述緘默知識(shí)的構(gòu)建與積累的途徑以及發(fā)揮幼兒教師緘默知識(shí)的正向功能,最終促進(jìn)幼兒教師專業(yè)化順利、有效的發(fā)展。
[Abstract]:With the development of education , it is gradually realized that the teacher ' s knowledge structure is the key factor affecting the teaching of education . The teacher ' s knowledge structure becomes a hot topic in the research of education in recent years . However , most of the researchers are limited to studying the explicit knowledge of the teacher , and neglect the other type of knowledge that constitutes the teacher ' s knowledge .


The tacit knowledge is a kind of knowledge base of the professional development of early childhood teachers . But because of the implicit characteristic of tacit knowledge , this knowledge is a kind of knowledge base for the professional development of early childhood teachers , but because of the implicit characteristic of tacit knowledge , this paper discusses the connotation of tacit knowledge , the significance of tacit knowledge , the reality of silence knowledge and the way to build up the tacit knowledge .


The preface mainly expounds the reasons , the significance of the study , the summary of the relevant research and the research methods in this paper .


The first part , tacit knowledge : the foundation of the professional development of early childhood teachers . This part mainly discusses the connotation , structure and property characteristics of the tacit knowledge of early childhood teachers , the significance of the tacit knowledge of early childhood teachers to the specialization development and the role mechanism and function of tacit knowledge in the professional development of early childhood teachers .


The second part , the reality of tacit knowledge in the professional development of early childhood teachers : the absence of tacit knowledge knowledge . This part mainly discusses the current situation of the tacit knowledge of early childhood teachers from several aspects of preschool teacher professional training , early childhood teacher business evaluation , early childhood teacher education research work system and general practice , and individual education behavior of early childhood teachers .


The third part , the construction and return of tacit knowledge : promotes the professional development of early childhood teachers . This part mainly expounds the way of constructing and accumulating the tacit knowledge and the forward function of giving play to the tacit knowledge of early childhood teachers , and finally promotes the professional smooth and effective development of early childhood teachers .

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G615

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