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<p>In German didactics, the relevance of consolidating learning in language and literature lessons is undisputed. At the same time, there are rather few theoretical, conceptual and empirical studies on the consolidation of learning in German lessons. Against this background, the article first attempts a&#xa0;systematic definition of consolidation: based on the distinction between different forms of practising, which relate in particular to the (also temporal) relationship between knowledge and ability in language and literature acquisition, consolidation of learning is considered in relation to the objects of acquisition and the learners’ prerequisites. For empirical findings on consolidating learning, the next step is to analyse studies on the promotion of reading and writing and to discuss the transferability of the findings to other areas of competence in German lessons. The key results are categorised according to the suitability of the exercise formats, the dosage of the exercise and the support provided by the teachers. The article concludes with suggestions for future research into consolidation which, on the one hand, concern the fundamental desideratum of dedicated research on practice and, on the other hand, touch on the question of the subject-specific nature of practicing with regard to the relationship between knowledge and ability as well as the importance of teachers’ diagnostic skills for the success of consolidating learning processes.</p>

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Unterstützung des konsolidierenden Übens im Deutschunterricht: konzeptionelle Überlegungen, empirische Befunde und Forschungsdesiderata

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  • 出版模式：

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  • 发表日期：

    2025年4月14日

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  • Jochen Heins,
  • Dorothee Wieser

摘要

In German didactics, the relevance of consolidating learning in language and literature lessons is undisputed. At the same time, there are rather few theoretical, conceptual and empirical studies on the consolidation of learning in German lessons. Against this background, the article first attempts a systematic definition of consolidation: based on the distinction between different forms of practising, which relate in particular to the (also temporal) relationship between knowledge and ability in language and literature acquisition, consolidation of learning is considered in relation to the objects of acquisition and the learners’ prerequisites. For empirical findings on consolidating learning, the next step is to analyse studies on the promotion of reading and writing and to discuss the transferability of the findings to other areas of competence in German lessons. The key results are categorised according to the suitability of the exercise formats, the dosage of the exercise and the support provided by the teachers. The article concludes with suggestions for future research into consolidation which, on the one hand, concern the fundamental desideratum of dedicated research on practice and, on the other hand, touch on the question of the subject-specific nature of practicing with regard to the relationship between knowledge and ability as well as the importance of teachers’ diagnostic skills for the success of consolidating learning processes.