基于显性与隐性知识特征的烹饪专业课程改革思考

On Course Reform for Cuisine Students Based on Explicit and Tacit Knowledge

文章从显性知识和隐性知识的内涵及特征分析入手,阐述手工食品、工业食品、现代快餐食品以及传统快餐食品所属的知识类型。按照烹饪专业课程的知识类型,在理念层面,以课程内容选择和序化为重点课程开发,将学科类即显性知识课程按"学科体系"并行排序,将过程类即隐性知识的主干课按"行动体系"串行排序,将以技能集成的显性理论知识融入"串行排序"中。在实施层面,其软环境是:以学生作为学习活动的中心,自我构建学习过程,在行动中掌握烹饪知识与技能;教师则作为组织者和协调者。其硬环境是:建设集理论教学、示范演示、学生操作、小组讨论"四位一体"的教学场所。最后,从教育行政部门、行业协(学)会及学校三个维度提出课程改革推进对策。

This paper starts with exploration of the definition and features of explicit and tacit knowledge before analyzing the categorization of hand-made food,industrialized food,modern fast food and traditional fast food in terms of knowledge types. Based on the analysis,course development focuses on contents selection and sequencing,that is,explicit knowledge,or disciplinary courses are put together in parallel forms based on their disciplines,tacit knowledge,or procedural courses,are arranged in serial order,and explicit theoretical knowledge combining different skills is integrated into serial ordering. On implementation level,it requires,in intangible aspect,that students be placed at the center of learning activities in order to construct their own learning process and learn cuisine knowledge and skills in action,and that teachers serve as organizers and coordinators.In tangible respect,a teaching site is built that combines theoretical teaching,demonstration,students＇ practice and group discussion. The paper concludes with course reform promotion strategies from the perspectives of education authorities,industrial associations and schools.