Leading text method

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The term guiding text method “ denotes a training process in which trainees are instructed in coping with practical tasks by means of written documents - texts. "

Development of the leading text method

The guiding text method was "developed not in pedagogical theory but in operational practice ". “ The first forms of guiding texts originated at Daimler-Benz in Gaggenau in the mid-1970s. The usual instructions of the trainers were put together as audio slide shows. The trainees worked on these independently, based on a text that ended with a small test. The test results showed the trainer what the trainees had learned themselves and where there were gaps to be filled. "

The reason for the development of the guiding text method was because the introduction of the project method in in-company training “ z. Sometimes it led to difficulties in the systematic teaching of basic skills ”. On the other hand, the companies were not satisfied with the previous 4-step method . This has established itself in company vocational training since the 1930s , and it is still widely considered to be the most effective (and often the only) method for teaching psychomotor skills. It has its roots in the USA, where, in the course of the expansion of flow production, a search was made for rational training methods with which workers can learn repetitive movements as quickly and reliably as possible. “The 4-step method has been further developed over the years, but certain learning objectives can not be adequately conveyed with the previous methods . Companies today refer to these “specific learning objectives” as “ key qualifications ”.

In summary, one can say that the 4-step method was appropriate for the age of Taylorism , whereas today, due to the technological change in production, the guiding text method is intended to convey “certain learning objectives” - key qualifications. Skilled workers should be able to think in context today and in the future.

The 1987 came into force reorganization of electric - and metal - professions attacks this also. Although the legislature does not prescribe any teaching or training methods, only content-related requirements, it says in Section 3 (4): "The ... mentioned skills and knowledge should be imparted in such a way that the trainee ... qualified professional activity, which includes in particular independent planning, implementation and control. "

Theory of the leading text method

In 1987 the authors of the Federal Institute for Vocational Education and Training (BIBB) wrote: “ When reading this volume you will also find that ... a systematic justification and derivation of the guiding text system has so far been missing. “In the 2nd edition published in 1991, the bibb provides a theoretical justification.

“The basic principle of the guiding text method is to guide trainees so that they learn as much as possible independently.” “ A guiding text usually consists of

  1. Key questions
  2. work schedule
  3. Control sheet and
  4. Guiding principle "(Ibid.)

The core element for the theoretical justification of the BIBB is the model of the complete action . This model of the complete action represents “ ideally how a skilled worker carries out a complete work order, for example. "If the" desired behavior of the skilled worker can now be described with the complete action, the training method should be structured accordingly. "

In their opinion, a complete action can be divided into 6 levels. So that every trainee carries out a complete action, “ for an effective training it is important to choose a strategy for each of the six levels that ensures that each trainee carries out complete actions both internally and externally. These are

  • for information
the processing of key questions
  • for planning
the creation of written work plans
  • to the decision
a technical discussion with the trainer about the work planning and the answer to the key questions
  • for execution
performing a practical task
  • for control
self-and external control using control sheets (target-actual comparison)
  • for evaluation
Another technical discussion about the control results and the possibilities of future error avoidance. "

The authors differentiate between internal and external processes of a complete plot. “ While the external processes can be ensured relatively easily, the pedagogical problem lies primarily in structuring and securing the internal processes, which are particularly important for the completeness of the action. The leading text method solves this problem by moving these internal processes to the outside, as it were. This is done by having to write down what is otherwise only thought during the training. "

Through the inner process (better: the complete plot), the authors of the bibb hope that “semantic networks” will form in the head of the trainee. American researchers (Rummelhart, Lindsay and Norman) assume that “ terms are stored in the brain in connection with their use. "If the trainees are stimulated by the external process - the six stages - to" internal questions ... in the information phase "or" by the need for written work planning "(ibid.)," The development of efficient semantic networks can be expected at the same time become. "(Ibid.)

criticism

The question that the leading text method has to put up with is: How independently do the trainees really learn with the leading text method? If you take a closer look, the guiding text method resembles the 4-step method and thus the programmed instruction.

If, however, one demands that the future skilled worker should be able to act independently and be able to critically reflect, the leading text method does not meet the demands of progressive vocational training. This should have at least the following characteristics:

  • “ Consideration of the learner as an active agent.
  • Contribution of the whole personality, ie participation of head, heart and hand (cf. Pestalozzi ).
  • Elaboration of action results with practical value .
  • Student participation in the design of action processes (planning, implementation, evaluation)
  • Orientation towards the experience and interests of the students .
  • Creation of motivation through meaningful tasks ( action goals , action products ).
  • Reduction of location-relatedness, turning away from subject separation in favor of holistic, object-related learning processes. "

outlook

The reorganization of the professions, which started in 1998 with the mechatronics technician and currently (2009) extends to almost all professions, is no longer based on the guiding text method, but on the learning field concept . This model should be more holistic .

See also

List of training occupations , list of teaching methods , self-directed learning

literature

  • Beuting-Lampe, Karin: Apprentices conquer housekeeping: 50 guiding texts from A for work planning to Z for room cleaning , 2007
  • Hans-Dieter Höpfner: Leading texts - a way to independent learning. Important questions and their discussions about the introduction in the new federal states. Supplementary participant documents. Publisher: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 1991
  • Hans-Dieter Höpfner, Reinhard Selka: Leading texts - a way to independent learning. Additional information and materials for seminars in the new federal states. Speaker guide. Publisher: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 1991

Web links

Footnotes

  1. ↑ Joachim Rottluff: The leading text method. In: Pahl, Jörg-Peter, Schulz, Heinz-D. (Ed.): Learning after the reorganization. Wetzlar, 1989, p. 148
  2. ↑ a b Reinhard Selka and others: Leittextte - a way to independent learning. Organizer info. Publisher: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 1987, p. 5
  3. ↑ Joachim Rottluff: The leading text method. In: Pahl, Jörg-Peter, Schulz, Heinz-D. (Ed.): Learning after the reorganization. Wetzlar, 1989, p. 149
  4. ↑ Johannes Koch, Reinhard Selka: Leittexte - a way to independent learning. Participant documents. Publisher: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 30
  5. ↑ Johannes Koch, Reinhard Selka: Leittexte - a way to independent learning. Participant documents. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 29
  6. ↑ Reinhard Selka et al.: Leittextte - a way to independent learning. Organizer info. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 1987, p. 7
  7. ↑ Reinhard Selka et al.: Leittextte - a way to independent learning. Speaker guide. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 1987, p. 3
  8. ↑ Johannes Koch, Reinhard Selka: Leittexte - a way to independent learning. Participant documents. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 41
  9. ↑ a b Johannes Koch, Reinhard Selka: Leittextte - a way to independent learning. Participant documents. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 42
  10. ↑ Johannes Koch, Reinhard Selka: Leittexte - a way to independent learning. Participant documents. Publisher: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 43
  11. ↑ Johannes Koch, Reinhard Selka: Leittexte - a way to independent learning. Participant documents. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 39
  12. ↑ Johannes Koch, Reinhard Selka: Leittexte - a way to independent learning. Participant documents. Editor: Federal Institute for Vocational Education and Training, Der Generalsekretär, Berlin, 2nd edition 1991, p. 44
  13. ^ Heinz-Dieter Schulz: Learning to do things - a didactic concept in vocational training. In: Pahl, Jörg-Peter, Schulz, Heinz-D. (Ed.): Learning after the reorganization. Wetzlar, 1989, p. 89