Kann in der Grundschule ein Geschichtsbewusstsein im Sachunterricht der 1 und 2 Klasse aufgebaut werden

Author: Moritz Prien
Publisher: GRIN Verlag
ISBN: 364015763X
Format: PDF, ePub, Docs
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Studienarbeit aus dem Jahr 2007 im Fachbereich Sachunterricht, Heimatkunde (Grundschulpadagogik), Note: 1,3, Gottfried Wilhelm Leibniz Universitat Hannover, 13 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Gerade in einer immer komplexer werdenden Welt fallt es vielen heranwachsenden Menschen immer schwerer, sich zurechtzufinden. Die Kenntnis geschichtlicher Strukturen erleichtert die Orientierung in der Gesellschaft und hilft viele Zusammenhange zu verstehen. In der vorliegenden Arbeit soll die Frage behandelt werden, ob im Sachunterricht der Grundschule in der 1. und 2. Klasse ein Geschichtsbewusstsein aufgebaut werden kann. Aufgrund personlichen Interesses fur Geschichte, lag eine Beschaftigung mit dem Thema historischer Sachunterricht nahe. Nach erster Sichtung der Literatur kristallisierte sich heraus, dass eine Beschaftigung mit der aktuellen Sachunterrichtsdidaktik, den historischen Sachunterricht betreffend, Inhalt dieser Arbeit werden wurde. Um auf die oben genannte Fragestellung naher eingehen zu konnen, ist es notwendig, zunachst die Begriffe Zeitbewusstsein und Geschichtsbewusstsein zu klaren. Anschliessend soll auf die Trennung von Zeit- und Geschichtsbewusstsein im Unterricht und auf die Notwendigkeit des Aufbaus eines Geschichtsbewusstseins in den ersten beiden Grundschuljahren, eingegangen werden. Abschliessend wird eine exemplarisch ausgewahlte, praktische Umsetzung einer Unterrichtsstunde des historischen Sachunterrichts dargestellt und analysiert. (P&K)"

Educating for Intelligent Belief or Unbelief

Author: Nel Noddings
Publisher: Teachers College Press
ISBN: 0807775983
Format: PDF, Kindle
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One of the most enduring and controversial issues in American education concerns the place of individual beliefs and moral standards in the classroom. Noddings argues that public schools should address the fundamental questions that teenagers inevitably rasie about the nature, value and meaning of life (and death), and to do so across the curriculum without limiting such existential and metaphysical discussions to separate religion, philosophy or even history classes. Explorations of the existence of a God or gods, and the value and validity of religious belief for societies or individuals, she writes “whether they are initiated by students or teachers, should be part of the free exchange of human concerns—a way in which people share their awe, doubts, fears, hopes, knowledge and ignorance.” Such basic human concerns, Noddings maintains, are relevant to nearly every subject and should be both non-coercive and free from academic evalution. “Nel Noddings probes the many ways in which children’s questions about God and gods, existence, and the meaning of life can and should be integrated into life in classrooms and the real world of the public schools.” —From the Foreword “This is a rich and sensitive book that will give teachers, administrators, parents, philosophers of education—any concerned citizen—the basis for more substantial discussion and concrete proposals.” —Free Inquiry “Impressive in its sweep of possibilities for exploration in the school curriculum and teacher education.” —Educational Theory

Method for the One Keyed Flute

Author: Janice Dockendorff Boland
Publisher: Univ of California Press
ISBN: 0520921275
Format: PDF, ePub, Mobi
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This indispensable manual for present-day players of the one-keyed flute is the first complete method written in modern times. Janice Dockendorff Boland has compiled a manual that can serve as a self-guiding tutor or as a text for a student working with a teacher. Referencing important eighteenth-century sources while also incorporating modern experience, the book includes nearly 100 pages of music drawn from early treatises along with solo flute literature and instructional text and fingering charts. Boland also addresses topics ranging from the basics of choosing a flute and assembling it to more advanced concepts such as tone color and eighteenth-century articulation patterns.

Handbook of Theme Centered Interaction TCI

Author: Mina Schneider-Landolf
Publisher: Vandenhoeck and Ruprecht
ISBN: 9783525451908
Format: PDF, Mobi
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In the 40 years since Ruth C. Cohn developed theme-centered interaction (TCI), it has grown from an educational-therapeutic model to a comprehensive concept aimed at addressing personality development and group leadership. TCI allows the learning and working processes of individuals, groups, teams and organizations to be reflected on, controlled, and managed. Processes of life-work balance can also be coordinated with TCI and empowerment furthered. Today, TCI is successfully being employed in adult education, schools, businesses, counseling and pastoring settings, manager development and training, and in many other areas. This volume contains 53 short contributions highlighting the central concepts of TCI, their origin, and further development. It thus provides a state-of-the-art look at this concept in a clear, systematic, and scientifically sound manner. This handbook represents at once a theoretical treatise, a textbook for anyone desiring information about TCI, for persons presently undergoing TCI training, who are teaching TCI, applying it or doing scientific research on this subject. A uniform structure in most texts enables the reader to quickly and efficiently compare different subjects.

Teaching as Communication

Author: Bob Hodge
Publisher: Routledge
ISBN: 131789782X
Format: PDF, Docs
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Good teaching relies on a firm grasp of the communication process. In this innovative text Bob Hodge presents common pitfalls in the communication of teachers, and shows where they are most likely to mistake the communication of pupils. He uses practical examples which enable the reader to see an immediate and direct connection with classroom practises, making principles easier to understand and apply.

Didaktik And or Curriculum

Author: Bjørg Brandtzæg Gundem
Publisher: Peter Lang Pub Incorporated
ISBN: 9780820433851
Format: PDF, ePub, Mobi
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With the increasing interdependence and harmonization of educational systems and achievement expectations, the necessity to cooperate across national borders and differences is becoming more evident. A serious problem that has not received sufficient attention arises from different concepts of the planning and implementation of teaching. Two basic models predominate internationally: the Anglo-Saxon tradition of curriculum and the Continental European tradition of Didaktik. Didaktik and/or Curriculum presents core issues of an international dialogue aiming at a comparative analysis of both traditions as an indispensable precondition for mutual understanding and successful cooperation. Contents: Bjorg B. Gundem/Stefan Hopmann: Introduction: Didaktik Meets Curriculum--William A. Reid: Systems and Structures or Myths and Fables? A Cross-Cultural Perspective on Curriculum Content--Rudolf Kunzli: The Common Frame and the Places of Didaktik--Ian Westbury: Didaktik and Curriculum Studies--David Hamilton: Didaktik, Deliberation, Reflection (In Search of the Commonplaces)--O. L. Davis, Jr.: The Theoretic Meets the Practical: The Practical Wins-Ewald Terhart: Changing Concepts of Curriculum: From « Bildung to « Learning to « Experience Developments in (West)Germany from the 1960s to 1990--Erik Wallin: Changing Paradigms of Curriculum and/or Didaktik?--Ulf P. Lundgren: The Making of Curriculum Making: Reflections on Educational Research and the Use of Educational Research--M. Frances Klein: Approaches to Curriculum Development in the United States--Carlo Jenzer: Dealing with Change: The Making of Curriculum Making--Lars Lovlie: Paradoxes of Educational Reform: The Case of Norwayin the 1990s--Tomas Englund: Teaching as an Offer of (Discursive?) Meaning--Peter Menck: The Formation of Conscience: A Lost Topic of Didaktik--Erling Lars Dale: The Essence of Teaching--William F. Pinar/William M. Reynolds/Patrick Slattery/Peter M. Taubman: Understanding Curriculum: A Postscript for the Next Generation--Wolfgang Klafki: Characteristics of Critical-Constructive Didaktik--Stefan Hopmann/Bjorg B. Gundem: Conclusion--Didaktik Meets Curriculum: Towards a New Agenda.

Moral Vision

Author: David McNaughton
Publisher: Wiley-Blackwell
ISBN: 9780631159452
Format: PDF, Docs
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This book introduces the reader to ethics by examining a current and important debate. During the last fifty years the orthodox position in ethics has been a broadly non-cognitivist one: since there are no moral facts, moral remarks are best understood, not as attempting to describe the world, but as having some other function - such as expressing the attitudes or preferences of the speaker. In recent years this position has been increasingly challenged by moral realists who maintain that there are moral facts; there is a truth of the matter in ethics, which is independent of our views, and which we seek to discover. Unfortunately much of this interesting debate found in the work of McDowell, Wiggins, Putnam, Blackburn and others is not easily accessible to undergraduates. McNaughton presents many of the major issues in ethics by way of a clear exposition of both sides of this argument and assumes no prior knowledge of philosophy. Topics discussed include: moral observation, moral motivation, amoralism and wickedness, moral weakness, cultural relativism and utilitarianism. The book concludes that a convincing case can be made out for a radical form of moral realism in which moral virtue is found, not in the following of correct moral principles, but rather in the development of moral sensitivity. Moral Vision is a clear and engaged introduction to an important, and often troubling, debate.