ABSTRACT

This contribution will outline the development of a specific approach of theoretical educational thinking in Germany, associated with the notions of Didaktik/didactics and Fachdidaktik/subject-matter didactics as well as its comparative, generalized form called General Subject Didactics (GSD). The first one deals with the ‘art and science of teaching’ in general, whereas the second and third one relate to disciplines of subject-matter teaching and learning in school.

We will start with analysing didactics being in a crisis, leading to the strengthening of subject didactics in its place. Yet subject didactics has its own limitations and weaknesses. We will argue that these can be overcome with the help of General Subject Didactics which observes, compares and analyses the different subject didactics from a higher point of view: this approach can help understand the educational practice of one specific subject better and deeper, but also help moving beyond particular experiences and boundaries within that framework, towards looking at neighbouring subjects, at cross-curricular networking and cooperation. We will demonstrate how this might support the development of a powerful educational knowledge base for specialized subject teachers and their practice as educators as well as for continued professional development.

摘要

这项贡献将概述德国理论教育思想的一种特定方法的发展，该方法与Didaktik / didactics和Fachdidaktik / subject-matter didactics的概念以及它的比较性广义形式（称为General Subject Didactics（GSD））相关。第一个涉及一般的“艺术与教学科学”，而第二个和第三个涉及学校的学科教学和学习学科。

我们将首先分析处于危机中的教学法，从而使主题教学法在危机中的地位得到加强。然而，主题教学法有其自身的局限性和弱点。我们将争辩说，可以借助“一般主题教学法”来克服这些问题它从更高的角度观察，比较和分析了不同的学科教学方法：这种方法可以帮助您更好，更深入地了解某个特定学科的教育实践，而且还可以超越该框架内的特定经验和界限，而去寻找相邻学科的教学方法。跨学科的网络和合作。我们将展示这将如何支持为专业学科教师及其作为教育工作者的实践以及持续的专业发展提供强大的教育知识库。