Learning field

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A learning field is a didactic - curricular organizational unit in vocational school teaching. According to a decision by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK), all newly organized training professions have been designed according to the learning field concept since 1996 . The learning fields are derived from professional fields of action .

description

With the learning field concept, the traditional division of subjects in all types of vocational school (e.g. vocational school , vocational school, etc.) is to be abolished. There are now 10 to 18 learning fields in the newly organized training occupations. The learning fields, in turn, are based on real operational situations and summarize several fields of action . For example, the commercial learning field "Record and document stocks and value streams" covers the fields of action of all operational functional areas. In the learning field, the trainee should learn in a learning situation according to the model of complete action (informing, planning, deciding, executing, controlling and evaluating) .

The goal of the published by the KMK handouts is in teaching at vocational schools , the competence of the students and their willingness to lifelong learning to promote stronger. Action competence is defined by the KMK as “the willingness and ability of the individual to behave appropriately in professional, social and private situations and to behave in an individually and socially responsible manner” (KMK 2005, p. 9) and is divided into the dimensions “ professional competence "," Human competence "and" Social competence "(cf. ibid.). The concept to specifically promote action competence is the learning field approach and the means of implementation is the reorganization of the framework curricula .

The KMK understands learning areas as "... thematic units described by the formulation of goals, content and time guidelines that are oriented towards professional tasks and courses of action" (KMK 2000, p. 14). Not only the thematic contents of the lessons should be described, as was the case in the traditional curricula, but the competencies that the student should develop through the lessons (cf. Bauer / Przygodda 2002, p. 2). The challenge for vocational school teachers is therefore to identify those situations in the working life of their students in which exemplary technical content and competencies can be developed.

Action competence

With the learning field orientation, the action orientation , which is considered to be particularly suitable for promoting action competence, is to be strengthened (see KMK 2000, p. 10). The pupils do not necessarily have to take action, because "learning field orientation is a didactic concept that interconnects subject and systematic structures" (KMK 2000, p. 10) and can very well be achieved through various methods (cf. ibid.) . In addition, “thematic units can be provided according to subject-specific aspects within learning fields. In any case, the connection with the work process must also be made clear for such units ”(KMK 2000, p. 14). As long as the subject-specific content of the lesson relates to a professional activity or a professional field of activity, they are also 'activity-oriented'. The starting point of learning is namely actions that are either carried out by oneself or are comprehended in thought (cf. KMK 2000, p. 10). So "with the learning fields [...] tasks from the professional reality of the apprentices in the vocational school are didactically prepared and implemented in appropriate teaching learning situations. The subject systematic content required for this serves to solve these tasks. […] The solution of the task given in the learning situation is worked out in an alternation between subject-systematic [sic] and situation- or case-related learning ”(LPM 2003, p. 1).

Consequences

There are therefore some profound consequences:

  • The typical subjects are being abolished and replaced by learning fields; or there is interdisciplinary teaching (cf. Pätzold 2002, p. 54 f.).
  • The teachers of a course and the teachers who teach the same class have to coordinate their teaching closely with their colleagues.
  • The cross-occupational subjects such as German / communication, foreign language, mathematics, natural sciences and economics / social studies are included in the learning fields, but are still delimited as so-called learning modules. These are modularized and standardized sub-curricula of the subject and are taught in an identical form at other types of schools such as vocational schools. Such a standardization allows the learning modules to be taken into account in other forms of education such as vocational school or vocational high school.

The learning field concept is therefore a far-reaching reform of the professional curricula. The close orientation to professional fields of activity is intended to strengthen the students' ability to act and thus also their ability to learn throughout their lives.

Chronological literature

  • KMK: Handouts for the development of framework curricula for the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) for job-related teaching in vocational schools and their coordination with federal training regulations for recognized training professions . (Years 1996/2000/2007/2011).
  • Ralf Dierenbach, Thomas Hug: Ways out of the learning field jungle . An introduction to dealing with learning fields. 2nd revised and expanded edition 2016. futurelearning, Schönau im Schwarzwald, ISBN 3-00-014222-3 .
  • Richard Huisinga, Ingrid Lisop, Hans-Dieter Speier (eds.): Learning field orientation. Construction and teaching practice . GAFB, Frankfurt a. M. 1999, ISBN 3-925070-27-3 .
  • Antonius Lipsmeier, Günter Pätzold (Hrsg.): Learning field orientation in theory and practice . Franz Steiner, Stuttgart 2000, ISBN 3-515-07731-6 .
  • Reinhard Bader, Peter FE Sloane (ed.): Learning in learning fields. Theoretical analyzes and design approaches for the learning field concept . Eusl, Markt Schwaben 2000, ISBN 3-933436-22-2 .
  • H.-Hugo Kremer, Peter FE Sloane: Implementing fields of learning. For the development and design of interdisciplinary and interdisciplinary teaching / learning arrangements in the learning field concept . Eusl, Paderborn 2001, ISBN 3-933436-16-8 .
  • Reinhard Bader, Peter FE Sloane (ed.): Education management in the learning field concept. Curricular and organizational design . Eusl, Paderborn 2002, ISBN 3-933436-39-7 .
  • Günter Pätzold: fields of learning - cooperation between learning locations. Reshaping vocational education . In: Dortmund contributions to education . tape 30 . Dortmund 2002, ISBN 3-89733-074-1 .
  • W. Bauer, K. Przygodda: The contribution of the German pilot project 'New Learning Concepts within the Dual Vocational Education and Training System' towards the development of work process related and competence-based curricula . ECER, Lisbon 2002 ( files.eric.ed.gov [PDF]).
  • Franz Gramlinger and Tade Tramm (eds.): Learning field approach between holiday didactics and suitability for everyday use . 4th edition. bwp @, 2003 ( bwpat.de ).
  • State Institute for Pedagogy and Media of the Saarland [LPM] (Ed.): Handout for the implementation of KMK framework curricula for the newly organized industrial and manual electrical professions . Saarbrücken 2003.
  • Reinhard Bader, Martina Müller (Hrsg.): Lesson design based on the learning field concept . wbv, Bielefeld 2004.
  • Ralf Tenberg: Didactics of field-structured teaching. Theory and practice of professional learning and teaching . Klinkhardt, Bad Heilbrunn 2006.
  • Tade Tramm, H.-Hugo Kremer and Ralf Tenberg (eds.): Learning field approach - 15 years later . bwp @, issue 20, 2011 ( bwpat.de ).
  • Horst Küppers, Hermann Schulz, Peter Thiesen: Errweg learning field conception in the teacher training. A polemic. In: small & large. Volume 12. Munich 2014, ISSN  0863-4386 .

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