In the field of natural sciences, the GDR school was clearly better than today’s German schools, and all subjects (maths, physics, chemistry, bio, geography) had to be studied and not only optionally.Teachers were generally very good in pedagogical and didactic terms, although some things were not necessarily age-old or. children-friendly were taught, which is why weaker students considered mathematics to be a stressful and unused subject. When I give lectures at university today, I notice that students are less trained than we were in the 1980s.
Also good was the talent support system, into which one was automatically admitted without the parents having to take care of anything and had to submit expensive funding applications.Every pupil has been in the class and class since 1st grade. School-Mathematics- Olympiad part (tasks were the same for the whole GDR), those who performed well came to the school Olympics, then to the district Olympics, from 7th grade to the district Olympics and in the higher classes to the GDR Olympics. If you took part in the district Olympics in the 5th grade, you automatically came to the “Circle Club of Young Mathematicians”, from 7th grade to the “District Club”. The district club of the GDR district of Schwerin was located, for example, at the Pedagogical University of G眉strow, where we were taught and trained by math lecturers of the university for half to a week during the autumn, winter and summer holidays, in the meantime often Homework. The math summer camp in nature was always particularly beautiful somewhere on a Mecklenburg lake, where various leisure activities and excursions took place, as well as the lecturers also offered us study opportunities. If you made one of the three front places at the District Olympiad, the teachers in the school have exempted you from the school math examination. Physics Olympiads (but no training clubs) were only available for 9-12. Class and only at the district level, there was deliged by his physics teachers of the district-organized Advanced High Schools (EOS).
From the 5th grade I also took part in the district Russian Olympics of the city of Schwerin, in the “House of Pioneers”.In addition to translation and other written works, there are also oral monologues on a given topic as well as conversations and situational games. There I was only mediocre, but it helped me a lot in my in-depth learning of the language. Russian at school was from 5th grade 5 times a week, English only from 7th grade and rarer. If, like many students, you weren’t reluctant to really learn Russian, you could learn the language very well, even if the trips there or there were. communication with people from there at school was hardly intended.
In the GDR school (especially in the EOS, where one was prepared for the Abitur), I found ideologically shaped or mixed subjects (citizenship, history, literature, expression (e.g. replaying impressions on the subject) to be very stressful.socialist homeland), military education). From the 9th to the 12th grade we had a young and extremely ambitious state civics (Marxism-Leninism and Politics) teacher who did not like someone’s commitment to the state and system, but wanted to change the inner logic of ideology. and to know the facts of state building. This was so sharp that it was easy for me later at university to study the compulsory subjects of Marxism-Leninism. In German, many (also significantly pre-socialist) literary works had to be interpreted in the sense of the “class character”, as well as in the field of art education. In addition, there were, often under the direction of the class teachers, at certain events politically influenced hours. For example, during the party congresses of the SED, it was expected that the students would read the corresponding documents published in the newspapers every day, e.g. the speeches of Erich Honecker, for which one should be able to provide information.