General teaching didactics

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The didactics of non-technical subjects did not develop until the beginning of the 1970s with the establishment of the subject of non-technical subjects in schools and the replacement of local history . General teaching didactics is the decision-making theory about educational goals, educational content and educational methods in general teaching. The orienting background are general intentions or orientations such as

  • Maturity ,
  • Emancipation ,
  • Self-determination and co-determination,
  • democratic learning,
  • Humanity and
  • Qualifications for the future , which should be disclosed in each case.

Ideally , these didactic reflections give rise to learning objectives , content and methods of subject teaching.

Questions relating to the arrangement of content or lesson steps are also at the center of thinking in terms of subject teaching. The decisions are based on epistemological, philosophical, socio-theoretical and interdisciplinary specialist knowledge and basic decisions, which must be disclosed in critical discourse . The basic dimensions of general teaching didactics are society , child and thing, from which the general teaching is developed in didactic reflection. Terms like risk society or democratization characterize the social dimension. Their effects are reflected in the world of children. This is described individually in the child environment analysis . Preforms are analyzes of learning prerequisites or previous experience in order to convey the closest possible connections between the learner's perspective and the goals required for a better understanding of the world and to promote actual practical ability to act and social competence as well as an ethical sense of responsibility.

The current discussion about the didactics of material teaching was strongly influenced by Wolfgang Klafki and his speech at the founding of the Society for Didactics of General Education in Berlin in 1992. His approach aims to bring the key problems into the focus of educational theory in the didactics of non-specialist subjects and to supplement them with the development of skills in cognitive, emotional, ethical, aesthetic and practical personality development processes. At the moment, the subject didactics still characterize diverse currents, ranging from single subject didactic approaches to integrated and inclusive drafts of concepts.

literature

  • Astrid Kaiser : New introduction to the didactics of general science . Schneider Verlag, Baltmannsweiler, 2006