Research on the present working situation of the new subject "LER : Lifeplanning-Ethics-Religion (Lebensgestaltung-Ethik-Religion)" in the Federal Republic of Germany

在社会剧烈变化的当代社会，存在着大量由班主任等人通过学校组织和课堂组织（或类课堂小组组织）进行课堂指导的实践，以培养学生对学校生活的积极性。本研究对1992年起在德意志联邦共和国勃兰登堡州实施的“人生规划-伦理-宗教（Lebensgestaltung-Ethik-Religion）”新课题的形成过程和现状进行了研究。勃兰登堡州政府决定在1992-1995年试验期结束后，从1995年10月开始实行LER。截至1998年，在250所中学一年级至四年级的1600个班级中，大约有教师在实施学习教学法。从一个班级分成两组，每组由一名老师负责，每周大约两小时。此外，有趣的是，我们发现该课程在勃兰登堡州的中学确实以“压倒一切的优先课程（Schwerpunkstunde）”的主题名称进行小组指导。对这一实践进行持续的研究是非常重要的。与此相关，我们在柏林市发现了以“社会学习（Soziales Lernen）”为名的各种课堂指导和小组指导实践。主要包括在小学学习“解决冲突”，在中学实践“预防暴力和改善健康”学校项目，在小学和中学自愿实践“晨圈（摩根·克瑞斯）”等。对这些实践进行持续的研究也具有重要的意义。

In contemporary societies under drastic social changing, there exists a plenty of practices of classroom guidance directing by homeroom teachers and others through school organization and classroom organization (or quasi-classroom small group organization) in order to foster motivation of pupils to school life.In this study we researched about the process of formation and present state of the new subject "LER : Lifeplanning-Ethics-Religion (Lebensgestaltung-Ethik-Religion)" which was implementing in Brandenburg State, the Federal Republic of Germany since 1992.The government of Brandenburg State decided to put LER into practice since October 1995 after the trial period 1992-1995. Up to now 1998, LER are put into practice by about LER-teachers at the 1600 classes from 1st grade to 4th grade of 250 secondary schools. Two groups classified from one class are put in charge of each by one teacher about two hous a week.Furthemore interestingly, we found the lesson surely doing group guidance under the subject name of "Lesson with overriding priority (Schwerpunkstunde) " in secondarty schools of Brandenburg State. It is important to research continuously about this practice.In relation to these we found various practices of classroom guidance and group guidance under the name of "Social Learning (Soziales Lernen) " in Berlin City. They are mainly constituted from the learning of "conflict solution" in primary schools, the practice of school project for violence prevention and improving health" in secondary schools, and the voluntary practice of "morning circle (Morgen Kreis) " in both primary and secondary schools, etc. It is also significant to research continuously about these practices.