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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，德国北莱茵-威斯特法伦州（NRW）教育部于1973年颁布了新的政治教育课程，并于1974年修订了第二版。本研究的目的是通过对法兰克福学派批判理论的研究，来阐明解放的总目标在德国政治教育课程中的形成过程。将学习过程开发的步骤分为五个层次：1）情境分析层次、2）资格层次、3）内容层次、4）学习计划层次和评价层次，这五个层次又分为若干个小步骤.布兰克茨的课程建构理论模式对该学科发展的情境分析水平和资格水平产生了重要影响。在这一层次上讨论了解放的总目标。新开发了模具教学内容制作矩阵、一年规划和模具教学过程规划.北威州教育部于1987年对课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在第三版中增加了两个学生应该学习的资格;一个是环境保护领域的资格，一个是职业和劳动领域的资格。最后一个区别是，强调了个人利益与他人利益之间以及个人行动与团结之间的紧张关系。