【作者】 郭浪；

【导师】 程大琥；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 在传统的语文课堂教学中，教育者通常把显性知识作为语文教学的唯一内容，没有注意到缄默知识的存在。尤其是学生的缄默知识没有得到合理利用，从而影响了语文课堂教学的质量。语文教学的过程是学生听说读写不断实践的过程，是学生在语文实践中受到熏陶感染的过程；同时，也是缄默知识不断积累、不断显性化的过程。本文主要从“缄默知识”和“语文教学改革”这两方面着手，试图论证“缄默知识”与“语文教学改革”之间的内在密切关系，重构对语文知识的认识，指出语文“新课标”中语文缄默知识理念的隐现，阐述重视语文缄默知识对提高语文教学质量，保证语文教学改革成功的重要性。论文共分为四个部分：第一部分：语文视野下的缄默知识观。外显知识和缄默知识共同构成个体完整的知识体系。缄默知识可以对显性知识起到基础辅助的甚至导向的作用，也可以起到阻碍的作用。并且，缄默知识和显性知识在一定条件下可以互相转化。第二部分：缄默知识与语文学科独特性。语文教学的本质和语文学科的特征决定了语文缄默知识在语文教学中的重要性。第三部分：缄默知识与语文教学改革。在传统的语文教学中，缄默知识的研究几乎是一个空白。“新课标”中彰显了语文缄默知识。目前，语文学科教学理念有了新的变革。新课改倡导新的学习方式。第四部分：从缄默知识的角度贯彻语文教学改革的实践策略。语文教师应当重构知识的概念，改革语文教学方式。重视学生的语文实践和体验、重视学生的缄默教育，促使学生缄默知识显性化。语文评价要突出整体性和综合性，既要重视显性目标，又不能忽视隐性目标。更多还原

【Abstract】 In the traditional chinese classroom, the teacher usually regardexplicit knowledge as the only contents of Chinese teaching, so tacitknowledge is neglected.Particularly student’s tacit knowledge don’t getreasonable exploitation, thus,the teaching quatity of chinese classroom isinspaired. The process of chinese teaching is the process of the student’scontinuous practice .of hearing, speaking, reading and writing and theprocess that student is intoxitated in the language practice.At the sametime,the process is the process that tacit knowledge continuallyaccumulated and externalizated .Based on "tacit knowledge" and "thereformation of Chinese teachering" the text try to demonstrate the internalrelation between "tacit knowledge" and "Chinese teaching reformation ",rebuild the idea about Chinese knowledge, point out the appearance of theidea about Chinese tacit knowledge in "new curriculum standard ",elaborate that Chinese tacit knowledge is very important to improve thequatity of Chinese teaching and to ensure the success of Chinese teachingreformation. The thesis is totally divided into four parts:The first part: The theory of tacit knowledge under the Chinesefield.The personal total knowledge system is made up of explicitknowledge and tacit knowledge.As for the explicit knowledge, the tacitknowledge can become a basic assistance and even have a leadfunction. On the contrary, the tacit knowledge sometimes have barfunction. Moreover the tacit knowledge can convert each other with theexplicit knowledge.The second part: The tacit knowledge and distinguishing feature ofChinese subject.The intrinsic quality of Chinese teaching and the characteristic of Chinese subject decide the importance of the Chinesetacit knowledge in the Chinese teaching.The third part: The theory of tacit knowledge and Chinese teachingreform.In the traditional Chinese teaching,the research about tacitknowledge is nearly an blank. "New curriculum standard" show theChinese tacit knowledge. Establish the scientific system of the Chineseknowledge.At present,the theory of the Chinese subject have the newchanges.Advance the beneficial explore to the ways of Chinese study.The fourth part: The fulfillment of practical strategy about theChinese teaching information from the view of the tacit knowledge.TheChinese teachers should rebuild the knowledge concept and reform theways of Chinese teaching. Focus on shtudents’ practice and emotion, sourge students’ tacit knowledge to convert into explicit knowledge.TheChinese evaluation should outstand entirety and systematization.Should attach importance to explicit target but can’t neglet potentialtarget.更多还原