WERKEN ALS BILDUNGSFACH IN DER SCHWEIZ.

The article describes the changes in the Swiss school system in connection with the standardization of educational concepts and laws. An important aspect of this reform was the introduction of a common curriculum for the German-speaking cantons of Switzerland, which renamed the subject of "Werken" to "Textiles and Technical Design". The curriculum emphasizes the promotion of perception and communication, processes and products, as well as contexts and orientation in the field of design. The subject of Textiles and Technical Design focuses on the development and implementation of design and technical solutions, while the subject of Visual Arts focuses on the productive and receptive engagement with visual products. Both subjects promote students' creative abilities and enable aesthetic education. Instruction in Textiles and Technical Design is based on the disciplines of design and technology and covers topics such as play/leisure, clothing/fashion, construction/living area, mechanics/transportation, and energy/electricity. Technical education does not have an independent status as a school subject in Switzerland, but is jointly perceived by various subject areas. The article describes the Lehrplan 21, which deals with the subject areas of Nature-Human-Society (NMG) and Textiles and Technical Design (TTG). While NMG has a scientific interest in technical phenomena, TTG considers technical objects and their manufacturing processes. Problem-oriented tasks are used in TTG instruction, which require individual solutions from the students. Two examples of instruction are given, one from kindergarten, where children make a wooden vehicle, and one from secondary level I, where students are supposed to develop and build a container. The implementation of the curriculum poses challenges for schools and teachers, but requires a change in the understanding of the subject and the professional competencies of the teachers. [Extracted from the article]