Überlegungen zu einer Theorie des Unterrichts
Georg Breidenstein
Cite this publication as
Georg Breidenstein, Überlegungen zu einer Theorie des Unterrichts (2010), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2010 #06, S.869
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Descripción / Abstract
Zusammenfassung: Der Beitrag wendet sich zunächst den gängigen Konzeptualisierungen schulischen Unterrichts zu, um die Behauptung, dass eine neue theoretische Perspektive auf Unterricht notwendig ist, zu plausibilisieren. Er plädiert seinerseits für einen mikrosoziologischen Zugriff auf die Unterrichtssituation, der in der Lage ist, schulischen Unterricht als interaktives und kommunikatives Geschehen in eigenem Recht zu beschreiben. In einem zweiten Schritt werden einige empirische Phänomene angesprochen, die die Theoretisierung schulischen Unterrichts herausfordern, wie etwa die relative Indifferenz des Unterrichts gegenüber der Sinnfrage oder die Verselbstständigung der Praxis der Leistungsbewertung. Schließlich werden einige Bausteine für eine zu entwickelnde Theorie des Unterrichts skizziert: Unterricht als Interaktionsordnung, Organisation und Interaktion, die Darstellung und Kommunikation von "Lernen", die Bewertung und Zurechnung von "Leistungen" zu Personen und schließlich die Bedeutung der Peer Kultur der Schülerinnen und Schüler.
Stichwörter: Leistungsbewertung, Mikrosoziologie, Peerkultur, Unterrichtssituation
Abstract: In a first step, the author outlines common conceptualizations of classroom teaching in order to plausibly demonstrate the need for a new theoretical perspective on teaching. For his part, he advocates a micro-sociological approach to classroom situations which allows describing school teaching as an interactive and communicative event in its own right. In a second step, several empirical phenomena are addressed which challenge the theorization of classroom teaching, such as the relative indifference of school teaching towards the question as to its purpose and meaning or the growing detachedness of the practice of performance evaluation. Finally, some of the elements needed to develop a theory of classroom teaching are sketched: teaching as a system of interaction, organization and interaction, the representation and communication of "learning", the evaluation and attribution of "achievements" to individuals, and, finally, the significance of the peer culture among students.
Key words: classroom teaching, micro-sociological approach, teaching as a system of interaction, peer culture
Stichwörter: Leistungsbewertung, Mikrosoziologie, Peerkultur, Unterrichtssituation
Abstract: In a first step, the author outlines common conceptualizations of classroom teaching in order to plausibly demonstrate the need for a new theoretical perspective on teaching. For his part, he advocates a micro-sociological approach to classroom situations which allows describing school teaching as an interactive and communicative event in its own right. In a second step, several empirical phenomena are addressed which challenge the theorization of classroom teaching, such as the relative indifference of school teaching towards the question as to its purpose and meaning or the growing detachedness of the practice of performance evaluation. Finally, some of the elements needed to develop a theory of classroom teaching are sketched: teaching as a system of interaction, organization and interaction, the representation and communication of "learning", the evaluation and attribution of "achievements" to individuals, and, finally, the significance of the peer culture among students.
Key words: classroom teaching, micro-sociological approach, teaching as a system of interaction, peer culture