There is a lot of tacit knowledge in history textbooks and teaching activities, which is undoubtedly an indispensable and even more important part of history teaching in middle schools. However, it has not been paid enough attention to in actual teaching. Therefore, it is of great significance to master the correct methods and examine the hidden knowledge in the whole textbook for cultivating high-level talents needed by the times and better completing the task of history teaching.
However, how to tap tacit knowledge in teaching activities? How to transform it into explicit knowledge that can be expressed through various media through the interactive teaching and learning process? How to make tacit knowledge explicit? Teachers and students find it difficult. I am not superficial, but try to make a preliminary discussion on the method of discovering tacit knowledge based on my own teaching practice and thinking.
First, study explicit knowledge seriously and try to tap tacit knowledge.
In textbooks, tacit knowledge is expressed through explicit knowledge. Therefore, to explore tacit knowledge, we must first study the explicit knowledge in textbooks, analyze its connotation and extension, and think about "what else?" On the basis of mastering explicit knowledge accurately and comprehensively. Or what does it mean? Knowledge about papermaking and machinery is hidden outside the text of textbooks. Only through explicit knowledge and analysis of its connotation and extension in teaching can we see the true face of Lushan Mountain from the breadth and depth of knowledge.
Second, read important historical charts and pay attention to the hidden knowledge.
In history textbooks, a large number of historical charts are configured. These charts express a wealth of knowledge in a unique graphic language to explain or strengthen the text content of textbooks, but they often make up for the shortcomings of the text. It can be seen that pictures in textbooks are an important supplement to written knowledge and an organic part of historical knowledge. Pay attention to the pictures, especially the important historical charts marked with "★", in case of missing knowledge. Judging from the current teaching and college entrance examination, there are two kinds of important historical maps: one is a map that reflects the main contents of the subject, and the other is a map that can be horizontally combined with related disciplines, especially geography, so we must pay enough attention to it in teaching.
Third, access to relevant information, through the horizontal transfer of knowledge, to explore his tacit knowledge.
The sources of information related to teaching materials mainly include syllabus, exam instructions, teaching reference books, review materials and exercises, different versions of teaching materials, related knowledge of other disciplines and multimedia network resources. It can be seen that the significance of the closed door policy is to strictly limit foreign exchanges, but it is by no means no exchanges. Based on the above characteristics, we must actively refer to as many materials related to textbooks as possible in teaching, so as to efficiently explore high-quality tacit knowledge.
Fourthly, through the vertical transfer of knowledge, tacit knowledge is discovered by analogy.
Textbooks generally express historical facts concisely and accurately, but for similar or similar content or the same content that needs to appear many times, repeated words are often avoided in the expression, and the number of words is selected according to the connection between the previous and the following content.
5. Start historical thinking and grasp hidden features and clues.
History is an endless river, which contains internal relations and regular clues. At the same time, it also has twists and turns in the process of progress, showing the stage characteristics in the process. However, most of these links, clues and stage characteristics are not directly or completely expressed in textbooks, and belong to tacit knowledge that needs to be analyzed and mined.
Sixth, strengthen exchanges and cooperation and enjoy tacit knowledge in interaction.
Tacit knowledge, especially tacit strategic knowledge, is very active and creative. A lot of tacit knowledge can't be explored independently by individual strength, especially for students with limited cognitive ability and immature mind, which often needs to be developed through group strength, usually in the process of group communication activities. Teachers should teach more methods to explore tacit knowledge, especially tacit strategic knowledge, help and guide students to discuss and summarize, and describe it with certain rules, "from recessive to dominant". At this time, tacit knowledge can be shared by groups and condensed and accumulated in the form of explicit knowledge.
The sea of rocks is vast but confidential. Seemingly individual problems often imply regular knowledge or methods. Therefore, exploring and imparting these tacit knowledge in time can enable students to master the strategy of analyzing a class of problems, from special to general, from special to general, and make students' learning truly active, relaxed and effective. Relatively speaking, students are more likely to have a sense of success by analyzing history independently through the tacit knowledge generated in their minds, which naturally improves the enthusiasm and effectiveness of learning, greatly improves the efficiency and quality of learning in the realization of knowledge innovation, and cultivates students' consciousness and ability of collective creation.
The process of discovering tacit knowledge is a hard process, which requires us to pay a lot of mental work and give full play to the learning and thinking functions of the brain. But at the same time, it broadens the knowledge and improves the ability. Especially in the current teaching atmosphere with thinking training as the main line, if teachers and students as the main body of teaching can enhance their awareness of tapping tacit knowledge and actively study the skills and methods of tapping tacit knowledge, then it is certain that their teaching effect and learning level are much higher than those who do not pay attention to this point. Why not?