Phase structure (didactics)
Phase structure is a technical term used in teaching . On the one hand, it describes the planning scheme of a lesson or teaching unit, which is systematically structured in several stages, and on the other hand, the structure and sequence of the subsequent practical lessons.
term
The compound phase structure is made up of the two parts of the word phase (from ancient Greek phásis = "appearance") and structure (from Latin strūctūra = "assembly", "construction", "sense structure", "structure"). It clarifies an orderly structure, a chronological sequence or a structure of meaning that is built up in sections or stages. In teaching, this means a systematic merging of several thinking and working steps into a didactic guideline. This specifies a planning scheme that promises support for teaching on a scientific basis.
Lesson planning
Student teachers and trainee teachers are generally expected to submit a so-called “draft lesson” when they take an examination of their teaching qualifications . This enables the examiner to record the quality of the schedule and to compare it with the actual schedule and any changes that may have been made to suit the situation.
In didactics, since the work of Wolfgang Klafki , Gunter Otto and Wolfgang Schulz, the following six-level planning scheme, which has been modified several times over the years, has largely established itself in the study seminars :
- Target projection
By setting a lesson goal and, if necessary, further sub-goals, the desired learning success of the teaching unit is planned in advance.
- Condition analysis
With the condition analysis, the school environment, the personal, learning theory, material, etc. requirements for achieving the lesson goal are researched.
- Factual analysis
With the factual analysis, the learning material is scientifically processed, problematized and classified in the curriculum .
- Didactic reflection
The didactic reflection should produce an appropriate teaching and learning concept based on the factual analysis of the learning group.
- Methodical and organizational design
The methodological and organizational considerations are geared towards the practical implementation of the teaching concept and possible alternatives.
- Success evaluation
The success evaluation must measure, reflect and evaluate the learning result against the set hourly goal and, if necessary, modify it for subsequent learning processes.
The "course planning" is a kind of script for the planned lesson, but it is not to be understood as a rigid specification. Rather, it must be tailored to the situation according to the events that arise in the course of the lesson.
Hour structure
A so-called "lesson structure" configures the basic structure of an individual lesson. It depends on the respective subject, the respective objective and the type of teaching. The simplest basic structure results from the general three-step “Introduction” - “Main part” - “Final part” . The extended basic structure follows a four-step process that subdivides the main part or the final part again.
A simple teaching and learning sequence can e.g. B. run in the following three phases: "Objectives / motivation - implementation - learning control " . A theory lesson can be structured into the four sequences “Motivation phase - work phase - success control - reflection phase” . A sports lesson can, for example, be divided into the four phases “warming up” - learning / working / creating - demonstrating / reflecting - playing ” .
Project structure
Project teaching is a demanding form of teaching in which several subjects and subject experts work together in an interdisciplinary cooperation on a complex task because it exceeds the competence of a single subject. In order to make the usually long-term work on a project successful, a demanding project should be based on the following six phases, according to the didacticians Siegbert A. Warwitz and Anita Rudolf:
- The exploratory phase
The preliminary exploratory phase is about clarifying the difficulty of the task and its feasibility in the given school framework. For this purpose, the curricular requirements , the interests, the level of development, the prior knowledge of the learning addressees as well as the willingness of the employees must be explored, the spatial conditions, the financial possibilities, the integration into the curriculum must be ensured.
- The motivation phase
The second project phase turns to the so-called “ brainstorming ”, the joint production of ideas, the creation of sustainable motivation and a mutually agreed objective. In order to prevent frustrations of early failure, which can also be associated with the waste of material resources, a common line of interests must be found and built up at this stage.
- The planning phase
The third phase deals with the definition of the sub-goals, with the subject-related subject participation, with the planned time frame. It is used to clarify final questions and concerns. In the case of long-term and costly projects, this phase should lead to the conclusion of a so-called 'project contract', with which all those involved undertake to hold out until the project is successful.
- The preparatory phase
The concrete project implementation begins with the fourth phase. It is about the development of the financial sources, the necessary procurement of materials, the division into groups, the placing of work orders and finally the acquisition of the skills necessary for the project work. Since project teaching is a form of teaching and learning and a teaching event in which new knowledge, skills and behavior are to be acquired, the last point of view must be clearly recognized by all those involved.
- The realization phase
The fifth phase is the most interesting for everyone involved in the project, because it concerns the actual work on the project product and the progress made, e.g. B. the gradual emergence of a kayak with the prospect of being able to try it out in the quarry pond. Depending on the time required or according to the timetable, this phase is handled as a project day, a project week, as an extracurricular work group or in a combined subject group of the regular lessons.
- The recollection phase
The final phase of the project begins with the documentation and presentation of the project results. This is followed by a reflection on the project processes, the difficulties and pleasures of the joint venture. Objective self-criticism and pride in the project's success can lead to the planning of follow-up projects.
Sense of structuring
Professional teaching is not a haphazard act, not just doing something, not a time-forgotten game. Science-based teaching and learning is geared towards certain challenging learning, upbringing and educational goals that need to be achieved. It does not follow chance or randomness, but a system. The task is very complex and therefore needs to be structured. The division of the planning and action processes into certain sequences helps to ensure a meaningful design of the thinking and work processes, not to overlook any essential components and to avoid beginners' mistakes. It serves the success of the teaching. In addition to specialist knowledge and skills as well as pedagogical intuition, a well-founded didactic basic knowledge of the design of lessons constitutes the qualification of a successful teacher.
literature
- Stefan Großering: Introduction to sports didactics . 9th edition, Verlag Limpert, Bad Homburg 2007
- Wolfgang Klafki: Didactic analysis as the core of lesson preparation, In: Die deutsche Schule 1958, no. 10, pp. 450–471
- Wolfgang Klafki, Gunter Otto, Wolfgang Schulz: Didaktik und Praxis , Weinheim, 1979
- Klaus Prange : Types of teaching. A didactic for teachers . J. Klinkhardt, Bad Heilbrunn 1983
- Siegbert Warwitz, Anita Rudolf: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, ISBN 3-7780-9161-1 .
- Siegbert Warwitz, Anita Rudolf: Phases of a Project , In: Dies .: Experience-design-understand sport in projects . In: Rainer Pawelke (ed.): New sport culture. Lichtenau 1995, pp. 358-369, pp. 360-362
Individual evidence
- ↑ Wolfgang Klafki: Didactic analysis as the core of lesson preparation, In: Die deutsche Schule 1958, H. 10, S. 450-471
- ↑ Wolfgang Klafki, Gunter Otto, Wolfgang Schulz: Didaktik und Praxis , Weinheim, 1979
- ↑ Stefan Großering: Introduction to Sports Didactics . 9th edition, Verlag Limpert, Bad Homburg 2007
- ^ Siegbert Warwitz, Anita Rudolf: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977
- ↑ Siegbert Warwitz, Anita Rudolf: Phases of a Project , In: Dies .: Experience-design-understand sport in projects . In: Rainer Pawelke (ed.): New sport culture. Lichtenau 1995, pp. 358-369, pp. 360-362
- ^ Siegbert Warwitz, Anita Rudolf: The phase structure . In: Dies .: Projects . Basic item. In: Sports Education. 6 (1982) 16-23
- ↑ Klaus Prange: Structures of teaching. A didactic for teachers . J. Klinkhardt, Bad Heilbrunn 1983