en:grundlagen_der_handlungsorientierung
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Nächste Überarbeitung | Vorhergehende Überarbeitung | ||
en:grundlagen_der_handlungsorientierung [2022/11/28 09:52] – angelegt ch.stoll | en:grundlagen_der_handlungsorientierung [2022/11/28 17:06] (aktuell) – ch.stoll | ||
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One of the first significant concepts of action orientation comes from **John Dewey** (see <imgref dewey>). In Dewey' | One of the first significant concepts of action orientation comes from **John Dewey** (see <imgref dewey>). In Dewey' | ||
- | < | + | < |
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According to Dewey [(Dewey1933>> | According to Dewey [(Dewey1933>> | ||
Zeile 33: | Zeile 32: | ||
=== Characteristics of action orientation === | === Characteristics of action orientation === | ||
- | According to KMK [(KMK2018>> | + | According to [(KMK2018>> |
+ | < | ||
- | < | ||
Basically, the learning and working process should be aligned with the cycle of a complete action: Inform, Plan, Decide, Execute, Control, Evaluate/ | Basically, the learning and working process should be aligned with the cycle of a complete action: Inform, Plan, Decide, Execute, Control, Evaluate/ | ||
- | The KMK states the following orientation points for planning action-oriented lessons | + | The KMK states the following orientation points for planning action-oriented lessons [(KMK2018>> |
* Didactic reference points are situations that are significant for the everyday life and the future of the learners. | * Didactic reference points are situations that are significant for the everyday life and the future of the learners. |
en/grundlagen_der_handlungsorientierung.txt · Zuletzt geändert: 2022/11/28 17:06 von ch.stoll