Components of Knowledge and Strategy of Knowledge Creation for the Elementary School Teachers

• Main Authors: Chiu-hao Lu, 呂秋好
• Other Authors: Yu-long Jheng
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/qxqerp

碩士 === 立德大學 === 科技管理研究所 === 96 === The school located in a knowledge economy and the fast vicissitude society needs to utilize the strategy of the knowledge managent to strengthen the school physique and the competitive power. The teacher, being especially as a knowledge worker, has the responsibility, which it cannot be transferred, in the impetus and the exploration which progresses regarding the social all knowledge, compared with the other specialized professions or the work. Therefore, the teacher should have the positive achievement in the knowledge study, the application and the innovation. Not only can teacher's knowledge control promote the teacher’s specialized growth, advance the teacher’s specialized knowledge energy, but also it can upgrade the school to become a study organization which can adapt the impact and the influence of the current knowledge economy time. This research taken as research content by knowledge managent of the elementary school teacher, attempts to establish one belonging to SECI study model of the teacher knowledge control, and to build the effective study situation for knowledge creation. It enables the teacher in this situation which interacts continually by means of personal, the community and the conditions, to promote to convert hidden knowledge into the apparent knowledge mutually and furthermore to create and construct new knowledge effectively, advance the teacher’s specialized ability. Expectedly, the teacher can play their roles proficiently in teaching scene. This research constructs the connotation of teacher’s knowledge, including the discipline knowledge, the discipline teaching knowledge, the knowledge of curriculum development, the knowledge of class management, the counseling knowledge and so on five big connotations and establishes the knowledge managent which this five item of teacher knowledge connotation corresponds to create the SECI model strategy. Besides, through the questionnaire survey, the analytical control, and revising the important degree of the teacher knowledge connotation and how the teacher makes use of the strategy of knowledge management, the teacher carries on the knowledge creation. Then, the result of this research proves that the connotation of teacher’s knowledge includs the discipline knowledge, the discipline teaching knowledge, the knowledge of curriculum development, the knowledge of class management, the counseling knowledge, and they would be obtain through the SECI model of knowledge creation.