SECI理论视域下高职英语教师“以赛促教”的成果转化路径——基于北京市职业院校技能大赛教学能力比赛一等奖作品

The Transformation Path of Promoting Teaching through Competition for Vocational College English Teachers under the SECI Theory Framework—A Case Study of the First Prize Work in the Beijing Vocational College Teaching Ability Competition

摘要: 教学能力大赛“以赛促教”的成效向日常课堂迁移是当前职业教育教师发展中的关键难题。本研究以SECI知识创造理论为分析框架，采用行动研究范式，基于笔者2024年获北京市职业院校技能大赛教学能力比赛一等奖作品，系统呈现了赛后成果向日常课堂转化的完整过程：社会化阶段实现教学底层逻辑的认知重构；外显化阶段将隐性教学直觉转化为可复制策略；组合化阶段形成真实教学环境中的闭环操作；内隐化阶段通过持续实践使操作内化为教学本能。实践效果表明，学生在认知参与、自主学习、自我调节、文化理解等方面均有显著提升，该路径为破解“赛教分离”困境提供了可复制的实践范例。

Abstract: Transferring competition-driven teaching gains into daily classrooms is a critical challenge in vocational teacher development. Guided by the SECI model of knowledge creation and adopting an action research paradigm, this study systematically presents the full process of transforming competition outcomes into routine classroom practices, based on the author’s first-prize work in the 2024 Beijing Vocational College Teaching Ability Competition. The socialization phase enables a cognitive restructuring of the underlying pedagogical logic; the externalization phase converts tacit teaching intuitions into replicable strategies; the combination phase establishes closed-loop operations within authentic teaching environments; and the internalization phase embeds these operations into teaching instincts through sustained practice. Empirical results demonstrate significant improvements in students’ cognitive engagement, self-directed learning, self-regulation, and cultural understanding. This pathway offers a replicable practical model for resolving the persistent “competition-teaching disconnect” dilemma.