ギムナジウム上級段階のドイツ語科に求められる新たな能力

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タイトル別名
  • New Abilities Required by German Studies in the Advanced Level of Gymnasium: With a Focus on the Approach to Media in Curricula
  • ギムナジウム上級段階のドイツ語科に求められる新たな能力 : 教育課程基準にみるメディアへの取組に着目して
  • ギムナジウム ジョウキュウ ダンカイ ノ ドイツゴカ ニ モトメラレル アラタ ナ ノウリョク : キョウイク カテイ キジュン ニ ミル メディア エ ノ トリクミ ニ チャクモク シテ
  • ―教育課程基準にみるメディアへの取組に着目して―

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<p>  In contemporary society—which can be thought of as a knowledge-based society, an advanced-information society, and a globalized society—abilities developed at school can no longer simply be grouped under the single term “academic ability.” Each country proposes and discusses new concepts in ability, such as “21st-century skills” and “key competency,” in order to develop human resources that have the requisite competence to deal with a continuously changing society.</p><p>  Under these circumstances, national language education plays an extremely important role in developing the ability to think and create. Because developing the ability to select and transmit information is closely related to the ability to communicate, it has become an urgent issue to formulate a new approach to media for developing new abilities in national language education. In this respect, Germany has lately accumulated a great deal of results related to media education in the framework of national language education and has established educational standards in pursuit of competency.</p><p>  In this research, I analyzed articles on the approach to media in German studies stipulated in the “Uniform examination requirements in the abitur examination” (1979, 1989, 2002)—(Einheitliche Prüfungsanforderungen in der Abiturprüfung—hereafter referred to as EPA), and “Standards of German language education for the qualification to enter university" (2012) (Bildungsstandards im Fach Deutsch für Allgemeine Hochschulreife; hereafter referred to as BISTA (AHR)). I also analyzed two resolutions reached in meetings held under the initiative of the Minister of Education (Kultusministerkonferenz): “Media pedagogy at school" (1995) (Medienpädagogik in der Schule), and “Media education at school” (2012) (Medienbildung in der Schule.) I subsequently analyzed how these two resolutions are related to EPA and BISTA (AHR). Based on the ability sought at the time when EPA was formulated, I clarified the process of transformation into the new ability that aspires to achieve the competency sought by BISTA (AHR).</p><p>  EPA was established in 1979 against the background that the number of people who had acquired abitur had increased since the mid-1960s, and that improving the learning ability of college students and the academic achievements of abitur holders had become an urgent issue. What is required in EPA (1979) is to improve students’ reading comprehension and communication ability as preparatory education for further learning. In the hermeneutic cognitive process, the ability to read and understand not only literature and practical books but also appropriate media materials is required. At the same time, questions on media can be found in written examinations, and students are required to analyze and discuss media critically.</p><p>  There is little difference between the EPA as revised in 1989 and that published in 1979, and the same questions are in the written examination. Accordingly, the ability of German studies required in the edition revised in 1989 is virtually the same that was required in the 1979 edition.</p><p>  Taking the results of surveys on international academic ability conducted by TIMSS in 1997 and one conducted by PISA in 2001 into consideration, the content of EPA was entirely renewed. “Fähigkeit” and “Qualifikation” were used to mean, respectively, “ability” and “aptitude” prior to the renewal, but “Kompetenz” (competency) was used in place of both terms in the revised edition published in 2002 after the disappointing results in PISA. Here, students are asked to develop diverse types of competency including the ability to read, express, build personality, actively participate in cultural activities, and expand and deepen their world knowledge. At the same time, an approach to media was emphasized, and questions on media were created in the oral examination. (View PDF for the rest of the abstract.)</p>

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