本文從Nonaka等人所提出知識移轉機制，包括社传化、外化、結合化及内化 等，以內容分析方式來IW釋一位W習教師（小靜)教嘐知能發展的歴程，結果發 現：在社軻化（內隠知識轉內隠知識）階段，小靜老師在觀摩輔導教師的教嘐後， 传反思自己的教學，找出自己需要加強的部份，並軻模仿輔導教師的教學，達到内 隱知識問的移轉；在外化（內隱知識轉外顯知識）階段，小靜老師經由試教與對 話，並從钭試錯誤及參考輔導教師的建議中修正教學策略，將内隠知識外顯化；在 結合化（外_知識轉外頭知識）階段，小靜老師以教材分析及課文蝙擬的方式整合 外顯知識，並宵試整合各項資源及教學方法於教學之中，達到外顯知識問的移轉； 在內化（外顯知識轉内隠知識）階段，小靜老師積極參與師資培育機構所提供的各 項輔導措施，以做中學的方式，將所習得的知識内化。

This study was based on the knowledge transfer mechanism proposed by Nonaka and Takeuchi (1995) which includes socialization, externalization， combination and internalization. A student teacher's (Xiao-jing) teaching knowledge and ability development was analyzed. There were four main findings. First，Socialization Stage (implicit knowledge to implicit knowledge): Xiao-jing reflected on her own teaching after observed her mentor teacher's teaching. She would then find out parts needed to be strengthened and imitate her mentor teacher’s teaching to complete the transfers between implicit knowledge. Second， Externalization Stage (implicit knowledge to explicit knowledge): through teaching trials, talks, mistake making and suggestions she tried to resolve her teaching strategies for transferring implicit knowledge to explicit knowledge. Third， Combination Stage (explicit knowledge to explicit knowledge): she integrated explicit knowledge by analyzing teaching materials and editing teaching text She also tried to apply various resources and teaching methods to her teaching for the transfers between implicit knowledge. Finally, Internalization Stage (explicit knowledge to implicit knowledge): she actively attended to all kinds of training programs offered by the teacher training institution for internalizing her learned knowledge through learning by doing.