[Paper Keywords] teacher professional development knowledge management
First, the connotation of teacher knowledge management
From 65438 to 0997, H. Davenport, a professor at Boston University in the United States, published the book "Operational Knowledge", which made "knowledge management" officially enter the historical stage and aroused strong repercussions in academic circles. Simply put, knowledge management refers to the management of knowledge resources by enterprises or organizations, including the process of knowledge acquisition, storage, sharing, application and innovation. Knowledge management is a very complicated process, its purpose is not to manage for knowledge, but to improve the productivity of organization members, improve the adaptability and response speed of the organization, and thus enhance the efficiency and competitiveness of the organization. Specifically, teachers' knowledge management refers to the process in which teachers acquire, store, share, apply and innovate knowledge. This process needs to use certain techniques, methods and means, aiming at improving teachers' professional quality and teaching efficiency, thus improving the overall competitiveness of the school. Teacher knowledge management includes two levels: organizational level and individual level. The former is mainly the management of school administrators, while the latter is the teachers themselves. Generally speaking, teachers' knowledge management involves four elements:
The first is "knowledge". Knowledge is the original element of teachers' knowledge management. Teachers' knowledge includes explicit knowledge and tacit knowledge. Explicit knowledge can be expressed by words and symbols. Tacit knowledge is implicit in the process of teachers' education and teaching, and it is difficult to express it in words. The object of teachers' knowledge management is teachers' knowledge as the most important resource. Through learning and applying knowledge, sharing and spreading, communication and innovation, the level of education and teaching can be improved and the sustainable development of vocational ability can be promoted.
The second is "knowledge workers". Knowledge workers refer to teachers themselves, who carry available knowledge and are active subjects in teachers' knowledge management. Because teachers are the carrier of knowledge and the subject of knowledge acquisition, application and innovation, teachers' knowledge management actually involves the management of "people" who have knowledge. In other words, teachers' knowledge management has the content of "managing people" and embodies the management thought of "people-oriented".
The third is "knowledge facilities". Knowledge facilities refer to all kinds of technologies and equipment needed to implement teachers' knowledge management, and are the essential elements of teachers' knowledge management. Knowledge management is inseparable from the use of various technical means and the support of equipment. Traditional teacher knowledge management is mainly realized by manual and paper forms. Under the background of highly developed information technology, computer technology and various application software have become effective ways for teachers' knowledge management.
The fourth is "knowledge activities". Knowledge activity refers to teachers' practical activities of acquiring, organizing, communicating and innovating knowledge, and is the practical element of teachers' knowledge management. "Management" itself is an activity process of the subject, and it is a process in which the subject organizes and coordinates the object to make it standardized, orderly and well developed. Teacher knowledge management is an activity to manage all teachers' knowledge or teachers' own knowledge in schools, which involves the process of knowledge acquisition, storage, sharing and application.
Second, the organizational level of teacher knowledge management
Teacher knowledge management at the organizational level refers to the activities of managers to manage the knowledge of school teachers. There are many teachers in the school, and the professional composition is different. If teachers' knowledge can be managed systematically and orderly, it can improve the efficiency of knowledge use and reduce the waste and loss of knowledge resources, which is of great benefit to the professional growth and development of the whole teacher group. Based on the above four elements, the following methods can be used to manage teachers' knowledge.
(A) the establishment of teachers' knowledge management network platform
Contemporary information technology can provide advanced technical support for teachers' knowledge management, greatly improve the efficiency of teachers' knowledge management, make knowledge sharing and exchange more convenient, and enable teachers to obtain new information and experience in time. With the support of computer network, schools should establish their own campus network and use corresponding knowledge management software to form a complete network system including knowledge collection, knowledge classification, knowledge retrieval and knowledge exchange, so as to meet the needs of teachers' online learning anytime and anywhere and frank and direct communication with each other. On the one hand, teachers can access the knowledge resources of other teachers in the school through the campus network, and even browse the knowledge resources of brother colleges to obtain the knowledge information they need. On the other hand, through online communication and mutual cooperation, teachers can discuss the problems encountered in the teaching process with their peers in time and seek solutions together; You can also share your teaching experience and feelings with others to help other teachers grow up. "
(B) the construction of teachers' knowledge base, forming a knowledge map
It is generally believed that teachers' professional development includes the overall improvement and development of teachers' educational concepts, professional attitudes, subject knowledge, educational knowledge and teaching skills, rather than the growth of single academic knowledge. Therefore, teachers' knowledge base should be a systematic knowledge base covering the above aspects. This knowledge base can be teacher-oriented, each teacher is a sub-library, and different types of knowledge sub-libraries are set under the sub-library; It can also be knowledge-based, that is, according to the type of knowledge, it is divided into several sub-databases, such as theoretical knowledge base, management knowledge base and teaching experience base. Each sub-database can also establish the next sub-database according to the situation, such as Chinese knowledge base, mathematics knowledge base, English knowledge base, teaching case base, foreign exchange training base and so on. Here, every teacher is the builder of the knowledge base, and can upload the latest knowledge information, his own teaching achievements and teaching experience to the corresponding sections in time, so that the knowledge base is always in a dynamic update.
In order to facilitate teachers to use the knowledge base, a knowledge map can be established for the knowledge base. According to Taiwan Province scholar Zuo Meiyun's definition, knowledge map is a knowledge management tool to help users know where to find knowledge. Knowledge map is a navigation system, which is not specific knowledge or a collection of knowledge, but a guide to the source of knowledge. A complete and good knowledge map can clearly indicate the location of knowledge, help teachers find the knowledge they need efficiently and quickly, and avoid getting lost in knowledge. Knowledge map can be divided into three types: analog map, tree map and special map. J-simulation knowledge map refers to the knowledge map built by embedding knowledge data into the carrier. On this kind of map, teachers can clearly find knowledge data according to the location of personnel. Tree diagram knowledge map is a knowledge map based on the relationship of knowledge itself. This kind of map does not contain the space or organizational relationship of the carrier, but it clearly reflects the level and interconnection of knowledge itself. Heterograph refers to other types of knowledge maps except the above two types. As far as teachers' knowledge base is concerned, the simulated knowledge map is the teacher's organization of knowledge, while the tree knowledge map is the classification and storage of knowledge according to its nature and category. What kind of knowledge map should be established depends on the types and characteristics of teachers' knowledge base.
(c) Creating a "learning field" for sharing and creating knowledge.
1999, Arthur Anderson Company of the United States put forward a famous knowledge management formula: km = (p+k) s, where "km" refers to knowledge management, "p" refers to members, "k" refers to knowledge, "+"refers to technology and "s" refers to sharing. Its meaning is that knowledge management is to use certain technical means to fully combine members with knowledge, and through knowledge sharing, the value of knowledge can be doubled. This formula emphasizes that the progress of organizational knowledge can achieve multiplier effect under the shared organizational culture.
For teachers, the key to the development of the whole group is the continuous improvement of the individual professional quality of all teachers. In this process, teachers' substantive communication and cooperation is extremely important, because teachers' tacit knowledge can only become explicit and public knowledge if it is externalized into words, concepts and images. And spread and communicate in groups, and then can be internalized and learned by other teachers. Moreover, this process is also a process of ideological collision and new knowledge generation. Some Japanese scholars put forward the concept of "field" in 1998, which refers to the place where knowledge is dynamically transformed and interacted. According to the nature of learning, lj can create a variety of "learning fields" to help teachers share and create knowledge: observation learning fields, mainly referring to classrooms or virtual classrooms, are places where teachers obtain tacit knowledge from others and turn it into personal knowledge; The seminar-style learning field can be an online discussion area, classroom, conference room, dormitory and other places, which can increase the circulation and accessibility of personal knowledge through dialogue and exchange between teachers, transform "communication capital" into "wisdom capital" and maximize the value of knowledge; Practical learning field mainly refers to the teaching practice place of teacher training base. Teachers can learn different teaching styles, gain new tacit knowledge and reflect on their own teaching practice in the process of listening, evaluating and attending classes.
Thirdly, the personal level of teachers' knowledge management.
Teachers' personal knowledge management refers to the activities that teachers manage their own knowledge. Its purpose is to establish teachers' personal professional knowledge system in a planned way, so that teachers can continue to learn and innovate, thus constantly improving their professional quality and teaching ability. There are two main cores of teachers' personal knowledge management: one is to store and deeply process knowledge and information to make it clearer and easier to find and use; The second is to use knowledge effectively in teaching practice and constantly create new knowledge. Specifically, teachers can use the following methods to manage their knowledge.
(A) the choice of personal knowledge management system
The first step of teachers' personal knowledge management is to choose a suitable personal knowledge management system. Generally speaking, there are three main ways to choose a personal knowledge management system: one is to use the knowledge management platform provided by the school. Schools can design and develop knowledge management software by themselves, or buy knowledge management software that has been distributed to teachers. However, the knowledge classification system provided by this method is preset by the school and cannot meet the biochemical needs of teachers. The second is to use the knowledge management platform provided by extranet. Teachers can choose a suitable knowledge management platform according to their own needs and behavior habits, but this requires teachers to pay for online use, which is inefficient. Thirdly, use knowledge management software on personal computers, such as Myba~, iSpaceDesktop, MicrosoftOf-ifce, etc. , not limited by the wishes of institutions or others. Teachers can choose suitable software by themselves, but it is not convenient for them to enjoy knowledge. Teachers can decide which knowledge management system to choose according to the actual situation of the school and their own needs, but the basic principle is efficient and convenient. "
(B) the establishment of personal knowledge files
In the knowledge management system, teachers need to sort out personal knowledge and form personal knowledge files for their own inquiry and sharing with other teachers in the school. Knowledge classification is to divide knowledge into different categories according to its nature or application mode; Knowledge sorting is to put knowledge under corresponding categories, so that it is orderly and easy to find. Teachers' personal knowledge files can include professional knowledge, educational knowledge, management knowledge and teaching practice knowledge. Among them, imparting practical knowledge is particularly important, because it is an important process for teachers to make their tacit knowledge explicit. In the teaching practice knowledge file, the following aspects are essential:
1. Teaching case
Step 2 reflect on notes
"The first step of teachers' growth and development lies in teachers' own reflection, teachers' own evaluation and teachers' own transformation." Reflection refers to the process that teachers, as the main body of behavior, critically examine their own behaviors, review, think and analyze their own behaviors. Teachers record their reflections on their own behavior, which is reflective reading notes. A good form of reflection notes is "teaching postscript". "Teaching postscript" means that after each class, the teacher will truthfully record the development of the class, his own views on the class, gains and losses, and form a document. The content of teaching postscript can be varied, which can record successful practices or mistakes in teaching, problems or teaching wit in teaching, and also record students' opinions and suggestions, problems and puzzles, and so on. The writing forms of teaching postscript mainly include summary, comment and essay, which can be flexibly selected according to the content characteristics.
3. Narration of professional life history
Teachers' educational behavior is closely related to their professional life history, and different professional life histories will lead to qualitative change and reorganization of teachers' teaching practice knowledge in different situations. Therefore, the narrative of professional life history can help teachers understand their own educational growth process, so as to deeply understand the historical reasons for the formation of their own personality characteristics, cognitive characteristics, knowledge structure, teaching style and so on, and clarify their strengths and weaknesses in future work. Life history narrative is an important form of personal retrospective record, much like autobiography, diary, journal and personal story novel. L5J However, the narrative of professional life history is different from the general autobiography and diary. It should describe the growth history of teachers' educational life and the history of how teachers' teaching experience and thoughts were formed. In view of this, the narrative of professional life history can not only include events, characters and situations that have a great influence on teachers' educational life, but also include some confusing, contradictory and even embarrassing events.
(C) to carry out the application and innovation of knowledge "action research."
The ultimate goal of knowledge learning and accumulation is to apply knowledge and create new knowledge in the application and exchange of knowledge. Especially in the era of knowledge economy, the use principle of knowledge management has become the core principle of personal knowledge management. For teachers, only by applying the acquired knowledge to teaching practice can they really play their role and value. The application of teachers' personal knowledge mainly includes teaching practice and teaching and scientific research. Classroom is a big stage for teachers to show their true knowledge. Teachers should internalize their teaching knowledge and experience and actively apply them to daily teaching activities, including pre-class preparation, classroom teaching, after-class counseling, teaching evaluation and other links, so as to realize the value-added of knowledge. Scientific research is also an important field of teachers' knowledge application, which is as important as classroom teaching. In teaching and scientific research, teachers use their existing knowledge to analyze the problems existing in teaching and put forward solutions. In this process, teachers have developed and updated their own knowledge and formed new knowledge. Teachers' knowledge is constantly improving and growing in such a process of "learning, applying, innovating and learning". The most effective way to link these two aspects is "action research". Action research means that teachers, as researchers, engage in teaching activities and study and improve their own teaching work in actual teaching activities. By carrying out action research, teachers become researchers, shortening the distance between practitioners and theoretical workers, helping teachers to examine the relationship between their own knowledge and teaching practice, so as to flexibly use personal knowledge and make it play a role in improving teaching. At the same time, in action research, teachers are researchers in the best research position, so they can better solve various practical problems in teaching, make their knowledge constantly supplemented and updated, and always be in the state of activation and spiral growth.