A Study On Teachers' Knowledge Management In Middle School

In the information era,only possessing knowledge cannot satisfy the needs of teaching practice at all;the middle school teachers are confronted with a newly arisen puzzlement—puzzlement of knowledge.Puzzlement of knowledge is about a series of matters on knowledge management,such as knowledge arrangement and storage,mutual transformation between explicit knowledge and tacit knowledge,knowledge utilization and innovation and so on.The middle school teachers' knowledge is the basis of decision—making and development in the teaching activity.The improvement of educational quality depends on outstanding knowledge attainments of the teacher,so to promote teachers' knowledge system construction is the etemal subject for advancing teacher professional development.The middle school teachers accumulate,enrich and construct their personal practice knowledge which reflects practice wisdom through their teaching experience.Teachers' personal practice knowledge is extremely tacit,situational,lacking of intrinsic logic and system,and it is difficult to transmit precisely to other teachers,however,it can be experienced and shared together with other teachers by managing this kind of piece—like knowledge.Teachers' personal knowledge therefore can unceasingly affects other teachers,perhaps has been internalized,applied,processed, and innovated,thus enriching individual teacher and his organized knowledge structure.The application,sharing,transforming and innovation of knowledge are accurately the core value of knowledge management.The teachers' knowledge structure will consummate,teaching efficiency will be enhanced in the process of promoting teachers' professional development,if strategies of ordinary knowledge management are supervised in the acquisition,storage,transformation,sharing and utilizing process of teacher knowledge,thus enabling teachers to have the opportunity to transform the individual explicit knowledge and tacit practical knowledge to the systematic, mutually inherited and preserved material,urging teachers to acquire knowledge unceasingly to achieve the innovation of teacher knowledge.The middle school teachers' professional development styles and approaches are diverse,so does the effects.To analysis the typical case in the teachers' routine duties on the different development stages,especially case of the outstanding teacher's life history,narrative study of educational events in the practical teaching,and teaching case study in middle school teachers' instructional practice, this dissertation reveal the important intention of teachers' knowledge management in the process of professional teacher growth.The author considers the teacher knowledge management is one of the effect approaches to realize the professional development.Based on the knowlwdge management theory,the researcher brings to light the matters and problems in middle school teachers' knowledge management by questionnaire and interview,and analysis the reasons in many ways.On the basis of the realistical study,the author inquire into the theoretical and practical matters of connotation, objective,content,structure,process,method and conditional guarantee and so on,probe into the middle school teacher how to realize the sustainable and manipulate the strategies and methods of teachers' professional development through the efficient knowledge management.The dissertation is divided into seven chapters.The Introduction elaborates research reasons,present situation of teachers' knowledge and teachers' knowledge management research both home and abroad,research direction,research methodology and significance.The first chapter is named the Connotation of the Middle School Teachers' Knowledge Management.This chapter sum up the implications,component parts,characteristics and basic questions of the middle school teachers' knowledge,and probe into the meaning,content,goal, structure of the teachers' knowledge management in middle school.The second chapter is named the Status Quo Investigation of Teachers' Knowledge Management in Middle School.This chapter discovers through literature analysis,interview and questionnaire survey that in present middle school,there are the following problems existing in teachers' knowledge management:Firstly,teachers' career identity is low and the desire of their profession development is not strong,so teachers are not able to absorb knowledge on their own initiative in teaching life;Secondly,teachers mostly favor utility reading,which is manifested in the acquiring of experience knowledge,such as skill and technique;Thirdly,teachers cannot manage appropriately and consciously their personal knowledge,the scattered piece -knowledge results in incapable extract of teachers' knowledge;Fourthly,the wish for knowledge share and exchange is not strong between teachers;Fifthly,teachers lack the ability to reflect on education,to transform knowledge into innovation,and the realization of self—surmounting is difficult,and so on.This chapter also probes into the possible reasons which may lead to the produce of these problems.The third chapter named the Subjective Condition of Teachers' Knowledge Management in Middle School.The chapter makes it clear that the efficacious subjective condition of teachers' knowledge management:the lofty education ideal and belief,sustainable professional development aspiration,strong teaching reflection ability,instructional research consciousness and capacity, management ability to obtain the massive practical knowledge in teaching practice.The fourth chapter named the Process of Teachers' Knowledge Management in Middle School.This chapter considers the most important task of teachers' knowledge management is to manage teachers' explicit knowledge and enable to make it in order by constructing teaching knowledge map,establishing teaching knowledge repository and so on.At the same time,to process and transform explicit knowledge vigorously,which can turn the external knowledge into one's own internal knowledge,may facilitate teachers to extract the knowledge they need.However,the core of middle school teachers' knowledge management is to spur teachers to transform their tacit knowledge into explicit knowledge,realizing teachers' knowledge transformation and innovation. Teachers reflect immediately on their teaching activities,paying attention to their teaching ideas which have been concealed in the behaviors or experiences,naming explicitly the information which only manifests in behavioral operations or practical experiences with metaphor,analogy,hypothesis, induction,etc.,and abstracting sequences of action as conception description or induction in words. All of these make possible both the teaching behavior explanation and tacit teaching idea exchanging.The fifth chapter named the Technology Methods and Approach of Teachers' Knowledge Management in Middle School.It elaborates the main approaches of teachers' knowledge management are teacher personal life study,narrative study and case study.As technology supporting,teachers' personal knowledge management tool can put into effect successfully. Teachers' personal life study could raise the teachers' knowledge management level through the inspection and reflection of knowledge management ways on the personal growth process.To narrative research on teaching events,the ideas,opinions,feelings which have been bided in teachers' heart can be dug up,teachers' tacit knowledge can be activated and exhibited,many subconscious problems can be revealed and clarified,and therefore,teacher's new teaching idea might be reconstructed,teachers' knowledge might be enriched and perfected.Case Research,which is an important carrier of teachers' tacit knowledge,is advantageous for summary,induction,extract and transform of teachers' teaching experience,thus enable to turn teachers' tacit knowledge into explicit one.The sixth chapter named the Strategies of Teachers' Knowledge Management in Middle School.It takes theories of enterprise knowledge management on the base and teachers' knowledge management by other researchers as reference,aiming at present middle school teachers' knowledge management reality,put forward the efficient strategies of teachers' knowledge management: accurate locate the aims of teachers' knowledge management;optimize the school organization environment of teachers' knowledge management;construct cooperative knowledge management culture of middle school teacher;reform and innovate the technology methods of school knowledge management;strengthen the knowledge management of school;and consummate the links of teachers' knowledge management.