随着人工智能、科学知识社会学的发展，知识的样貌发生了巨大变化——知识普遍性的消解、客观性的悬置和中立性的悄然隐退，取而代之的是情境性的接纳、文化性的生成和价值性的在场，最终在这一过程中产生了多样的知识形态，特别是以行动为表达方式的意会知识，强调人的社会性对知识的影响，在一定程度上修缮了传统认识论二元对立的瑕玷，逐渐衍生出专长研究范式。以意会知识、专长为视角透视知识获得，溢出了原有客观知识对专业发展的解析，各行业的专业发展呈现出新的路径、特点，因而从意会知识的角度探究教师教学专长的获得过程及影响因素对我国教师队伍的建设、教育事业的发展具有重要意义。

本研究选取H省J市Q中学的三位名师为个案，采用半结构访谈法、观察法和实物收集法为材料收集方法，以类属分析和情境分析为资料分析方法，从个体认知、社会交往、情境互动等维度，探究教师在社会关系建构、共同体互动等生活境遇下通过意会知识传递获得教师教学专长的具体过程，揭示教师教学专长获得的影响因素。

研究发现：

1.      教师教学专长的获得过程：

以意会知识理论为视角，发现教师教学专长既囊括课程知识、非语言表达技能等认知因素的内容，也包括成就动机、奉献精神等非认知因素的内容，还涵盖了了解不同背景的学生需求、参与决策的能力等批判性内容，同时还涉及到了社会交往能力、群体规则适应能力、成员资格获得能力、社会标记获得能力等社会性内容，这些内容主要是在社会互动的过程中获得的。具体而言，H1教师主要是通过与学生、教师、校内外领导、专家建立社会关系的过程获得教师教学专长。H2 教师主要通过获得不同共同体成员资格与共同体互动的过程获得教师教学专长。Z教师主要通过身体社会化如身体习语的习得、教学风格的形成过程实现教师教学专长获得。综合而言，三位教师的教师教学专长获得过程包括：自学阶段：阅读书籍形成对理论的辅助觉知和模仿他人来实现对教师教学专长的了解；嵌入社交圈阶段：与多元主体建立关系，以获得工具、时间和专业知识等资源支持、情感支持、改变社交圈结构和互动深度来实现对教师教学专长的理解；浸入共同体阶段：在共同体中通过对信念价值、行为规则、趣味风格、典型案例、传统权威的文化适应实现对教师教学专长的掌握运用；跃迁核心层阶段：通过参与评价奖励、加盟高社会资本机构、偶遇提携者的方式实现对教师教学专长的专精。

2.      教师教学专长获得的影响因素：

通过案例分析发现，H1教师的教师教学专长获得主要受阅读积累、领导风格、平台机遇、群体规则、学校行为文化的影响；H2教师的教师教学专长获得主要受非正式交往、重要他人、共同体成员资格获得、理论内化、学校信任文化和合作制度的影响；Z教师的教师教学专长获得主要受师傅引领、反思求教、教育理念和资讯更新、专业知识学习、声望获得、亲师关系等因素影响。总体而言，教师教学专长获得的影响因素可从宏观、中观、微观三个层次进行解析。就宏观层面而言，影响因素主要指学校治理中社会交往体制空间的建构，包涵网络组织结构、制度引领、信任合作文化、仪式互动等；从中观层面看，影响因素主要是社会资本的交换获得，涉及社会关系建构、声望获得、潜规则遵从、成员资格取得等；从微观层面透视，影响因素主要涵盖主体间理解达成的内容及程度，如交往理性、身体作为工作源泉、社交媒介和身体习语的使用、主体间性关系的建立等。

With the development of artificial intelligence and sociology of scientific knowledge, great changes have taken place in the appearance of knowledge - the dissolution of knowledge universality, the suspension of objectivity and the quiet retreat of neutrality, replaced by situational acceptance, the generation of culture and the presence of value, and finally produced a variety of knowledge forms in this process, in particular, tacit knowledge, which takes action as the expression, emphasizes the influence of human sociality on knowledge, repairs the defect of binary opposition of traditional epistemology to a certain extent, and gradually derives the paradigm of expertise research. The study of knowledge acquisition from the perspective of tacit knowledge and expertise overflows the analysis of the original objective knowledge on professional development, and the professional development of various industries presents new paths and characteristics.Therefore, exploring the acquisition process and influencing factors of teachers' teaching expertise from the perspective of tacit knowledge is of great significance to the construction of teachers and the development of China's education.

This study selects three expert teachers from Q middle school in J City, H Province as cases, uses semi-structured interview, observation and physical collection as material collection methods, and uses generic analysis and situational analysis as data analysis methods to explore teachers' social relationship construction, community interaction and The specific process of acquiring teachers' teaching expertise through the transmission of tacit knowledge under the living conditions of mentorship and apprenticeship, and reveals the influencing factors of teachers' acquisition of teaching expertise. The research following findings:

1.The acquisition process of teachers' teaching expertise：

From the perspective of tacit knowledge theory, it is found that teachers' teaching expertise includes not only cognitive factors such as curriculum knowledge and nonverbal expression skills, but also non-cognitive factors such as achievement motivation and dedication, as well as critical contents such as understanding students' needs from different backgrounds and participation in decision-making. At the same time, it also involves social communication ability, group rule adaptation ability, membership acquisition ability, social marking acquisition ability and other social contents, which are mainly acquired in the process of social interaction. Specifically, teachers H1 acquire teachers' teaching expertise mainly through the process of establishing social relations with students, teachers, leaders inside and outside the school, and experts. Teachers H2 acquire teachers' teaching expertise mainly through the process of acquiring different community membership and interacting with the community. Teacher Z mainly achieves the acquisition of teaching expertise through body socialization, such as the acquisition of body idioms and the formation of teaching style. In summary, the acquisition process of the three teachers' teaching expertise includes: self-study stage: reading books to form auxiliary awareness of theory and imitation to realize the understanding of teachers' teaching expertise; Embedding in social circle stage: to establish relationships with multiple subjects, obtain resource support such as tools, time and professional knowledge, emotional support, change the structure of social circle and interaction depth to realize the understanding of teachers' teaching expertise; Immersion stage: in the community, teachers can master and apply their teaching expertise through acculturation of belief value, behavior rules, interest style, typical cases and traditional authority. Transition to the core layer stage: teachers' specialization in teaching expertise can be realized by participating in evaluation and reward, joining high social capital institutions, and meeting facilitators by chance.

2.   Influencing factors of teachers' acquisition of teaching expertise：

Through case analysis, it is found that teachers H1' acquisition of teaching expertise is mainly influenced by reading accumulation, leadership style, platform opportunity, group rules and school behavior culture. Teachers H2' acquisition of teaching expertise is mainly influenced by informal communication, significant others, community membership acquisition, theory internalization, school trust culture and cooperation system. Teacher Z's acquisition of teaching expertise is mainly influenced by the guidance of teachers, reflection on seeking advice, updating of educational ideas and consultation, learning of professional knowledge, gaining of reputation, parent-teacher relationship and other factors. In general, the influencing factors of teachers' acquisition of teaching expertise can be analyzed from three levels: macro, medium and micro. At the macro level, the influencing factors mainly refer to the construction of social interaction system space in school governance, including network organization structure, system guidance, trust and cooperation culture, ritual interaction, etc. From the medium level, the main influencing factors are the acquisition of social capital exchange, which involves the construction of social relations, the acquisition of reputation, the compliance of hidden rules, the acquisition of membership, etc. From the micro perspective, the influencing factors mainly include the content and degree of understanding achieved between subjects, such as communicative rationality, body as the source of work, the use of social media and body idioms, and the establishment of inter-subject relations.