基于知识惯性的大学教师创新研究-《集美大学学报（教育科学版）》

文章信息/Info

Author(s):: YU Feng-yuan1; WANG Xiao-fei2; (1.School of Science College, Huangshan University, Huangshan 245041,China; 2.Department of Teaching, Huangshan University; Huangshan 245041,China)

Keywords:: knowledge inertia; faculty innovation; experience inertia; learning inertia; academic inertia

摘要:: 根据对知识惯性与大学教师创新的文献分析，认为大学教师的知识惯性分为经验惯性、学习惯性与学术惯性。研究认为经验惯性对大学教师创新起着双向作用，学习惯性对大学教师有着持续性作用，而学术惯性则是大学教师创新的目的与手段，并建构知识惯性与大学教师创新关系的模型；运用案例分析论证知识惯性对大学教师创新的作用，可以通过知识整合、知识共享、知识生态等知识管理有效地提高知识惯性对大学教师创新的作用。

Abstract:: According to the literature of knowledge inertia and faculty innovation, faculty’s knowledge inertia can be divided into experience, learning and academic inertia. It points out that experience inertia plays dual roles on faculty innovation. Learning inertia has persistent effect on faculty innovation; academic inertia is the aim and tool of faculty innovation. Then it constructs the model between knowledge inertia and faculty innovation. The paper uses case analysis to demonstrate the effect of knowledge inertia on faculty innovation. It believes that, through the knowledge management and integration, knowledge sharing and ecology improves the effect of inertia on faculty innovation.