Vom Nutzen der Zeit
Beobachtungen und Analysen zum individualisierten Unterricht<br><br>
Georg Breidenstein und Sandra Rademacher
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Georg Breidenstein, Sandra Rademacher, Vom Nutzen der Zeit
(2013), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2013 #03, S.336
(2013), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2013 #03, S.336
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Beschreibung / Abstract
Der Frage nach der Konstituierung von Unterricht geht dieser Aufsatz anhand der Analyse der Eigenlogik schulischer Zeitstrukturen im individualisierten Grundschulunterricht nach. Am empirischen Material werden unterschiedliche Varianten des schulischen Zeitmanagements in drei kontrastiven Forschungsfeldern diskutiert. Der Grad der Individualisierung lässt sich daran erkennen, inwieweit sich die Unterrichtsorganisation von der Idee der Schulstunde und des Stundenplans löst. Über die drei kontrastiven Varianten individualisierten Unterrichts hinweg jedoch erweist sich die Indifferenz schulischer Zeitvorgaben gegenüber den Lerninhalten gerade in einem Unterricht, der die Idee der Synchronität der Lernprozesse aufgibt, als grundlegendes Strukturmerkmal von Unterricht.
Schlagworte: Unterrichtstheorie, individualisierter Unterricht, schulische Zeitstrukturen, interpretative Unterrichtsforschung, Jahrgangsmischung
Based on the analysis of the inherent logics of school-related structures of time in individualized elementary-school instruction, the authors enquire into the issue of the constitution of teaching. The empirical material is used to discuss different variants of time management in schooling within the framework of three contrastive fields of research. The degree of individualization can be ascertained by considering in how far the organization of teaching has parted with the concept of separate lessons and schedules. Beyond these three contrastive variants of individualized teaching, however, the indifference of time standards set by the school towards educational contents, especially within the framework of teaching concepts that have given up the idea of the synchronicity of learning processes, constitutes a fundamental structural characteristic of schooling.
Keywords: Theory of Teaching, Open Classroom Education, Time in Schooling, Qualitative
Classroom Research, Mixture of Class Levels
Schlagworte: Unterrichtstheorie, individualisierter Unterricht, schulische Zeitstrukturen, interpretative Unterrichtsforschung, Jahrgangsmischung
Based on the analysis of the inherent logics of school-related structures of time in individualized elementary-school instruction, the authors enquire into the issue of the constitution of teaching. The empirical material is used to discuss different variants of time management in schooling within the framework of three contrastive fields of research. The degree of individualization can be ascertained by considering in how far the organization of teaching has parted with the concept of separate lessons and schedules. Beyond these three contrastive variants of individualized teaching, however, the indifference of time standards set by the school towards educational contents, especially within the framework of teaching concepts that have given up the idea of the synchronicity of learning processes, constitutes a fundamental structural characteristic of schooling.
Keywords: Theory of Teaching, Open Classroom Education, Time in Schooling, Qualitative
Classroom Research, Mixture of Class Levels