U-S教师共同体合作机制审思——基于知识管理的视角-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Collaborative Thinking of U-S Teacher Community Model——From the Perspective of Knowledge Management

Author(s):: DU Xia; ZHANG Xing; (Beijing Normal University, Beijing 100875, China)

摘要:: 20世纪末大量兴起的区域教师共同体为教师专业发展创造了切实可行的路径，但在共同体实际合作中也存在着知识流动不平等、实践与理论割裂、合作机制固化等亟待解决的问题。20世纪90年代提出的知识管理的SECI模型建构了两种知识交互的四种模式，并以此来解释显性知识和隐性知识的相互作用，从而分析知识的流动与转化过程。将知识管理的手段运用在U-S教师共同体合作中，能够为解决合作中的困境与难题提供新的思路，为教师共同体实现真正意义上的知识共享与交流谋求可行性路径。

Abstract:: At the end of the 20th century, a large number of regional teacher communities have created a feasible path for teacher professional development, but in the actual cooperation of communities, there are also problems that need to be solved, such as unequal knowledge flow and separation between practice and theory. Japanese scholar Ikujiro Nonaka proposed the SECI model of knowledge management in the 1990s, and constructed four modes of two kinds of knowledge interaction: socialization, externalization, combination and internalization, so as to explain the interaction between explicit knowledge and tacit knowledge and analyze the flow and transformation process of knowledge. By analyzing the SECI model in knowledge management and revealing its value implication in U-S teacher community, this paper seeks a feasible path for teacher community to realize knowledge sharing and communication in a real sense.