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dc.date.accessioned2008-11-10T14:46:14Z
dc.date.available2008-11-10T14:46:14Z
dc.date.issued1979
dc.identifier.issn0006-2456
dc.identifier.uriurn:nbn:de:hebis:34-2008111025101
dc.identifier.urihttp://hdl.handle.net/123456789/2008111025101
dc.format.extent646942 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoger
dc.subject.ddc370
dc.titleGrundlagen und Verfahren medienorientierter Unterrichtsplanungger
dc.typeAufsatz
dcterms.abstractThe planning and organization of audio-visual instruction media are placed within a communication theoretical reference frame which begins where audio-visual media cease to function for daily instruction. Media-bound disorders however, are only seen as the surface conflict between opposing communication paradigms. The decisive task of the teacher is to remove audio-visual media from a communication context which is contradictory to instruction. This is successful when the objectification performance of audio-visual media is used to serve the subjective process of cognition. As order to support the teacher in this complex task of planning, a taxonomy is presented which operationalizes the essential problems when using media.eng
dcterms.accessRightsopen access
dcterms.bibliographicCitationIn: Bildung und Erziehung. Stuttgart : Klett-Cotta. 32.1979, Nr. 2, S. 139-150
dcterms.creatorBachmair, Ben
dc.subject.swdAudiovisuelle Medienger
dc.subject.swdUnterrichtger


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