ドイツにおける構成主義的教授学の特質とその評価に関する一考察

抄録

In Germany, many books about constructivist didactics are published. The purpose of this study is to clarify what are the characteristics of constructivist didactics in Germany and how traditional didactics evaluates constructivist didactics.

There are three kinds of arguments about constructivism in Germandidactics. First, there is a position critical of traditional didactics, using a radical opinion of constructivism. In this position, constructivism is used as the theoretical base of a new concept of didactics.

Second, there is constructivist didactics, which is evolved by constructivists. This position is characterized as a movement to stop a gap between constructivism and classroom practice.

And third, there are descriptions in basic literature about didactics written from the perspective of traditional didactics. Here, constructivist didactics is placed as one of the didactic models. Though constructivist didactics has some problems, for example, its concepts about knowledge or learning are limited to a consideration of teaching in the classroom, constructivist didactics is about to solve them.