Firstly , by solving simple problem in classroom , students get in touch with the thematic concept and know the basic meaning ; then , by thematic practical activities they explore in nature and social life and go through the method and process which expert usually use in special field ; at last , basing on the first two steps , students locating in different areas and possessing different background knowledge communicate with each other on internet where field experts are invited to participate the discuss to help students understanding the implication of complex concept completely 从课堂开始，学生通过与同伴进行简单的问题解决活动接触主题概念，了解书本上的显性知识；进而通过主题实践活动深入自然和社会进行主题探究，体验领域专家的研究方法和过程；最后在此基础上与其他地区拥有不同经验(背景知识)的同伴以及领域专家进行交流，逐渐理解关于复杂概念的真正含义。
During the process of qualitative analysis of knowledge , the article emphasized particularly the classification of explicit knowledge and tacit knowledge , which has essential function on the choice of knowledge management strategy and so on . because of the choice of knowledge , we also analyzed the carrier of knowledge , namely , people , and raised the hypothesis of knowledge man 在对知识的定性分析过程中，着重强调了隐性知识和显性知识的分类，这种界定对以后知识管理战略的选择等均有至关重要的作用；由于知识的重要性，我们又对知识的载体? ?人进行了分析，提出了知识人假设，认为知识人的一个最为明显的特征是：对他们来说，工作本身就是一种报酬。
Moreover , i discussed with the expert who is an authority in the field of the organizational learning . in a word , the questions i come up with in this paper are common and the problem - solved ways i make every effort to seek are general , therefore many organizations can benefit from it . the whole paper includes seven parts : preface discusses the background of study and raises the key question ; chapter 1 introduces the radical theory of organizational learning , as well as the organizational learning ' s essence ; chapter 2 discusses the classical model and the unproved model of organizational learning , then analyzes the disability of the organizational learning ; chapter 3 discusses the two important properties of medias and the general principle when selecting the media for organizational learning ; chapter 4 introduces the tools , way and strategy about organizational learning i ; chapter 5 describes the two typical ways and the proper tools about the organizational learning ii besides a successful case ; conclusion summarizes the whole paper with the prospects of the further study in the future 本论文主要由以下部分和内容组成：引言部分，在分析时代背景的基础上，阐述了组织学习的重要性；第一章对组织学习的定义、实质机制和知识共享的关系进行了阐述；第二章论述了组织学习的经典模型和改进模型，从这个模型出发，总结了组织学习能力的两大构件，并分析了组织学习主要的障碍因素；第三章论述了媒体的两个重要属性，并指出了根据不同的学习环境和学习情况，选择不同媒体的原则；第四章重点论述了第一类学习(组织对显性知识的学习)的工具、方法和克服组织学习智障的主要对策等；第五章主要针对组织第二类学习(组织对内隐知识的学习) ，介绍了两种最具代表性的学习方法、与之相关的媒介工具和成功的案例；结束语部分主要是对本论文的回顾和总结，并对将来更深入、更全面的研究做了展望和期待。
At the same time , because essence of financial innovative abilities is knowledge , according to the process of increasing mechanisms of financial innovative abilities , we think that the ways including imitative innovation , cooperative innovation and indenpent innovation exist a dynamic cycle of recessive knowledge and domiance knowledge , being composed of evolution , alienation , combination and internalization , which are approaches to the growth of financial innovative abilities 同时，基于金融创新能力的本质是知识，从金融创新能力增长的机理发生作用的过程，认为模仿创新、合作创新、自主创新，这三条途径都存在进化?外在化?组合化?内在化组成隐性?显性知识的动态循环，它们构成了金融创新能力增长的一般过程。
We set up science teacher ' s knowledge structure from the angle of implicit knowledge and explicit knowledge , from which we can find the theoretical basis for the course of initial science teacher education and the training contents of in - service science teacher 摘要从显性知识与隐性知识的角度构建科学课教师的知识结构，可以为科学课教师的职前培养和职后培训课程内容的制定找到理论的依据，有助于科学课教师把理论知识有效地运用到教学实践中，促进科学课教师专业化的实现。
3 . the process of education is just a process of the generation of the students " personal knowledge , which includes two closely combined aspects : the implicitization of explicit knowledge and the explicitization of implicit knowledge , hi the former aspect , students use other people ' s achievement and change it into personal capability and quality ; in the latter aspect , students accumulate experience in everyday practice and change into explicit knowledge with the help of language system 教育过程其实质也即学生个人知识生成的过程，包括两个密切关联的方面：显性知识的缄默化和缄默知识的显性化。前者指学生通过学习人类的认识成果，并在实践活动中加以运用而转化为个人的技能、技巧，内化为自身的素质；后者指学生在自己日常实践活动中积累经验，产生缄默知识，借助于语言符号系统而使其显性化。
Based on the above , this article presents three conversion model : individual tacit knowledge turns into individual tacit knowledge ; individual tacit knowledge turns into organizational explicit knowledge and individual tacit knowledge turns into organizational tacit knowledge . admittedly , this article argues how to carry the three conversion model into practice and it is a useful makeup for nonaka ' s " seci " model 为了给知识管理的战略实施提供具体支持，本文从实现三个互动的角度出发，在充分挖掘知识管理内涵的基础上，总结了隐性知识转化的三种模式：个人隐性知识到个人隐性知识、个人隐性知识到团队显性知识、个人隐性知识到团队隐性知识。
In the last , the article analyzes the actuality of chinese km exampling with chinese leading pc provider - shida computer co . , td ; anatomying the exiting problem of china ' s implementing kmkm amount information resource management ; only value explicit knowledge management , neglect implicit knowledge management ; only value " hard ware " construction , neglect " soft ware " construction , etc . besides , the article lodges the countermeasure of china ' s implementing km that chinese corporation must prepare many things , such as conception , organization construction , corporation culture , encourage mechanism , etc 最后，文章以国内领先的pc产商? ?实达电脑公司的知识管理为案例，分析了中国企业实施知识管理的现状，剖析了中国企业实施知识管理过程中存在的问题：将知识管理等同于信息资源管理；只注重显性知识的管理，忽视隐性知识的管理；只注重“硬件”建设，轻视“软件”建设；我不需要知识管理， “与我无关”综合症；好大喜功，打肿脸充胖子。
The steps and goals to build ks are also presented . thirdly , after the theoretical analysis of kss , it concludes the goals and drivers and gives an illustration of two main patterns to create and accumulate knowledge : cross transition patterns of tacit and explicit knowledge , and architectural and component knowledge , then suggests that the push and pull interaction based on sense and respond pattern is the general pattern of kss . it designs a measurement index system for knowledge stock and develops a bp artificial neural network to stimulate the knowledge stock and its structure 再次，论文在追溯了企业知识专门化的理论渊源之后，总结了企业采纳知识专门化战略的目标和动因，论述了企业创造和积累知识的主要模式? ? “隐性? ?显性知识”和“构架? ?元素知识”的交互转化模式，提出了基于“感测与响应”的“推拉”互动模式是企业知识专门化战略的一般模式，设计了一套企业知识存量的评价指标体系，并构造bp人工神经元网络对企业知识存量进行了模拟，对其知识存量及结构进行了比较分析。
