The Mining Of Senior High School Geography Teachers’ Teaching Tacit Knowledge

Because of the complexity of teaching object, diversity of teaching situation, the work of teachers is a dynamic process, which determines the teacher only has a wealth of knowledge and experience, to be competent in this post. With the rapid progress of the new round of basic education curriculum reform, research on teachers’ knowledge of the field of education also became the focus of attention. Pedagogy, psychology, the curriculum and teaching theory, curriculum standards, textbooks, etc., as explicit knowledge occup y an important position in the structure of the basic knowledge of teachers, but how important role they can play depends entirely o n the amount of teachers’ tacit knowledge.There are many provisions for teachers’ knowledge from the aspects of external, such as what teachers should know, what ability teachers should have, how teachers should express their knowledge and so on,but a little comprehension for teachers’ knowledge from the aspects of internal, such as what teachers actually know, what makes teachers get ability to complete the task, how teachers express their knowledge, etc. Teachers acquired knowledge not only by receiving the theoretical study, but more by generative learning and construction in practice. This paper focuses on understanding and paying attention to teachers’ inner knowledge- the tacit knowledge, by observing a teacher’s teaching behavior, find out teaching implicit knowledge from it; by combing the process of teacher modifying teaching content repeatedly, present the course of mining knowledge which can guide teachers’ teaching practice authentically, analyze the main contents and mining way of teaching tacit knowledge from two aspects of teacher’s understanding and cognition process.Because of the practicality and situationality of the teachers’ tacit knowledge, this article put the research scope down to the high school geography teachers’ teaching tacit knowledge, to discuss the mining of high school geography teachers’ teaching tacit knowledge from the following six parts. The first part explains the research significa nce and research method of this paper- through literature analysis and case analysis seek practical guidance for geography teachers’ professional development. The second part presents the theoretical basis of this paper- contemporary multivariate knowledge concept, teachers’ professional development theory, constructivism theory and the theory of ill- structured problems, from the Angle of philosophy and education psychology, expounds the necessity of the existence and development of teachers’ tacit knowledge, and to seek a way out for the mining method. Based on above analysis, in the third part, the concept, classification and characteristics of high school geography teachers’ teaching tacit knowledge are defined. And in the fourth part, the main content and mining way of the high school geography teachers’ teaching tacit knowledge are proposed. The fifth part through the case analysis, which combine the above research contents and the teaching practice, showed the practicability of this study. Finally, a summary is given, and the deficits of the dissertation are also pointed out.