知识管理视阈下高职院校“双师型”教师专业发展策略探析

On the Professional Development Strategies of Dual-qualification Teachers in Higher Vocational Colleges from the Perspective of Knowledge Management

教师知识素养是学校发展的重要隐性资源,对高职院校而言,“双师型”教师的知识结构更具独特性,如何对其进行知识管理是当下高职院校“双师型”教师专业发展的新挑战。从知识管理的视阈出发,当前“双师型”教师知识管理面临学校内部知识共享文化淡薄、社会外部知识实践社区缺失、教师个体知识管理能力欠缺等挑战。基于知识管理模型,高职院校“双师型”教师专业发展应以社会化、外显化、组合化、内隐化为基础,进行知识的共享、转换、整合与再创,从学校、社会和教师三方面打破知识垄断,深化校企合作,加强自我管理。

Teacher knowledge is an important hidden resource for school development. For higher vocational colleges, the knowledge structure of dual-qualification teachers is unique. Therefore, how to manage their knowledge is a new challenge for the professional development of dual-qualification teachers in higher vocational colleges. Starting from the connotation of knowledge management, it is found that the current dual-qualification teachers’ knowledge management faces severe challenges in the development of higher vocational colleges, such as the lack of knowledge-sharing culture within the school, the lack of knowledge practice community outside the society,and the lack of teachers’ knowledge management ability. Based on the knowledge management model, the dual-qualification teachers in higher vocational colleges carry out knowledge management, including socialization, externalization, combination, implicit and so on.Knowledge sharing, conversion, integration, and recreation should be carried out, to break the knowledge monopoly from the three aspects of school, society and teachers, deepen the cooperation between schools and enterprises, and strengthen self-management.