Shigetaka Yoshida

type:紀要論文 Article

The purpose of this paper is to clarify the characteristics of Ernst Meyer's group instruction in relation to frontal instruction. In this paper, the following three points are analyzed. (1) In the historical development of German didactics, how Ernst Meyer's group instruction is positioned is clarified. (2) Ernst Meyer's frontal instruction and the form of his instruction are clarified, and the position of Ernst Meyer's group instruction in the theory of the instructional form is analyzed. (3) Herbert Gudjons revalues both group instruction and frontal instruction today. The Gudjons theory is clarified, and Ernst Meyer's group instruction is compared with the Gudjons theory.

This paper aimed to explore a new type lesson plan connecting learning objectives to long-term educational aims. To this aim, we examined the W. H. Peterßen's WPM model which is close to our idea. At first, we introduce the concept and theory of WPM model. Next, we introduce the examples of lesson plan, the examples of Grundschule and Hauptschule in this paper and Realschule and Gymnasium in another paper. After these examination, we argued the educational meaning of WPM model.

The purpose of this paper is to clarify Ernst Meyer's theory of group instruction after World War II in Germany. First of all, the background of Ernst Meyer's theory of group instruction is considered pursuing the origin of group instruction and his motive to study group instruction. After this consideration, his studies of group instruction are overviewed. Ernst Meyer examined the concepts of "group" and "collective" in his studies. He proposed "Learning in Freedom" in instruction. Interactions among children were intended there. This paper analysed the interactions among chirdern based on cases, and his conception of "group" and "collective". As a result, the following are clarified. He insisted on the importance of instruction with interactions among chirdren through "arrangements", "improvisations", and "mediating helps" against the authoritative teacher-centered instruction. As for the concept of "collective", it was not denied in all parts, but the totalitarian value and absolutistic norm were criticized by him.

The purpose of this research is to clarify historical development of der Gruppenunterricht in Germany after World War II. Der Gruppenunterricht mentioned in this research is a lesson conducted in small groups within the class. In this research, the history of der Gruppenunterricht is divided into three periods as below : 1. Democratization and der Gruppenunterricht (1950s to 1960s) 2. Emanzipatorische Erziehung and der Gruppenunterricht (late 1960s to 1980s) 3. The German unification and der Gruppenunterricht (after the 1990s)