Knowledge management in kindergarten education.
The important role of knowledge management in kindergarten education is gradually recognized and accepted, and its essence is to promote knowledge enjoyment and knowledge innovation. At present, the knowledge management level of kindergartens in China is still in the primary stage, and there are some problems such as unclear understanding, incomplete system and talent quality to be improved. The implementation of knowledge management in kindergartens can start from the following aspects: raising awareness, building a knowledge sharing platform, perfecting knowledge management mechanism and building a learning organization.
Keywords knowledge management, knowledge innovation, knowledge management and kindergarten implementation
First, the concept and content of knowledge management
Knowledge management is a new way for enterprises to enjoy explicit knowledge and tacit knowledge. Knowledge management is to use collective wisdom to improve the adaptability and innovation ability of enterprises, share, transform and innovate experience and knowledge in an effective way, avoid duplication of work, reduce the chances of making the same mistakes, and create more achievements with limited resources. Apply knowledge management to kindergarten education, manage and use tangible and intangible knowledge assets of kindergarten, and cooperate with kindergarten administrative leaders to promote knowledge sharing, transformation and innovation between teachers and administrators, so as to improve the efficiency of teaching and administrative management, ensure the progress of kindergarten education and realize the continuous innovation and sustainable development of kindergarten.
Second, the status quo of kindergarten knowledge management in China
Knowledge management has not been in China for a long time. In universities and large enterprises with relatively intensive knowledge, the development is earlier and more mature, while kindergartens, as basic education, are relatively backward in this respect. Many kindergartens have only heard of the concept of knowledge management, and have not systematically implemented knowledge management; If knowledge management is implemented, most of the work is in the primary stage. At present, there are still the following difficulties and problems in kindergarten knowledge management in China:
(A) knowledge management is not in place, there is confusion.
Knowledge management is a long-term, complex and ineffective work, which requires the participation of all employees in the park. To implement knowledge management, managers should not only have high knowledge reserves and strong management, overall planning and coordination abilities, but also have strong enterprising spirit and unremitting pursuit spirit. Kindergarten teachers don't know much about the significance of knowledge management and its positive role in the development of the whole school, so they don't have enough initiative and enthusiasm in the implementation process.
(B) knowledge management practices are scattered and unsystematic.
In kindergarten management, there are some spontaneous knowledge sharing and innovation activities, sometimes to fulfill the requirements of superiors, and sometimes to write a summary. The activities are often single and independent, relatively random and scattered. For example, many kindergartens often carry out activities such as observation and discussion and special promotion. More is the pursuit of form, rarely considering the reality of kindergarten. In fact, these scattered activities are knowledge management practices, but kindergartens have not realized them, so there is no systematic knowledge management activities.
(C) lack of attention to tacit knowledge
Under the domination of the old view of knowledge, people have become accustomed to learning explicit knowledge, while knowledge management pays more attention to the role of tacit knowledge. Kindergartens are not good at how to dig deep into tacit knowledge hidden in individuals and organizations, and how to make tacit knowledge explicit. For example, in the observation and discussion of traditional kindergarten management, teachers often learn some superficial things-explicit behavior, which is mainly due to the lack of in-depth discussion of tacit knowledge governing explicit behavior and the failure to achieve the real purpose of knowledge sharing.
(D) Insufficient investment in information technology hardware facilities
Due to the influence of funds, traditional ideas and other factors, the information technology facilities in kindergartens are relatively backward, which restricts the establishment and implementation of knowledge management systems to some extent. Only when the network is unblocked can the teachers' time be guaranteed, the content be timely, and the resources be updated and enriched for every teacher to build? Everyone is a participant and manager of knowledge management? Thought, arouse everyone's enthusiasm.
(E) The construction of talent team is relatively backward.
With the continuous expansion of kindergarten scale, some non-professional teachers began to enter the preschool education team, and the original teachers' sources were diversified and their levels were uneven. These unfavorable factors have brought certain challenges to the knowledge management department. We must make a complete training plan to promote the development of new teachers quickly and effectively. The team of the knowledge management team itself also comes from teachers at different levels, so it is necessary to strengthen training and learning in working ability and responsibilities in order to gradually form a team with clear thinking and clear responsibilities.
Third, the implementation measures of kindergarten knowledge management
(A) to raise awareness and correctly understand knowledge management.
Principals and managers should first establish a correct concept of knowledge management, establish the idea that excellent kindergartens must implement knowledge management, take the initiative to make preparations for knowledge management, and then demonstrate and convey it to teachers and employees through meetings. Gardens should formulate specific knowledge management objectives and implementation methods in the short, medium and long term, and cultivate the knowledge management capabilities of gardens, teachers, parents and communities in line with their objectives.
Kindergarten educators should establish the awareness of knowledge innovation and enjoyment. Knowledge innovation is the renewal of education system and communication concept. The knowledge that * * * enjoys enables people to learn other people's culture and knowledge, and learn other people's creations and inventions. It brings more happiness and freedom to mankind. The understanding of the world and the future, the accumulation and creation of knowledge are all completed on the premise of knowledge enjoyment. Kindergarten teachers should firmly establish the awareness of knowledge sharing and pay attention to knowledge innovation and application. Knowledge innovation is the key to improve the quality of kindergarten education. Kindergartens that cannot continue to learn and innovate will be eliminated by social development and competition.
(B) to build the structure of knowledge management implementation
1. Establish a knowledge management implementation team with the support of leaders. Because the leaders of the directors and group leaders have great power to allocate resources, if the knowledge management of kindergartens can be highly recognized by the directors and group leaders, and then supported by actions, it will contribute to the success of kindergarten knowledge management.
2. Formulate, modify and improve the knowledge management system. Modify and improve the existing knowledge management system to meet the needs of kindergarten development and provide a guarantee mechanism for kindergarten development. Formulate a knowledge management system that conforms to its own characteristics, and gradually supplement and formulate corresponding supporting systems in the process of implementation, so as to make the knowledge management work orderly and rule-based. The relevant systems of knowledge management are transparent, so that all teachers can fully supervise the role of knowledge management in the development of the whole kindergarten.
3. Systematize and simplify knowledge management procedures. If all the knowledge existing in the organization, including the existing knowledge in daily life and actions, are collected and sorted out, and after sorting out and analyzing the organizational knowledge, the organizational knowledge can be presented to those in need in an understandable form. The whole process should be detailed and decomposed, the responsibility should be assigned to people, and it should be fixed by workflow to ensure the sustainability of knowledge management implementation.
4. Build a knowledge sharing platform and mechanism to promote knowledge innovation and application. With the help of information technology, build a knowledge sharing platform, such as knowledge base and online communication software. Use various ways to motivate teachers to apply the learned explicit knowledge and observed tacit knowledge in time, and urge teachers to gradually internalize these knowledge into their own practical knowledge, so that the value of innovative knowledge can be reflected.
(C) do a good job of supporting facilities to promote the implementation of knowledge management.
1. Construct kindergarten culture of knowledge management. Because knowledge management emphasizes the enjoyment and innovation of organizational knowledge, in order to make organizational members develop in the direction of cooperation and enjoyment, we should establish behaviors such as sharing best practices and experiences, being brave in experiments and actively learning, and then transform these behaviors into the ideology of each member, and finally shape a kindergarten culture that is willing to enjoy, know how to cooperate and be innovative.
2. Establish a learning kindergarten. First of all, we must establish a * * * vision. Kindergartens should work out the vision of kindergarten development together with teachers, and organically combine it with teachers' personal wishes, so that teachers can realize that kindergartens are places for teachers' development and growth, and that collective interests are consistent with teachers' personal interests, so that teachers can establish a sense of collective honor and personal development, and have the need to study together and pursue progress. Secondly, shape the learning environment of educators. It is necessary to plan the learning content reasonably, encourage learning behavior, shape the learning environment of kindergarten educators, and improve everyone's skills and overall organizational ability. Finally, set an excellent example. Choose teachers with certain prestige and good spiritual quality among teachers, publicize typical cases, share learning achievements, exchange learning experiences, select learning stars, create a learning atmosphere, and create internal and external motivation for teachers to participate in learning.
3. Adopt incentive mechanism. The process of motivation is the process of management. Kindergartens should use correct policy orientation, combine material incentives with spiritual incentives, and mobilize the enthusiasm of teachers to participate in knowledge learning and innovation, such as goal-oriented mechanism, incentive competition mechanism and democratic consultation mechanism. , so as to stimulate teachers' internal potential, develop teachers' ability, mobilize teachers' enthusiasm and creativity, and promote the improvement of kindergarten running level and running efficiency.
refer to
[1] Liu Li, Chen. A new perspective of kindergarten management. Research on Preschool Education, 2006( 10).
[2] Yue Yaping. Investigation and analysis on the current situation of knowledge management in kindergartens--based on children's group learning. Educational Science, 2009(7-8).
[3] Yang Zongren. Analysis of the present situation and existing problems of private preschool education in Gansu Province. Research on Educational Development, 2006(48).
[4] Shi Hongyan. Study on kindergarten staff's cognition of knowledge management. Journal of Ethnic Education Research, 2006 (17): 23 1.
[5] Tian Zhigang. Your knowledge needs management. Shenyang: Liaoning Science and Technology Press, 20 10.
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