Teacher narration (history lesson)

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The teacher narrative is a traditional method for displaying history in the classroom. It is part of frontal teaching .

development

Alois Clemens Scheiblhuber is considered to be the history didactician from the German Empire , who for decades provided the tools for a school storytelling . The interest of the students in the story should be aroused and encouraged by their participation in an exciting story. Scheiblhuber spoke of a "plot like in a novel or drama, the more exciting the better, a few main characters who are the focus of this plot, around whom everything moves, and who bring about or experience exciting scenes". Learners should "share the action and the persons with the mind, triumphing or suffering with them, rejoicing or fear for them." Once a child has been “won in this way”, said Scheiblhuber, “then the mind will soon dare to solve all kinds of problems, entertainment takes a backseat to seriousness, and stories become history”. Behind it are borrowings from drama theory such as the unity of plot, place and time as well as the intensification of the plot to the point of peripetia .

The narrative has always been a basic form of conveying history in society. For a long time the teacher narration prevailed in schools, it was not until the 1960s that stronger criticism of the passive role of the naively listening pupil and the one-sided interpretation by the teacher began in Germany. In the following decades she was largely banned from teacher training . It was not until the 1990s that it was increasingly rehabilitated again because its attractiveness significantly increased the motivation of the students for history lessons compared to constant work with historical sources . Nevertheless, the didactic problem persists that suggestive interpretations by the lecturer are conveyed through the narrative.

to form

Heinz Dieter Schmid names the basic forms of storytelling , reporting , demonstrating and informing for history lessons .

The storytelling is a text lecture of medium length with great clarity, density and color, but not a completely free invention. It is based on sources and representations. The story telling has a novelistic core and is often condensed into a representative decision or scene.

The report is a presentation of a more generalized nature, of medium density and of a larger scope in terms of content. The report dispenses with the full clarity of the details, places more emphasis on the explanation, and incorporates different doctrinal opinions and research results. Knowledge is explained, explained and integrated.

The demonstration is a teacher lecture on the method . The teacher uses an example to demonstrate how to interpret a picture, a card, a coin, a statistic or how to proceed deductively or inductively.

The information is the most generalized form of lectures. It reduces the historical facts to general lines and is based on a strict and clear structure.

literature

  • H.-D. Schmid: On the storytelling in the lower secondary level, in: Siegfried Quandt / Hans Süssmuth (ed.): Historisches Erziegen Forms and Functions, Göttingen 1982, p. 59

Web link

supporting documents

  1. ↑ AC Scheibl Huber: Experience through imaginative moderate representation . In: Pedagogical Center of the German Teachers 'Association (ed.): 3rd yearbook of the Pedagogical Center of the German Teachers' Association, Leipzig / Berlin 1913, pp. 217–233