On The Chinese Teaching From The Perspective Of The Tacit Knowledge

In the traditional chinese classroom, the teacher usually regardexplicit knowledge as the only contents of Chinese teaching, so tacitknowledge is neglected.Particularly student's tacit knowledge don't getreasonable exploitation, thus,the teaching quatity of chinese classroom isinspaired. The process of chinese teaching is the process of the student'scontinuous practice .of hearing, speaking, reading and writing and theprocess that student is intoxitated in the language practice.At the sametime,the process is the process that tacit knowledge continuallyaccumulated and externalizated .Based on "tacit knowledge" and "thereformation of Chinese teachering" the text try to demonstrate the internalrelation between "tacit knowledge" and "Chinese teaching reformation ",rebuild the idea about Chinese knowledge, point out the appearance of theidea about Chinese tacit knowledge in "new curriculum standard ",elaborate that Chinese tacit knowledge is very important to improve thequatity of Chinese teaching and to ensure the success of Chinese teachingreformation. The thesis is totally divided into four parts:The first part: The theory of tacit knowledge under the Chinesefield.The personal total knowledge system is made up of explicitknowledge and tacit knowledge.As for the explicit knowledge, the tacitknowledge can become a basic assistance and even have a leadfunction. On the contrary, the tacit knowledge sometimes have barfunction. Moreover the tacit knowledge can convert each other with theexplicit knowledge.The second part: The tacit knowledge and distinguishing feature ofChinese subject.The intrinsic quality of Chinese teaching and the characteristic of Chinese subject decide the importance of the Chinesetacit knowledge in the Chinese teaching.The third part: The theory of tacit knowledge and Chinese teachingreform.In the traditional Chinese teaching,the research about tacitknowledge is nearly an blank. "New curriculum standard" show theChinese tacit knowledge. Establish the scientific system of the Chineseknowledge.At present,the theory of the Chinese subject have the newchanges.Advance the beneficial explore to the ways of Chinese study.The fourth part: The fulfillment of practical strategy about theChinese teaching information from the view of the tacit knowledge.TheChinese teachers should rebuild the knowledge concept and reform theways of Chinese teaching. Focus on shtudents' practice and emotion, sourge students' tacit knowledge to convert into explicit knowledge.TheChinese evaluation should outstand entirety and systematization.Should attach importance to explicit target but can't neglet potentialtarget.