A study of the German Didactics Today : Focusing on Duncker's study of "Zeigen"

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  • 現代ドイツ教授学思想に関する一考察 : ドゥンカー(Duncker, L.)の「指さし」論を中心に
  • ゲンダイ ドイツ キョウジュガク シソウ ニ カンスル イチ コウサツ ドゥンカー Duncker L ノ ユビサシ ロン オ チュウシン ニ

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Abstract

The purpose of this paper is to clarify a contemporary meaning and the contemporary state of "Zeigen", the importance of which was pointed out by Giel, K. in German Didactics. In particular, I consider how Duncker, L. has inherited and developed the study of "Zeigen", relating with "facherubergreifender Unterricht". Giel set "Zeigen" at the center of didactical acts from the point of view of educational humanics, and planed the "mehrperspektivischer Unterricht (MPU)". MPU reconstructed children's familiar reality into model from four perspectives, and aimed to give their fundamental competence to see through reality and to participate in socially. However, the conception of the MPU was limited to decipherment and critical interpreting their familiar reality. In these days, Duncker demands that "Zeigen" should not only produce the variousness in the world, but indicate the approach to the variegated perspectives. He suggests what the order of each subject is temporarily invalidated and new perspectives and their new orders are searched for in "facherubergreifender Unterricht". The change of perspectives makes children release from their views which were familiar with. So Duncker's conceptions have inherited Giel's study of "Zeigen". But, Duncker's conceptions of "Zeigen" is more expansive than Giel's in the following respects; Duncker indicates that "Zeigen" makes children release not only from their familiar views but from the views of a subject, and that it changes their perspectives, with making new order.

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