Research On The Present Situation Of The Explicitization Of Tacit Knowledge In High School Chemistry Textbooks

Analyzing the literal surface,the "hidden" of tacit knowledge is not easy to be detected,and it is also an integral part of the content of the textbook.In addition to "getting through" explicit knowledge,teachers should also not ignore the development and teaching of tacit knowledge.How to make the tacit knowledge in high school chemistry textbooks explicit,and how to improve the level of education through the development of tacit knowledge teaching,is still the direction of the field of chemistry education.Based on the existing research foundation of scholars on tacit knowledge,the author will make further research on the development of explicit knowledge of tacit knowledge in the 2019 edition of compulsory chemistry textbooks in the first and second volumes of high school.The article is mainly composed of five parts: First,the research on "tacit knowledge explicit" and other related literatures,sorting out the status quo,and establishing the research theme,content and ideas.Second,define the concepts related to tacit knowledge and briefly explain the theoretical basis.Thirdly,it adopts the method of text research to classify the tacit knowledge in the textbook systematically,and analyzes the functions it plays with examples.Fourth,use the survey method and interview method to investigate the status quo,and further summarize the influencing factors of the successful explicitization of tacit knowledge.Finally,teaching suggestions are put forward based on factors,and the teaching design of two topics is designed according to the proposed strategies.Through the research,it is concluded that: the components of the two current chemistry compulsory textbooks contain rich tacit knowledge and play different functions of educating people;in the current situation investigation,it is found that most teachers have the teaching ability of explicit knowledge of tacit knowledge,and they agree Its explicit value;students' hiding place for tacit knowledge is vague,and their active participation is not ideal;the factors for the successful implementation of explicit tacit knowledge are affected by the regional economic level,teachers' teaching concepts and students' cognition;In order to make knowledge better serve mankind,teachers should make changes from multiple dimensions to help make tacit knowledge explicit in textbooks,and effectively implement the concept of literacy.