难言知识与学科课程的课堂开发

课程多维标准实质上是明言知识与难言知识及其相互转化的要求。明言知识和难言知识应是波兰尼explicit knowledge＆implicit knowledge最好的本土化对译。难言知识先于、优于明言知识，难言知识处于学科课程发展的关键部位。课程既是明言知识系统，也是难言知识模块。学科课程资源要素的开发，大都涉及一个关键问题：如何使明言知识与难言知识相互转化。素质教育是发展和增益主体素质的教育，人的素质发展过程就是难言知识—明言知识—难言知识的螺旋转化过程。学科课堂教学的功能就在促进这种转化的加速和深化。

Explore Implicit Knowledge and Develop Subject Course

Multi-dimensional criteria for course are in fact the requirements for explicit knowledge and implicit knowledge as well their transfer. They are the best local interpretations of explicit knowledge and implicit knowledge. Implicit knowledge, prior to and superior to explicit knowledge stands out at the critical stage of subject course development. Course is both a system of explicit knowledge and a module of implicit knowledge. The development of course resources usually involves a serious problem: how to transfer explicit knowledge to implicit knowledge or vise versa. Quality education is education to promote and improve the qualities of a main body. The process of human development is a spiral process of implicit knowledge to explicit knowledge to implicit knowledge. The function of subject teaching is to help the transfer accelerate and deepen.