教授原理としての「視点」について (?) : W.ケーンラインの「機能目標」としての多視点性
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In this paper, as a further exploration of "Perspective" as an instructional principle, the author critically analyzed Kohnlein's discussion of multiple-perspective as a functional objective. Kohnlein argues, with a focus on Fachdidaktik, that "multiple perspective" should be a fundamental principle of instruction in basic education. When multiple perspective as an instructional principle is studied, he stresses the need to differentiate the various proposals about today's schooling in four categories. They include the following: １．Fulfillment of learning conditions of the day ２．Educational Challenges in the contemporary society ３．Leaning function in instructional process ４．Learning Subject as a whole Kohnlein explores multiple perspective at the level of learning function in instructional process and points out the importance of genetic principle in lessons. It implies that when some concepts/principles are to be taught, children should experience for themselves the historical process of how those concepts/principles were discovered. Leaning from Wagenschein's study, Kohnlein names the lessons as genetic lessons based on episodes. He specifies the following three constituting principles of those lessons. １．Leaning episodes as exemplary element ２．Constructive planning and genetic structuring of lessons ３．Open discussion and reflective thinking Multiple perspective in instructional process has the advantage of developing open and flexible attitude among the learners toward learning objects and may integrate conflicting ways of thinking.
- 奈良教育大学の論文
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