在小学语文教学中,教师对于显性知识往往有着十分深入的了解,但是,课堂上会产生的各种默会知识会被教师忽略。这种状况不仅限制了语文课堂教学,也会阻碍学生各方面能力的发展。因此,教师要对于这个问题形成更深入的认识,要善于合理地利用默会知识辅助课堂教学,这样才能提升课堂教学质量。 In primary Chinese teaching, teachers often have a deep understanding of explicit knowledge. However, all kinds of tacit knowledge produced in the classroom will be ignored by teachers. This situation not only limits the Chinese classroom teaching, but also hinder the development of students’ ability in all aspects. Therefore, teachers should form a more in-depth understanding of this issue and be good at using tacit knowledge properly to assist classroom teaching in order to improve classroom teaching quality.