On The Application Of Tacit Knowledge In Junior Middle School History Teaching

Tacit knowledge in the history of junior high school teaching in a wide range of existence,especially in junior high school history teaching materials will be explicit knowledge and tacit knowledge interaction,which makes junior high school history teaching work colorful.However,in the actual teaching work,part of the history of teachers there is "preparation lesson is only prepared materials,school is just teaching history" thinking,ignoring the knowledge of teaching materials and students,so that the history of teaching difficult to lift the interest of students.Through six months of junior high school teaching practice,it is confirmed that the research of tacit knowledge is not only an important way for history teachers to change the status of historical marginalization,but also to strengthen the students 'historical identity,improve the problem of problem solving,solve the problem ability,train students' correct world outlook,The only way to view and values.This article mainly from five parts in-depth demonstration of the research related issues,the main ideas are as follows:The first part is the preface,mainly on the reason and significance of the topic,domestic and foreign research summary.The second part explains the theory of tacit knowledge teaching.The third part mainly analyzes the types and characteristics of tacit knowledge in teaching materials.On the basis of teacher interview,the fourth part analyzes the present situation of tacit knowledge teaching in junior middle school history teaching material,and analyzes the transformation of tacit knowledge of history teacher.The fifth part is a simple analysis of the important significance of tacit knowledge in junior middle school history teachingThe sixth part is the conclusion,mainly in the history of junior middle school tacit knowledge to sum up and summarize,and the content of this article to criticize and correct.This article mainly aims at studying the problems in the history teaching work for six months.In particular,it is found that the teachers' understanding of the lesson in the teaching and research activities is only to sort out the basic knowledge in the teaching materials,how to impart knowledge to the students,Historical events and historical figures,but less understanding of tacit knowledge,and can not understand its role in education and teaching work.In this paper,through the analysis and teacher interviews of the seventh grade historical materials,it is found that junior middle school teachers need to change their concepts,pay attention to the hidden knowledge of teaching materials and the students' cognitive level and physical and mental development characteristics,and carry out education and teaching work on this basis.Also has a certain application value.