"Effectiveness of interreligious learning through perspective-taking with different forms of pupil-oriented Religious Education (RE): a Cluster Randomized Controlled Trial“

“通过不同形式的以学生为导向的宗教教育 (RE) 进行换位思考的跨宗教学习的有效性：集群随机对照试验â

• 批准号: 404154214
• 负责人: Professor Dr. Reinhold Boschki
• 金额: --
• 依托单位: Lehrstuhl Praktische Theologie mit Schwerpunkt Religionspädagogik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/404154214?language=en
• 关键词: Effectiveness; interreligious; learning; through; perspective

In today’s social situation, which is marked by cultural and religious diversity, inter-religious competence has become more and more important. The potential for social conflicts is increasingly visible since migration has been accelerated due to the refugee situation in Europe. For peaceful coexistence, appropriate orientations and attitudes of individuals and groups are indispensable. There is more and more agreement that schools and religious education should support inter-religious competences. Inter-religious topics and demands for competences are firmly anchored in school curricula.The growth of religious education literature with respect to this topic corresponds to these developments. However, the lack of an empirical basis is also evident. The studies available do not shed light on the effectiveness of inter-religious learning, and they are even less useful for evaluating the different didactical approaches used in religious education in this context. Especially cluster randomized controlled intervention studies in real teaching contexts are lacking in the field of religious education, which would permit conclusions about the possibilities and the effectiveness of such approaches. In this respect, the research project – in close cooperation with empirical educational research as well as empirical didactical research in other disciplines (history, physical education) – realizes a new methodological quality in this area. Likewise, the study examines the controversial connection between didactics and competence-based research in education.Together with other research projects conducted at Tübingen the proposed project incorporates in particular the preparatory work from a DFG-funded research project on inter-religious competence. The central objective of the study (intervention study) relates to the question of the effectiveness of inter-religious learning in upper secondary education (Berufliches Gymnasium). The treatment consists of a threefold variation of a teaching unit “Living with Strangers” (low – middle – high pupil orientation). It is expected that the treatment will lead to increased acquisition of competences compared to the control group and that the effectiveness of the units will differ depending on their pupil orientation. With the help of this methodology comparative assessments of a central didactical concept will be possible.For measuring religion-related knowledge, religion-related perspective-taking and religion-related attitudes as central components of inter-religious competence the instruments developed in the previous project can be used. At the same time, the instruments need to be further improved. Given the sobering results concerning attitudinal change in the previous project, additional teaching elements are introduced as well as additional measurements.

在当今以文化和宗教多样性为特征的社会形势下，宗教间的能力变得越来越重要。社会冲突的可能性日益明显，因为欧洲的难民局势加速了移徙。为了和平共处，个人和群体的适当取向和态度是必不可少的。越来越多的人同意，学校和宗教教育应该支持宗教间的能力。宗教间的主题和能力要求在学校课程中得到了牢固的确立，与这一主题有关的宗教教育文献的增长与这些发展相对应。然而，缺乏经验基础也是显而易见的。现有的研究没有说明宗教间学习的有效性，它们对评估在这方面宗教教育中使用的不同教学方法更是毫无用处。特别是在宗教教育领域缺乏真实的教学环境中的集群随机对照干预研究，这将允许对这种方法的可能性和有效性的结论。在这方面，该研究项目-与经验教育研究以及其他学科（历史，体育）的经验教学研究密切合作-在这一领域实现了新的方法论质量。同样，该研究报告审查了教学法和基于能力的教育研究之间有争议的联系，连同在蒂宾根进行的其他研究项目，拟议的项目特别纳入了由德意志联邦共和国基金会资助的关于宗教间能力的研究项目的筹备工作。这项研究（干预研究）的中心目标涉及高中教育（Berufliches中学）中宗教间学习的有效性问题。治疗包括三重变化的教学单元“与陌生人生活”（低-中-高学生取向）。预计与对照组相比，治疗将导致能力的获得增加，并且单元的有效性将根据其瞳孔方向而不同。在这种方法的帮助下，对一个中心教学概念的比较评估将成为可能。为了测量宗教相关的知识，宗教相关的观点和宗教相关的态度作为宗教间能力的核心组成部分，可以使用在以前的项目中开发的工具。与此同时，文书需要进一步改进。鉴于上一个项目在态度转变方面取得的令人清醒的结果，引入了更多的教学内容和更多的衡量标准。