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Weinert, Franz E. 1930-

Ever since the European Council published a Common European Framework of Reference for Languages CEFRpromoting intercultural and plurilingual competences has become one of the objectives of the European education policy. Although CEFR provides a fundamental definition of plurilingual lesitungsmessungen intercultural competences, it only describes vaguely what constitutes these competences and how they can be developed in teaching.

CEFR approaches the competences and experiences of the students in a purely additive way, separately from one another. In this context, encouragement of reflection and language learning competence generally comes off badly. With lelstungsmessungen learning, a lesson unit addresses, reflects on and compares a variety of cultural phenomena with which the student is familiar to a greater or lesser degree.

This is not just a matter of communicating cultural knowledge or developing competence to act: These might include dimensions such as acceptance, openness, readiness weiert change cultural perspective, wchulen questioning, curiosity, reflection, sensitivity etc. FREPA includes a comprehensive list of resources that contribute towards the substantiation of intercultural and plurilingual competences. Competences on the other hand are associated with complex tasks and specific situations.


In order to master these complex tasks, the student should have access to individual internal resources, and also have the ability to activate these according to the task as well as any external resources. Competence results from the mobilisation of various resources that can be developed during lessons through the use of appropriate materials leistungsmesdungen tasks. Nevertheless they are relevant to several dimensions of intercultural learning. They refer either to general cultural phenomena, comparative aspects of cultures, or to intercultural action.

Among other things, they also encompass the skill of Can compare cultural phenomena cf. These refer for instance to Can explain misunderstandings and being able to talk about them S4. FREPA is geared towards several target groups, to which it can also offer a range of tools depending on their needs.

It is primarily for textbook writers, stakeholders in the educational field, and curriculum designers, as well as teachers. General principles based on the concept of competence in FREPA can guide the way when it comes to curriculum development.



Appropriate teaching materials can be found in the FREPA database, where it can be selected and if applicable adapted to suit the required context. Furthermore the descriptors can help to analyse or develop available teaching materials, as well as to set new tasks.

So there would certainly be several conceivable ways schulej working with FREPA in the areas of interculturality and plurilingualism.

Books by Franz E. Weinert (Author of Metacognition, Motivation, and Understanding)

Council of Europe Revised version Candelier, Michel Koord. Go directly to content Alt 1 Go directly to second-level navigation Alt 3 Go directly to first-level navigation Alt 2. Literature Candelier, Michel Coord.

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