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- W2385348752 abstract "Knowledge learning separated from knowledge use is something lethal in transmissional classroom.Polanyi's theory of implicit knowledge provides us with an epistemologically and methodologically powerful framework to restructure the relationship between learning and doing in classroom teaching.The theory of implicit knowledge explains the relationship between explicit knowledge and implicit knowledge and that between subsidiary awareness and focal awareness in the process of learning which proceeds from the partial to the whole,from marginal cues to integrated meaning through their mutual dependences and mutual promotions.Transmissional classroom overemphasizes explicit knowledge at the expense of an almost total neglect of implicit knowledge and the greatly distorted l process of learning results in a mechanical classroom.The key to the restructuring the classroom lies in implicit knowledge restored to its natural position in classroom learning process,which should incorporates an uncertain learning environment to allow individualized choices and personalized interpretations,and also a platform to promote the translation of implicit knowledge into explicit knowledge.This article is a result of years of classroom reform experience and tries to address uncertainty as the key factor in an open environment of learning and other factors as belonging to a stabilizing mechanism in the model of uncertainty.And the final chart is a graphical representation of the actual work-flow as described theoretically in the article and executed practically in the author's classroom." @default.
- W2385348752 created "2016-06-24" @default.
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- W2385348752 date "2007-01-01" @default.
- W2385348752 modified "2023-09-28" @default.
- W2385348752 title "Implicit Knowledge and Classroom Restructuring in Humanities Courses" @default.
- W2385348752 hasPublicationYear "2007" @default.
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