默会知识视角下高职院校课程内容开发困境及破解路径

The Dilemma and Solutions of Curriculum Content Development in Higher Vocational Colleges from the Perspective of Tacit Knowledge

高职院校课程内容开发实质是对高职教育知识的开发,遵循技能人才成长规律,应着眼于知识的系统性、深入性和及时性,开发蕴含在工作场所中的默会知识是关键。默会知识是技术知识的重要子集,通常难以用语言、文字和符号表达,但通过一定的手段和方法可以使其部分或全部显现,并反映在课程内容上。基于默会知识视角,根据默会知识转化模型的构成要素,即知识要素、人的要素和环境要素三个方面分析认为,高职院校课程内容开发面临默会知识本身难以显现、开发主体的积极性和能力不足、开发环境的适应性不强等困境,并据此提出进入工作现场开发默会知识、加强对开发主体的选拔和培训、建立“能力本位”课程观和评价机制等破解路径。

The essence of curriculum content development in higher vocational colleges is the development of higher vocational education knowledge.It follows the law of growth of skilled talents and should focus on the systematic,in-depth and timely knowledge.The key is to develop the tacit knowledge embedded in the workplace.Tacit knowledge is an important subset of technical knowledge that is usually difficult to express in words,texts and symbols,but which can be manifested through certain means and methods and reflected in the curriculum content.Based on the perspective of tacit knowledge,and according to the analysis of the constituent elements of the tacit knowledge transformation model,namely,the knowledge element,the human element and the environment element,it is believed that the curriculum content development in higher vocational colleges faces the dilemma that tacit knowledge is hardly to be revealed,the enthusiasm and ability of the development subject are insufficient,and the development environment is not adaptable.Accordingly,to break the confinement,we propose the paths of developing tacit knowledge in the workplace,strengthening the selection and training of development subjects,and establishing a competence-based curriculum view and evaluation mechanism.