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<p>This introduction provides an overview of relevant aspects of (basic) education, diagnostic competence in the German school system, particularly in the context of elementary school. International studies such as IGLU/PIRLS and TIMSS have shown for two decades that there are difficulties in teaching basic subject-specific skills to pupils. Two main causes are discussed: the diagnostic procedures of teachers and the political focus on selection in relation to education.</p><p>In the article, theoretically different diagnostic concepts are presented and explanations of different diagnostic contexts, such as school entry diagnostics and inclusion-related approaches, are presented. It is emphasized that diagnostic and didactic procedures are inextricably linked in order to open up educational opportunities. In addition, the concept of basic education is discussed in the context of literacy and mathematics. The article also includes didactic discourses from the subjects of German and mathematics and emphasizes the need for qualified, pedagogical diagnostics in order to be able to meet the basic education requirements for all pupils.</p>

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Einleitung in den Themenschwerpunkt „Diagnostik und (Grund‑)Bildung“ der Zeitschrift für Grundschulforschung

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月13日

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  • Christoph Schiefele,
  • Christine Streit,
  • Tanja Sturm

摘要

This introduction provides an overview of relevant aspects of (basic) education, diagnostic competence in the German school system, particularly in the context of elementary school. International studies such as IGLU/PIRLS and TIMSS have shown for two decades that there are difficulties in teaching basic subject-specific skills to pupils. Two main causes are discussed: the diagnostic procedures of teachers and the political focus on selection in relation to education.

In the article, theoretically different diagnostic concepts are presented and explanations of different diagnostic contexts, such as school entry diagnostics and inclusion-related approaches, are presented. It is emphasized that diagnostic and didactic procedures are inextricably linked in order to open up educational opportunities. In addition, the concept of basic education is discussed in the context of literacy and mathematics. The article also includes didactic discourses from the subjects of German and mathematics and emphasizes the need for qualified, pedagogical diagnostics in order to be able to meet the basic education requirements for all pupils.