教师个体间知识隐藏发生机理及多维矫正

The Mechanism and Multidimensional Correction of Knowledge Hiding among Individual Teachers

在信息化时代,知识隐藏成为教师个体间知识行为标出项。教师个体间知识隐藏发生于知识信息源检索、知识应用策略等诸多专业实践节点,背后蕴含教师个体的脸面意识,极易导致专业真相异化、浅薄自我确证与知识内卷化;其发生动因在于专业地位竞争中对"失去"的忧虑,专业领地思维"非我"与"属我"冲突,专业身份特质"圈内"与"圈外"分野,专业人际关系"我们"与"他们"对立。教师个体间知识隐藏不仅表现为技术性问题,更表现为"知识·权力·利益"互构过程,其中纠缠着"代价-收益"权衡。矫正教师个体间知识隐藏,必然意味着对其发生机理予以消解并浸入新要素。具体而言,尤其需要从尊重收益预期、注重任务卷入、重构知识组织文化、形成共同知识愿景、完善知识吸收机制等维度切入。

In the information age,knowledge hiding has become a marked phenomenon among teachers. Occurring at such nodes in scholastic practice as knowledge retrieval and knowledge application strategies,this phenomenon relates to face consciousness and tends to cause alienation of professional truth,shallow self-confirmation and knowledge involution. The causes of knowledge hiding among teachers include the concern of "losing"in competition for professional status;the conflict between"non-self"and"myself"in territorial awareness;the distinction between"insiders"and"outsiders"in identification;and the opposition between "we"and "they"in interpersonal relations. Knowledge hiding among teachers is not only a technical problem but also a process of mutual construction among knowledge,power and benefit,which is entangled with the trade-off between cost and benefit. The correction of knowledge hiding means destructing its mechanism and introducing new elements into it.To be specific,it is necessary to solve the problem from such aspects as: to fulfill benefit expectations;to emphasize task involvement;to reconstruct the culture of the knowledge organization;to form a common knowledge vision;and to improve knowledge absorption capacity.