Eine Entwicklungsstudie : Spiele als Lernstrategie des Ethikunterrichts

Dobashi Takara

Hunke Karin

Marsal Eva

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

In this article we examine the didactic potential of games used strategically in the teaching of ethics. From a didactic point of view, game-playing is useful as a method of moral education because in play the necessary interaction between cognitive and affective components of behavior can occur. Within a pro-tected framework and field of practice, learners are able to develop new insights and behavioral alternatives. We present five games exemplifying this process: the Picture-Card File, the Crossing-Light Game, the Drawing Game, "House-Tree-Dog", the Mouse Game, and "Medieval City". The Picture-Card File provides access to emotionally problematic topics. The Crossing-Light Game makes possible a rapid survey of opinions. The three remaining games are dedicated to topics of tolerance and conflict resolution. Through conflicts arising from these games, learners begin to recognize the complex layering of conflict situations. Learners, simultaneously confronting a variety of perspectives, testify to their own increasing thoughtfulness and the resulting growth of tolerance, understanding and respect for others' points of view. Games provide a didactic framework that facilitates cognitive and emotional learning and its constructive transfer to behavioral strategies.

games for teaching tolerance

games as topic introductions

games in opinion development

conflict

simulation games

教育 [ 370 ]

ドイツ語

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5546

[NCID] AA11618554