中職學(xué)校教師隱性知識的積累與共享研究
發(fā)布時間：2019-05-06 23:54
【摘要】：21世紀(jì)是網(wǎng)絡(luò)化的時代，也是職業(yè)技術(shù)教育重點發(fā)展的時代。教育的發(fā)展和改革的成敗關(guān)鍵在于我們職業(yè)教育工作者，在新時代的教育工作中，中職學(xué)校教師不應(yīng)只是教書，不能只是將教案寫得認(rèn)真詳細(xì)，僅僅滿足于“今天的課上完了，作業(yè)批改完了，課程備完了就完成任務(wù)了”，教師必須要提高自身的專業(yè)素質(zhì)，就要從教學(xué)過程中不斷總結(jié)，不斷反思，將自己的感覺和反思以教學(xué)日記形式記摘，使每位教師特別是新教師養(yǎng)成善于反思的習(xí)慣和自覺性，具有探究思索的熱情，敢于質(zhì)疑，勤于反思，進(jìn)而將隱性知識外顯化為顯性知識供學(xué)者及和同行研究分享。 在新形勢下，有效提高中職教師的專業(yè)化，則需要基于建立一個機(jī)制平臺，構(gòu)建教師實踐群體，通過引導(dǎo)教師及班主任在特定的機(jī)制平臺上通過在平時的教學(xué)教育，工作和輔導(dǎo)當(dāng)中遇到的實際事例將其總結(jié)分類，，以撰寫教育敘事，提倡教學(xué)反思，倡導(dǎo)深度會談，在群體中開展“非正式性學(xué)習(xí)”等一系列支持策略的實施，在促進(jìn)實踐群體健康成長的同時，在實踐的理論和實施過程中，豐富的撰寫教學(xué)經(jīng)驗反思，促進(jìn)教師的自我意識提高和作為教師自我培養(yǎng)有實在的價值，在積累和共享教育隱性知識的過程中，不斷提升中職教師個體的專業(yè)素養(yǎng)和專業(yè)水平能力，而這些則成為新形勢教育的重要議題之一，值得深度研究和詳細(xì)探討。 本論文共分五章對中職學(xué)校隱性知識的積累和共享進(jìn)行分析研究: 第一章為緒論，簡概的介紹論文總體選題背景、研究目的和意義。國內(nèi)以及國外研究的獨有現(xiàn)有狀況和現(xiàn)有研究不足相關(guān)概念界定，界定隱性知識、中職教師隱性知識、隱性知識顯性化等相關(guān)概念，明確本論文研究的范圍。研究方法和基本思路，具體內(nèi)容。 第二章闡述目前隱性知識在中職教育中的現(xiàn)狀及存在的問題。通過調(diào)查和研究，了解當(dāng)前普通中學(xué)和中職學(xué)校隱性知識存在的現(xiàn)狀及其目前仍然存在的問題，并對其進(jìn)行調(diào)查研究，對反映出來的結(jié)果進(jìn)行總結(jié)和反思，最后提出問題的解決方法和構(gòu)想方案。 第三章為闡述影響教師隱性知識積累和共享的因素和特征制約。 第四章為是本文的重點，主要研究中職教師隱性知識積累和共享的傳統(tǒng)途徑及其局限性，提出構(gòu)建網(wǎng)絡(luò)教學(xué)支撐平臺對于隱性知識積累和共享的優(yōu)勢。 第五章為總結(jié)概述部分，結(jié)合前面四章的探索和分析研究，對在構(gòu)建網(wǎng)絡(luò)機(jī)制平臺下提升中職教師教學(xué)技能和方法進(jìn)行體會與反思，列舉三位年輕新任教師在使用網(wǎng)絡(luò)平臺前后的能力與成熟度作對比和總結(jié)。同時綜觀全文，指出論文的創(chuàng)新獨特之處及其存在的局限與不足，為今后作進(jìn)一步的研究指明方向。
[Abstract]:The 21st century is the era of network and the development of vocational and technical education. The key to the success or failure of the development and reform of education lies in our vocational educators. In the educational work of the new era, teachers in secondary vocational schools should not only teach, they should not only write the teaching plan in earnest and detail, but only satisfy themselves with the conclusion of today's class. Teachers must improve their professional qualities, constantly summarize and reflect from the teaching process, and record their feelings and reflections in the form of teaching diaries. It makes every teacher, especially the new teacher, form the habit and consciousness of being good at reflection, has the enthusiasm of exploring and thinking, dare to question, is diligent in reflection, and then turns tacit knowledge into explicit knowledge for scholars and their peers to share. Under the new situation, to effectively improve the specialization of teachers in secondary vocational schools, it is necessary to establish a mechanism platform, construct teachers' practice groups, and pass the teaching education in peacetime by guiding teachers and class teachers on a specific mechanism platform. The practical examples encountered in the course of work and counselling summarize and classify them in order to write educational narratives, advocate teaching reflection, advocate in-depth talks, and carry out a series of support strategies such as "informal learning" in groups. While promoting the healthy growth of the community of practice, in the process of practice theory and practice, it is of practical value to reflect on the rich writing teaching experience, to promote teachers' self-awareness and to cultivate themselves as teachers. In the process of accumulating and sharing the tacit knowledge of education, the individual professional accomplishment and ability of teachers in secondary vocational schools should be continuously improved, which has become one of the important issues in the new situation education, and deserves to be deeply studied and discussed in detail. This paper is divided into five chapters to analyze the accumulation and sharing of tacit knowledge in secondary vocational schools. The first chapter is the introduction, a brief introduction of the overall topic background, research purpose and significance. This paper defines the concept of tacit knowledge, the tacit knowledge of secondary vocational school teachers, the manifest of tacit knowledge and so on, and clarifies the scope of the research in this paper. Research methods and basic ideas, specific content. The second chapter expounds the present situation and existing problems of tacit knowledge in secondary vocational education. Through investigation and research, we can understand the present situation of tacit knowledge in ordinary middle schools and secondary vocational schools and the problems that still exist at present, investigate and study it, and summarize and reflect on the reflected results, At last, the paper puts forward the solution and conception of the problem. The third chapter expounds the factors and characteristics that influence the accumulation and sharing of teachers' tacit knowledge. The fourth chapter is the focus of this paper, mainly studies the traditional ways and limitations of secondary vocational school teachers' tacit knowledge accumulation and sharing, and puts forward the advantages of constructing network teaching support platform for tacit knowledge accumulation and sharing. The fifth chapter is a summary part, combining with the exploration and analysis of the previous four chapters, we can realize and reflect on how to improve the teaching skills and methods of secondary vocational school teachers under the platform of constructing network mechanism. Compare and summarize the ability and maturity of three new young teachers before and after using the network platform. At the same time, the paper points out the unique innovation, the limitation and deficiency of the paper, and points out the direction for further research in the future.
【學(xué)位授予單位】：廣東技術(shù)師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1
本文編號：2470597
[Abstract]:The 21st century is the era of network and the development of vocational and technical education. The key to the success or failure of the development and reform of education lies in our vocational educators. In the educational work of the new era, teachers in secondary vocational schools should not only teach, they should not only write the teaching plan in earnest and detail, but only satisfy themselves with the conclusion of today's class. Teachers must improve their professional qualities, constantly summarize and reflect from the teaching process, and record their feelings and reflections in the form of teaching diaries. It makes every teacher, especially the new teacher, form the habit and consciousness of being good at reflection, has the enthusiasm of exploring and thinking, dare to question, is diligent in reflection, and then turns tacit knowledge into explicit knowledge for scholars and their peers to share. Under the new situation, to effectively improve the specialization of teachers in secondary vocational schools, it is necessary to establish a mechanism platform, construct teachers' practice groups, and pass the teaching education in peacetime by guiding teachers and class teachers on a specific mechanism platform. The practical examples encountered in the course of work and counselling summarize and classify them in order to write educational narratives, advocate teaching reflection, advocate in-depth talks, and carry out a series of support strategies such as "informal learning" in groups. While promoting the healthy growth of the community of practice, in the process of practice theory and practice, it is of practical value to reflect on the rich writing teaching experience, to promote teachers' self-awareness and to cultivate themselves as teachers. In the process of accumulating and sharing the tacit knowledge of education, the individual professional accomplishment and ability of teachers in secondary vocational schools should be continuously improved, which has become one of the important issues in the new situation education, and deserves to be deeply studied and discussed in detail. This paper is divided into five chapters to analyze the accumulation and sharing of tacit knowledge in secondary vocational schools. The first chapter is the introduction, a brief introduction of the overall topic background, research purpose and significance. This paper defines the concept of tacit knowledge, the tacit knowledge of secondary vocational school teachers, the manifest of tacit knowledge and so on, and clarifies the scope of the research in this paper. Research methods and basic ideas, specific content. The second chapter expounds the present situation and existing problems of tacit knowledge in secondary vocational education. Through investigation and research, we can understand the present situation of tacit knowledge in ordinary middle schools and secondary vocational schools and the problems that still exist at present, investigate and study it, and summarize and reflect on the reflected results, At last, the paper puts forward the solution and conception of the problem. The third chapter expounds the factors and characteristics that influence the accumulation and sharing of teachers' tacit knowledge. The fourth chapter is the focus of this paper, mainly studies the traditional ways and limitations of secondary vocational school teachers' tacit knowledge accumulation and sharing, and puts forward the advantages of constructing network teaching support platform for tacit knowledge accumulation and sharing. The fifth chapter is a summary part, combining with the exploration and analysis of the previous four chapters, we can realize and reflect on how to improve the teaching skills and methods of secondary vocational school teachers under the platform of constructing network mechanism. Compare and summarize the ability and maturity of three new young teachers before and after using the network platform. At the same time, the paper points out the unique innovation, the limitation and deficiency of the paper, and points out the direction for further research in the future.
【學(xué)位授予單位】：廣東技術(shù)師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1
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