体育教师缄默知识的诠释与显性化探究
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摘要
教学过程中存在着大量与显性知识相对应的缄默知识,缄默知识自发地影响着教学活动的成效。体育教师的缄默知识支配着教师的教学活动,对体育教育活动具有促进或阻碍的双重作用。教师缄默知识显性化有助于教师的专业发展、知识结构完善、教育效果提升。体育教师宜通过集聚显性知识储备、师徒帮扶、构建学习共同体、开展教学科研等途径将缄默知识显性化,以提高教育教学能力。
There is a large amount of tacit knowledge corresponding to explicit knowledge in the teaching process,and tacit knowledge spontaneously affects the effectiveness of teaching activities.The teacher's tacit knowledge dominates his/her teaching activity and has the dual effect of promoting or hindering the physical education activity.The dominance of teacher's tacit knowledge is helpful to teachers' professional development,knowledge structure improvement and educational effect promotion.Teachers of physical education should make tacit knowledge explicit by gathering explicit knowledge reserve,constructing learning community and carrying out teaching research so as to improve educational and teaching ability.
There is a large amount of tacit knowledge corresponding to explicit knowledge in the teaching process,and tacit knowledge spontaneously affects the effectiveness of teaching activities.The teacher's tacit knowledge dominates his/her teaching activity and has the dual effect of promoting or hindering the physical education activity.The dominance of teacher's tacit knowledge is helpful to teachers' professional development,knowledge structure improvement and educational effect promotion.Teachers of physical education should make tacit knowledge explicit by gathering explicit knowledge reserve,constructing learning community and carrying out teaching research so as to improve educational and teaching ability.
引文
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[4]侯建斌.体育缄默知识的转化及显性策略研究[J].河北体育学院学报,2015(3):48-50.
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[6]陈新萌,赵光圣.身体的“在场”与话语的“缺席”:武术缄默知识研究[J].体育科学,2016(2):25-31.
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[10]杜爱慧.论教师缄默知识的构成及其显性化[J].教育探索,2012(2):12-13.
[11]李国军.关于内隐学习和实验研究[J].心理学动态,1991(1):34-39.
[12]李静,方红.教师缄默知识转化的困境与对策[J].现代教育科学,2016(6):133-136.
[13]蒋苗.教师的缄默知识与课堂教学[J].教育探索,2003(9):90-92.
[2]阮永福,杨勇杰.对“缄默知识”在高校体育教学中运用的思考[J].北京体育大学学报,2010(9):82-85.
[3]石江年,张建华,张惠珍.论缄默知识在体育教学中的存在与传递[J].体育学刊,2014(1):86-90.
[4]侯建斌.体育缄默知识的转化及显性策略研究[J].河北体育学院学报,2015(3):48-50.
[5]孙晓东.谈缄默知识显性化——促进体育教师专业发展的有效策略[J].体育研究与教育,2014(5):72-73.
[6]陈新萌,赵光圣.身体的“在场”与话语的“缺席”:武术缄默知识研究[J].体育科学,2016(2):25-31.
[7]方明.缄默知识论[M].合肥:安徽教育出版社,2004.
[8]谭兆敏,段作章.近年来关于教师缄默知识的研究综述[J].上海教育科研,2006(10):15-17.
[9]石江年,张建华,张惠珍.论缄默知识在体育教学中的存在与传递[J].体育学刊,2014(1):86-90.
[10]杜爱慧.论教师缄默知识的构成及其显性化[J].教育探索,2012(2):12-13.
[11]李国军.关于内隐学习和实验研究[J].心理学动态,1991(1):34-39.
[12]李静,方红.教师缄默知识转化的困境与对策[J].现代教育科学,2016(6):133-136.
[13]蒋苗.教师的缄默知识与课堂教学[J].教育探索,2003(9):90-92.