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1、AbstractGroupleaming’asalleffectivemethodoflearningtheoryandstrategy,hasemm，dintothekindergartenteachers’lenminglife,andhasb∞ome蛐importantwayofkindergarten-orientedresearchandteachers’professionaldevelopment．However,individualteacher'slowlearningefficiencyandqIlalitywithingrouplearninghaveser
2、iouslyaffectedandrestrictedherprocessofprofessionaldevelopment．Beingthet∞tn]tffrstoneandtheco他ofknowledgenumagement协哪thekey-aimofpenoIlalknowledgemanagementistohelpindividualcombandintegratehbknowledge掣蚍锄，accumulateandobta砜exchangeand曲叫岛wplyendinnovateknowledger潮asciouslyandin+,cs-monsEy,and∞
3、碰衄mlyad印tto吐Ie删嚣-cII宙叫豇唱knowledge∞商啊throughtheimprovementofindividuallearningabilityandprofessionalcompetent．IUred啦ingthepersonalknowledgemanagememtIIeofyintothekindergartengrouplearning,willgraduallyimprovethekindergartenteachers’leaminglevel,enhancethepotencyofthegroupleaming。acceleratethe“
4、m啦mcti∞ofspecializedplaicetheory,andspeedl巾thestepsofself-renewal．Anoutstandingtheory,onlywhenitisrootedandbuddedinthelivelypreschooleducationpractice，canrealizeitspotentialsignificanceandvalues．Theresearchoftheformationanddevelopmentofkindergartenteacher’spersonalknowledgemanagementstrategyi
5、sabridge，whichconnectsthetheoryandthepractice,theidealandtherealty．Wecollected178effectivequestionnairesfromsixkindergartensinJiangsu,GtmngdongandHananprovinces,tostudythepresentstrategyutilizationof韬似lc】曙蝴teachers’personalknowledgemanagementwithingrouplearning．However,thestati鲥calresultswere
6、notoptimistic．SotheresealvmerselectedteacherstosdI
7、ptworesearchteamsfromlwokhldergar塘-nsofdiffercmtculturalb{dl【g瑚岫峨eachtemnincludedo∞novice,o∞developingteacherandonematureteacherrespectively．EachteamW85丑resem℃hcommunitytocarryoutpersorlalknowledgemanagcm咖strategyresearch．Aftermorethan埘鼯yearo
8、factionrese呲h,basedon》d黝：communitymembersformed啦灿kindsofperⅫmlknowledgemanagements血'awgies：w喇ngnotesandrecord，他flectingindiary,usingschemeandthemlas．codingdigitals,communicatingbydialogue,sharingexpel乜’resources,openingpedagogyactivityandanal
