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    題名: 學校知識管理之探討
    其他題名: A Study on School Knowledge Management
    作者: 吳政達
    貢獻者: 淡江大學教育政策與領導研究所
    關鍵詞: 知識管理;學校組織;知識分類;管理模式;學校管理;Knowledge Management;School Organization;Knowledge Classification;Management Model;School Management
    日期: 2000-11
    上傳時間: 2014-02-10 09:04:29 (UTC+8)
    摘要: 本文旨在探討學校知識管理的意義與知識分類、知識管理的模式、知識管理的內涵,以及如何落實知識管理。對於「學校知識管理」,定義為,在知識型學校中建構一個有效的知識系統,讓學校組織中的知識能夠有效的創造、流通與加值,進而不斷的產生創新性教育專業知識。知識的分類則區分為知識有外顯知識和內隱知識等兩種形式。透過內隱知識與外顯知識互動而得知識轉換的四種,包括(1)社會化:由內隱知識轉換到內隱知識,(2)外部化:由內隱知識轉換到外顯知識,(3)組合化:由外顯知識轉換到外顯知識,(4)內部化:由外顯轉換到內隱知識。最後,提出知識管理的內涵以及如何落實學校知識管理,以創造學校組織的智慧資本。
    The main points of this paper are probing for the meanings andclassifications of school knowledge management, the modals andcontents of knowledge management and how to put it into practice."School knowledge management" is, by definition, the professionaleducation knowledge that constructs an effective knowledge system inknowledge emphasized school, which enables the knowledge inorganizations of school innovate, circulate and broaden efficientlyand constantly. Knowledge can be classified into two forms: explicitknowledge and tacit knowledge. We can get knowledge conversion throughthe interaction between explicit knowledge and tacit knowledge,including: (1) socialization: tacit knowledge transform into tacitknowledge. (2) externalization: tacit knowledge transform intoexplicit knowledge. (3) combination: explicit knowledge transform intoexplicit knowledge. (4) internalization: explicit knowledge transforminto tacit knowledge. Finally, we bring up the intension of knowledgemanagement and how to put school knowledge management into practice tocreate intellectuall capital in school organization.
    關聯: 「教育改革與轉型─領導角色、師資培育、伙伴關係」學術研討會論文集=Proceedings,Conference on Educational Reform and Transformation─The Roles of Leadership,Teacher Education,Partnership
    顯示於類別:[教育政策與領導研究所] 會議論文

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