Grundbildung,Allgemeinbildung und Fachunterricht     

Uwe?HericksEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):192-206

Zusammenfassung Der Beitrag thematisiert das nicht unproblematische Spannungsverh?ltnis von Grundbildung, Allgemeinbildung und Fachunterricht. Anspruchsvolle Fachinhalte, die über die in der internationalen PISA-Studie untersuchten Basiskompetenzen hinausgehen, lassen sich nicht mit einem normativen Verweis auf allgemeine Kompetenzen (wie Lernf?higkeit, Sozial-oder Probleml?sekompetenz) für alle Heranwachsenden rechtfertigen. Die Allgemeinheit der Bildung ist vielmehr im Faktum der Kontingenz und Differenz jeglicher Fachinhalte zu suchen. Bildung wird dabei als die F?higkeit zum Umgang mit Ungewissheit definiert. Anhand einer Fallstudie mit einer Hamburger Lehrerin wird gezeigt, dass diese Bestimmung für Lehrende pragmatisch auf die Realisation „guten“ Fachunterrichts hinauslaufen kann. Unter Bildungsaspekten zeigt sich das Handeln der Lehrerin dabei implizit an einer Als-ob-Didaktik orientiert, deren Grundzüge im Beitrag verallgemeinernd herausgearbeitet werden. Eine geeignete Rahmenkonzeption dafür steht mit der Bildungsgangdidaktik zur Verfügung, die die tats?chlichen Lern-und Bildungsprozesse der Schülerinnen und Schüler in das Zentrum ihrer Theoriebildung stellt.

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Summary Basic education, general education and subject-focused lessons This contribution focuses on the not unproblematic tensions between basic education, general education and subject-focused lessons. Demanding subject matter, which offers more than those basic competencies studied in the international PISA study, cannot be justified for all learners with a normative reference to the attainment of general competencies (i.e. learning, social and problem-solving skills). Generality is indeed to be found in the contingency and difference of subject matter. Bildung is defined as the ability to deal with uncertainty. On the basis of a case study of a teacher from Hamburg, it will be demonstrated that this concept can — in pragmatic terms — simply mean the realization of „good“ subject-focused teaching. According to the theory of Bildung, it can be shown that the teache’s work is implicitly based on a didactic with as-if-character, which will be further generalized in this paper. An appropriate framework for such concepts is offered by the Bildungsgangdidaktik, which places the realized learning and educational processes at the center of its theory.

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Die Effektivität schriftlicher und kombiniert auditiv-schriftlicher Wortschatzfördermaßnahmen bei Kindern mit nichtdeutscher Herkunftssprache     

Andreas Sander  Annika Ohle-Peters  Ilonca Hardy  Nele McElvany 《Zeitschrift für Erziehungswissenschaft》2018,21(5):951-971

Disparities in language competencies of children with and without immigrant background are well-documented through large scale assessments. This study investigates the potential of implicit language promotion, presented in written and combined auditory-written formats. Three experimental groups of 4^th graders in elementary schools have been compared. Intervention group (IV) 1 (n?=?33) read the intervention texts two times in German, IV 2 (n?=?52) read texts in their heritage language Turkish and afterwards in German, and IV 3 (n?=?35) listened to texts in Turkish first and read them in German afterwards. All children learned new vocabulary, but analyses of variance showed that students from IV 2 achieved greater vocabulary gains than IV 3. Results also do not support advantages for the combined auditory-written form including the heritage language. Students’ text comprehension and reading competencies influence their incidental vocabulary acquisition. The results are discussed in the light of practical and research implications.  相似文献   

Science and nationality in the Habsburg Empire     

Sander Gliboff 《Metascience》2014,23(2):369-371

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Transfer of strategy use by semantic recoding in arithmetic problem solving     

Sylvie Gamo  Emmanuel Sander  Jean-François Richard 《Learning and Instruction》2010,20(5):400-410

Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare strategies in order to reinterpret an arithmetic word problem so that the calculations are consistent with the interpretation, and a control group. The experimental group in Experiment 1 improved significantly by choosing the alternative strategy in problems different from those used in training but no significant progress was observed in the control group. Experiment 2 showed that the improvement observed in the experimental group could not be attributed to the fact that children only learned to use a superficial rule. These results support the idea that the activity of problem re-representation may be a crucial step in mathematization.  相似文献   

Developing and evaluating a strategy for learning from animations     

Uwe Kombartzky  Rolf Ploetzner  Sabine Schlag  Berthold Metz 《Learning and Instruction》2010,20(5):424-433

Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.  相似文献   

The impacts of new governance on teaching at German universities. Findings from a national survey     

Uwe Wilkesmann  Christian J. Schmid 《Higher Education》2012,63(1):33-52

In this article we will present findings from a national survey questioning the actual impact of the new governance structures at German universities on academic teaching. To begin with, we give a theoretical underpinning to the economization of higher education institutions (HEIs) according to Principal-Agent Theory. This allows for the development of hypotheses about the influence of new selective incentives (merit pay, performance-related budgeting, Management by Objectives, teaching awards) on the professors’ academic teaching behavior. Instructed by critical considerations on Principal-Agent Theory we extended the axiomatics of this economic theory by incorporating concepts like work task motivation and academic socialization for a supposedly more comprehensive explanation. Data from a nationwide German survey allows us then to test our theory-driven assumptions. Our target population was the entire collectivity of all professors at German universities from which we could draft a sample 8,000 individuals. An estimation of four different OLS-regression models shows that the hypotheses derived from Principal-Agent Theory must be rejected whereas the hypotheses based on motivational aspects and socialization processes can be confirmed. Based on our analysis we can conclude that for the status quo of implementation there are no direct influences of new selective incentives on the actual teaching performance whereas we have strong indications for altered mechanisms of enculturation in the field of universities. New Public Management (NPM) seems to produce a new breed of professors whose preferences and practice are conditioned by the imperatives evoked by this new managerialism.  相似文献   

Medien in pädagogischen Kontexten     

Friederike von Gross  Anna-Maria Kamin  Prof. Dr. Uwe Sander  Dr. Thomas Walden 《Zeitschrift für Erziehungswissenschaft》2013,16(4):777-782

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辅助变元之于命题与量化布尔公式的作用     

乌维·布贝克  汉斯·克莱那·布吕宁 《中山大学学报论丛》2010,3(3)

使用辅助变元来引入定义,在知识表达中是一个流行和有力的技巧,能够得到更短、更自然的编码而无需冗长的重复.这篇论文中,我们形式地定义了辅助变元的概念,检验了其表达力并讨论了有趣的相关应用.我们把以下两者联系起来:一是,反复使用中间结果而不通过定义重复;二是,布尔函数其他表达中的相似概念.特别的,我们表明带定义的命题逻辑与具有任意输出端的布尔线路以及约束变元满足Horn性质的存在量化布尔公式(记作(E)HORNb)具有相同的表达力.本文还考虑了定义结构的限制,以及命题定义的扩充.特别的,我们检验了正命题定义与带存在量化的正定义之间的关系(或等价地,检验了(E)HORNb公式和约束变元未被Horn限定的存在量化的CNF公式(记作(E)CNF*)之间的关系).对命题定义的进一步扩充,是允许在定义中使用任意的量词,或等价地,允许布尔公式的嵌入.我们还证明了,量化CNF公式中的约束变元的表达力,是由子句中被约束部分的极小不可满足子公式或极小假子公式的结构所决定的.  相似文献   

4. Finkbeiner, Claudia; Schnaitmann, Gerhard W.: Lehren und Lernen im Kontext empirischer Forschung und Fachdidaktik     

Uwe Hericks  Ingrid Kunze 《Zeitschrift für Erziehungswissenschaft》2001,4(3):478-480

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Ein Hoarding-Verfahren für ortsbezogene Informationen     

Uwe Kubach und Kurt Rothermel 《Informatik - Forschung und Entwicklung》2001,16(4):189-199

Zusammenfassung.   Mit der zunehmenden Verbreitung mobiler Endger?te w?chst auch der Bedarf in mobilen Umgebungen auf entfernt gespeicherte Informationen zuzugreifen. Da dieser Informationszugriff meist über drahtlose Netzwerke erfolgt, treten in mobilen Informationssystemen h?ufig Probleme wie geringe Bandbreite, gro?e Verz?gerungen oder Verbindungsausf?lle auf. Hoarding-Verfahren versuchen diese Probleme zu l?sen, indem sie Informationen, auf die der Benutzer voraussichtlich zugreifen wird, im voraus übertragen. Dazu müssen sie jedoch vorhersagen, welche Informationen der Benutzer ben?tigen wird. In diesem Beitrag stellen wir ein Hoarding-Verfahren vor, das für diese Vorhersage die Ortsabh?ngigkeit von Informationszugriffen ausnutzt. Wie wir durch Simulationen zeigen, wird der Speicherplatz auf dem Endger?t dadurch sehr effizient genutzt. (Die hier vorgestellte Arbeit ist mit Unterstützung der DFG im Rahmen der Forschergruppe Nexus sowie des Graduiertenkollegs Parallele und Verteilte Systeme entstanden. Eingegangen am 2. Februar 2001 / Angenommen am 1. Juni 2001  相似文献