The Development of Competencies and Their Assessment in the Chemistry Curriculum for Upper Secondary Level in Germany: Focusing on the Areas of Compet
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1 The Development of Competencies and Their Assessment in the Chemistry Curriculum for Upper Secondary Level in Germany: Focusing on the Areas of Competence Kommunikation and Bewertung/Reflexion Yusuke ENDO Faculty of Education, Aichi University of Education This paper points out some characteristics of the chemistry curriculum for the upper level of Gymnasium in Germany today, mainly through analysis of the areas of competence Kommunikation and Bewertung/Reflexion in the curriculum. These characteristics are as follows: (1) Concerning competencies that should be developed: the kind of competencies showed a similar trend as that of the chemistry curriculum for the lower level of Gymnasium. These competencies move to a higher level by the use of highly specialized chemical terms and expressions, and more complex issues to be assessed. Additionally, development of competencies was expected to advance beyond the level of competencies that should be developed in the chemistry curriculum for the upper level of Gymnasium. (2) Concerning the themes and contexts for developing students competencies: these were set based on realistic situations in students daily lives. (3) Concerning assessment of the state of developing students competencies: resolving realistic issues and making an oral presentation about the results by students allowed the assessment of student s competencies that cannot be assessed fully by written exams only. Key words: competence, chemistry curriculum, upper level of Gymnasium, Germany Outcome-Orientierung KMK, a: PISA Kompetenz KultusministerkonferenzKMK Einheitliche Prüfungsanforderungen in der AbiturprüfungEPA Kerncurriculum
2 Vol. No. Melle, u. a., a a: Qualitätssicherung Bundesministerium für Bildung und Forschung, PISA : : Köller : KMK EPA Köller, : Köller, : Weinert, : Weinert : Bundesministerium für Bildung und Forschung, : KMK EPA Can Do Statements Köller, : Can Do Statements KMK EPA
3 NI EPA Niedersächsisches Kultusministerium, : KMK Zur Entwicklung nationaler Bildungsstandards Eine Expertise Klieme Bundesministerium für Bildung und Forschung, : Klieme Bundesministerium für Bildung und Forschung, : Bundesministerium für Bildung und Forschung, : Grundkurs Leistungkurs Tenorth, : NI Niedersächsisches Kultusministerium, NW Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, Kern KMK EPA Fachwissenn Fachkenntnisse ErkenntnissgewinnungFachmethoden Kommunikation Bewertung Reflexion KMK, b: KMK, : EPA b:
4 科学教育研究 Vol. 41 No 個々のコンピテンシーモデルという意味での教育ス 示しながら ギムナジウム上級段階の化学カリキュラ タンダー ド よ り も 多 く の も の を 包 含 し て い る ムの特質を探ってみよう Bundesministerium für Bildung und Forschung, 2003: a コンピテンシーの内実 95 と明記されていることからも明らかなように コミュニケーション 及び 評価 省察 領域ご 規定されるコンピテンシーの具体的な育成に係る面の とのコンピテンシーについて見ていく前に 規定の仕 一部は 中核カリキュラムにおいて描出されるものと 方をめぐる全体的様相について触れておきたい 表１ 考えられる 本稿ではその一つとして 設定される は NI 州 2009年改訂版 及び NW 州 2013年改訂 テーマに焦点を置き 分析することとした 版 化学カリキュラムのコンピテンシー領域 コミュ ニケーション において規定されるコンピテンシーの ２ 分析の結果と考察 ここからは 上記枠組みを用いた分析の結果を適宜 表１ 内 そのいくつかを抜粋したものである ドイツのギ ムナジウム上級段階は 導入段階 Einführungsphase NI 州及び NW 州化学カリキュラムのコンピテンシー領域 コミュニケーション において規定されるコンピテンシー 出典 Niedersächsisches Kultusministerium, 2009及び Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2014 を基に筆者作成
5 Qualifikationsphase Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, : NI Basiskonzept Niedersächsisches Kultusministerium, : erhöhtes Anforderungsniveau ea NW Inhaltsfeld NW : NI ea ea Niedersächsisches Kultusministerium, : :
6 科学教育研究 Vol. 41 No 次に 評価 省察 領域である 表１同様 NI 州 に至るまでの酸 塩基概念の歴史的な発展過程を省察 及び NW 州化学カリキュラムのコンピテンシー領域 する といったコンピテンシーが挙げられる また第 評価 省察 において規定されるコンピテンシーを 二に 化学の概念や手法 プロセスを日常 技術 環 いくつか抜粋し 表２に示した 個々のコンピテン 境といった文脈の中で利用する あるいは評価 省察 シーすべてを明確に選り分けることは困難かもしれな するという内容である ここでは 化学と日常 化学 いが 規定されるコンピテンシーの内容は 凡そに三 と環境のように 他の文脈との関係性の中で化学とい つに大別できよう 先ず第一に 化学という学問の内 う学問が省察される 例えば 日常との関連におい 部に目を向け その発展を評価 省察するという内容 て 酸と塩基の意義を判断する や 日常におけるプ である 例としては 自然科学の発展に対する異な ロセスを説明するために 酸化還元反応に関する自ら る原子イメージの意義を省察する ブレンステッド の知識を利用する あるいは NW 州のサブカテゴ 表２ NI 州及び NW 州化学カリキュラムのコンピテンシー領域 評価 省察 において規定されるコンピテンシー 出典 Niedersächsisches Kultusministerium, 2009及び Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2014 を基に筆者作成
7 NI ea NW : NW Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, : b NI Themenfeld Unterrichteinheit NW Kontext Niedersächsisches Kultusministerium, : Weinert
8 Vol. No. NI NW Niedersächsisches Kultusministerium, Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, NW Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, : EPA : EPA KMK, :
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10 Vol. No. A B K EPA a: KMK EPA : : : NW Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, : b: : : Bundesministerium für Bildung und Forschung: Zur Entwicklung nationaler Bildungsstandards. Eine Expertise, ( ),,.
11 a b PISA PISA,,. KMK: Bildungsstandards der Kultusministerkonferenz, Erläuterungen zur Konzeption und Entwicklung, 2005a. KMK: Bildungsstandards im Fach Chemie für den Mittleren Schulabschluss, 2005b. KMK: Einheitliche Prüfungsanforderungen in der Abiturprüfung Chemie, Köller, O.: Bildungsstandards, einheitliche Prüfungsanforderungen und Qualitätssicherung in der Sekundarstufe II, Benner, D. (Hrsg.), Bildungsstandards. Instrumente zur Qualitätssicherung im Bildungswesen. Chancen und Grenzen Beispiele und Perspektiven, 13 28, Schöningh, Melle, I., Parchmann, I., & Sumfleth, E.: Kerncurriculum Chemie- Ziele, Rahmenbedingungen und Ansatzpunkte, Tenorth, H.-E. (Hrsg.), Kerncurriculum Oberstufe II, Biologie Chemie, Physik, Geschichte, Politik, , Beltz, Ministerium für Schule und Weiterbildung des Landes Nordrhein- Westfalen: Kernlehrplan für das Gymnasium Sekundarstufe I in Nordrhein-Westfalen Chemie, Ministerium für Schule und Weiterbildung des Landes Nordrhein- Westfalen: Kernlehrplan für die Sekundarstufe II Gymnasium/ Gesamtschule in Nordrhein-Westfalen Chemie, Niedersächsisches Kultusministerium: Kerncurriculum für das Gymnasium-gymnasiale Oberstufe, die Gesamtschule-gymnasiale Oberstufe, das Fachgymnasium, das Abendgymnasium, das Kolleg, Chemie, Tenorth, H.-E.: Kerncurricula-Bildungsstandards-Kanonisierung, Tenorth, H.-E. (Hrsg.), Kerncurriculum Oberstufe II, Biologie Chemie, Physik, Geschichte, Politik, 11 20, Beltz, (),,. Weinert, F. E.: Vergleichende Leistungsmessung in Schulen eine umstrittene Selbstverständlichkeit, Weinert, F. E. (Hrsg), Leistungsmessungen in Schulen, 17 31, Beltz, yendo@auecc.aichi-edu.ac.jp
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