Herleitung eines didaktischen Modells zur (einfacheren) Umsetzung des Lernfeldkonzepts

The learning field concept is a successful further development of the strategies in vocational teaching and learning, but is only inadequately accepted in everyday vocational school life. This results from a lack of scientific theoretical justification and also from inadequate explanations for teaching practice. In the discussions on the learning field concept, reference is made, among other things, to a constructivist basic position, to competence orientation and to the unconditional project-oriented learning of real project tasks of the learners, which should be immanent in the learning field concept and which should characterise the concept. This is often explained with models in which the constructivist basis and the resulting competence orientation hardly appear to be stringent. The consequences are irritations in the vocational school and the slippage of the learning field concept into almost any teaching and learning design. This initial assumption, which I have seen in vocational school practice and in the further training of teachers, is the basis for the task in this paper. It is necessary to develop a clear, descriptive didactic model for the learning field concept and at least to substantiate it hermeneutically, because in this way the alternative hypothesis, learning field learning and the implementation is easier to implement for the teaching team, so the assumption and in particular in the vocational school allows to impart a competence for action or better design. With the help of the model, teachers can be made aware of the design requirements and possibilities in learning-field-oriented instruction. The pupils, for their part, can acquire design competence relatively independently in learning projects - individually and / or in teams - by identifying and solving work-related learning tasks.
In this work it becomes clear that the previous learning field justification and implementation is fundamentally wrong and also inadequate. In order for learning field-oriented teaching and learning to be successful, it must be consistently assumed that the student, the future specialist, is the student. The focus must be on training, experimenting with interdisciplinary competences and thus on the systematic development of hand tools for learning.
The justification and implementation of the learning field must not focus on the teacher, as has often been the case in the past, but rather on the pupil. If the idea of this systematic implementation is to be continued, teachers must adopt a corresponding basic attitude as learning guides and team players.
For the pupils' individual learning performance to be as high as possible, the team of teachers, who work together in a binding and trusting manner, must arrange situations and create the conditions for the pupils to act as independently as possible. In this respect, the paradigm shift aimed at by the learning field concept has not been consistently implemented - it is still often about the teacher, the subject systematics of the subject science, and less about the pupil and his personality development. This work and the didactic competence model that has been developed can help to achieve a new quality of teaching and learning through learning field-oriented teaching and learning in vocational schools and in cooperation with the dual partners. This is facilitated by the fact that in this paper planning instruments derived from the didactic model and examples of positive teaching and (self-)learning materials are presented in the appendix. Overall, this work is intended to contribute to the further development of the theory and practice of teaching and learning in vocational education and training, in the learning field.