As teachers, who should constantly improve their own quality, constantly enrich their current information technology, the implementation of new curricula, the development of quality education and the advancement of education. As it teachers, we should constantly charge ourselves, arm ourselves with new knowledge and thus fully exploit the potential of our students. In order to provide students with a bowl of water, they need a bucket of water to answer their various questions, and to keep them informed of the latest frontier of information technology developments so that students can leapfrog into the educational process and be motivated to engage them in active learning。
In the teaching process, using mission-driven teaching tasks, it teachers should carefully explore the contents of teaching materials and gather more relevant information around the respective knowledge points, so that teaching tasks can be designed in such a way that each mission is designed in a clear, rational and scientific way that the various knowledge points to be taught are embedded in each mission and the content of each learning module is broken down into an easy-to-hand “task”. The students were given the necessary knowledge to perform the corresponding tasks. To allow students to study with a real mandate, thereby giving students real initiative to study. Teachers should also be careful in teaching to guide students to a series of simple, difficult and progressive “tasks” to ensure the success of the teaching objectives, so that they can experience the pleasures of learning to satisfy their sense of achievement so that every student can experience the joy of success。
In keeping with the curriculum reform of the “teacher-led, student-based” curriculum, teachers can no longer use the “chamber-filling” and “duck-filling” approach to change the educational model that hinders students' innovation and capacity development. Change students from passive acceptance to active acquisition of knowledge. Teachers are expected to guide students in learning, encourage students to think innovatively, lead students to explore and study themselves, and allow students to become true owners of learning, taking full advantage of their initiative, motivation and creativity in the learning process. Teachers have designed a number of issues to manage the slopes of the teaching process, carefully analyse the basis and needs of students in teaching practice, and target different students for instruction and tiered teaching, so that they can try to solve them themselves and learn and improve in their own practice. In the course of teaching, teachers are expected to involve students in teaching activities, to focus on all students rather than individual students, and to be less talkative, self-taught and more disciplined, and to adhere to the “teacher-led and subject-oriented” teaching structure, reflecting the multiple identities of teachers as educators and mentors and facilitators。
In the teaching process, teachers should, as far as possible, select examples of life that are easy to understand and resonate with. In it teaching, students learn a wide variety of types of knowledge, and when they study it, they tend to prefer to the theoretical classes. In fact, in the classroom, we can try to give a vivid image of the dead stuff, and teachers can use fun language, close metaphors, and quote events from around to get students' interest and approval. For example, when i went to the "information everywhere" section, i gave us, for example, the school bells that told us that we were going to class, that we were leaving school, that the cuisine that came through the cafeteria, that we were able to eat, that the students were able to talk, that students had easy access to the concept of information, and the means of information, and that they were able to lift up on the contrary. Using good metaphors, examples close to life inspire the enthusiasm and interest of students to learn, and teachers can teach theoretical lessons easily, and students learn well and enjoy success。
Personal knowledge management (ii)
Personal knowledge management is a new concept and approach to knowledge management that translates information that is available and available to individuals into more valuable knowledge that ultimately benefits their work and lives. Through the management of personal knowledge, people can develop good learning habits, improve information literacy, improve their systems of expertise, enhance their abilities and competitiveness, and lay a solid foundation for achieving personal values and sustainable development。
I. The concept of personal knowledge management
Classification of personal knowledge
A fundamental issue of km is the classification of knowledge. From the point of view of application, the organization for economic cooperation and development divides knowledge into four categories: knowledge of facts, doctrine, skills and interpersonal knowledge. From a cognitive perspective, knowledge can be divided into explicit and hidden knowledge. Visible knowledge can be imparted through documents, images or other precise communication processes, but access to hidden knowledge can only depend on its own experience, intuition and insight. In the oecd division of knowledge, the first two are explicit, the latter two are implicit. Visible and hidden knowledge can be transformed and revolving。
The knowledge that individuals can manage refers not only to the physical content of books and literature, but also to information, which is organized and systematized from the original material. Individual knowledge management focuses on the management of invisible knowledge, the sharing of explicit knowledge and hidden knowledge, and the enhancement of learning capacity, resilience and
Innovative capacity。
Meaning of personal knowledge management
The broad definition of personal knowledge management is proposed by professor paul a. Dorsey of the united states: “personal knowledge management should be seen as a set of problem-solving techniques and methods with both a logical conceptual and an operational dimension.”
Jason brand of the anderson institute of business management, ucla, has included in their mba curriculum practical activities using the pkm concept to describe information and knowledge management. Brand and hixon (1999) define personal knowledge management as: “it is a conceptual framework for individuals to organize and centralize information they consider important, making it part of our knowledge base. It also provides some kind of (individual) strategy for transforming dispersed information footage into something that can be systematically applied, and thereby expands our personal knowledge.”
Skyrme (1999) also provided a more detailed empirical description of the individual knowledge management strategy, including the following: identifying its own information needs; developing a (knowledge) acquisition strategy; setting priorities for information and determining what information can be discarded and what information can be collected; determining how and when to process information in hand; establishing norms for knowledge that needs to be archived and preserved; creating an individual documentation system that can balance (managing) its work, life and other knowledge activities; establishing directories (bookmarks) and indexes for different purposes; and regularly assessing/evaluating the value of stored information and directories。
In summary, while individual knowledge management has various versions of definitions, its essence is to help individuals improve their efficiency, integrate their information resources and enhance their competitiveness. Through the implementation of pkm, individuals can process large amounts of information in a short period of time, quickly and effectively acquire the knowledge needed, accurately express knowledge, and increase efficiency and self-capacity。
Content of personal knowledge management
Professor dorsey pointed out that in practice pkm involves creation, classification, indexing, searching
Value assessment (search), distribution and reuse of a knowledge. Of these, seven knowledge management techniques and methodologies are necessary for knowledge workers in the twenty-first century and can be summarized as: information retrieval techniques; information assessment techniques; organizational information techniques; information analysis techniques; information expression techniques; information security techniques; and information synergy techniques。
1. Information retrieval techniques
