Abstract: School is the birthplace and power source of knowledge, and it is the most typical field that can be applied to knowledge management. This paper introduces educational knowledge management into teachers' professional development, introduces the concept of educational knowledge management in detail, probes into the present situation of teachers' development in China, and based on this, puts forward the ways and methods of knowledge management in teachers' professional development, which has certain guiding role for teachers' professional development.

Keywords: educational knowledge management; Teachers' professional development; Explicit knowledge; implicit knowledge

I. Educational knowledge management

In the early 1990s, the concept of knowledge management was first put forward in the field of management, and its core idea was to classify and transform all kinds of knowledge. 1996 the organization for international economic cooperation and development divides knowledge into four categories, namely, knowledge of facts (Know-what), knowledge of natural principles and science (Know-why), knowledge of how to do it (Know-how) and who has the knowledge they need (Know-who). [1] Among them, the first two kinds of knowledge belong to "explicit knowledge", that is, tangible knowledge; The latter two kinds of knowledge belong to "tacit knowledge", that is, knowledge that can only be expressed but not expressed after long-term accumulation. [2] With the vigorous development of knowledge economy, the successful application of knowledge management in enterprise management has gradually attracted the attention of the education sector. As the birthplace and power source of knowledge in the process of human civilization, school is the most typical field suitable for knowledge management. Educational knowledge management is a kind of educational knowledge management perspective, which regards all kinds of educational knowledge as cultural resources and knowledge or knowledge activities as the core wealth of educational organizations, and manages the acquisition and inheritance of knowledge, the learning and use of knowledge, the development and dissemination of knowledge, the exchange of knowledge and the growth of knowledge level and ability within educational organizations, so as to give full play to the wisdom of individuals, groups and even the whole educational organization and seek survival and development in the process of knowledge innovation. [3]

Second, the professional development of teachers.

Teachers' professional development is a dynamic process, which means that teachers enrich and sublimate their professional knowledge and structure through continuous learning, thinking and inquiry based on their own teaching practice. At present, the main contents of teachers' professional development are divided into four parts, namely, basic knowledge literacy, professional knowledge system, teaching knowledge and research and learning ability, positive personal feelings and noble quality. In modern society, the new generation of network technology, information technology and computer technology are developing continuously, and their applications in the field of education are expanding and deepening, which is followed by the explosive growth of all kinds of information and knowledge in the process of teaching and scientific research. In this context, teachers have the ability to select the essence of knowledge from a large amount of information, which is of great significance to promote their professional development. In particular, the concept of compound teachers put forward by contemporary society not only requires teachers to actively change from the role of communicators to the role of educational partners, but also requires teachers to have research ability and the ability to reflect and explore their work, so as to become a qualified researcher. [4] In China's education system, the growth of teachers has been branded as "natural maturity", and the spontaneous growth of new teachers is completed through years or even decades of practice. In order to realize the scientific development of teachers' profession, at present, China actively promotes teachers' professional development by means of academic education and professional skills training, supplemented by on-the-job training. However, at present, education and training generally focus on technical operation, paying one-sided attention to the role of teaching skills and technology, ignoring the indispensable role of practice in the teaching process, making education and training a mere formality, which has extremely limited effect on improving teachers' professional quality and played a certain negative role in teachers' professional development. Therefore, on the above basis, it is obviously innovative to improve the problems existing in the professional development of teachers in China through the introduction of educational knowledge management thought.

Third, knowledge management in teachers' professional development

First, establish a personal knowledge base. The first step of personal knowledge management in the process of teachers' professional development is to acquire valuable knowledge according to teachers' personal development goals. In the process of teaching practice, information-based teaching puts forward higher requirements for teachers' personal knowledge literacy. The primary task of teachers' professional development is to build a personal knowledge base to organize and accommodate the valuable knowledge learned in teachers' professional development. In this process, teachers can complete the establishment of knowledge base through self-summary learning and training learning. In addition, it is also one of the effective ways to obtain all kinds of valuable information and data by using the rich resources on the Internet. After sorting and classifying personal knowledge, teachers first set up a knowledge map, then form a knowledge framework, and then complete the establishment of personal knowledge base. Second, the sharing and exchange of personal knowledge. The sharing and exchange of personal knowledge plays an important role in teachers' professional development. It is found that teachers can not only learn more explicit knowledge in the process of sharing and exchanging knowledge, so as to enrich their personal knowledge base and improve their own knowledge structure; Moreover, you can turn your tacit knowledge into explicit knowledge, and finally realize the externalization of knowledge by actively sharing it with others. Through the above exchanges and sharing, teachers can absorb new ideas, gain new ideas, feel new knowledge and increase and enrich their knowledge base. In this process, blog and virtual learning community, as a new network interaction technology, can realize knowledge sharing and exchange among teachers and create a free and open learning and exchange environment. Third, the combination of knowledge and teaching practice. Teaching practice is the main position to test teachers' professional development. According to the theory of knowledge transformation, through teaching practice, we can gain experience in solving various practical problems, complete the positive transformation from explicit knowledge to tacit knowledge, and finally accelerate the internalization process of knowledge. In the process of teaching practice, teachers can not only acquire other individuals' tacit knowledge through observation, experience and reflection, but also spread their tacit knowledge to others, thus completing the socialization of knowledge and realizing the value characteristics of knowledge through the above two-way process.

References:

Zhang Hongyan, Zhang Junhui, Zhang Xinming. Educational knowledge management and teacher professionalization [J]. Journal of Hunan Radio and TV University, 2007(3):43-45.

[2] Ge Xuan, Wang. Teachers' professional development from the perspective of educational knowledge management [J]. Computer Knowledge and Technology: Academic Exchange, 2006(35):227-228.

[3] Wang. Educational knowledge management and teachers' professional development [J]. Software Guide, 2005( 1):4-6.

[4] Cao Xia. Personal knowledge management in the process of teachers' professional development [J]. Software Introduction: Educational Technology, 2008, (2):5 1-53.

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