History methodology

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History methodology is a part of history didactics that deals with effective methods and ways of teaching and learning in history teaching . This includes the didactic work techniques, materials and media as well as organizational forms.

In principle, history lessons are also based on the historical-critical method of the science of history . However, it must be used in a very simplified way so that the learners are put in a position to acquire historical knowledge and understanding. Therefore there is also a proximity to the non-subject-specific methodology of all school subjects.

Methodological distinctions

According to Hilke Günther-Arndt (2007), teaching-learning concepts must be distinguished from teaching-learning forms .

The teaching-learning concepts are the basic types of teaching - differentiated according to the bond / freedom of the learner

  • elaborate history lessons (class group)
  • task-centered history lessons (individualized)
  • project-based history lessons (cooperative)
  • Exploratory history lessons at special learning locations or with original sources

The historical forms of teaching and learning as dimensions of methodological competencies are

The social forms and course forms used are less subject-specific method components .

Are social forms

Course forms or teaching phases are e.g. B.

  • Started
  • Elaboration
  • Fuse
  • deepening

On the history of historical methodology

Until the 1950s, the practical training of history teachers for teaching at universities, colleges of education and in teacher seminars was called history methodology, as was the case with Hans Ebeling in 1953. Corresponding book titles existed until 1973 ( Kurt Fina ). In teacher training in the GDR , this view existed until 1989, as didactic freedom to reflect on the goals of teaching was politically undesirable.

In the Federal Republic of Germany, history didactics established itself as a prerequisite for teaching independently reflecting on goals and content. These are not given either by historical studies (" image didactics ") or simply by the curricula, so that they only have to be implemented effectively, as a popular misunderstanding puts it. Rather, history teachers have the task of finding their own solutions between the demands of the subject, society (including the curriculum ) and the needs of the students. With the establishment of independent university professorships for history didactics in the 1970s, methodological questions moved into the background of the training for a long time; they were considered too trivial. It was not until around the end of the 1980s that methodological problems came back into focus, especially because the demanding didactic concepts were hardly implemented in school practice. As in other subjects, goals such as independent activity , action orientation , and project work were strived for using methods that tended to make technical aspects recede. The economy of the Heinz Klippert books contributed to this. The didactic specialist Hans-Jürgen Pandel even criticized this as haphazard “work and bustle”, but without offering realistic methodical alternatives. At least two extensive handbooks, Media in History Lessons (1999) and Methods in History Lessons (2004), were published, but the distance between them and actual school practice was criticized. Even in the light of empirical educational research , teaching-learning research and lesson analysis that are becoming increasingly valid , there are not yet sufficiently reliable findings with regard to the effectiveness of individual teaching and learning methods in history teaching.

literature

Basics

  • Hans Ebeling : Methodology of History Lessons. Schroedel, Hanover / Darmstadt 1953 (6th edition 1962).
  • Bernhard Stohr : Methodology of history teaching. Problems of the methodical organization of history lessons at the general polytechnic high school . People and Knowledge, Berlin 1961 (3rd edition 1968).
  • Hans Ebeling: On the didactics and methodology of a child-oriented, relevant and contemporary history lesson . Schroedel, Hanover a. a. 1965 (5th edition 1973).
  • Kurt Fina : History methodology . The practice of teaching and learning , 2nd supplementary edition, Ehrenwirth, Munich 1981 (1st edition 1973) ISBN 3431023169
  • Handbook Media in History Classes, ed. Hans-Jürgen Pandel , Gerhard Schneider , newsreel, Schwalbach / Ts. 1999 ISBN 3879204306
  • Handbook Methods in History Lessons, ed. Ulrich Mayer , Hans-Jürgen Pandel, Gerhard Schneider, newsreel, Schwalbach / Ts. 2004 ISBN 3879204365
  • Hilke Günther-Arndt (ed.): History methodology. Handbook for secondary level I and II . Cornelsen Scriptor, Berlin 2007, ISBN 9783589225262

Secondary literature