Abstract (eng)
Through targeted promotion of historical competencies, adolescents are meant to be prepared for the knowledge society of the present and the future and guided to historical consciousness and historical thinking. This doctoral thesis investigates in how far the history textbook as an interface between theory and practice and as a platform for teachers, learners and a learning environment contributes or can contribute to and encourage the development of historical competencies. By means of a study of textbooks, an analysis grid, which has been developed on a theoretical basis, systematically examines which partial competencies of students are reinforced and supported or neglected. Additionally, rich-points are entered which highlight the opportunities of promoting competence in history textbooks. The results of the investigation have been interpreted and discussed with the aim of providing teachers with guidelines for a target-oriented use of (their) textbooks in their history lessons. Furthermore, perspectives for competence-oriented textbooks are offered. They make the “textbook” as an instrument a sustainable tool of competence-oriented didactics of history and guide students towards historical thinking.