Research on the Concept of Emancipation in the Course of Study for Political Education in Germany

德国政治教育学习过程中的解放理念研究

基本信息

批准号：
08610251
负责人：
MATOBA Masami
金额：
$ 1.28万
依托单位：
School of Education, NAGOYA University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1996
资助国家：
日本
起止时间：
1996 至 1998
项目状态：
已结题

项目摘要

As historical background, Ministry of Education in Nordrhein Westfalen (NRW) of Germany proclaimed a new course of study for political education in 1973, and a revised second edition in 1974. The course of study had been developed based on the critical theory of Frankfurt school.The aim of this study is to clarify the process that the general aim of emancipation is taking shape into course of study for political education in Germany.We get following results in this study :1. The steps of course of study development were divided into the five levels : 1) situation analysis level, 2) qualification level, 3) content level, 4) learning plan level and evaluation level, whose levels divided several small steps.2. The model of Blankertz curriculum construction theory had a strong effect upon the situation analysis level and qualification level in the development of this course of study. In this levels the general aim of emancipation were discussed. However, a matrix for production of teaching content, one year planning and planning for die teaching process were newly developed.3. Ministry of Education of NRW made his third revision of the course of study in 1987. The first difference between second and third edition is in supplementing two qualifications in third edition that students should be learn ; a qualification in the field of environmental protection and a qualification in the field of the occupation and the labor.4. Last difference recognize that the tensions between interest of individual and others and between individual action and solidarity were stressed.

作为历史背景，德国诺德海因·韦斯特法伦（NRW）的教育部宣布了1973年的政治教育研究课程，并于1974年进行了第二版修订。研究过程是基于法兰克福学校的批判理论开发的。该研究的目的是该研究的目的是阐明该研究的一般目的是对emancipation进行研究的一般目的，以构成研究的研究。研究发展的步骤分为五个级别：1）情况分析级别，2）资格级别，3）内容水平，4）学习计划水平和评估水平，其水平分配了几个小步骤2。 Blankertz课程构建理论的模型对该研究过程发展的情况分析水平和资格水平具有很强的影响。在此层面上，讨论了解放的总体目的。但是，新开发了用于生产教学内容的矩阵，一年的计划和计划的计划。3。 NRW教育部在1987年对研究过程进行了第三次修订。第二版和第三版之间的第一个区别是补充了第三版的两个资格，应该学习学生；环境保护领域的资格和职业和劳动领域的资格。4。最后的区别认识到，个人与他人的兴趣以及个人行动与团结之间的紧张局势受到了强调。