Methodical structuring concepts in history lessons

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Teaching Methodological structuring concepts in the teaching of history are describe models of typical planning process, the specific progressive forms of teaching. A basic distinction is made between problem orientation, action orientation and value orientation.

Similar to the thematic structuring concepts , the teaching methodological structuring concepts are taken into account in the prior lesson planning. The distinction between the structuring concepts primarily relates to lesson planning, since both levels are always present in the actual lesson. In contrast to the thematic structuring concepts, the teaching methodological structuring concepts contain methodological considerations for the use of suitable (targeted) forms of teaching and learning. The differentiation of the three target modes (cognitive, instrumental, affective) and the associated orientations (problem-oriented, action-oriented, value-oriented) enable an efficient teaching process.

Value orientation

The basic concept of value orientation is based on affective learning goals. Modern history didactics, however, sees the danger of being instrumentalized, as the political and social attitudes of the learners are influenced. Such approaches appear in the history of teaching subjects, for example, in the Wilhelmine Empire, in National Socialism, in the GDR, but also in the 68 movements.

Problem orientation

Cognitive learning objectives are pursued within problem-oriented history lessons. The focus of problem-oriented history lessons is the conveyance, production, questioning and elaboration of declarative knowledge. In this respect, it shows a proximity to the principle of knowledge and student orientation. The result evaluation is to be assigned to the content standards accordingly (cf. educational standards ).

Uwe Uffelmann distinguishes between three phases: 1. problem identification , 2. problem solving and 3. reflection. According to Demantowsky , the following terms are more suitable: problem formulation, problem processing and problem discussion. When the problem is formulated, the topic begins. Problem processing is dedicated to historical analysis and answering the problem questions. In the discussion of the problem, the results are applied to the students' world.

Action orientation

The historical methodological competence of the learners should be developed with action-oriented structuring. It is primarily about learning and applying the historical craft. This approach differs from an understanding of action orientation , as used, for example, in vocational education .

There are two basic types: 1. The "reflexive-action-oriented structuring". This changes to the meta-level after problem-oriented teaching and takes up a methodological problem from this unit. 2. The "instructive-action-oriented structuring". This raises methodological questions independent of the historical topics dealt with. The result evaluation is to be assigned to the content standards accordingly (cf. educational standards ).

See also

literature

  • Ulrich Mayer : Action-oriented history lessons . In: Marko Demantowsky / Bernd Schönemann (Ed.): Newer historical didactic positions . 3rd ed., Berlin 2007, pp. 27-38.
  • Uwe Uffelmann: Problem orientation . In: Ulrich Mayer u. a. (Ed.): Handbook Methods in History Lessons . Schwalbach / Ts. 2004, pp. 78-90.
  • Hilke Günther-Arndt : Methodology of History Lessons . In: Hilke Günther-Arndt (Hrsg.): History didactics. Practical handbook for secondary level I and II . Berlin 2003, pp. 151-196.
  • Marko Demantowsky : Teaching methodical structuring concepts . In: Hilke Günther-Arndt / Saskia Handro (ed.): History method . 5th, revised. Ed., Berlin 2015, pp. 61–74.

Individual evidence

  1. ↑ Marko Demantowsky: Teaching methodical structuring concepts. In: Hilke Günther-Arndt: Geschichtsmethodik, 2012, 4th edition, p. 63.
  2. ↑ Ibid., P. 67.
  3. ↑ Marko Demantowsky: Beyond the competence consensus . In: Saskia Handro, Bernd Schönemann (Ed.): Learn from history? White spots in the competence debate . Berlin 2016.
  4. ↑ Uwe Uffelmann: Problem orientation . In: Ulrich Mayer (Hrsg.): Handbook Methods in History Lessons . Schwalbach / Ts, S. 78-90 .
  5. ↑ Hilke Günther-Arndt: Methodology of History Lessons. In: Hilke Günther-Arndt (Ed.): Geschichtsdidaktik, 2014, 4th ed., Pp. 177f .; Marko Demantowsky: Teaching methodical structuring concepts. In: Hilke Günther-Arndt: Geschichtsmethodik, 2012, 4th edition, p. 67ff.
  6. ↑ Marko Demantowsky: Teaching methodical structuring concepts. In: Hilke Günther-Arndt (Ed.): Methodology of History Lessons. 2012, 4th edition, pp. 70f .; Hilke Günther-Arndt: Methodology of History Lessons. In: Hilke Günther-Arndt: Geschichtsdidaktik, 6th edition, p. 179.