The co-construction of beliefs about literary education on a senior highschool level

采用定性设计，本实证研究解决了接近完成高中课程的德国学生如何形成并保持对文学的信念和态度的问题；因此，该研究具有文学教育和教育社会学的双重关注。我们的假设是，学校的高级德语教学（Leistungs- und Schwerpunktkurse）对所讨论的信仰体系的形成有重大影响；很多学生都认为歌德的《浮士德》是德国文学核心作品的重要组成部分。研究的重点是学生和教师通过文学体验进行文学教育的观念是如何在接受、拒绝或改变这些信仰体系方面相互形成的。根据互动理论，我们认为教学情境中的互动是一个共同建构的问题。因此，文学教育被理解为一种部分集体的信仰体系，不仅由家庭或同伴群体产生，而且由作为文化（再）生产场所的学校中普遍存在的社会实践产生。虽然没有被研究过，但这个主题显然是非常相关的，因为它解决了保持文化连续性（或者更具体地说，继续文学传统）的问题，以及使我们能够这样做的机制。在研究方法上，采用叙事法和导向性访谈法对学生的文学教育观念进行研究。此外，通过应用标准化问卷，将家庭和同伴群体对这些概念的影响纳入研究设计。录像教学序列允许在高中高年级的高级课程（Leistungskurse）中探索意义和课堂话语的谈判。这将通过分析教学文书和教师叙述性访谈来补充，从研究的一开始就确定他们的文学教育概念。

Using a qualitative design, this empirical study addresses the question of how German students nearing completion of the high school course come to form and maintain beliefs about, and attitudes towards, literature; the study thus has a dual concern with literary education and the sociology of education. Our assumption is that advanced-level German teaching at school (Leistungs- und Schwerpunktkurse) has a significant impact on the formation of the belief systems in question; an example of this is the conviction shared by many students that Goethe s Faust is an essential part of the core works of German literature.The study focuses on the question how concepts of literary educationthrough literary experiences by both students and teachers are mutuallyformed in terms of accepting, rejecting or varying these belief systems. Inaccordance with interaction theory, we consider interaction in teachingsituations as a matter of co-construction.Literary education is thus understood as a partially collective beliefsystem not only engendered by families or peer groups but also by thesocial practices prevalent in schools as sites of cultural (re-)production.Although unstudied, the subject is clearly of great relevance since itaddresses the issue of maintaining cultural continuity (or morespecifically, of continuing the literary tradition) and the mechanismswhich enable us to do so.In terms of its methods, the study uses narrative and guides interviews inorder to carry out research into students' concepts of literary education.In addition, the impact on these concepts by families and peer groups isincorporated into the research design by applying standardizedquestionnaires. Videotaped teaching sequences allow exploring thenegotiation of meaning and classroom discourse in advanced-level courses (Leistungskurse) in the senior years of high school. This will besupplemented by analyses of teaching paperwork and teachers narrativeinterviews from the very beginning of the study in order to determine theirconcepts of literary education.