中职学校教师隐性知识的积累与共享研究

发布时间：2019-05-06 23:54

【摘要】：21世纪是网络化的时代，也是职业技术教育重点发展的时代。教育的发展和改革的成败关键在于我们职业教育工作者，在新时代的教育工作中，中职学校教师不应只是教书，不能只是将教案写得认真详细，仅仅满足于“今天的课上完了，作业批改完了，课程备完了就完成任务了”，教师必须要提高自身的专业素质，就要从教学过程中不断总结，不断反思，将自己的感觉和反思以教学日记形式记摘，使每位教师特别是新教师养成善于反思的习惯和自觉性，具有探究思索的热情，敢于质疑，勤于反思，进而将隐性知识外显化为显性知识供学者及和同行研究分享。在新形势下，有效提高中职教师的专业化，则需要基于建立一个机制平台，构建教师实践群体，通过引导教师及班主任在特定的机制平台上通过在平时的教学教育，工作和辅导当中遇到的实际事例将其总结分类，，以撰写教育叙事，提倡教学反思，倡导深度会谈，在群体中开展“非正式性学习”等一系列支持策略的实施，在促进实践群体健康成长的同时，在实践的理论和实施过程中，丰富的撰写教学经验反思，促进教师的自我意识提高和作为教师自我培养有实在的价值，在积累和共享教育隐性知识的过程中，不断提升中职教师个体的专业素养和专业水平能力，而这些则成为新形势教育的重要议题之一，值得深度研究和详细探讨。本论文共分五章对中职学校隐性知识的积累和共享进行分析研究: 第一章为绪论，简概的介绍论文总体选题背景、研究目的和意义。国内以及国外研究的独有现有状况和现有研究不足相关概念界定，界定隐性知识、中职教师隐性知识、隐性知识显性化等相关概念，明确本论文研究的范围。研究方法和基本思路，具体内容。第二章阐述目前隐性知识在中职教育中的现状及存在的问题。通过调查和研究，了解当前普通中学和中职学校隐性知识存在的现状及其目前仍然存在的问题，并对其进行调查研究，对反映出来的结果进行总结和反思，最后提出问题的解决方法和构想方案。第三章为阐述影响教师隐性知识积累和共享的因素和特征制约。第四章为是本文的重点，主要研究中职教师隐性知识积累和共享的传统途径及其局限性，提出构建网络教学支撑平台对于隐性知识积累和共享的优势。第五章为总结概述部分，结合前面四章的探索和分析研究，对在构建网络机制平台下提升中职教师教学技能和方法进行体会与反思，列举三位年轻新任教师在使用网络平台前后的能力与成熟度作对比和总结。同时综观全文，指出论文的创新独特之处及其存在的局限与不足，为今后作进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.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1

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