Introduction to Didactic Pedagogics

Author
Van der Stoep, F. & Louw, W. J.

Translation (2005) of: Inleiding tot die didaktiese pedagogiek. Pretoria: Academica (1979). (Ch. 14 added). Edited October 7, 2011.

CONTENTS

CHAPTER 1: INTRODUCTION

CHAPTER 2: DIDACTIC PEDAGOGICS
1. The interdependence of educating and teaching
2. Educating through teaching
3. What is didactics?
4. Didactics and the theory of forming (German: Bildungslehre)
5. Categorical forming
6. The balance or equilibrium between form and contents: The lesson structure
7. Didactics, subject didactics and orthodidactics

CHAPTER 3: DIDACTIC THEORY
1. Introduction
2. Pedagogic categories and their significance for didactic theory
3. Didactic categories
4. Didactic criteria
5. Didactic principles
6. The meaning of the teaching contents
7. Factors that primarily influence the didactic forms

CHAPTER 4: FORMS OF TEACHING
1. Introduction
2. Didactic forms and forms of living
3. The relationship between didactic ground-forms and teaching methods
4. Principles of ordering (organizing, arranging) learning contents
5. Methodological principles

CHAPTER 5: THE LEARNING CONTENTS
1. Introduction
2. Learning contents in didactic perspective
3. The elemental and the fundamental
4. The construction of learning subjects

CHAPTER 6: DIDACTIC PERSPECTIVE ON LEARNING
1. Introduction
2. Intentionality in the course of learning
3. Giving meaning as a precondition for and as a result of learning
4. Learning as a way of being in the original experience of educating (teaching)
5. The parents' spontaneous teaching activities based on the child's spontaneous learning activities
6. The categories of the learning activity
7. A summary of pedagogic-psychological descriptions of categories of learning that directly concern didactic practice

CHAPTER 7: THE LESSON STRUCTURE
1. Introduction
2. The concept "lesson structure"
3. The primary facts that the original experience of educating provides to the lesson structure
4. Stating the problem
5. Ordering
6. Lesson form
7. The inductive and deductive approach
8. Principles of arranging or ordering contents
9. Teaching methods
10. Types of lessons
11. Lesson contents
12. Didactic modalities
13. Teaching aids

CHAPTER 8: LESSON PREPARATION
1. Introduction
2. Aspects that must be taken into account in preparing a lesson
3. The aspects of a lesson structure
4. The lesson scheme
5. Scheme for a lesson write-up (Lesson plan)
6. Summary: scheme for writing up a lesson (plan)
APPENDIX: Some examples of lesson write-ups.

CHAPTER 9: THE PEDAGOGICAL (EDUCATIVE) MEANING OF THE SCHOOL
1. Introduction
2. The concept "school"
3. The structure of the school
4. The fundamental relationship between the adult and the child in the pedagogic-didactic situation and its nature
5. The interpretation of norms in school and the relationship of the norms to the community
6. The meaning of the school for the child's experience of normative reality
7. The encounter between adult and child in school
8. The school's task in a child's constitution of a personal life world

CHAPTER 10: SYSTEMS OF TEACHING
1. Introduction
2. Some systems of teaching

CHAPTER 11: THE CURRICULUM
1. Introduction
2. General pedagogical considerations for designing and developing a curriculum
3. The pedagogic-didactic perspective on curriculum design
4. Criteria for curriculum design

CHAPTER 12: EXEMPLARY TEACHING
1. Introduction
2. Origin of the exemplary approach
3. Exemplary teaching
4. The exemplary: a conceptual interpretation and summary
5. Considerations for an exemplary approach
6. Practical considerations for an exemplary approach
7. Exemplary phaseology
8. Claims of exemplary teaching
9. Problems of an exemplary approach

CHAPTER 13: DIDACTICS AND ORTHODIDACTICS
1. Introduction
2. Unbalanced interpretation of the orthodidactic
3. The possibility of an autonomous orthodidactics
4. The relationship between didactic and orthodidactic theory and practice
5. Teaching and learning problems

CHAPTER 14: EVALUATION AND ASSESSMENT: EXAMINATIONS AND TESTS
1. Why do we evaluate in education?
2. What aims are valid for education?
3. The teacher as evaluator
4. Norm directed evaluation
5. Criterion directed evaluation
6. Examinations and tests
7. Steps in constructing a test
8. Kinds (types) of tests

BIBLIOGRAPHY