挖掘和分析“隐性知识”的方法及原则

挖掘和分析“隐性知识”的方法及原则文祖华一所谓“隐性知识”，是指在课本文字和试题材料中没有直接表述出来的，而实际上又隐蔽在其中的那种知识内容和知识联系。我认为在高中历史教学中应重视挖掘和分析这种“隐性知识”，其根据有二：第一，挖掘和分析“隐性知识”，...

日本与西方知识观管理观之比较

与西方人对知识的看法相比 ,日本人有其独到的见解。在“显性知识”和“隐性知识”之间 ,日本人更注重后者 ,认为知识不仅包括“技术”的一面 ,还包含如信念、悟性、理想、价值、情感和心理因素等认知范畴。正因如此 ,日本人在组织管理上 ,更强调意会知识 (即直觉、经验、想象等 )的挖掘 ,强调上层和中层管理人员与一线员工的协作与沟通 ,并特别突出中层管理人员的作用。

创造性思维能力的培养必须加强对教材的科学分析

基础教育必须实施素质教育，素质教育的核心是培养学生的创新精神和创造能力。历史学科创造教育的关键是培养学生的创造性思维能力。而知识与创造性思维是不可分割的，任何知识既是过去创造性思维的结晶，又是未来创造性思维的基础与出发点。因此，发展创造性思维是受原有知识质与量的制约的，知识越丰富，便越有利于思维的开拓。笔者认为，要在创造教育中纵横驰骋，游刃有余，则必须加强对教材的科学分析。本文拟从三个方面，谈谈如何培养学生的创造性思维能力。

高中地理课本(上册)插图中的隐性知识

高中地理课本（上册）插图中，除大量“显性知识”之外，还有许多隐含于图中的“隐性知识”，并与“显性知识”之间有一定的内在关联。如果不能将它充分挖掘出来，就难以实现教材知识的升华。现将高中地理上册部分插图中的“隐性知识”列举出来，以供教师们参考。［九月的...

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美国经济解连环 《财经》2004年4月上 与传奇般的“中国故事”相比,“美国经济复苏”是当前全球经济中最为令人激动的主题。然而,复苏之旅未必是一片坦途。“复苏”不是美国经济当前惟一的主题词。复苏,仍将复苏;赤字,还是赤字;下跌,继续下跌——三种主题词分别对应着美国和全球经济、美国财政和贸易账户。

A Knowledge Management Framework of the Information Technology-Based Approach for Improving Occupational Safety Training of Young Workers

This paper aims to develop a novel knowledge management framework for improving the system of pro-safety attitudes among young worker population in Poland. This is done through an efficient use of existing sources of explicit and tacit knowledge in the field of vocational occupational safety and health （OSH） training. This project identifies three specific research steps for the development of the knowledge management framework of the information technology-based approach for improving occupational safety training of young workers, including： （1） the development of the conceptual model of the flow of explicit knowledge of OSH; （2） evaluation of the effectiveness of formal and explicit knowledge sources for OSH and training methods using these sources in the context of attitudes towards health and safety at work; and （3） verification of the proposed model of vocational training with the use of combined explicit and hidden knowledge. The proposed framework includes consideration of the effectiveness of the formal and informal sources of safety knowledge. A mapping from the formal sources of explicit knowledge about the occupational safety to expected attitudes （hidden knowledge） towards OSH outcomes, including emotional, cognitive, and behavioral aspects has been used. The above framework should help to improve the system of vocational training for young workers in Poland.

Empathic Design： Understanding User Experience Through Schema Changes and Innovative Design

As administration ofblogs is one of the most popular activities on the Internet currently, topics related to blogs have also become a favorite subject in daily life. Questions like what ways can be used to show end-users＇ or designers＇ internal knowledge to find out their needs, what methods can be applied to analysis of the process, etc., have not been answered yet. Therefore, how to analyze the tacit knowledge and grasp the true demand of users is one of the major issues to be solved in empathic design. The purpose of this research is to examine the difference of whether the ＂comparison table of schema changes for users at three points of time＂ was taken into consideration or not in an empathic design brainstorming meeting. The tests consist of the experimental group and the control group. The former did not refer to the comparison table; however, the latter used it for discussion. The result indicates this comparison table helped the control group significantly in presenting an ultimate blog design of innovative ideas

Experienced College Instructors＇ Personal Epistemology in Teaching Social Studies and Their Perception of Using Technology

Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ which lies behind a person＇s action or behavior. The knowledge of teaching demonstrated in the classroom can be referred to as tacit knowledge or theory-in-use which is often the theory behind the practice of experienced teachers. Freema Elbaz （1983） points out that the ＂experience＂ is referred to as ＂practical knowledge＂, which ＂provides the basis for a conceptualization which sees the teacher as possessing valuable resources＂ （6） and allows teachers to explicitly indicate and tacitly demonstrate their experience in teaching. The purpose of the study is to investigate how experienced college instructors apply their good teaching qualities to teaching social studies. The participants are three experienced college instructors teaching social studies. A concept map and a final reflection are used to elicit experienced instructors＇ personal epistemology in teaching social studies and their perception of technology use in the classroom. Each participant was asked to generate nine good teaching qualities and draw their concept map based on the nine qualities. Their concept maps reflected their theory-in-use and showed the relationship among their teaching qualities by displaying them together in a graphic form and how each teaching quality is connected to another. Participants＇ technology use was also explored to get their perception of the role of technology and their actual use of it in teaching. Then they were asked to validate their concept map data and reflect on their classroom teaching and use of technology. The findings show the three instructors taught under different schema and decided what their means and ends should be and how technology can help facilitate teaching and learning. However, most of them seemed to treat the content （e.g., democracy education） as their ends and thus used pedagogy （e.g., technology） as the means to reach the ends. Their technology use also reflected their perception of technology in teaching and revealed their limited understanding of technology integration, which leads to potential problems.

The Role of Storytelling in Personal Knowledge Convey

The relative difficulty of capturing and conveying knowledge is determined on the diversity of knowledge types. It is necessary to interpret the consciously capturing process of the knowledge that is formed unconsciously. Storytelling is important in the capturing and conveying of tacit knowledge. Culture, structure, system, and the knowledge holders within the organization also affect the transfer of personal knowledge. The company M, has successfully created knowledge based on transfer of personal knowledge by leveraging the organization mechanism ＂The board of advisors＂. In order to elucidate the process, the author analyzed the recordings of the passing on contents using the protocol analysis.

Protocol Based Approach for Tacit to Explicit Knowledge Conversion

In the knowledge management domain, the conversion of tacit knowledge to explicit knowledge is critical because it is a prerequisite to the knowledge amplification process wherein knowledge becomes part of an organization＇s knowledge network. Although codified knowledge and its capture is commonplace, tacit knowledge has up until recent years proved elusive in its inclusion within the organization＇s knowledge base. In this paper, the conversion process has been dealt with the help of protocols. It is learned that while structure may significantly improve the tacit to explicit conversion process, it also may matter how the structure is employed. It is anticipated that eventual successful modeling of such knowledge will ultimately be undertaken in several organizations with a view to improving information capture and transference.

Research on the Relationship of Grammar and English Learning

The grammar is an important part of English learning, but grammar learning has been a controversial topic in English learning profession, gone the process from worship to abandonment and then to a rational understanding. Firstly, this paper makes a brief introduction of the process, then introduces and discusses the significance, including sentence production, function of adjustment, fossilization solution, focusing on grammar phenomenon and grasping the components of language. Then, this paper presents two types of grammar, namely, tacit knowledge and explicit knowledge. Last, four approaches to obtain grammar ability are proposed.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）