The importance of subjectivity and emotionality in conversations about literature in German lessons (SEGEL)

德语课程中有关文学的对话中主观性和情感性的重要性 (SEGEL)

• 批准号: 456079881
• 负责人: Professor Dr. Jörn Brüggemann
• 金额: --
• 依托单位: Lehrstuhl für Didaktik der deutschen Sprache und Literatur
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2020
• 资助国家: 德国
• 起止时间: 2019-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/456079881?language=en
• 关键词: importance; subjectivity; emotionality; conversations; about

Communication about literary texts are a central part of German lessons. So far, however, they have hardly been empirically researched. The SEGEL project applied for should contribute to overcome this desideratum. SEGEL will focus on the empirical examination of the widespread assumption in literary education theory that subjectivity and emotionality in communication about literature are of particular importance for their success. In a previous study - 'Aesthetic Communication in Literature Lessons' (ÄSKIL) - empirical evidence indicated that subjective and emotional activations in literary communications actually have positive effects, e.g. in the areas of subjective involvement (d = 0.61), thematic relevance (d = 0.60), empathy to characters (d = 0.85) and emotional significance (d = 1.11). However, the lack of randomisation affected the validity of the study. In SEGEL's initial application, this weakness was eliminated, but without sufficient separation of influencing factors. In the newly submitted application, SEGEL is therefore designed as a randomised controlled intervention study in which 'type of communication' and 'form of interaction' are empirically investigated as two separate influencing factors. In the first factor, communication type, a distinction is made between 'cognitively oriented communication in literature teaching' (KOKIL) and 'subjectively, emotionally and cognitively oriented communication in literature teaching' (SEKOKIL). In the second factor, the form of interaction, teacher-centred and student-centred forms of interaction are experimentally varied as influencing variables. In SEGEL four treatment types are empirically investigated in a two-factorial design. The effects of the interventions are to be recorded with the help of proven survey instruments and adapted procedures, which will be tested and optimized in a preliminary study in a Cognitive Lab (N=28) and in a pilot study (N=300). In the main study, a total of about 2250 students and about 90 teachers from about 90 classes (grade 9/10 with about 25 students each) from 26 high schools in Bavaria and Lower Saxony will participate in the four treatment types and an untreated waiting control group. In a first step, the replication of the ÄSKIL study in a two-factorial design with randomised allocation of schools and classes to the treatments is planned in the main study. In a second step, the effect of the type of communication and the form of interaction will be investigated over a period of several weeks at two additional intervention points. The evaluation takes into account the complex multi-level structure of the design and includes mediation and moderation analyses in addition to estimating the effects of the treatment. On this basis, SEGEL will provide empirical evidence in a central research field of literary education research.

关于文学文本的交流是德语课程的核心部分。然而，到目前为止，它们几乎没有进行过实证研究。申请的SEGEL项目应有助于克服这一迫切需要。SEGEL将专注于对文学教育理论中普遍存在的假设进行实证研究，即文学交流中的主观性和情感性对其成功尤为重要。在之前的一项研究中--“文学课中的审美交流”（Aesthetic Communication in Literature Lessons，ÄSKIL）--经验证据表明，文学交流中的主观和情感激活实际上具有积极的影响，例如在主观参与（d = 0.61）、主题相关性（d = 0.60）、对人物的移情（d = 0.85）和情感意义（d = 1.11）方面。然而，缺乏随机化影响了研究的有效性。在SEGEL最初的应用中，这一弱点被消除了，但没有充分分离影响因素。因此，在新提交的申请中，SEGEL被设计为一项随机对照干预研究，其中“沟通类型”和“互动形式”作为两个独立的影响因素进行了实证研究。在第一个因素中，沟通类型，区分“认知导向的文学教学沟通”（KOKIL）和“主观，情感和认知导向的文学教学沟通”（SEKOKIL）。在第二个因素中，互动的形式，以教师为中心和以学生为中心的互动形式的实验不同的影响变量。在SEGEL四种治疗类型进行了实证研究，在一个双因子设计。干预措施的效果将在经过验证的调查工具和适应性程序的帮助下进行记录，这些工具和程序将在认知实验室（N=28）的初步研究和试点研究（N=300）中进行测试和优化。在主要研究中，来自巴伐利亚州和下萨克森州萨克森的26所高中的约90个班级（9/10年级，每个班级约25名学生）的约2250名学生和约90名教师将参加四种治疗类型和一个未治疗的等待对照组。在第一步中，在主研究中计划以双因子设计复制ÄSKIL研究，并将学校和班级随机分配给治疗。在第二步中，将在另外两个干预点对沟通类型和互动形式的效果进行为期几周的调查。该评估考虑了设计的复杂多层次结构，除了估计治疗效果外，还包括调解和适度分析。在此基础上，SEGEL将在文学教育研究这一核心研究领域提供实证证据。