Learning requirements

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Learning prerequisites describe what has already been learned on which new learning processes can build. They are different for each learner . The term is used mainly in the didactics of teaching application.

Classification

The learning prerequisites include everything that the learner has in terms of knowledge , skills , terms , attitudes , motives , thought patterns , behavioral strategies and behavioral dispositions when the lesson begins on a specific topic.

The learning requirements can be roughly divided into several sub-areas:

  • family requirements
  • emotional requirements
  • social requirements
  • cultural requirements
  • cognitive requirements
  • physical requirements
  • Behavioral dispositions
  • acquired strategies for action

With individual learners, these factors can be approximately recognized in practice and the learning objectives of the lesson can be adjusted accordingly. However, class-size learners always have different requirements, so that one either begins with the smallest consensus , knowing full well that some of them are under- or overstrained with it, or, what has recently become established, one uses differentiating methods.

example

As an example to the above points is only performed once in mind that an 8 year old on a agriculture driving farm grown child a completely different prior knowledge on the subject from the egg to the chicken may have as a city kid from a housing estate, the eggs may only the supermarket knows. When it comes to our proverbs, this in turn has a not insignificant advantage over a child from India of the same age. Before each new learning unit, the instructor has to think about where the learners are and where they can be picked up .

Methods of Development

Some teachers manage to develop these learning prerequisites through experience. You will feel what children or schoolchildren can already do, know, think or mean on the subject. Systematic research on learning requirements is still in its infancy. The methods required for this must be approximated to the intuitive methods of individual teachers and can hardly be taken from the repertoire of quantitative-empirical social research. As part of the Marburg primary school project , Wolfgang Klafki emphasized that learning prerequisites are in principle dynamic. Their objectivity also makes them situational. The Didactic Reconstruction program at the Carl von Ossietzky University of Oldenburg claims to systematically develop learning prerequisite research, which is expressed there with the perspective of the student.

literature

  • Ernst Mayer: Lesson preparation in examples , Kamp, Bochum o. J.
  • Wolfgang Kamp: Notes on U preparation for beginners , Schroedel 1964
  • Wolfgang Klafki u. a .: Funkkolleg Educational Science , Fischer 1973
  • Kaiser, Astrid / Pech, Detlef (Hrsg.): Learning requirements and learning in subject teaching . Baltmannsweiler 2004