Literarhistorisches Verstehen auf Grundlage der Interdiskursanalyse fördern? Didaktische Überlegungen zum Text-Kontext-Problem

Year, pages: 2022, 60 - 77

In view of a crisis in literary history education in German-speaking schools and universities, which can also be proven with empirical findings, the article endeavors to examine interdiscourse analysis as an alternative basis for didactics of literary history. For this purpose, it critically discusses humanities and didactic objections to a literary-historical and literary-pedagogical recourse to interdiscourse analysis – including the relationship of the approach to the text-context-problem and the accusation of the marginalization of the individual text. As an interim result, the basic features of the knowledge-poetic-interdiscursive method of didactics of literary history are presented. The article then offers insights into the results of a large-scale empirical training experiment with student teachers, in which the interdiscursive approach was systematically compared with three established teaching methods with regard to effect sizes of literary- historical understanding. The findings allow conclusions to be drawn as to what extent a didactic approach to literary history based on historical-generative interdiscourse analysis can and should be further developed conceptually, evaluated formatively and established at secondary schools, universities and in teacher training.

Kónya-Jobs, N. 2022. Literarhistorisches Verstehen auf Grundlage der Interdiskursanalyse fördern? Didaktische Überlegungen zum Text-Kontext-Problem. In World Literature Studies, vol. 14, no.4, pp. 60-77. 1337-9275. DOI: https://doi.org/10.31577/WLS.2022.14.4.5

Kónya-Jobs, N. (2022). Literarhistorisches Verstehen auf Grundlage der Interdiskursanalyse fördern? Didaktische Überlegungen zum Text-Kontext-Problem. World Literature Studies, 14(4), 60-77. 1337-9275. DOI: https://doi.org/10.31577/WLS.2022.14.4.5

Publisher: Ústav svetovej literatúry Slovenskej akadémie vied, v. v. i.