缄默知识视阈下语文教学知识的建构——兼谈语文课程与教学论教学的有效性

On the Construction of Language Teaching Knowledge under the Vision of Tacit Knowledge

语文教学知识包括显性教学知识和缄默教学知识。缄默教学知识之于显性教学知识具有逻辑优先性,支配教学行为的是个人的缄默教学知识。反思语文教学现状,依据缄默知识的特点建构语文教学知识应着眼于以下几个方面:创设问题情境,激活缄默知识;引导对话反思,提升缄默知识;丰富实践演练,内化显性知识;优化教学评价,完善语文教学知识。

Language teaching knowledge includes explicit teaching knowledge and tacit teaching knowledge. Tacit teaching knowledge precedes explicit teaching knowledge in the logical order, for what controls the teaching conduct is personal tacit teaching knowledge. If we consider the actuality of Chinese language teaching, and construct the language teaching knowledge according to the characteristic of the tacit teaching knowledge, we should pay attention to the following： founding problem situation to activate the tacit knowledge; inducting communication and consideration to advance the tacit knowledge; enriching practice and drilling to internalize the explicit knowledge; optimizing teaching estimation system to consummate the language teaching knowledge.