Chapter2 Theoretical Basis of Subje

Chapter2 Theoretical Basis of Subject Knowledge Generation for Primary School English Teachers This research mainly explores the generation of subject knowledge of English teachers in primary schools.This chapter will elaborate on the theoretical basis on which this research is based: tacit knowledge theory, generative learning theory.2.1 Tacit Knowledge Theory In 1958, the well-known British physical chemist and thinker M. Polanyi in “Man's Delicacy”In a book, "tacit knowledge" was first proposed. This theory was a Western theory in the 1960s and 1970s.The industry has caused a lot of repercussions. Polanyi believes that human beings have two kinds of knowledge: explicit knowledge and tacit knowledge.It is well known that it can be expressed in written words or maps and mathematical formulas.Clear knowledge what we own but cannot express systematically is called tacit knowledge. Explicit knowledge is coded, stored, and disseminated, while tacit knowledge is not easy to be expressed, so it is not easy to be transmitted and shared.  The teacher's subject knowledge is also a kind of knowledge, and its generation is also a combination of tacit knowledge and clear knowledge into the results. Polanyi points out that tacit knowledge is self-sufficient, and explicit knowledge must depend on the geography of tacit knowledge.Therefore, all knowledge is either tacit or rooted in tacit knowledge.2.2 generative learning theory Generative learning theory is generated by the famous American contemporary educational psychologist and cognitive learning theory.Proposed by the founder of the theory. After a lot of research, Wittrock has a complete understanding of the individual learning process.Under the influence of Piaget's analysis of the two-way construction of human cognitive processes and the theory of information processing.The theory of generative learning was first proposed in the article “Learning as a Generative Process '' in 1974.The theory was refined over the next 20 years. His theory of learning is important for the development of American science and school education.