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A Study on High School English Teacher’s Tacit Knowledge in the New Curriculum Reform

Author: YangYinLing
Tutor: TaoZhiQiong
School: Ningbo University
Course: Curriculum and Pedagogy
Keywords: The new curriculum Tacit Knowledge of Teachers Survey Tactics
CLC: G635.1
Type: Master's thesis
Year: 2009
Downloads: 276
Quote: 0
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Abstract


High school English teachers are the key to the high school English curriculum reform. From the international point of view, the study of teachers' knowledge by the attention, tacit knowledge of teachers in recent years inklings. At present, China's new lesson corrections in the implementation phase, although secondary school English teachers by the researchers 'attention, but from the point of view of the teachers' tacit knowledge, but also rare. In fact, the importance of teachers' tacit knowledge to enhance the quality of teaching is not worse than the explicit knowledge, and even greater strength. Therefore, tacit knowledge of high school English teachers in the new curriculum reform in China is of great significance. Relevant literature research on domestic and foreign teachers tacit knowledge: tacit knowledge of teachers own research has not yet formed the agreed conclusions. This study attempts thus defined on the basis of the results of research, in theory, to further clarify the concept of tacit knowledge of teachers, characteristics and classification of the Institute of the tacit knowledge of teachers, teachers' tacit knowledge embodied in the educational beliefs of teachers , self-knowledge, interpersonal knowledge, situational knowledge, strategic knowledge and critical reflection knowledge. Sample survey found that: tacit knowledge of teachers abound and with the deepening of teachers 'practice and growth; teachers' tacit knowledge accumulated diverse pathways through the tacit knowledge of the two high school English teachers in Taiwan City status. Overall performance in specific content: high school English teachers are not concerned about the teachers' tacit knowledge theory; education and faith in the transition from the old contradictions; self-knowledge is generally relatively weak; human knowledge is relatively mature; contextual knowledge and strategic knowledge more casual and loose; critical reflection strong sense of reflection and depth needs to be improved. Therefore, the survey results from the three aspects of the tacit knowledge of teachers, teachers, and other objective factors analysis, and on this basis the SECI model has been widely recognized by the explicit knowledge and tacit knowledge conversion (ie hidden knowledge and explicit knowledge is not completely independent, they interact with each other transformed human knowledge through the interaction of both the creation and dissemination), internalization (from explicit knowledge to tacit knowledge conversion), social of conversion (from tacit knowledge to tacit knowledge) and external (from tacit knowledge to explicit knowledge conversion) perspective, a specific strategy to promote the development of secondary school English teachers tacit knowledge.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teachers and students. > Teachers, head teachers
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