As early as the early 1960s, MichaelPolanyi, a British scientist and philosopher, divided knowledge into tacit knowledge and explicit knowledge. Polanyi pointed out that tacit knowledge is essentially an understanding, an ability to understand, grasp and reorganize experience in order to achieve rational control over it. Japanese scholar IkujiroNonaka believes: "Tacit knowledge is highly personalized knowledge, which is not only implied in personal experience, but also involves personal beliefs, world outlook, value system and other factors. This study proves that tacit knowledge plays an important role in improving people's skills. People often ignore the value of tacit knowledge, which will play an important role in improving the teaching level of school teachers.
Second, the significance of tacit knowledge management
Teachers' tacit knowledge is the embodiment of teachers' comprehensive thinking ability, which directly affects teachers' teaching methods and then affects teaching quality. The formation of this ability is a very complicated process, which is influenced by one's living environment, life experience, study experience and work experience. It is not only a long-term accumulation process in life, study and work, but also an instant personal feeling and understanding.
As a management concept, knowledge management has gradually penetrated into the minds of school administrators. Due to the defects in the traditional management of the school, a lot of knowledge in the school is still locked in the minds of professors and teachers and sealed in libraries and laboratories. In teaching, the summary and promotion of excellent teaching experience are not enough, the tacit knowledge of key teachers themselves cannot be made explicit, and there is a lack of organizational and cultural atmosphere for knowledge sharing. In school management, we often encounter such problems:
4. Different teachers have different teaching methods in the same class, which directly affects students' interest in learning, thus affecting students' learning quality.
The above-mentioned common phenomena in school management are exactly the contents involved in tacit knowledge management. Implementing tacit knowledge management in schools is the key to solve the above problems. Because tacit knowledge is difficult to master and stored in the minds of school members, it is highly personalized and difficult to spread and share. Therefore, the most difficult goal of knowledge management is to promote organizations to share tacit knowledge more effectively. Knowledge management is not only a technology designed for new teachers, even if experienced teachers encounter new problems, they can benefit from sharing knowledge and wisdom with others. After the company implements tacit knowledge management, all employees can deal with specific problems like the best employees in the company. Schools can also let all teachers share their knowledge and experience through tacit knowledge management, so that all teachers can play their role as the best and most experienced teachers under any circumstances. The unique experience gained by each teacher in our school should be the unique resource that distinguishes our school from other schools and the foundation of our competitive advantage. Therefore, the focus of school knowledge management is the manifestation of tacit knowledge, and its purpose is to share the tacit knowledge resources of the school and make the school have the potential for sustainable development. This paper will discuss the connotation of school tacit knowledge and the development of school tacit knowledge sharing, in order to provide some enlightenment for the development and utilization of school tacit knowledge.
Third, the specific methods of tacit knowledge sharing in teaching
If the knowledge in teaching is compared to an iceberg floating on the water, then the explicit knowledge is the "top of the iceberg" and the tacit knowledge scattered in the minds of employees is the majority of the bottom of the iceberg. It is not enough for tacit knowledge sharing in schools to stay on explicit knowledge. Tacit knowledge is not easy to be imitated and acquired by competitors, which promotes the formation of the core competitiveness of the school. Therefore, it is very important to share tacit knowledge in schools.
(A) teachers' words and deeds as the research object
People are self-conscious, and when they are awake, they are aware of their psychological activities at the level of consciousness. And they may not be aware of the hidden cognitive activities at the subconscious level without prompting and insufficient sensitivity. Therefore, in order to make teachers aware of their implicit educational concept, they must be prompted to consciously take their own words and deeds and other people's activities as the research objects.
From the school level, the effective way to achieve this goal is to carry out educational action research. In action research, teachers are both actors and researchers. The object of research is one's own actions, and the purpose of research is to improve actions. In this process, inspiring and guiding them to analyze and reflect on their own situation and experience from multiple angles and levels can help teachers discover and clarify their own and others' implicit educational ideas and understand and clarify the specific operational requirements that embody new ideas. For example, organize teachers to understand the embodiment of new educational ideas in the process of education and teaching activities through joint discussion of individual cases, analyze the habitual revelation of hidden ideas in behavior, and help teachers understand how their educational behavior is restricted by hidden ideas from the height of ideas in the process of discussion and evaluation, and how to transform abstract, oral and new educational ideas into conscious educational behaviors.
(B) strongly encourage teachers to write essays on education and teaching.
Writing educational papers is actually a process of teachers' thinking and accumulation. Because teachers are in the front line of education, they consciously integrate their wisdom into their usual education and teaching, and often teach something. Recording their educational mentality in time is the accumulation of teachers' tacit knowledge. This is an important process of implicit explicit knowledge. In addition, educational essays can not only record their own mental journey, but also record their feelings and understanding in the process of communicating with other teachers, which is more convenient for tacit knowledge. Therefore, we encourage teachers to remember the gains and losses of teaching, record teaching wit, write down the accidental gains of education, and remember what they have learned. This has played a very important role in the tacit knowledge exchange and sharing of teachers' understanding.
From the perspective of individual teachers, it is beneficial for teachers to study and examine themselves by adopting narrative research methods in action research. Educational narrative research is to let teachers narrate educational events in their daily educational life, but it is not a summary of experience, but a detailed introduction to the whole process of the occurrence and solution of events, a "deep description" of some meaningful specific details and situations, and a review, analysis and evaluation of their own mental journey. This provides a platform for teachers to reflect, so that teachers can examine themselves in the process of telling educational stories, and discover their hidden educational ideas while reflecting on a specific educational event. In some experimental schools, we have seen the effect of this method: teachers tell their own problems and a lot of psychological activities in the process of solving them, and reflect on how they did it, why they did it, what problems they had, how to do it better, and so on. In fact, this has entered a process of studying oneself, the meaning hidden behind the plot has been highlighted, the ideas hidden in the subconscious have been pushed to the front of consciousness, many problems have been exposed and clarified, and teachers' new educational concepts have been clarified. Therefore, this is an effective way to change teachers' implicit education concept and optimize teachers' educational behavior.
(C) improve the sensitivity of teachers' awareness
Because teachers' implicit education concept is formed by tacit knowledge, it is difficult to detect if individuals lack self-awareness sensitivity and sensitivity to others. Detlef? 6? 1 Hanisch believes that the only way to acquire this tacit knowledge is to "closely observe the behavior of others, pay attention to what he does and the way he does things, treat himself as others, look at things from the perspective of others, and make reflective observations" (12). Teachers should improve their self-awareness and sensitivity to others. First of all, they should have the above-mentioned clear consciousness of "studying the object with their own words and actions and those of others". However, at present, many teachers still lack the consciousness of self-reflection and the good habit of carefully observing others. When they are frustrated in educational activities, they complain and blame students; When you are questioned by others, you feel that others are nitpicking and criticizing yourself, instead of reviewing your own reasons and thinking about how to do better. Without reflective consciousness, there is no sensitivity of self-consciousness. Teachers lack attention and reflection on themselves, and even less sensitive attention to others. Secondly, teachers should pay attention to themselves and be self-aware, especially their emotional reactions in the process of taking themselves as the research object. The individual's emotion is the result of the reaction of his belief system to objective stimuli, and it is also the reflection of the coincidence or conflict between external stimuli and individual beliefs and values. Therefore, some implicit beliefs and values of individuals are often reflected through their emotional state. Individual teachers openly put forward different opinions to students and reprimanded them for being furious, which exposed their implicit authoritative view of teacher-student relationship. Therefore, emotion is often a signal of implicit concept expression. Teachers should be sensitive to their emotional reactions in educational activities, and this reflection may find some silent educational knowledge and implied concepts that they were not aware of. Teachers' introspection or reflection in narrative research is a deep self-awareness. Therefore, through educational narrative research, teachers' personal self-awareness and self-awareness sensitivity can be enhanced, which may touch and reveal teachers' implicit educational concepts.
(4) Clarify the concept of implicit education through verbal expression, and sort out and criticize it.
Teachers' keen consciousness can often give them insight into the hidden ideas behind their emotions and behaviors, reflect more deeply and trace back to the source of tacit knowledge acquisition-some of their own personal experiences. However, it is not enough to stop there. Teachers need to express these ideas clearly in language in order to be completely explicit and enter the level of consciousness. On this basis, teachers should sort out and analyze their own silent education knowledge, which is propositional knowledge and which is procedural knowledge, understand what value they are pursuing, and then compare it with the new educational concept. In the system of teachers' implicit education ideas, some may conform to new ideas, some may conform to new ideas after reorganization or sublimation, and some may not. It is necessary to clean up and update, abandon outdated traditional educational concepts and methods, and learn and absorb modern educational concepts and skills. On the basis of deconstructing and clarifying their implicit educational concepts, teachers can clearly understand the whole picture of their educational concepts, and may reconstruct their own new educational concept system which embodies the spirit of the times and is full of personal characteristics. It is an effective method to encourage teachers to write their own educational stories in a narrative way and run through the above process.
It should be pointed out that teachers' understanding, analysis and criticism of their own implicit educational concepts is not a purely rational thinking process, but requires teachers' enthusiasm for educational reform, strong desire for self-insight and self-improvement, and courage to face themselves. At the same time, this is also a continuous process. Individuals have formed a lot of tacit education knowledge in their long-term life, some of which can only be touched in specific situations and can only be perceived by individuals; Moreover, implicit learning goes hand in hand with people's life. While we are constantly aware of and cleaning up the old tacit knowledge, new tacit knowledge is also being acquired. Therefore, as an educator, maintaining interest in and sensitivity to self-awareness is an important condition for effectively discovering and interpreting self, and then adjusting and upgrading self, making one's educational ideas keep pace with the times and simultaneously optimizing educational behavior.
(5) Pictures, videos and multimedia are also important tools and means to express tacit knowledge.
Some explicit tacit knowledge should be coded as much as possible. Practice has proved that through a series of scientific management procedures such as sorting out and summarizing, this part of tacit knowledge can be gradually compiled into working documents such as operation specifications, management systems, business guides and employee manuals. Maximize the visualization of tacit knowledge in schools, so as to accelerate the exchange and sharing of tacit knowledge and continuously promote the exchange and innovation of school knowledge. In addition, conditional schools can also establish a hidden knowledge base, that is, personal files of teachers' experience and skills. According to different situations, we can consider using language, characters, images, data and computer information processing tools to encode tacit knowledge. For example, the electronic discussion system can be used in online forums, so that teachers can write down their experiences and best practices and store them in a discussion database to facilitate communication and sharing. The application of expert system on Internet can accelerate the appearance of experts' tacit knowledge. With the help of software and other development tools, teachers' personal skills, experiences and know-how can be summarized, and the process of tacit knowledge exchange, sharing and innovation can be accelerated to some extent. For most of the tacit knowledge that is difficult to encode, the effective way is to establish the "missing person database" and "knowledge map" expert network system, so that teachers can quickly find those who have some tacit knowledge.
(6) Strive to create various platforms suitable for communication.
The establishment of communication platform will provide a good environment for tacit knowledge sharing. Schools should hold regular educational and teaching experience exchange meetings, teachers' expert symposiums, and conduct regular interviews and teaching reflection exchanges with outstanding teachers. Through these activities, teachers can communicate and exchange information, experience and skills related to education and teaching; In addition, schools should give full play to the role of informal groups in flexible time arrangement, active communication atmosphere and diverse communication contents, and provide conditions for irregular informal gatherings, which is also an important way to share tacit knowledge in understanding.
(seven) the establishment of a project cooperation team.
Schools can form various project teams and task teams with teachers with special knowledge and ability, so that members of these teams can fully exchange ideas, experiences and inspire each other in interactive places, realize communication and sharing, and create all kinds of new knowledge. Schools can also form teaching and research groups with some teachers with special education and teaching skills to conduct cooperative teaching action research. In the process of collaborative teaching action research, teachers will often come into contact with various teaching skills and often study various problems in education and teaching together with educational experts and scholars. In the research, members will constantly establish mutual communication and cooperation, and each researcher will get help from each participating member on a regular basis. Make them inspire each other in the research interaction, and pass on each researcher's technical tacit knowledge in the research, and finally the tacit knowledge can be spread and shared. For example, the school should select teachers with rich teaching experience, let them train new teachers through the relationship between mentor and apprentice, and imitate the experience of old teachers through close contact between mentor and apprentice. New teachers should also pay attention to observing and understanding the teaching skills of old teachers, and then personally participate in teaching activities after observing and understanding, so as to gain subjective experience and accumulation, and then improve teaching skills. This method contributes to the sharing of tacit knowledge that is difficult to show. Schools should often hold some master conferences and mentoring exchanges to build an interactive platform for new and old teachers and provide conditions for tacit knowledge sharing in skills.
Knowledge sharing is the ultimate goal of knowledge management, and tacit knowledge sharing is the focus and difficulty of knowledge sharing, so tacit knowledge management is more important. This paper discusses the specific methods of tacit knowledge sharing in schools from the perspective of improving teachers' teaching ability, so as to solve various management problems faced in school development. Through research, we believe that the effective management of tacit knowledge is the basis for schools to maintain their advantages and competitiveness, and it is also an important management method to solve various management problems faced by schools in their development. Therefore, it is imperative to strengthen the management of tacit knowledge in schools.