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Die Einführung Der Sechsstufigen Realschule

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Die Einführung Der Sechsstufigen Realschule Die Einführung der sechsstufigen Realschule im Freistaat Bayern – eine kritische Analyse Inaugural-Dissertation zur Erlangung der Doktorwürde der Philosophischen Fakultät II (Psychologie, Pädagogik und Sportwissenschaft) der Universität Regensburg vorgelegt von Kee-Jo Baik aus Süd-Korea Regensburg, Dezember 2008 Erster Gutachter: Herr Prof. em. Dr. Heinz-Jürgen Ipfling Zweiter Gutachter: Frau Prof. Dr. Maria Fölling-Albers Danksagung An dieser Stelle möchte ich mich bei all denen bedanken, die mich bei der Erstellung der vorliegenden Arbeit mit Rat und Tat unterstützt haben. Mein besonders herzlicher Dank gilt zuerst meinem Doktorvater, Herrn Prof. em. Dr. Heinz-Jürgen Ipfling, ohne den diese Arbeit nicht zu Stande gekommen wäre. Mit seinem fundierten Fachwissen gab er mir vielseitige Anregungen und wertvolle Ratschläge für das Gelingen meiner Dissertation. Für alle Fragen und Anliegen jeder Art hatte er stets ein offenes Ohr. Neben seiner wissenschaftlichen Betreuung wird mir vor allem auch seine persönliche Unterstützung während meiner gesamten Studienjahre in Deutschland in dankbarer Erinnerung bleiben. Darüber hinaus bin ich auch Frau Prof. Dr. Maria Fölling-Albers für ihre Begutachtung meiner Doktorarbeit zu großem Dankeschön verpflichtet. Auch ihre Vorschläge zur Veröffentlichung meiner Dissertation waren für mich sehr hilfreich. Sehr bedanken möchte ich mich an dieser Stelle bei Herrn Dr. Gerhard Hüfner, der es mir ermöglichte, an das umfangreiche Material in Bezug auf die Einführung der sechsstufigen Realschule in Bayern zu kommen. Ein Wort des Dankes geht auch an die Herren Dr. Helmut Peez und Dr. Ralf Girg für ihre Impulse und Hinweise. Ganz herzlich bedanken möchte ich mich auch bei Frau Andrea Walther, die mir nicht nur bei der Korrekturarbeit, als auch in vielen anderen Fragen jederzeit offenherzig zur Seite stand. Die langjährige freundschaftliche Beziehung mit ihr bleibt mir unvergessen. Mein ganz persönlicher Dank geht an meine Mutter für ihre Geduld und ihre langjährige finanzielle Unterstützung. In diesem Zusammenhang soll auch meine Frau Yong-Min Baik (Song) und mein Sohn Hyang-Mok Baik Erwähnung finden, die immer für mich da waren und mir Mut machten. In den Zeiten, in denen es mir manchmal schwer fiel, durchzuhalten, half mir auch mein Glaube an Gott. Regensburg, Dezember 2010 Kee-Jo Baik Inhaltsverzeichnis 0. Einleitung 001 1. Schulstruktur und deren Änderungsplan in den Bundesländern außerhalb Bayerns nach 2000 004 1.1 Baden-Württemberg 004 1.2 Berlin 005 1.3 Bremen 006 1.4 Brandenburg 006 1.5 Hamburg 007 1.6 Hessen 007 1.7 Mecklenburg-Vorpommern 008 1.8 Niedersachsen 008 1.9 Nordrhein-Westfalen 009 1.10 Rheinland-Pfalz 009 1.11 Saarland 009 1.12 Sachsen 010 1.13 Sachsen-Anhalt 010 1.14 Schleswig-Holstein 011 1.15 Thüringen 012 2. Einführungsprozess der sechsstufigen Realschule in Bayern von 1991 bis 2000 014 2.1 Entwicklung von der dreistufigen (Mädchen-)Mittelschule zur vierstufigen Realschule - Vorbemerkung zum Einführungs- prozesses der sechsstufigen Realschule 015 2.2 Konzept des Bayerischen Philologenverbandes zur Neupro- filierung des bayerischen Schulwesens 018 2.2.1 Motiv, Ziel und Inhalt des Denkmodells 018 2.2.2 Reaktionen auf das Denkmodell im bildungspolitischen Bereich 023 2.2.3 „Bildungspolitisches Gesamtkonzept 028 2.3 Entscheidung der Staatsregierung, der CSU-Fraktion und des Kultusministers für die Beibehaltung der vierstufigen Realschule 030 2.3.1 „Geheimpapier“ des Bayerischen Kultusministeriums 031 2.3.2 Protest der Bayerischen SPD und des BLLV gegen das „Geheimpapier“ 035 2.3.3 Entscheidung der Staatsregierung, der CSU-Fraktion und des Kultusministers gegen die Einführung der sechsstufigen Realschule 037 2.4 Schulversuch „sechsstufige Realschule“ 040 2.4.1 Basisinformationen zum Schulversuch 041 2.4.2 Ausweitung des Schulversuchs 045 2.4.3 Schulpolitische Bewegungen vor der Veröffentlichung des Gesamtabschlussberichts über den Schulversuch 048 2.4.4 Ergebnisse zur wissenschaftlichen Begleitung des Schulversuchs 053 2.5 Volksbegehren „Die Bessere Schulreform“ 070 2.5.1 Vorschlag des BLLV zum Moratorium und Entscheidung der Staatsregierung und der CSU-Fraktion für die flächen- deckende Einführung der sechsstufigen Realschule 070 2.5.2 Volksbegehren 072 3. Pädagogische Auseinandersetzung mit der Einführung der sechsstufigen Realschule in Bayern 078 3.1 Verkürzung der Bildungsdauer bis zum Hochschulabschluss durch die Einführung der sechsstufigen Realschule 078 3.1.1 Nicht versetzte Gymnasiasten in Bayern und in den Bundes- ländern mit der sechsstufigen Realschule bis 1990 079 3.1.2 Nicht versetzte Gymnasiasten in Bayern seit 1991 082 3.1.3 Verzögerte Studienaufnahme und Wechsel des Studienfachs bei den deutschen Studenten bis zum Anfang der 90er Jahre 083 3.2 Lenkung der gymnasialen Schülerströme durch die Einführung der sechsstufigen Realschule 087 3.2.1 Entwicklung der Schülerzahl und Gefahr von Fehlleitungen an den bayerischen Gymnasien 087 3.2.2 Vierstufige Realschule und gymnasiale Abgänger 090 3.2.3 Erprobung der Möglichkeit zur Lenkung der gymnasialen Schülerströme als Ziel des Schulversuchs „sechsstufige Real- Schule“ 094 3.2.4 Übertritt aus der Grundschule ins Gymnasium in den Bundes- ländern mit der sechsstufigen Realschule außerhalb Bayerns 105 3.2.5 Bildungspolitische Kehrseite der Lenkung der gymnasialen Schülerströme 110 3.3 Auswirkungen der sechsstufigen Realschule auf die Hauptschule 113 3.4 Besserer Schulerfolg durch die sechsstufige Realschule 116 3.4.1 Nicht versetzte Realschüler in den Bundesländern mit der sechsstufigen Realschule außerhalb von Bayern 117 3.4.2 Schulerfolg in den Versuchsrealschulen 119 3.4.3 Schulerfolg nach der parlamentarischen Entscheidung zur Einführung der sechsstufigen Realschule 129 3.5 Bessere Schulleistungen durch die sechsstufige Realschule 136 3.5.1 Testergebnisse zur sprachlichen und mathematischen Kompetenz der Schüler in den Versuchsrealschulen 136 3.5.2 Notendurchschnitte der Schüler der Versuchsrealschulen im Abschlusszeugnis und bei der Abschlussprüfung 139 3.5.3 Testergebnisse der bayerischen Realschüler in der PISA- Studie 146 3.6 Gutachten zu den Auswirkungen des Schulversuchs „sechsstufige Realschule“ auf die Grundschule 150 3.6.1 Auftragsvergabe 150 3.6.2 Argumentation für die sechsstufige Realschule 153 3.6.3 Begründung gegen eine Verlängerung der Grundschulzeit und für die Notwendigkeit der Schuldifferenzierung nach dem vierten Schuljahr 155 3.6.4 Kognitive Fähigkeiten der Haupt-, Real- und Gymnasial- schüler der Jahrgangsstufen 5 und 6 inner- und außerhalb der Gebiete des Schulversuchs 170 3.6.5 Auswirkungen der Einführung der sechsstufigen Realschule auf die Grundschule 174 4. Zusammenfassung und Schlussbemerkung 182 4.1 Zusammenfassung 182 4.2 Schlussbemerkung 189 Anhang 192 Abbildungs- und Tabellenverzeichnis 208 Abkürzungsverzeichnis 213 Literaturverzeichnis 214 1 0. Einleitung Bis zum Ende der 90er Jahre bestand im Freistaat Bayern die vierstufige Realschule mit den Klassen sieben bis zehn. Im April 2000 entschied sich der Landtag für die Einführung der sechsstufigen Realschule mit den Klassen fünf bis zehn. Damit begann in vielen Realschulen eine Umstellung von der vier- auf die sechsstufige Form. Im Schuljahr 2003/04 gab es in 338 (von 339) Realschulen fünfte Klassen (siehe Tab. III.1- 2, S. 82). So konnte man im darauf folgenden Schuljahr 2004/05 abschließend von der flächendeckenden Einführung sprechen. Doch die Diskussionen über die Schulstrukturreform beruhigten sich auch danach noch nicht. In einer Ministerratssitzung im November 2005 verwies Umweltminister Schnappauf auf ostdeutsche Modelle eines zweigliedrigen Schulsystems (vgl. AZ am 29. 11. 2005, S. 2). Sozialministerin Stewens stand einer solchen Zusammenlegung von Haupt- und Realschule skeptisch gegenüber (vgl. ebd.). Ministerpräsident Stoiber wollte „[…] es Sachsen und Thüringern in Sachen Schule nachmachen - und die Realschule abschaffen!“ (ebd.) Er richtete an den Kultusminister Schneider die Frage, welche Vorteile ein zweigliedriges Schulsystem habe. Der Kultusminister befürchtete, dass bei einer Zusammenlegung von Haupt- und Realschule ein Widerstand der Realschullehrer zu erwarten sei (vgl. ebd.). Wurde bei der Einführung der sechsstufigen Realschule die Schulstruktur der anderen Bundesländer nicht berücksichtigt? Warum hat die Staatsregierung erst im November 2005 über die Zusammenlegung von Haupt- und Realschule diskutiert? Seit dem Schuljahr 1991/92 besteht in Sachsen und Thüringen ein zweigliedriges Schulsystem. Im pädagogischen Bereich kommt es seit den 60er Jahren zu wiederholten Empfehlungen, dieses Schulsystem in der Sekundarstufe I aufzubauen (vgl. Ipfling, 1996, S. 19). Wurde die sechsstufige Realschule als vorübergehendes Modell eingeführt? Im Jahr 1992 fand der Schulversuch „sechsstufige Realschule“ statt. Zahlreiche Schüler und Lehrer waren daran beteiligt. Im September 1998 hat das Bayerische Staatsinstitut für Schulpädagogik und Bildungsforschung (ISB) einen umfangreichen Bericht über den Schulversuch vorgelegt. Etwa einen Monat später äußerte Kultusministerin Hohlmeier die Meinung: „Nach dem Bericht des Instituts hat sich das Modell >>Sechsstufige 2 Realschule<< tendenziell als pädagogisch positiv erwiesen“ (vgl. BaySTMUK, 1998a). Im Februar 1999 stellte die Kultusministerin im Landtag ein umfassendes Reformpaket der Staatsregierung zur zukunftsorientierten Weiterentwicklung des Schulwesens vor. Dazu gehörte vor allem die Einführung der sechsstufigen Realschule (vgl. BaySTMUK, 1999b). In Bezug auf die Aussage des Kultusministers
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