Between theory and practice - the lessons history
Currently trying to encourage the teaching of history independent and critical historical thinking. The aim is to strengthen awareness of history, learner in a position to offset, to think beyond the end of the school independently without instructions. The aim is to strengthen its identity, to promote reflection skills and to enable participation in the social debate about contemporary issues. This yields the test, the teaching of history far more than factual knowledge and to define on setting forming. The once rigid forms and contents should be drawn and discussed. The current teaching of history stands in stark contrast to the, in the 19 to convey century practiced project, certain beliefs and paradigms. Thus, high schools focused more on the discussion of the monarchic-dynastic loyalty. In communist periods of instruction in history was focused on socialist Klassenkampfdenken. Elementary schools put the emphasis on the native or Prussian-German history, teaching objectives and content subject to strict political control. Especially in the 2nd World War I was the teaching of history as a tool of Nazi propaganda. With Increasing importance of the critical history didactics succeeded, especially since 1970, largely to make the teaching objective and neutral. Today, the discussion of political and historical societies, democracy and human rights education is central to the teaching of history. He remains as a school subject to a state event and state-regulated curriculum or Open Frameworks. This requires constant monitoring and critical reflection on political Instrumentalisierungsmaßnahmen and maintains an ongoing public discussion of the teaching content.
The teaching itself is a complex social event in which Ruth Cohn sees the three components of pupils, teacher and subject matter as fundamental predictors. Historical learning is subject to addition of content and social and communication conditions, which makes a suitable plan, design and evaluation of the teaching of history inevitable. Past life are researched, analyzed and discussed. A cross-disciplinary integration of the history issue, eg with geography, German, religion, languages, music, mathematics is beneficial and is practiced in most cases. The instructional design includes the activation of the intrinsic motivation of learners with one. With the help of various teaching techniques such as using the Socratic dialogue, is allows the students to deepen in targeted subject areas. With the choice of subject specific criteria apply as a guide. It is questions such as whether the subject is gegenwartsrelevant and representative, whether it affects current sense questions whether it is institutionally appropriate, feasible and manageable, whether a disciplinary connectivity exists. Through a wide range of media to a placement of the content done in the best possible way. The most efficient way to use print media, such as the history book has proved. Movies, people as information-makers, games and game paraphernalia found especially in the teaching of history is a great use. Furthermore, an appropriate balance between theory and practice is of great importance. Field trips and school trips to provide for the collection and theoretical experience of the acquired knowledge in the teaching of history in particular
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