體驗區
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| 篇名 |
教师知识共享的行为与过程——基于动态性的视角
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| 並列篇名 |
The Behavior and Process of Teacher Knowledge Sharing Based on the Dynamic Perspective
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| 作者 |
魏晓宇(WEI Xiao-yu)
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| 中文摘要 |
教师知识共享是涉及个体、群体、组织多层次行为的动态过程，旨在实现个体、群体、组织知识之间的深度循环。研究从动态性的视角揭示知识共享的行为与过程。研究认为，教师知识共享的过程包括展示、阐明、对话、整合四种行为。展示和阐明发生在个体层次，促进个体间隐性、显性知识的转移。对话发生在群体层次，实现个体知识转化为群体公共知识。整合是一种组织行为，将群体知识固定为组织系统知识。教师知识共享行为之间并非简单的线性关系，而存在着互动，形成了反馈和前馈两个子过程。一方面，通过整合和展示的反馈过程，教师应用组织中已经存在的知识，实现知识的传承。另一方面，通过阐明和对话的前馈过程，教师探索新知识，实现知识的创新。
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| 英文摘要 |
Teacher knowledge sharing is a dynamic process involving multi-level behaviors of individuals , group , and organization , aiming to realize a deep cycle of knowledge between them. This research sheds light on the behavior and process of knowledge sharing from a dynamic perspective. The research reveals that the process of teacher knowledge sharing includes four behaviors: demonstration, clarification, dialogue, and integration. Demonstration and clarification occur at the individual level promoting the transfer of tacit and explicit knowledge btween individuals. Dialogue takes place at the group level, realizing the transformation of individual knowledge into group public knowledge. Integration is an organizational behavior that fixes group knowledge as organizational system knowledge. The relationship between teacher's knowledge sharing behaviors is not linear but interactive , forming two sub-processes of feedback and feedforward. On the one hand, through the feedback process of integration and demonstraton, teachers apply the knowledge that already exists in the organization to realize the inheritance of knowledge. On the other hand, through the feedforward process of clarification and dialogue, teachers explore new knowledge and realize knowledge innovation.
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| 頁次 |
061-071
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| 關鍵詞 |
教师知识共享
、行为
、过程
、动态性
、层次性
、teacher knowledge sharing
、behavior
、process
、dynamics
、hierarchical
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| 卷期 |
18:6
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| 日期 |
202112
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| 刊名 |
基礎教育
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| 出版單位 |
華東師範大學
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| DOI |
10.3969/j.issn.1005-2232.2021.06.005
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