Subject teaching
Under professional instruction refers to a teaching and learning, which focuses on a narrower subject area, which is usually defined by the object or content with which it deals mainly. Chemistry classes , music classes or art classes are such forms of subject teaching in school. In officer training, the teaching of strategy and tactics is part of the specialist course, in training to become a master craftsman, for example, accounting .
term
A subject (from ahd. Fah = part , department ) is to be understood as an excerpt from a whole. Just as a cupboard as a whole can be subdivided into clear units using drawers, this also happens in teaching with the complex reality of life. While in the school sector one speaks of subjects and specialist teaching that represent a certain field of knowledge or specialty, in the science sector a distinction is made more between subject areas or disciplines . Often there is also the pleonastic expression specialist disciplines .
As a rule, lessons take place after specialist training by specialists , i.e. experts in their field . In the academic field, they acquire their specialist knowledge by studying a subject . When studying, examining and teaching, they then rely on specialist libraries and specialist literature , use a specialist language and are often organized in their special professional association. In order to be able to be regarded as a proven specialist and to be allowed to train accordingly, a corresponding specialist examination is required , e.g. B. to master in a craft business.
Emergence
The establishment of subjects and specialist lessons resulted from the need to increase competence in a certain area and thus inevitably a corresponding specialization. The research and teaching subjects had to be removed from the complex reality of life in order to become more manageable and controllable. This resulted in areas of didactically conveyable knowledge and skills in all teaching areas. For example, subjects emerged that didactically and methodically deal with the area of play, sport and movement (= sports lessons ) , the spoken and written German language (= German lessons ) or dealing with numbers (= math lessons ) as their specialty.
Problem
Even with specialization, which is meaningful in itself, a certain amount must be adhered to. The advantages of subject teaching reach their limits where the overview of the whole is lost, of which the treated subject is only a sub-area and with which it remains connected in real life. In medicine, there is a noticeable trend towards increasingly narrowing specialty areas (example: human medicine > surgery > hand surgery ) and a reduction to a few treatment methods (e.g. operations ). On the one hand, this is desirable for competent treatment, on the other hand, it is problematic for patient-friendly health care if indispensable related sciences such as nutrition or training science are disregarded, instead of prevention, only therapy is used or alternative methods are not known.
We speak of technical idiocy when a narrowing of the horizon leads to an absolutization of one's own subject area and thus to one-sidedness and misjudgments within the framework of the complex problem situation.
Such a subject-related narrowing of horizons can also lead to a professional arrogance in which one's own subject area is overestimated and other subject areas are underestimated. This must be countered through professional openness and willingness to cooperate in vocational training, but also in further training.
Subject cooperation
A technical course that is geared towards a high level of professional competence and life must combine its findings with those of other specialist areas. This is particularly important when it comes to complicated and complex topics and problems. With its range of subjects, the school offers an ideal framework for preparing appropriately for life. It only needs to be perceived and exploited through the willingness of the teachers to cooperate. Such collaborations have to be learned during training. In addition to teaching projects at school, they are common and necessary for operations by medical teams or in legal associations. Classroom teaching offers forms such as interdisciplinary teaching or project teaching for learning subject cooperation.
literature
- Karl-Heinz Arnold (Ed.): Quality of teaching and subject didactics . Klinkhardt Verlag, Bad Heilbrunn 2007, ISBN 978-3-7815-1431-7 .
- Subject didactics in dialogue . Contributions from the lecture series of the Didactics Forum at the Philipps University of Marburg. Verlag Tectum, Marburg 2010, ISBN 978-3-8288-2226-9 .
- Siegbert Warwitz: The need to supplement physical education . In: Interdisciplinary Sports Education. Didactic perspectives and model examples of interdisciplinary teaching . Verlag Hofmann, Schorndorf 1974, DNB 740560026 , p. 40-52 .
- Siegbert Warwitz and Anita Rudolf: project lessons. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, ISBN 3-7780-9161-1 .
Web links
See also
Individual evidence
- ^ Karl-Heinz Arnold (Ed.): Quality of teaching and subject didactics . Klinkhardt publishing house. Bad Heilbrunn 2007
- ^ Siegbert Warwitz: The need to supplement physical education . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Schorndorf 1974. pp. 40-52
- ↑ Subject didactics in dialogue . Contributions from the lecture series of the Didactics Forum at the Philipps University of Marburg. Publisher Tectum. Marburg 2010
- ^ Siegbert Warwitz / Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Schorndorf 1977. pp. 15-22