小学音乐课堂教学中的隐性知识研究

发布时间：2019-03-23 15:26

【摘要】：“隐性知识”最早由英国物理化学家和思想家波兰尼于20世纪50年代末在他《个人知识》书中提出。波兰尼认为“人有两种类型的知识。第一种是以书面文字,图表或者数学公式可表达的知识。第二种是不能轻易表达的知识,是人们在做某一件事的行动中掌握的知识。前一种称之为显性知识,后一种为隐性知识。”本文以隐性知识为理论基础,探讨小学音乐课堂教学中的隐性知识。主要是对小学音乐课堂教学中所使用教材的隐性知识与教学过程中的隐性知识进行分析,在分析的基础上进一步研究上述隐性知识的表现形式。其目的是将影响小学音乐课堂教学中的隐性知识系统化,帮助教师理解和和辨别课堂教学中存在的隐性知识,从而优化其课堂教学,提升教学效率和质量。全文共分为三部分,其中第一部分论述了研究的缘起、意义以及文献综述。对隐性知识、教学中的隐性知识和小学音乐教学中的隐性知识进行了概念界定,并对隐性知识的研究、教学中隐性知识的研究、小学音乐课堂教学中隐性知识的研究做了综述。第二部分共有三章,第一章从知识的发展历程到知识的分类,引出知识是由显性与隐性组成。小学音乐课堂教学中的知识也是可分为显性与隐性,着重阐述小学音乐课堂教学中不被重视但发挥着巨大作用的隐性知识。分别从音乐教学中教科书中的隐性知识和教学过程中的隐性知识这两点详细分析。第二章主要研究小学音乐课堂教学中隐性知识的表现形式及特点,是从音乐教科书中与教学过程中的隐性知识表现形式着手具体分析。通过对上述隐性知识的研究可以总结出小学音乐课堂教学中的隐性知识特点有情境性、个体性、实践性、经验性。第三章从重视隐性知识与显性知识的互补性、合理彰显小学音乐课堂教学中的隐性知识和探索隐性知识显性化的合理路径三个方面论述隐性知识对小学音乐课堂教学的启示。第三部分给出了研究结论和建议。
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.71

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