Deutsch schriftlich - Pädagogische Hochschule Luzern

Ausbildung – Vorbereitungskurse
Deutsch schriftlich
Fachdossier Niveau II
weiterwissen.
Anforderungen im Fachbereich Deutsch schriftlich für die
Eintrittsprüfung Niveau II an die Pädagogische Hochschule Luzern
(PHLU)
Lernziele
Folgende formale und inhaltliche Sprachkompetenzen werden geprüft:
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Textverständnis
Kenntnisse:
Verschiedene Lesetechniken beherrschen (kursorisches Lesen, detailliertes Lesen, selektives
Lesen)
Einen Sachtext (Bericht, Reportage, Kommentar, Analyse usw.) in seiner Gesamtaussage sowie
seinen Einzelinhalten und -aussagen verstehen
Fertigkeiten:
Das Gelesene verstehen und verarbeiten können
Haupt- und Nebenaussagen unterscheiden
Wortbedeutungen aus dem Kontext erschliessen
Den Sinngehalt einer Textpassage in eigenen Worten wiedergeben
Durch korrekte Beantwortung von Fragen zu Inhalt und Form (z.B. Syntax, Vokabular, Stilebene) das
Leseverständnis nachweisen
Haltungen:
Aktive Auseinandersetzung mit den im Text versprachlichten Informationen
Sich um die präzise Erfassung von Fragestellungen bemühen
Inhaltlich genaue, strukturierte und kreative Formulierungen entwickeln
o
Grammatik / Sprachanalyse / Linguistik
Kenntnisse:
Sprachliche Strukturen durchschauen und benennen
Funktionen und Leistungen der Sprache erkennen und verstehen
Fertigkeiten:
Sprachliche Strukturen im eigenen Sprachgebrauch angemessen und kritisch handhaben
Die eigene Sprachhandlungsfähigkeit stetig erweitern
Mit Sprache situationsspezifisch umgehen
Haltungen:
Sich der Relativität sprachlicher Möglichkeiten bewusst sein
Sich der gesellschaftliche Bedingtheit von Sprachformen und -normen bewusst sein
Reflektiert und verantwortungsbewusst mit Sprache umgehen
o
Rechtschreibung / Zeichensetzung
Kenntnisse:
Über das Regelsystem der Sprache und die Bedeutung von Schreibnormen informiert sein
Wichtige aktuelle Regeln der deutschen Rechtschreibung kennen
Fertigkeiten:
Regeln der Rechtschreibung nennen und korrekt anwenden können
Texte kritisch auf Rechschreibfehler überprüfen können
Haltungen:
Auswirkungen von Rechtschreibfehlern richtig bewerten können
Die sinnstiftende Funktion von Rechtschreibung und Zeichensetzung reflektieren
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Textschaffen
Kenntnisse:
Verschiedene Kommunikationsformen und Gestaltungsmöglichkeiten der geschriebenen Sprache
kennen
Um die Wirkung verschiedener textueller Gestaltungsmittel wissen
Drei analytische Textverfassungsstrategien kennen und anwenden: problem- bzw. textbezogene
Erörterung und literarische Analyse/Interpretation
Fertigkeiten:
Zu einer alltagsbezogenen bzw. literarischen Thematik einen strukturierten und kohärenten Text
verfassen können
Schlüssig argumentieren bzw. interpretieren können
Texte ziel-, sach- und kontextbezogen gestalten können
Regeln und Normen verschiedener Aufsatzformen (Problemerörterung, Texterörterung,
Literaturanalyse) reflektiert handhaben
Das arbeitstechnische und gestalterische Repertoire bei der Produktion von Texten verfeinern
Haltungen:
Interesse und Freude an geschriebener Sprache zeigen
Kritikfähigkeit gegenüber eigenen und fremden Texten entwickeln
Mit geschriebener Sprache verantwortungsvoll umgehen
Inhalte
o
Textverständnis
Texterschliessungsstrategien anwenden
Hauptgedanken eines Textes erfassen
Aus einer Auswahl einen passenden Titel finden
Unterschiedliche Stilmittel (Wortspiele, Metaphern, Symbolisierung, Konnotation, Mehrdeutigkeit,
Ironie, rhetorische Figuren usw.) erkennen und ihre Funktion im Text beschreiben
Syntax, Wortwahl, Stilschicht, Argumentationsformen, Ton, Textsorte, Zielpublikum
Textverständnisaufgaben: Fragen zum Text, Sätze und Textstellen erläutern, Begriffe erklären,
paraphrasieren, Synonyme finden, Stil charakterisieren
o
Grammatik
Wortlehre: Wortarten nach Funktion
Satzlehre: Satzglieder nach Form und Funktion
einfacher und zusammengesetzter Satz / Nebensatz nach Form und Inhalt
(Verhältnissätze), Umformungen (in beide Richtungen: einfache Sätze,
zusammengezogene Sätze, Satzgefüge)
o
Rechtschreibung / Zeichensetzung
Grundregeln und wichtige Spezialfälle zu
Gross-, Kleinschreibung
Getrennt-, Zusammenschreibung
Schreibung von Fremdwörtern
Zeichensetzung (Satzschlusszeichen, Satzinnenzeichen, Apostroph, Bindestrich)
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Textschaffen
Problemerörterung
Strukturierte Stellungnahme zu einem Problem, Ereignis oder Sachverhalt mittels einer gut
abgestützten Argumentation unter kontroversen Gesichtspunkten mit abschliessendem Urteil
Texterörterung
Strukturierte Stellungnahme zu der/den in einem vorgegebenen Sachtext formulierten
Meinung/en mittels einer gut abgestützten Argumentation mit abschliessendem Urteil
Textanalyse
Strukturierte Auseinandersetzung mit einem literarischen Text. Darlegen, wie die inhaltlichen,
gestalterischen und sprachlichen Elemente eines Textes einen Sinn ergeben und in eine
Textaussage münden
Empfohlene Vorbereitung / Literatur
o
Textverständnis
Regelmässige Lektüre anspruchsvoller Printmedien (Zeitungen, Zeitschriften)
o
Grammatik
obligatorisch:
- Peter Gallmann/ Horst Sitta: Deutsche Grammatik, Lehrmittelverlag des Kt. Zürich, 6. Aufl.
2010
Systematische Übungsgrammatik für die Sekundarstufe II. 2. Aufl. 2011
fakultativ:
Schüler-Duden Grammatik, Die Schulgrammatik zum Lernen, Nachschlagen und Üben. 6.
Aufl. 2010
o
Rechtschreibung / Zeichensetzung
obligatorisch:
Duden: Crashkurs Deutsch – Rechtschreibung. Ein Übungsbuch für Ausbildung und Beruf, 2.
Aufl. 2011
ein Rechtschreibe-Wörterbuch, das 2006 oder später erschienen ist, z.B. den Duden 1, 25.
Auflage, 2009
fakultativ:
Mattle, Andreas: Sprachtrainer Deutsch – Rechtschreibung. 2. Aufl. 2009
Mattle, Andreas: Sprachtrainer Deutsch – Satz und Komma. 1. Aufl. 2011
Duden – So schreibt man jetzt
o
Textschaffen
fakultativ:
Werner Frizen / Peter Jansen: deutsch. Kompetent. Trainingsheft schriftliches Abitur. Stuttgart
/ Leipzig: Klett 2008. Mit Lösungsheft.
– literarische und pragmatische Texte angeleitet erschliessen
– relevante Aufsatzformen Schritt für Schritt trainieren
– langfristige und systematische Abiturvorbereitung
Prüfungsmodalitäten und Bewertungskriterien
Für die schriftliche Prüfung sind mit Ausnahme des Textschaffens, für das ein RechtschreibeWörterbuch benützt werden darf, keine Hilfsmittel zugelassen. Es gelten folgende Prüfungszeiten:
- Textverständnis:
- Rechtschreibung / Grammatik:
- Textschaffen:
40 Minuten
40 Minuten
100 Minuten
Für die Aufgabe „Textschaffen“ stehen drei Aufgabestellungen zur Auswahl: Problemerörterung,
Texterörterung und Textanalyse. Die Kandidatinnen und Kandidaten treffen selbständig eine Wahl und
bearbeiten eine der drei Aufgaben mit der passenden Textstrategie.
Sämtliche Aufgaben werden mit Punkten bewertet. Die erreichte Gesamtpunktzahl aller Aufgaben wird
mit einem Notenschlüssel in eine Note zwischen 1 und 6 umgewandelt.
Textverständnis, Grammatik und Rechtschreibung ergeben die erste Hälfte, das Textschaffen die
zweite Hälfte der Gesamtnote der schriftlichen Prüfung. Diese errechnet sich aus dem Durchschnitt
der beiden Teilnoten.
Gesamtnote Deutsch
Die Gesamtnote Deutsch errechnet sich aus dem Durchschnittswert der mündlichen und schriftlichen
Note, wobei die ungerundete Note der schriftlichen Prüfung mit zwei Dritteln und die ungerundete
Note der mündlichen Prüfung mit einem Drittel gewichtet wird. Das Resultat wird mathematisch auf
eine halbe Note gerundet.
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Luzern, Oktober 2015
www.phlu.ch
PH Luzern ! Pädagogische Hochschule Luzern
Ausbildung
Vorbereitungskurse
Pfistergasse 20 ! Postfach 7660 ! 6000 Luzern 7
T +41 (0)41 228 72 16 ! F +41 (0)41 228 79 18
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