关键词: 创新型人才培养, 信息技术, 隐性知识, 知识管理

Abstract: The accelerated development of information technology makes the information technology evolve from teaching auxiliary means to dominant resources, and promotes a series of educational mode changes. This paper is mainly applied research, and comprehensively uses the literature analysis method, comparative analysis method and policy research method. The four dimensions of action technology, policy and knowledge are taken as the research framework. Firstly, the related literature in the fields of higher education and innovative talents are sorted out. The research focus and research ideas of this paper are clarified. Secondly, the new talent training methods in foreign higher education are classified and four types of talent training modes are compiled. Once again, the development stage of information technology in education and modern information are analyzed. The application of technology in higher education; then, in the United States, Japan, Britain, China and the European Union, systematically sort out relevant policies in the field of higher education in recent years, and summarize the possible impact of policies on future higher education practices; finally, knowledge perspective provides theoretical support for the above four types of training models, and combines knowledge classification to construct the "obvious knowledge learning model" and "hidden knowledge learning model". Through comparative analysis, the direction of future higher education development reform is clarified.
With the increasing emphasis on the effectiveness of talents in various countries, a series of new higher education models have emerged internationally. This paper selects some representative research universities, which can be roughly divided into two categories: The first category is the traditional old school. Since the beginning of the school, these colleges and universities have been able to meet the needs of social development for innovative talents through continuous reform of the talent training model. Their school strength and scientific research capabilities have long enjoyed a good reputation in the world. The schools listed in this article include the University of California at Berkeley, the California Institute of Technology, Stanford University, and Johns Hopkins University. The second category is the emerging research university. These colleges and universities have innovatively subverted traditional education barriers and adopted a new concept of training. After ten years of establishment, they have made outstanding achievements in scientific research and innovative personnel training. The schools listed in this article include the King Abdullah University of Science and Technology and the University of Minerva.
Based on the emerging education reform in the world, this paper summarizes the four training modes implied in the education phenomenon, and constructs the "explicit knowledge learning model" and "tacit knowledge learning model" based on the theory of knowledge management. In the "explicit knowledge learning model", it reflects the one-to-one correspondence between explicit knowledge cognition and current domestic talent training characteristics, including the "instillation learning" model oriented by transmission coding cognition. Homogeneous cognition-oriented "standardized learning" model, to strengthen the theoretical cognition-oriented "knowledge-based learning" model, to obtain delayed cognitive-oriented "memory-based learning" mode; likewise, "tacit knowledge learning model" reflects the one-to-one correspondence between tacit knowledge cognition and new talent training methods emerging abroad, including the “active learning” training model that stimulates potential cognition to adapt to individual recognition. A knowledge-oriented "personalized learning" training model, a "practical learning" training model that enhances experience cognition, and a "discussion-based learning" training model that emphasizes immediate cognition.
We collected and compiled the New Media Consortium (2010-2018) released by the US New Media Alliance in the past nine years, and sorted out the information technology that has been, is, and will be applied to the field of education in 2010-2022 to clarify information, to clarify the application process of information technology in higher education.
Education policy has responded to the development of information technology. Thanks to the support of information technology, the education policy gradually promotes some new teaching modes. We collected and organized the policies and reports issued by the five countries and regions in the United States, Japan, Britain, the European Union and China in the field of higher education in recent years to analyze the impact of the new education policy on traditional education reform. The perspective of knowledge provides us with a new perspective on thinking and explores the essential needs in the cultivation of innovative talents through knowledge classification.
The innovation of this paper is to extract the theoretical model from the phenomenon, so that the two types of knowledge correspond to the two types of learning models, and construct the "dominant knowledge learning model" and the "recessive knowledge learning model" respectively. The comparative analysis found that the explicit knowledge training mode that plays an important role in China’s higher education can no longer meet the needs of the society for innovative talents. The "hidden knowledge learning model" corresponds to the cuddly knowledge cognition mode and the learning mode adopted by foreign universities. It shows that the emergence of a series of actions in colleges and universities is not accidental. What is hidden behind it is the emphasis on tacit knowledge. This is the important conclusion of this article.
Through case analysis, policy analysis and model comparison, it is found that: 1.The emergence of new educational model is inseparable from information technology support and policy incentives. On the one hand, new technologies provide motivation and technical support for education reform, and new policies guide education reform; on the other hand, the rapid development of information technology also promotes the continuous transformation of education to meet the needs of international competition.2. The application of information technology in education has its limitations. Information technology is more convenient for dealing with explicit knowledge and can replace explicit knowledge education, but it has not played a significant role in tacit knowledge education, that is, information technologycan not solve tacit knowledge problems; information technology has no impact on higher education. It should be limited to the "tools" level, but should be the issue of education reform. The emergence of the new education model partially compensates for the shortcomings of information technology in the field of tacit knowledge education. This responds to the "Question of Jobs" to a certain extent.;3. The emergence of new education model is not accidental, but its essence is the emphasis on tacit knowledge. The existing campus education can meet the standardized output of explicit knowledge, but the focus of talent innovation is tacit knowledge education. So tacit knowledge education is an important direction of higher education reform.

Key words:  innovative talent training, information technology, tacit knowledge, knowledge management