缄默知识就是那些平时我们意识不到但却深刻影响我们行为的知识,是那种“只可意会不可言传”的知识。缄默知识只有在具体的情境中才会发生作用,而且在不同的情境中作用的路径和效果也不一样。教师应该合理开发和有效利用时政资源、生活资源和案例资源,努力为学生提供情境实践活动的机会。在具体的情境活动中唤醒学生的缄默知识并使其显性化,从而提高课堂教学的质量和效果,促进学生个体的全面和谐发展。 Tacit knowledge is what we normally do not recognize but profoundly influence our behavior, and we know that knowledge can only be interpreted unspokenly. Tacit knowledge does not work unless it is in a specific context, and it does not function in the same way and in different contexts. Teachers should rationally develop and effectively use the resources of daily life, living resources and case resources in an effort to provide students opportunities for situational activities. Arouse the students’ tacit knowledge in specific contextual activities and make them explicit so as to improve the quality and effectiveness of classroom teaching and promote the all-round and harmonious development of individual students.