Literaturnachweis - Detailanzeige
Autor/in | Friesen, Norm |
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Titel | Lesson planning. Anglo-american perspectives. |
Quelle | In: Bildung und Erziehung, 63 (2010) 4, S. 417-430Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0006-2456; 2194-3834 |
Schlagwörter | Behaviorismus; Kognitivismus; Lerntheorie; Didaktik; Lernziel; Curriculum; Unterrichtsentwurf; Unterrichtsplanung; Unterrichtsvorbereitung; Modell; Theorie; Bloom, Benjamin Samuel; Gagne, Robert Mills; Tyler, Ralph Winfred; Großbritannien; Kanada; USA |
Abstract | Despite the fact that it spans an ocean and includes some 400 million inhabitants, the Anglo-American world shares remarkably uniform perspectives on lesson planning. The development of lesson plans through the use of planning templates is a central part of teacher preparation programs in the United Kingdom, Canada and the United States. Moreover, the basic designs of these templates vary surprisingly little from country to country. The principles and theory underlying these designs are taken from the psychology of learning and instruction. They incorporate the general curricular precepts of Benjamin Bloom and R. W. Tyler (who are not unfamiliar in lesson planning traditions outside of the Anglo-American world). But these principles generally go further in appealing to the narrower design prescriptions of Robert Gagné and Madeline Hunter. It is these very specific prescriptions and their justification in terms of positivistic behaviourist or cognitivist psychology that appears to most clearly distinguish Anglo-American lesson planning from other traditions, and - as this paper will show - give rise to tensions between curricular plans and situated pedagogical action. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2011/2 |