The Research On Middle School Chemistry Teaching From The Perspective Of The Concept Of Tacit Knowledge

Knowledge concept refers to the meaning of knowledge, the types of knowledge, the structure of knowledge, the value of knowledge, etc. Teachers must transfer knowledge, so knowledge concept will inevitably affect the education. Teaching concept and learning concept depend on knowledge concept. It is difficult to clearly describe and transfer tacit knowledge, but tacit knowledge really exists. Tacit knowledge inadvertently affect people’s attitudes and behaviors. There are still some problems in middle school chemistry teaching under the guidance of modern knowledge concept. For example, teachers’ behaviors are markedly inconsistent of their teaching ideas. So from the perspective of knowledge concept, we have to use the concept of tacit knowledge to guide our middle school chemistry teaching. The author analyzes the current research situation of tacit knowledge. Based on the previous research results, the author overviews the definition and characteristics of tacit knowledge, analyses the relationship between tacit knowledge and explicit knowledge and illustrates the accumulation theories of tacit knowledge. The research concludes the middle school chemistry teaching features under the guidance of modern knowledge concept. Under the guidance of tacit knowledge concept, chemistry teachers should update their teaching ideas, change teaching strategies, enrich teaching environment, review teaching objectives and use teaching evaluation. Chemistry teachers should analyses students’ tacit knowledge, make students’ tacit knowledge explicit and enrich students’tacit knowledge. By doing so, chemistry teachers can make the relationship of teachers and students closer, make the students understand teaching content better, make them love chemistry and make them become more clever.