A Study On High School English Teacher's Tacit Knowledge In The New Curriculum Reform

High English teachers are the key of the high school English curriculum reform. Internationally, researchers pay more attention to the study of teacher's knowledge including teacher's tacit knowledge. Currently in the implementation of the new curriculum reform, there are lots of studies on high school English teachers, but there are few studies on their tacit knowledge. In fact, teacher's tacit knowledge has more influence in improving the quality of teacher's teaching than teacher's explicit knowledge. So it's very important to study the tacit knowledge of high school English teachers in the new curriculum reform.Study on domestic and oversea literatures of tacit knowledge shows that there is not a comparatively unified conclusion about teacher's tacit knowledge, so the author tries to use related research achievements for reference to clarify the concept, characteristics, and classification of teacher's tacit knowledge and redefine the concept of teacher's tacit knowledge discussed in this thesis which embodies teacher's educational belief, self-knowledge, interpersonal knowledge, scenario knowledge, strategic knowledge and critical reflection knowledge.The author conducts a sample investigation of English teachers from two high schools in Taizhou city and finds the following results: Teacher's tacit knowledge abounds and increases by teachers'practice; there are many ways to accumulate teacher's tacit knowledge. Generally, in concrete contents, high school English teachers neglect the theory of teacher's tacit knowledge; teachers'educational belief is in contradiction; self-knowledge is commonly unsubstantial; interpersonal knowledge is comparatively rich; scenario knowledge and strategic knowledge are casual and scattered; teachers aware the importance of critical reflection but the content and depth of critical reflection should be improved. Then the author analyzes the causes of the investigation results from the characteristics of teachers'tacit knowledge, teachers'factors and other objective factors. On the basis, according to the SECI model (The tacit knowledge and explicit knowledge are not completely independent. They interact and mutually transform to create and broadcast people's knowledge.), the author raises corresponding strategies from the internalization (transformation from explicit knowledge to tacit knowledge), socialization (transformation from tacit knowledge to tacit knowledge) and externalization (transformation from tacit knowledge to...