Arbeitsfragen in deutschen und in französischen Geschichtsschulbüchern.

Autor/in	Erdmann, Elisabeth
Titel	Arbeitsfragen in deutschen und in französischen Geschichtsschulbüchern.
Quelle	Aus: Matthes, Eva (Hrsg.); Schütze, Sylvia (Hrsg.): Aufgaben im Schulbuch. Bad Heilbrunn: Verlag Julius Klinkhardt (2011) S. 183-193Verfügbarkeit
Reihe	Beiträge zur historischen und systematischen Schulbuchforschung
Beigaben	Literaturangaben S. 192-193
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-7815-1829-2; 978-3-7815-5106-0
Schlagwörter	Schulbuch; Geschichtsunterricht; Aufgabe; Online-Publikation; Deutschland; Frankreich
Abstract	In the second half of the 19th and at the start of the 20th century, much fewer tasks were available in German history schoolbooks than in French history schoolbooks. In France, more task-related questions were asked in lower school system books than in higher school system ones. Today, however, you will find these tasks in the history books of both countries. In Germany, more tasks were established in the wake of the so-called curricular change (curriculare Wende) in the 1960s/70s. In line with that development, history work books (Arbeitshefte) in Germany presented many tasks to their students, whereas this was not the case in France. In order to explain these findings in both countries, one has to rely on mere suppositions. Since ancient times, books for instruction, which are based on questions and answers, have existed. Tasks in schoolbooks are therefore part of this tradition. The type of questions then and today is examined in this article as well. Until 1918, the questions mostly aimed at dates and facts. Nowadays, they are not only about contextual information, the pupils' comprehension, and their abilities to transfer knowledge, but also about methodological competence. They thus mirror a changing understanding of didactics.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2012/4