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體育教師的知識管理探討

Knowledge Management of Physical Education Teacher

摘要


現代科技的發逹,使得知識的老化加速。努力培養學生的創造能力,是教育的重要目標。因此體育教師如何透過知識管理的方法,廣泛的搜集資訊並將自己的專業轉化成資訊、知識,並藉由課程等方法,提供給受教者新穎、有趣的體育運動專業知能和知識,進而作爲培育人才的工具。因此本文藉由文獻分析法,對體育有教師知識管理進行探討,歸納出體育教師所具備的知識爲教育專業知識、體育專業知道、普通學科知道及經驗知識。將其予以分類成基礎知道和專業知識,再歸類出體育教師的顯性的知識和隱性知識。而知識的價值在於流動與作用,透過體育教師的顯性知識和隱性知識。而知識的價值在於流動與使用,透過體育教師知識管理流程,知識取得、呈現、應用、回饋、創新、記錄儲存,使顯性和隱性知識不斷轉換與他人互動、分郭和思考,更促進知識的産生和創新,進而提昇體育教師專業知能,逹到體育教師知識管理的價值。

並列摘要


Ii is an important goal to train the creative ability of students because of the modern science and technology speeds up the outdated process of knowledge. This reflects that physical education teachers should possess the skill and technique in collecting relevant and related information, turning professional experience into data, and to provide updated and interesting physical education and sport professional information through the method of knowledge management. This study was to investigate the skill of knowledge management of physical education teachers by classifying knowledge into categories as education professional knowledge, physical education professional knowledge, general academic knowledge, experience knowledge and to sum them up as basic and professional knowledge, dominance and recessive knowledge through documentary analysis method. The value of knowledge management of physical education teachers is to through interaction, sharing and thinking by utilizing acquisition, exchanging, application, feedback, recording and innovation of knowledge in upgrading the professional knowledge of physical education teachers.

參考文獻


王如哲譯、黃月純譯(2004)。教育知識管理。台北市:五南。
王育民(2004)。知識管理系統成功模式建構與驗證之研究(博士論文)。國立中山大學資訊管理學系研究所。
王誼邦(1997)。國民中學體育教師專業發展之研究─以台北縣、市為例(碩士論文)。國立台灣師範大學體育研究所。
王繼新、賈成淨(2005)。促進教師專業發展的教育知識管理策略。科技進步與對策。12,159-161。
天使學員知識管理組譯、van der Spek, Rob、Spijkervet, A. L.(2002)。知識管理概論。台北市:天使學員網路股份有限公司。

被引用紀錄


廖鴻霖(2010)。以手段目的鏈探討自行車運動休閒價值〔碩士論文,亞洲大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0118-1511201215464310

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