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The co-construction of beliefs about literary education on a senior highschool level

高中文学教育信念的共建

基本信息

批准号：
244799801
负责人：
Professor Dr. Christian Dawidowski
金额：
--
依托单位：
Institut für Germanistik (IfG)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2013
资助国家：
德国
起止时间：
2012-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/244799801?language=en
关键词：
co construction beliefs about literary

项目摘要

Using a qualitative design, this empirical study addresses the question of how German students nearing completion of the high school course come to form and maintain beliefs about, and attitudes towards, literature; the study thus has a dual concern with literary education and the sociology of education. Our assumption is that advanced-level German teaching at school (Leistungs- und Schwerpunktkurse) has a significant impact on the formation of the belief systems in question; an example of this is the conviction shared by many students that Goethe s Faust is an essential part of the core works of German literature.The study focuses on the question how concepts of literary educationthrough literary experiences by both students and teachers are mutuallyformed in terms of accepting, rejecting or varying these belief systems. Inaccordance with interaction theory, we consider interaction in teachingsituations as a matter of co-construction.Literary education is thus understood as a partially collective beliefsystem not only engendered by families or peer groups but also by thesocial practices prevalent in schools as sites of cultural (re-)production.Although unstudied, the subject is clearly of great relevance since itaddresses the issue of maintaining cultural continuity (or morespecifically, of continuing the literary tradition) and the mechanismswhich enable us to do so.In terms of its methods, the study uses narrative and guides interviews inorder to carry out research into students' concepts of literary education.In addition, the impact on these concepts by families and peer groups isincorporated into the research design by applying standardizedquestionnaires. Videotaped teaching sequences allow exploring thenegotiation of meaning and classroom discourse in advanced-level courses (Leistungskurse) in the senior years of high school. This will besupplemented by analyses of teaching paperwork and teachers narrativeinterviews from the very beginning of the study in order to determine theirconcepts of literary education.

使用定性设计，本实证研究解决的问题，德国学生接近完成高中课程来形成和保持信念，和对文学的态度，因此，该研究有文学教育和教育社会学的双重关注。我们的假设是学校里的高级德语教学（Leistungs-und Schwerpunktkurse）对有关信仰体系的形成有重大影响;例如，许多学生都认为歌德的《浮士德》是德国文学核心作品的重要组成部分，本研究着重探讨了学生和教师通过文学体验进行文学教育的概念如何影响德国文学的发展。相互形成的接受，拒绝或改变这些信仰体系。根据互动理论，我们认为教学情境中的互动是一个共同建构的问题。文学教育因此被理解为一个部分集体的信仰系统，它不仅由家庭或同伴群体产生，而且也由学校作为文化（再）生产场所的社会实践产生。尽管未经研究，这一主题显然具有重要意义，因为它涉及到保持文化连续性的问题（或者更具体地说，延续文学传统）以及使我们能够这样做的机制。就其方法而言，本研究以叙述法与访谈法为指导，对学生的文学教育观念进行研究，另外，研究设计中采用了问卷调查的方法，将家庭和同伴群体对这些概念的影响纳入研究设计。录像教学序列允许探索的意义和课堂话语在高级课程（Leistungskurse）在高中高年级的创造。本研究从一开始就通过对教学文书和教师叙事访谈的分析来补充，以确定他们的文学教育观.