| With the advent of the era of knowledge economy,the important value of knowledge as an intangible asset is recognized by more and more people,and the need for systematic knowledge management arises.Preschool teachers’ personal knowledge management ability is the ability of preschool teachers to continuously acquire,store,communicate,share,apply and innovate knowledge by using knowledge management strategies and methods.Improving preschool teachers’ personal knowledge management ability is the internal needs to achieve high-level professional development of preschool teachers.On the basis of systematically sorting out the research results related to knowledge management,based on the research site,this study takes qualitative research methods as the main body,takes an excellent preschool teacher L as the research object,and thoroughly analyzes the professional growth experience of Teacher L through interview method,observation method and object analysis method.In the form of narrative research,the problems,perplexities and solutions encountered in the formation and development of Teacher L’s knowledge management ability are presented,and the personal knowledge management improvement strategies hidden behind Teacher L’s teaching behaviors are explored,providing beneficial references for preschool teachers in different professional development stages to improve their personal knowledge management ability.Firstly,the theoretical basis of relevant achievements in the field of teacher knowledge management is systematically reviewed.Secondly,taking the key events in Teacher L’s career as nodes,the formation and development process of Teacher L’s personal knowledge management ability in the career preparation stage,the initial entry stage,the adaptation and development stage and the mature and innovative stage are presented.Then,the management strategies and development difficulties of Teacher L’s career development at different stages are analyzed from the five dimensions of knowledge management consciousness,knowledge acquisition,preservation,sharing and innovation ability.Finally,through the analysis of the formation and development process of Teacher L’s knowledge management ability,the author puts forward the thinking of the researcher.The research draws the following conclusions: To improve the knowledge management awareness of preschool teachers is the premise to promote the development of their personal knowledge management ability;Preschool teachers face different knowledge management dilemmas in different stages of professional development.It is the key to improve teachers’ knowledge management ability to clarify the key points according to the career stage.The deep combination of reflection and practice is the core to help preschool teachers realize the mutual transformation of explicit knowledge and tacit knowledge and complete knowledge innovation.The support of kindergartens is the guarantee for the sustainable development of preschool teachers’ personal knowledge management ability.Kindergartens should make efforts in building a good organizational environment,motivating teachers’ management enthusiasm and satisfying teachers’ high-end research and training. |
