摘要
缄默知识理论的基本观点是:我们所认识的多于我们所能告诉的,知识创造的关键在于缄默知识的动员和转换,没有植根于缄默知识的明言知识是苍白无力的.该理论对当前数学教学改革的启示:缄默地获得数感、符号感、空间观念、统计观念、推理能力、应用意识;在对话的情景中展现师生的缄默知识和本真的思想;重视缄默知识在数学问题提出和解决中的作用;通过内隐学习和明言知识的融会贯通获得缄默的数学知识;追求教学变革的高境界———“行不言之教”.
The viewpoint of tacit knowledge theory is what we know more than we can tell, the key to knowledge creation lies in the mobilization and conversion of tacit knowledge. Explicit knowledge is lacking in vitality without taking root at tacit knowledge. Its implication to the reform of present mathematical instruction is that tacitly obtaining number sense, symbol sense, space concept, statistics concept, reasoning ability, application consciousness; opening out tacit knowledge and original thought of the teacher and the students in the conversational context; attaching importance to the role of tacit knowledge in the putting forward and solving a problem; obtaining tacit mathematical knowledge through implicit learning and digesting explicit knowledge; pursuing the high realm of teaching reform—carrying on wordless teaching.
出处
《徐州师范大学学报（自然科学版）》
CAS
2005年第1期75-78,共4页
Journal of Xuzhou Normal University(Natural Science Edition)
基金
全国教育科学十五规划重点课题(HEA030431)
