摘 要
随着经济社会的到来，知识的增长速度不断加快，知识管理的理念应运而生。知识管理不仅是要对知识进行管理、收集、存储，更是要通过管理提高知识的利用效率，创造更多的价值。为了提高知识的利用价值，就必须要解决知识在人及群体之间的转移。知识只有被人学习才有可能被运用，学习知识的方式有潜移默化的方式（隐性知识），有研讨交流的方式（显性知识），有实践操作的方式等。通过学习和运用，把人头脑中的思想、创意等表述出来，就实现了知识的创新，而人的思想和创意的产生出了个体的努力外，还需要群体的交流和激发、现场的实践和操作等。
教学活动是一项知识密集的活动。相对于企业知识管理，教学知识管理中知识的转移、收集、运用、创新等更为复杂。既有教师教学知识的管理，又有课程知识的管理；既有学生关于学习的知识管理，又有学生获得的学科专业知识的管理；既有课本知识的管理，又有课本之外的环境中的知识管理。在学生的具体学习过程中，既要学习学科专业的知识，用于认识外部世界，培养时间和创新能力，又要学习认知策略的知识，用于对自我的管理，提高学习能力。
通过知识管理理念在教学中的运用，分析校园文化对教学的影响、个性化教学、小组合作学习、课堂教学等环节中知识的转移特点，对教学的实施提出有益的建议，促进教学的高效开展。
关键词：知识管理 教学 认知策略知识
Abstract
With the arrival of the economic society, the accelerating growth of knowledge,the concept of knowledge management arises at the historic moment. Knowledgemanagement is not only to the knowledge management, collection, storage, but alsobe through the improvement of the utilization efficiency of knowledge management,create more value. In order to improve the utilization value of knowledge, it isnecessary to solve the transfer of knowledge between people and groups. Knowledgecould be used by people learn only, learning way has a subtle way of knowledge（tacit knowledge）， have intercourse way （explicit knowledge）， a way to practice, etc.
By learning and using, put people in mind, creative, and so on, to realize theinnovation of knowledge, but the people's thinking and creative production out of theindividual effort, you also need to group communication and inspire, field practiceand operation, etc.
Teaching activity is a knowledge-intensive activity. Relative to the enterpriseknowledge management, the teaching for knowledge transfer in knowledgemanagement, such as collection, use and innovation is more complex. There are bothknowledge and understanding of teacher's teaching, and curriculum knowledgemanagement; There are both students of learning, knowledge management and thestudent to obtain professional disciplines of knowledge management; There are bothtextbook knowledge management, and text book in the environment of knowledgemanagement. In the process of students' specific learning, is to learn the knowledgeof subjects, to know the outside world, training time and ability to innovate, and tolearn the knowledge of cognitive strategy, used for self management, improve thelearning ability. Through the concept of knowledge management in the teachingapplication, analyses the influence of campus culture of teaching, individualizedteaching, cooperative learning group, the characteristics of knowledge transfer inclassroom teaching link, puts forward useful Suggestions for the implementation ofthe teaching, promote the teaching efficiency.
Key words : Knowledge management Teaching Knowledge of cognitivestrategy
目 录
中文
摘 要
Abstract
第一章 绪论
一、研究的背景与意义
二、研究现状
三、研究内容
四、研究方法
五、创新与不足
六、概念界定
第二章 知识管理及其模型
一、知识与知识管理的内涵
二、知识创造转换模型
第三章 教学与知识
一、教学的概念与任务
二、教学的相关理论
三、教学中的知识
第四章 知识管理在教学中的运用
一、教学情境与场（Ba）
二、 知识共同化
三、知识的外化
四、知识的联结化
五、知识的内化
结 语
参考文献
致 谢
