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didactik: it layers d d teaching guide students through the knowledge possessed by the docent, so d teach dk art students have more learning, q are used professional resources. is based on the psycho, blade, sociology, anthropology , epistemological, pedagogy .-- Contents: Concept: (def.hechos, data), procedural (heuristik, dis) actitudimental (values, norms, attitudes) - Competition: equilibrium d achieved everything that integrates the capabilities, skills and people skills --- d behaviorist theory: emphasizes observation and measurement application d is given a stimulus and response elaboration d, koo child seen a machine, 1 educational process, curriculum: closed and compulsory for all targets They are ranked and classified in common% (obj general, specific, operational)Professor: trained to respond to the student and necsidades d is a good method connoisseur, student: recipient of the content, teaching: content focuses on behaviors and events d d teaching theory .-- cognicitivista: go to 1 student body q koo has emotional and cognitive aspects, learner processes, encodes and evaluate the information for accessing the reality-d integration curriculum: it is open and flexible exixt freedom d dond schedule and program objectives: x raised cognitive and emotional values x affective student: It is not 1 receptor, is an actor d their own learning and is seen koo 1 be amended with obj. and cogn,education: this concerned d q strategies lead to the achievement of obj. and q is subordinate, teacher: stimulator d learning, prepare for, capable d reflect on the means and ways to learn. evaluacion: qualitative d summative and formative aspect of process and product .-- constructivist teroia social interaction d 1 person in 1 other corelacion social context with the environment. curriculum: open and flexible, objet: habilidads utilizabls cap and in everyday life and susceptible d be modified and taken to a higher plane, teacher as mediator and managed in the classroom, all professional enhancing teaching and learning in climate interaction d confidence and expectations,student: learning has the potential d q must develop an appropriate mediation, education: aimed at developing skills and values for d q prepare a person to live in society .-- didactik design d: 1 project is considered koo d immediate action to systematize and manage school work, establishing obj, by selecting content, vereficando educational processes and methodologies sort --- Scheduling: content, activities, obj, evaluation, methodology, hras d --- char classes. d Scheduling: consistency, context, usefulness, realism --- taxonomies: organizing hierarchical% destrzas skills and to develop in students, are used x Tecnisa model, bloom (evaluate, synthesize, analyze, apply, understand, identify) -- --Curriculum planning: the obj Debebe focus on behaviors d d apprenticeship students, in order dq Pedagogik the action to be effective, taxonomies are system d d classification and sorting the objects. pedagogical function scope and complexity of d --- d planning models: Model T produced x Martiniano roman eloisa ten - concept - MDIO - a procedure ((c: data, cont, materials)) ((pro: methodologies, strategy)) --- Habili-skills goal - cur-values)) learning models in education. special roll-d d a focus on learning difficulties, are a conceptual representation scheme as 1 d action - or technological neobehaviorists: d learning habits and behaviors specific analysis of individual subject, stimulus-resp., professional mediator --cognitive model: d eprendizaje is a development processes, strategies and mental operations, aprendis active role - teaching strategies d: strategic learning: the learner q hac can manage their own learning., adopt an autonomy, have social and intellectual tools d q le allow d aprendixaje along life - abp: based on authentic problems, approach d problems, analysis of cases.

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