Curriculum

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The theoretical and practical information that learners or trainees must acquire in order to be able to successfully complete an apprenticeship are referred to as teaching material , learning material , learning content , teaching material , teaching subject or learning subject .

term

The terms “subject matter” and “subject matter” or “subject matter” and “subject matter” are largely treated synonymously in general usage, although the former primarily refer to the teacher's activity and the second to that of the learner.

With regard to the importance of the learning material in the learning process, a distinction must be made between “ training ” and “ education ”. It has a different function in both areas: the term training can include, for example, vocational training , apprenticeship training , driver training , training , school lessons , studies , ski courses and other forms of technical instruction. If the teaching of material in the "training" is primarily geared towards practical use in professional life and the desired career , it only plays a subordinate role in the "educational process" - at least according to the creator of the term, Meister Eckhart , or according to the Humboldtian educational ideal . It functions here as a serving instrument for the holistic formation of human beings, as an education with regard to the ethical-social "humanity", as the basis for the development of a personality that reflects on itself and the environment.

Didactic classification

The learning material, learning content or learning object is one of several components in the didactic communication process. In the so-called didactic triangle , the “learning object” is in a productive tension with the other two poles “learner” and “teacher”. It must be brought together with the desired goals and the methods and organizational forms that depend on them in a coherent overall concept and tailored to the specific target group to be taught. In order to properly convey teaching material, special didactics are required that are based on the particularities of the individual subject and the characteristics of the learners. Sports, artistic or technical learning materials require a structurally different preparation and different forms of communication than mathematical, physical or chemical learning content, depending on their different material. Learning disabled learn differently than gifted people , beginners differently than advanced learners, practically gifted people differently than theoretically interested people, pupils differently than students . This must be taken into account when selecting and presenting the learning material. Learning materials also require acceptance by the learner in order to be perceived for a longer period of time, ie they must be linked to a material-related motivation . In modern pedagogy, the teacher acts as a mediator between the subject matter and the learner.

Transfer of learning material

The learner can absorb the subject matter in different ways:

  1. he can grasp it by hearing ;
  2. he can learn it from written documents by reading ;
  3. he can also write it down ;
  4. he can practice if it is about practical physical lessons;
  5. he can also explain it to other people.

Even children, according to their different dispositions and interests, set different priorities in the learning of their environment. According to Siegbert Warwitz , a combination and constant exchange between different forms of learning takes place even in the early stages of discovery in the acquisition of learning material, which complement each other: The child, who devotes himself to exploring his environment without being influenced, learns through sensory contact such as touching, touching, tasting , Hearing (sensory learning), but also through observation (observative learning), practical trying out (motor learning), disassembling and asking questions (analytical learning), imagining (eidetic learning) or acting and playing together (social affective learning). He described this access to the learning material as multi-dimensional learning , which was also of significant didactic importance in later learning sections. It is a natural, particularly effective way of acquiring knowledge and skills that threatened to be lost in the course of the specialized teaching of learning material in the corset of artificially created subjects and first had to be rediscovered and revived through interdisciplinary teaching forms such as project teaching . Corinna Weber even sees multidimensional learning as an opportunity to sustainably influence the necessary self-regulated lifelong learning after the end of the training phase.

In addition, other methods, often based on trance , such as superlearning, can be considered . It is to be expected that further future approaches will be developed with the further development of learning psychology and neurosciences .

According to the findings of learning psychology , the more the learner deals with the subject matter, the stronger the consolidation (therefore it is hardest to remember what has been heard, but the best way to remember something that has been explained to someone else), and the more intellectual cross-links he can build on what he has learned (this explains the effectiveness of donkey bridges , the loci method and the major system ).

literature

  • Günter Ammon: The multidimensional person. 2nd Edition. Pinelverlag, Berlin 1995, ISBN 3-922109-10-1 .
  • Sören Ohlhus: From subject to learning subject. For the interactive staging of knowledge in mathematics lessons in elementary school. In: S. Hauser, M. Luginbühl (Hrsg.): Conversation skills in school interaction - normative claims and communicative practices. Bern 2017, pp. 124–157.
  • Eduard Schaefer (Hrsg.): Learning subject literature. Vandenhoeck, Göttingen 1977.
  • Werner Stangl: Learning material. In: Lexicon for Psychology and Education. 2003.
  • Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, ISBN 3-7780-9161-1 , pp. 15-22.
  • Corinna Weber: Interdependencies between emotion, motivation and cognition in self-regulated learning processes: Ability for lifelong learning through multi-dimensional teaching-learning concepts . Diplomica, Hamburg 2012, ISBN 978-3-8428-7317-9 .

Single receipts

  1. ↑ Andreas Dörpinghaus, Andreas Poenitsch, Lothar Wigger: Introduction to the theory of education. Darmstadt 2006.
  2. ↑ Hans Aebli: Basics of teaching: a general didactic on a psychological basis. Klett-Cotta, Stuttgart 2003.
  3. ^ Siegbert Warwitz, Anita Rudolf: The didactic thought picture. In: Dies .: Project teaching. Didactic principles and models. Schorndorf 1977, pp. 20-22.
  4. ^ Gerhard Tulodziecki, Bardo Herzig, Sigrid Blömeke: Design of lessons. An introduction to didactics. 3. Edition. Klinkhardt, Bad Heilbrunn 2017.
  5. ^ Siegbert A. Warwitz: The skills of the child. In: Ders .: Traffic education from the child. Perceive-play-think-act. 6th edition. Verlag Schneider, Baltmannsweiler 2009, pp. 37–49.
  6. ↑ Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, pp. 15-22.
  7. ↑ Corinna Weber: Interdependencies between emotion, motivation and cognition in self-regulated learning processes: Capability for lifelong learning through multi-dimensional teaching and learning concepts . Diplomica, Hamburg 2012.