LITERARHISTORISCHES VERSTEHEN AUF GRUNDLAGE DER INTERDISKURSANALYSE FÖRDERN? DIDAKTISCHE ÜBERLEGUNGEN ZUM TEXT-KONTEXT-PROBLEM

In view of a crisis in literary history education in German-speaking schools and universities, which can also be proven with empirical findings, the article endeavours to examine inter-discourse analysis as an alternative basis for didactics of literary history. For this purpose, it critically discusses humanities and didactic objections to a literary-historical and literary-pedagogical recourse to inter-discourse analysis – including the relationship of the approach to the text-context-problem and the accusation of the marginalization of the individual text. As an interim result, the basic features of the knowledge-poetic-interdiscursive method of didactics of literary history are presented. The article then offers insights into the results of a large-scale empirical training experiment with student teachers, in which the interdiscursive approach was systematically compared with three established teaching methods with regard to effect sizes of literary-historical understanding. The findings allow conclusions to be drawn as to what extent a didactic approach to the literary history based on historical-generative inter-discourse analysis can and should be further developed conceptually, evaluated formatively and established at secondary schools, universities and in teacher training.