随着我国职业教育改革的不断深入，教师专业化日益成为教师教育发展的主要趋势。知识分享被认为是知识管理的关键和核心，对教师的专业成长与教师教育提供了新的理念和契机。本研究的目的在于了解北京市国家级重点中职学校教师知识分享的现状，探究影响教师知识分享的因素，进而提出建议，以促进教师知识分享在我国职业教育和教师教育培训领域的发展。论文主要分为两部分：文献探讨和实证研究。文献探讨着重讨论了知识分享的概念及内涵，梳理归纳有关知识分享的影响因素。实证研究部分首先访谈5名中职教师，在对访谈结果进行整理后，然后编制出调查问卷，以北京市国家级重点中等职业学校（共33所）作为总体，随机抽取9所学校，共发放教师调查问卷275份，回收265 份，经过整理后，合计有效问卷252份，回收率为96%，可用率为91%。对调查数据进行描述统计和T检验、单因素方差分析、相关分析、回归分析、聚类分析等相关统计分析。综合访谈和问卷调查分析结果，得出以下研究结论：1.北京市国家级重点中职学校知识分享的总体状况良好。传统沟通分享方式占据主导，如教研会、观摩课等，而运用信息网络的分享方式还未真正发挥作用。2.教师知识分享意愿强烈，而实际分享行为受限。个人层面各因素对知识分享的影响程度存在较大差异，人际层面和组织层面各因素对知识分享的影响非常显著。3.教师个人特征因素在知识分享中的检验结论：（1）女教师对知识分享现状的认同程度和主动性都要高于男教师，男教师倾向于内敛保守，其竞争和利益保护意识比女教师强；（2）文化课教师对知识分享资源的易用丰富性、信任关系促进分享的认同及主动分享的行为表现都要优于专业课教师；（3）初级职称教师对人际信任可以促进分享的认同方面要高于高级职称教师。4.组织激励层面和人际信任层面对知识分享状况具有显著的预测力。5.被调查的九所北京市国家级重点中职学校的教师知识分享状况可分为优、良、合格三个等级。在上述结论的基础上提出相应对策建议。1. 重视文化课教师与专业课、实习指导教师之间的交流合作。2. 加强基于信任关系的学校知识分享氛围的创设。3. 制定和有效执行知识分享的有关激励制度。4.依托信息网络平台，充分开发建设知识数据库资源。此外，还为论文的后续研究提出方向。

Along with the progress of reforms in the field of vocational education，teachers’ professional development has increasingly become a main trend in teachers’ education. Knowledge sharing is regarded as the key in the knowledge management，which will bring better chance to the promotion of teachers’ professional growth and teachers’ training in schools.The study explores the present status of knowledge sharing and its influencing factors among teachers who work in the secondary vocational schools which are titled ‘national grade key school’ in Beijing，then puts forward some suggestion based on the data analysis in hopes of promoting the development of knowledge sharing in the field of vocational education and teachers’ Professionalization in our country. The thesis mainly comprises of two parts- literature study and empirical research. The literature part focuses on the analysis of the connotation of knowledge sharing and the key influencing factors. The empirical research begins with interviews，in which a total of 5 teachers are interviewed. The questionnaire survey follows. All the registered teachers (excluding administration staff and part-time employed teachers) from 9 secondary vocational schools that are randomly selected as the sample of totally 33 schools in Beijing. 275 questionnaires are sent to teachers and 265 are received back which account for 96% of the ones sent out. Up to 252 questionnaires are valid which accounts for 92% of the total questionnaires. The questionnaires are analyzed through descriptive statistics，item analysis， factor analysis，T-test，analysis of variance，One-way ANOVA，stepwise Regression and cluster analysis. The conclusions of this study are drawn as follows：1. Knowledge sharing among teachers of secondary vocational schools titled ‘national grade key schools’ in Beijing is appraised at a medium level. The main knowledge sharing channels are face to face communication among teachers，such as teaching seminar，specialist lecture etc. Until now，it is not popular through electronic medium such as computer，database. 2. Teachers have a high demand for knowledge sharing，but lower sharing behavior is shown in practice. Personal factors are shown differently in affecting knowledge sharing. Interaction and organization factors have great impacts on knowledge sharing.3. Conclusions from teachers’ personal factors affecting knowledge sharing: (1) In terms of initiative of knowledge sharing，the female teachers perform better than the male counterparts.(2)Teachers who teach literacy course perform more active than those who teach specialized course in the aspect of using knowledge resources effectively and identity of trust relationship motivating sharing behavior. (3) Teachers with different levels of professional titles are significantly affecting knowledge-sharing in trust factor. Teachers of elementary title are more satisfied than those with higher ones. (4) Motivation and trust factors show great ability to predict knowledge sharing present status. (5)The nine surveyed secondary vocational schools are divided into three ranks: excellent，good and qualified.Based on the conclusion above，several pieces of suggestion are raised: 1. Pay more attention to the cooperation and communication between teachers who teach different courses. 2. Strengthen the creation of knowledge sharing atmosphere and establish trust interpersonal relations. 3. Secure the effective formulation and execution of incentive mechanism of knowledge sharing. 4. Set up knowledge databases fully based on the networking platform.