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Aims, contents, and competencies in university courses of educational science. A historical-empirical analysis

大学教育科学课程的目标、内容和能力。

基本信息

批准号：
310350054
负责人：
Professor Dr. Klaus-Peter Horn
金额：
--
依托单位：
Arbeitsbereich Allgemeine und Historische Erziehungswissenschaft
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2019-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/310350054?language=en
关键词：
Aims contents competencies university courses

项目摘要

Since the beginning of the Bologna-Reform, one can observe an increasing differentiation of degree programs in educational science which leads to a hardly manageable number of fields of studies in this area. This observation serves as the starting point for this project. The main goal of the research project is to further historical-empirically prove this observation by evaluating study and exam regulations. These regulations are understood as ideal concepts of university teaching. The project aims to reconstruct and analyze the general study goals, contents, and competencies to be achieved by students within the degree programs of educational science by considering module manuals, study and exam regulations. The project will examine whether the strong differentiation/diversification is also visible on the level of the concrete organization of courses at German universities; or whether the different university courses of educational science, at different locations and with different major fields of studies, are more similar in study goals, contents and required competencies than they are divided by differences.The first step focuses on the analysis of the constituent documents that define the studies of educational science. The analysis will consider current as well as historical relevant documents to allow first insight into the ideal typical structure of this field of study.In a second step an empirical survey and examination of the aims, contents, and required competencies of all current programs of educational science follows. On that basis we can develop an empirically proven type formation/classification of locations. This will be used as a basis for a representative selection of university locations, for which, in a third step, a detailed analysis of all former study and exam regulations is intended. Lastly, a fourth step of examination aims at an empirical screening of how the earlier processed documents are implemented in the study and exam regulations, considered for the current situation and for the historical development.The qualitative content-analytical revision of study and exam regulations allows us to describe major study fields of educational science. Additionally, it permits statements about the inner disciplinary discourse, about the current state of educational science, and its place at university. Thereby, the project makes an important contribution to the research on the development of educational science over the last 50 years.

自博洛尼亚改革开始以来，我们可以观察到教育科学学位课程的日益分化，导致该领域的研究领域数量难以管理。这一观察结果是该项目的起点。该研究项目的主要目标是通过评估学习和考试法规进一步历史经验地证明这一观察结果。这些规定被理解为大学教学的理想理念。该项目旨在通过考虑模块手册、学习和考试规定，重建和分析教育科学学位课程学生的总体学习目标、内容和能力。该项目将研究德国大学课程的具体组织层面上是否也存在明显的差异化/多样化；或者，不同地点、不同专业领域的不同大学教育科学课程在学习目标、内容和所需能力方面是否更相似，而不是因差异而划分。第一步重点分析定义教育科学研究的组成文件。该分析将考虑当前和历史的相关文献，以便首先洞察该研究领域的理想典型结构。第二步是对当前所有教育科学项目的目标、内容和所需能力进行实证调查和检查。在此基础上，我们可以开发一种经过经验证明的类型形成/位置分类。这将用作有代表性的大学地点选择的基础，为此，第三步将对所有以前的学习和考试规定进行详细分析。最后，第四步检验是对学考规定中前期处理文件的落实情况进行实证筛选，既考虑现状，又考虑历史发展。学考规定的定性内容分析修订，使我们能够描述教育学的主要研究领域。此外，它还允许对内部学科讨论、教育科学的现状及其在大学中的地位进行陈述。从而，该项目对近50年来教育科学研究的发展作出了重要贡献。