Process orientation (didactics)

from Wikipedia, the free encyclopedia

Process orientation is a technical term used in teaching . It clarifies a didactic orientation towards the processes and processes involved in learning and corresponds to the competing principle of goal-oriented teaching.

Historical

The Chinese philosopher and traveling teacher Confucius (approx. 551 to 479 BC) is attributed - according to his teaching, coherent but unsubstantiated because he did not leave any of his own writings - the traditional sentence “The path is the goal”, which is often cited as general Popular wisdom has found its way into everyday German . The motto is usually in contrast to an oversized focus on a desired goal and the tendency to achieve it as soon as possible and without disruption.

For the ethically oriented hikers , mountaineers and climbers not only the achievement of a summit, but the chosen route and the nature of the climb is there, that's not whether 'but the' how 'of committing crucial. For mountain hikers, enjoying the “path”, being on the move, is the real motivation for the mountain tour. The rule stipulates that the summit should not be reached somehow, but “by fair means”. H. must be achieved while protecting the environment, without artificial climbing aids, without additional oxygen, load carriers or fixed ropes, in order to be counted and rated as a real mountaineering performance.

With the masterminds of project teaching at the beginning of the 20th century, such as John Dewey (1859–1952) or William Heard Kilpatrick (1871–1965), the idea came into the pedagogical scene that education should not only be oriented towards a desired product, but also the path towards it to be included as an essential component in educational efforts. The process orientation got the same rank in the educational process as the striving for the material end product of the work.

The u. a. Experiential education , based on an initiative of the school reformer Kurt Hahn (1886–1974), goes one step further: It is designed as an educational concept that places the disclosure of as yet undiscovered abilities by the adolescents at the center of educational efforts. In addition, challenging tasks and daring projects are offered. But this is not an end in itself. Rather, they serve the overriding concern of challenging and disclosing a sense of responsibility, willingness to act, a sense of community and the ability to cooperate.

meaning

Up-to-date school instruction is not limited to the mere teaching of material, the accumulation of knowledge and practical skills . The current didactics as well as the curricula based on it require a so-called “ educational lesson ”. This means that in addition to the focus on a specific teaching goal that is to be achieved, the path to get there is of great importance in the learning process and a wide scope must be given. Dealing with learning difficulties, teaching learning, developing initiative, building up motivation becomes an individual task and goal setting, an important component of long-term educational teaching. To achieve this requires not only knowledgeable, but also didactic-methodological, i.e. H. scientifically thoroughly trained teachers. According to the didacticians Warwitz / Rudolf , process orientation is of central importance, especially for personality development and social learning :

“In this way, the learning process itself can become a lesson goal. A lesson that works exclusively goal-oriented (acquisition of a certain skill, creation of a certain work, product) runs the risk of programming the way to the planned goal and putting the criteria of economy, expediency, certainty of success and speed in front Understanding difficulties, lack of cooperation, indisposition, lack of motivation or wishes and questions of those involved, which do not serve the immediate progress of the work towards goal planning, must be regarded as disturbances in learning understood in this way, which require a quick elimination. "

Examples

Multi-dimensional learning

Learning problems and group dynamic processes on the way to a difficult learning objective require complex methods and multi-layered didactic access in order to come to effective solutions. Product-oriented and problem-oriented teaching methods must correspond and mesh with one another. Errors and mistakes are allowed. It depends on the way they are processed. If, for example, fear of failure, perception problems, frustrations, tension and aggression arise in the learning group "on the way to the goal", where perseverance, self-overcoming, frustration reduction, cooperation, helpfulness, finding meaning are required, then multi-dimensional learning within the framework of the process orientation of the lesson does not Disruptions, but only knows tasks and problems that need to be solved, become an important set of instruments. It enables a differentiation of the lesson with the use of the different learning potentials of the learners and thus an improvement of the motivation and effectiveness in dealing with the upcoming tasks.

Project learning

Project learning is intended as collaborative work on a larger, interdisciplinary project. Already in its beginnings with Dewey and Kilpatrick it was understood as learning in a common "space of experience and action" and thus in essential parts a form of social learning. A characteristic of this type of teaching is that the project work does not focus on the material target product, however it may come about, but includes the educational value gain in the procedural disputes on the way there: "In project learning, [...] the course of the learning process plays and the processing of occurring disturbances plays just as important a role as the achievement of the learning goal. "

Learning outcomes are not acquired as prefabricated products, but rather developed in a joint effort. The communication and cooperation of learners and teachers during the project work, the need to discuss the right path, the common overcoming of difficulties and the discovery of possible solutions, the correction of wrong decisions and wrong paths to the desired goal, are significant elements that are in the interest of Learning is not inferior to successfully completing a project. In addition to the desired product of the work, the focus is also on the interaction processes that lead to it. These are all the more demanding, the more complex and difficult the task chosen and the larger the working group.

Experiential learning

The experiential makes the procedural processes and events while learning to focus their educational work. To this end, demanding tasks with an adventure and dare-do character are chosen, which on the one hand motivate their goals, but on the other hand also challenge. A difficult multi-day mountain tour, for example, which relies on independence from comfort and independence, which leads to the limits of physical performance and accordingly requires self-conquest and perseverance from the individual, but also group spirit, helpfulness, tolerance, consideration of the community, can be under professional guidance Experiences with one's own as yet undiscovered potencies grow, but also a feeling for the meaning of a social structure emerges in which one is dependent on one another. The task is chosen in such a way that the desired goal can only be achieved collectively and that everyone has to do their part to the best of their ability. The necessary solutions to problems and safeguards must be ensured through our own efforts. From a pedagogical point of view, this is how the path to the goal, the procedural events into the actual task.

literature

  • Torsten Fischer, Jörg W. Ziegenspeck: experiential education. Basics of experiential learning. Experiential learning in the continuity of the historical educational movement . Bad Heilbrunn 2008, p. 227ff.
  • Michael Knoll: Dewey, Kilpatrick and “progressive” upbringing. Critical studies on project pedagogy . Klinkhardt. Bad Heilbrunn 2011. pp. 83–144.
  • Uwe Multhaup, Dieter Wolff (ed.): Process orientation in foreign language didactics. Diesterweg, Frankfurt am Main 1992.
  • Siegbert Warwitz, Anita Rudolf: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models. Verlag Hofmann, Schorndorf 1977, pp. 15-20. ISBN 3-7780-9161-1 .
  • Siegbert A. Warwitz: The methods or how the child learns , In: Ders .: Traffic education from the child. Perceive-play-think-act . 6th edition, Baltmannsweiler 2009. pp. 50-72. ISBN 978-3-8340-0563-2 .
  • 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

Individual evidence

  1. ↑ Sächsischer Bergsteigerbund: Saxon climbing rules. Articles 2.1 and 2.5 ( Memento of the original from May 3, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Accessed July 25, 2020 @1@ 2Template: Webachiv / IABot / www.gipfelbuch.de
  2. ↑ Aeschimann: mountaineering. It's a question of style.
  3. ↑ Michael Knoll: Dewey, Kilpatrick and "progressive" education. Critical studies on project pedagogy . Klinkhardt. Bad Heilbrunn 2011. pp. 83–144.
  4. ↑ Kurt Hahn: Education for Responsibility. Speeches and essays . Klett, Stuttgart 1958.
  5. ↑ Torsten Fischer, Jörg W. Ziegenspeck: experiential education. Basics of experiential learning. Experiential learning in the continuity of the historical educational movement . Bad Heilbrunn 2008, p. 227ff.
  6. ^ Siegbert Warwitz, Anita Rudolf: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models. Verlag Hofmann, Schorndorf 1977. p. 18
  7. ↑ Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 15-22.
  8. ↑ 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.
  9. ^ Siegbert A. Warwitz: Traffic education from the child. Perceive-play-think-act . 6th edition, Baltmannsweiler 2009. P. 68.
  10. ^ Dieter Lenzen, Wolfgang Emer: Shaping project lessons - changing schools . Schneider, Baltmannsweiler 2002.
  11. ^ Siegbert A. Warwitz: Security and Risk , In: Zeitschrift Erlebnispädagogik 1 (2020) pp. 15-19.
  12. ↑ Torsten Fischer, Jörg W. Ziegenspeck: experiential education. Basics of experiential learning. Experiential learning in the continuity of the historical educational movement . Bad Heilbrunn 2008, p. 227ff.