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ABSTRACT:
The aim of good teaching is that students gain living knowledge that they can transfer to new situations. Living knowledge is gained in productive thinking and learning processes that were a central issue of research of gestalt psychology. So far modern pedagogy has hardly considered what the process of learning means for the organizing of teaching. This is why those involved with organizing teaching strategies often draw on the model of guided teaching. This however is hardly adequate to initiate thinking processes, because this strategy merely aims to reinforce standardized ways of solving problems. With regards to contents and methods, the students’ process of understanding should be made a primary focus, implying a fundamental reorientation concerning the organization of teaching. From the point of view of gestalt psychology, productive thinking is a self-active process of solving problems, which can be encouraged and promoted in class, but which cannot be accomplished by external norms. Therefore it is necessary to coordinate the organization of teaching with the thinking process as definitely as possible. To achieve this the so-called ‘teaching cone’ is presented here, which covers the processes of thinking and the organization of teaching as a hierarchical system of requirement and fulfillment. The ‘teaching cone’ makes it possible to analyze the students processes of thinking in greater detail so that the structuring of the topics and the organization of teaching can be varied according to the progress of thinking.
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