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Call - How to Handle It

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Erläuterungen zum Perspektivenschema der kritisch-konstruktiven Didaktik nach Wolfgang Klafki

1. Aspekte der Planung und Gestaltung von Unterricht

1. Voraussetzungen eines Konzepts von Unterricht Als allgemeine Voraussetzungen eines Unterrichtskonzepts gelten hierbei ( Klafki 1987 )

➢ Die generelle Zielbestimmung des Unterrichts ist, Hilfe zu geben bei der Ent-wicklung von Selbstbestimmungs- und Solidaritätsfähigkeit. Hierzu zählen auch die rationale Diskursfähigkeit ( = Fähigkeit zur Begründung und Reflexion ) sowie die entwickelte Rationalität und die Handlungsfähigkeit.

➢ Der Zusammenhang von Lehren und Lernen wird als Interaktionsprozess verstanden, in dem Lernende mit Unterstützung von Lehrenden zunehmend selbstständig werden in der Aneignung und Verarbeitung von Kenntnissen und hierbei auch die Fähigkeit zu weiterem Lernen gewinnen.

➢ Unterrichtliches Lernen muss in seinem Kern entdeckendes, sinnhaftes und ver- stehendes Lernen sein, dem die reproduktive Übernahme und das Üben sowie Trainieren nachgeordnet sind.

➢ Lehren muss als Vollzug für den Lernenden und mit ihm gerechtfertigt und geplant werden, d.h. Mitplanung und Mitgestaltung des Unterrichts durch Schüler ( offener und schülerorientierter Unterricht ).

➢ Unterricht ist ein sozialer Prozess, in den Biografien von Lehrern und Schülern einfließen. Soziales Lernen steht im Mittelpunkt und sollte funktional und intentional zu einer demokratischen Sozialerziehung führen

2. Bedingungsanalyse und Hauptfelder der Unterrichtsplanung Hieraus ergeben sich für die Unterrichtsplanung folgende bedeutsame Perspektiven: Voraussetzung ist eine Bedingungsanalyse. Das ist eine Analyse der konkreten soziokulturell vermittelten Ausgangsbedingungen einer Lerngruppe sowie der institutionellen Bedingungen, einschließlich möglicher oder wahrscheinlicher Schwierigkeiten. Aus der Bedingungsanalyse ergeben sich die vier Hauptfelder: - der Begründungszusammenhang - die thematische Strukturierung - die Bestimmung von Zugangs- und Darstellungsmöglichkeiten - die methodische Strukturierung

Im Begründungszusammenhang wird nach der Gegenwartsbedeutung, der Zukunfts-bedeutung und der exemplarischen Bedeutung gefragt.

Die thematische Strukturierung schließt die thematische Struktur und die Teillern-ziele bzw. sozialen Lernziele ein. Des Weiteren betrifft sie die Erweisbarkeit und Überprüfbarkeit.

1.3 Leitfragen der Planung von Unterricht Aus dem Schema lassen sich 7 entscheidende Leitfragen der Unterrichtsvorbereitung ableiten. Die ersten 3 Fragen betreffen die Begründungsproblematik, die Fragen 4 und 5 beziehen sich auf die thematische Strukturierung und die Erweisbarkeit. Die Frage 6 bezieht sich auf die Zugänglichkeit und Darstellbarkeit während die Frage 7 die methodische Strukturierung betrifft.

Die Frage 1 nach der Gegenwartsbedeutung versucht die von Kindern und Jugend-lichen erfahrenen und praktizierten Sinnbeziehungen und Bedeutungs-setzungen in ihrer Alltagswelt zu berücksichtigen und in den Unterricht einzubeziehen.

Die Frage 2 nach der vermuteten Zukunftsbedeutung kann aufgrund der unterschied-lichen sozialen Herkunft der Schüler in der Einschätzung durch den Lehrer zu verschiedenen Ergebnissen führen. Wichtig ist hierbei, dass der Lehrer seine eigene Einschätzung einer kritischen Selbstreflexion unterzieht.

Die Frage 3 nach der exemplarischen Bedeutung berücksichtigt den Umstand, dass am potentiellen Thema sich allgemeinere Zusammenhänge, Beziehungen, Strukturen usw. erarbeiten und aufzeigen lassen müssen.

Die Frage 4 betrifft Probleme, die auch in der alten Fassung der didaktischen Analyse enthalten sind, z.B.: Unter welchen Perspektiven soll das Thema bearbeitet werden? Welches ist die immanent-methodische Struktur? In welchem Zusammenhang stehen die ermittelten Momente ( Strukturfaktoren )? Welches sind die notwendigen begriff-lichen, kategorialen Voraussetzungen für die Auseinandersetzung mit diesem Thema?

Die Frage 5 spricht die Erweisbarkeit durch die Fragestellungen an: Wie an welchen erworbenen Fähigkeiten, welchen Erkenntnissen, welchen Handlungsformen, welchen „Leistungen“ soll sich zeigen und beurteilt werden, ob die angestrebten Lernprozesse bzw. Zwischenschritte als erfolgreich gelten können?

Die Frage 6 nach der Zugänglichkeit und Darstellbarkeit überprüft folgende Möglichkeiten: Konkrete Handlungen, Spiele, Erkundungen, Rekonstruktionen oder Darstellungen bzw. Verfremdung in Medien ( Bildern, Modellen, Collagen, Filmen usw.).

Die Frage 7 richtet sich darauf, wie durch die vorangegangenen Fragen ermittelten Momente in eine sukzessive Abfolge eines Lehr-Lern-Prozesses bzw. in alternativen Möglichkeiten solcher Abfolgen übersetzt werden können. Sie bezieht sich also auf die methodische Strukturierung des Lehr-Lern Prozesses im Unterricht.

2. Zur Verwertbarkeit des bildungstheoretischen Modell

Die Grenzen seines Konzeptes der Unterrichtsplanung werden von Klafki ( 1985 ) in folgenden Punkten gesehen:

➢ Das aufgeführte allgemein-didaktische Konzept kann die Dimension der bereichs- didaktischen und fachdidaktischen Konkretisierung nicht überspringen.

➢ Die hohen und differenzierten Anforderungen, die die Unterrichtsplanung heute stellt und in Zukunft in zunehmendem Maße stellen wird, führen zu der Forderung, sie von Lerngruppen nach Möglichkeit unter Beteiligung von Schülern durchzuführen.

➢ Die thematisch bestimmte Unterrichtsarbeit oder das Unterrichtsprojekt muss als eine Grundeinheit betrachtet werden; erst in diesem Rahmen kann der didaktische Ort einzelner Unterrichtsstunden oder Doppelstunden bestimmt werden.

➢ Unterrichtsplanung im hier vertretenen Sinne kann nie mehr als ein offener Entwurf sein, der den Lehrer zu flexiblem Unterrichtshandeln befähigen soll.

➢ Ein Planungsraster muss an dem Ziel orientiert sein, möglichst alle wesentlichen Dimensionen einzubeziehen, erfordert aber nicht, Antworten auf alle Fragen des Rasters bei jeder Unterrichtsplanung explizit auszuformulieren.

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