Main objective (didactics)

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In educational science , especially didactics , key objectives are the overarching objectives worth striving for in the learning process. In the hierarchy of the target program, they form the top, relatively abstract category. Key objectives are reflected as guiding principles in the curricula , educational plans and curricula . The specific learning and teaching objectives that are to be achieved in the educational establishment are derived from them .

term

Key objectives or guidelines should determine the pedagogical thinking and control the action concepts developed from it. Key objectives only provide a general orientation. They still need to be specified if they are to be effective in practice. This is achieved by the so-called learning goals derived from them and the further broken down rough and detailed, near and long-range, intermediate and final goals. They are so structured that they can operationalize , in practice, implement and then evaluate leave.

Key objectives can assume a different degree of abstraction. The educational goal of the general education schools can be formulated as " education to an independent personality and a full member of the community of values ". However, more detailed information on labeling can also be incorporated, such as training in tolerance, non-violence, critical faculties, respect for human rights, freedom of thought and expression, democratic attitudes, etc. A number of key objectives can also be set that determine attitudes and behavior should.

Key objectives in general education

The education system receives its main goals on the one hand from the canon of values ​​of society, as it is anchored in human rights , for the Federal Republic of Germany in the Basic Law and in the constitutions of the federal states . For example, the state constitution and the education law of Baden-Württemberg give the overarching mandate “ to educate children on the basis of Christian and occidental educational and cultural values ” (Bildungsplan Grundschule, Stuttgart 2004). In turn, the individual subjects are preceded by these specific key objectives or central ideas such as " the question of God and the religious dimension of being human " (Catholic religious instruction), " the development of language and written culture as a means of interpersonal communication, self-reflection and environmental communication " ( German lessons) or “ Mediation of movement and play as access to the world, principle of learning, possibility of expression, path to sociality, health and well-being ” (subject group movement, play and sport).

On the other hand, curricula map the qualifications that are seen as necessary and beneficial for the individual and the community. For example, in Art. 131 (2) of its constitution , the Free State of Bavaria formulates self-control, a sense of responsibility, helpfulness, the ability to show solidarity, self-determination, the ability to judge and criticize, as the “highest educational goals” .

Key objectives in specially designed schools

Individual, sometimes ideologically formed educational institutions like to subordinate their educational work to a central idea that is binding for the entire school community and is intended to serve as orientation and decision-making aid for practical teaching measures. For this purpose, so-called school programs can be developed that concretize the common model and make it evaluable.

In this way, there is the possibility of developing your own profile, which differs from other types of schools and educational institutions. In addition, it enables the bundling of teaching efforts in the sense of a consensus-based value education and a coherent worldview.

The following can be considered to be particularly significant historical school foundations, each with their own characteristic objectives and educational concepts:

Main objectives of the curriculum revision

Curricula, educational plans or curricula require revision at certain intervals in order to be able to adequately reflect the changing reality of life. These revisions are subject to certain criteria, which are also referred to as the “main objectives of the curriculum revision”. The didacticians Siegbert Warwitz and Anita Rudolf describe nine such "guiding objectives" that a modern curriculum must take into account:

1. Competence of the decision-makers (the curriculum planners must be qualified for the task)

2. Democratization of decision-making processes (the development of the curriculum must follow democratic principles)

3. Transparency of the decision-making processes (the decision-making processes must be transparent and comprehensible for the interested public)

4. Goal planning and goal orientation (the individual goals must be stringent, concrete and realistic)

5. Operationalization and evaluation of the learning objectives (the learning objectives must be formulated in conformity with the action and must be verifiable)

6. Objectification of the success criteria (the required learning success must withstand objective criteria)

7. Focus on the present and the future (the educational goals must meet the current needs of the students and the future needs of social participation)

8. Enforceability (the curriculum must aim at social consensus)

9. Permanent revision (The revision is to be understood as a continuous process of adaptation to social developments, values ​​and the tasks resulting from them)

Taxonomy of the didactic target complex

Success-oriented educational processes require systematically structured and consistently adhered to teaching and learning structures. Didactics have developed certain concepts for this purpose. The top category in the still abstract area are the guiding objectives. Warwitz provides a detailed example of a hierarchically structured classification scheme for the field of traffic education, which brings the entire complex of educational tasks in traffic education into a clear system and its basic structure can also be transferred to other educational areas.

For example, the pedestrian path to traffic maturity is didactically structured in the following way:

The primary educational goal : The mature, competent, independent, responsible partner in traffic life

Main objectives : self-competence, social competence, technical competence, action competence (which are to be developed in the areas of personal education, social education, environmental education, health education, mobility education, safety education)

Learning objectives : traffic awareness , traffic sense , traffic intelligence , traffic behavior (which are concretized in special tasks in the areas of "knowledge", "ability", "attitude")

Learning controls : (which can take the form of tests, quizzes, tournaments or the playful acquisition of the pedestrian diploma)

literature

  • Elmar Philipp, Hans-Günter Rolff: Develop school programs and models. Weinheim 2006.
  • Saul B. Robinsohn: Education reform as a revision of the curriculum. Neuwied 1967.
  • Theodor Thesing: Central ideas and concepts of important educators. 3. Edition. Lambertusverlag, Freiburg 2007, ISBN 978-3-7841-1775-1 .
  • Siegbert Warwitz, Anita Rudolf: The objectification of success controls. In: Dies .: Project teaching. Didactic principles and models. Verlag Hofmann, Schorndorf 1977, ISBN 3-7780-9161-1 , pp. 24-27.
  • Siegbert A. Warwitz: Key objectives and guidelines. In: Ders .: Traffic education from the child. Perceive-play-think-act. 6th edition. Schneider, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 , pp. 22-27.

Individual evidence

  1. ^ Siegbert A. Warwitz: The systematic structure of traffic education. In: Ders .: Traffic education from the child. Perceive-play-think-act. 6th edition. Schneider, Baltmannsweiler 2009, pp. 72-75.
  2. Theodor Thesing: Central ideas and concepts of important educators. 3. Edition. Lambertusverlag, Freiburg 2007.
  3. ^ Elmar Philipp, Hans-Günter Rolff: Develop school programs and models. Weinheim 2006.
  4. ^ Saul B. Robinsohn: Education reform as a revision of the curriculum. Neuwied 1967.
  5. ^ Siegbert Warwitz, Anita Rudolf: Project teaching and curriculum. In: Dies .: Project teaching. Didactic principles and models. Verlag Hofmann, Schorndorf 1977, pp. 23-27.
  6. ^ Siegbert A. Warwitz: Key goals and guidelines. In: Ders .: Traffic education from the child. Perceive-play-think-act. 6th edition. Schneider, Baltmannsweiler 2009, pp. 22-27.