文章在借鉴教育观念本体研究成果的基础上，确定了教师的教育观念是一种个体隐性知识，具有个体性、缄默性、实践性。

Taking up the research results of educational concept, the thesis conforms teachers' educational concept as a kind of personal implicit knowledge, which is personal, tacit and practical.

隐性知识也可以是“相关联的”。

Tacit knowledge can also be relational .

隐性知识也可以是“相关联的”。

Tacit knowledge can also be relational.

学生隐性知识的生成与获得

Formation and acquirement of student ' s indistinct knowledge

阐述了隐性知识和显性知识的涵义，探讨了隐性知识和显性知识互动模式及知识流程。

This paper attempts to discuss the contents, the interactive mode and the knowledge flow of the implied knowledge and the dominant knowledge.

随着知识管理的不断发展，隐性知识逐渐成为知识管理的核心。

With the development of knowledge management, tacit knowledge becomes the core of knowledge management.

隐性知识的流动和转化是企业知识管理的关键所在.

The flowing and converting of tacit knowledge is the key of enterprise knowledge management.

隐性知识是非显性、有时无法显性化的知识

Tacit knowledge is not and sometimes cannot be made explicit

隐性知识是企业知识的主体，是企业创新的原动力。

Tacit knowledge is the main body of the enterprises knowledge. It is the motive power of scientific and technical innovation of the enterprises.

而另一种知识是隐性知识,不容易看见和表达,它万全是个人知识,难于形式化.

The other is tacit knowledge which is not easily visible and expressible.