课堂教学结构转型中缄默知识的遮蔽与解蔽

Concealment and Revelation of Tacit Knowledge in the Transformation of Classroom Teaching Structure

基于缄默知识的认识轨迹及其在课堂结构中的生成机理,可以看出课堂教学结构对缄默知识具有一定的规定性。传统控制型课堂教学结构的模式化与唯理化倾向造成了对缄默知识的漠视和对缄默知识关注点的错位,标准化和同质化倾向形成了对缄默知识的隐藏与阻滞,技术化倾向导致了对缄默知识的忽略,这在一定程度上造成了对缄默知识事实上的隐化与知识生成价值的缺失。在学习型课堂结构中,教师要基于愿景培育情境,彰显缄默知识显化的理念;依托共同体培养研究力,搭建缄默知识显化的平台;通过创新学习机制,形成缄默知识显化的保障,进而实现对缄默知识的解蔽。

Based on the cognitive track of tacit knowledge and its generative mechanism in the classroom structure, we can see that the classroom teaching structure determines the tacit knowledge in some way. The tendency of modeling and rationality in the traditional dominative classroom structure has caused the indifference to the tacit knowledge and the dis- location of focus on the tacit knowledge, the tendency of standardization and homogeneity has hidden and hindered the tacit knowledge, and the technical tendency has led to the neglect of tacit knowledge, which has resulted in the factual invisibili- ty to tacit knowledge and the lack of knowledge generation value to a certain extent. In the learning-based classroom struc- ture, teachers should nurture the situation based on the vision, and highlight the concept of explicit tacit knowledge; teach- ers should build the platform for the explicit tacit knowledge based on the research power of community training; and teach- ers should ensure the explicit tacit knowledge by innovating the learning mechanism, thus revealing the tacit knowledge