Didactics module 1

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Concepts of teaching:
+ From the Greek term: didaskein, didaskalia. It means to teach, instruct. + Definition: The science of learning and teaching in educational general.La concerns the organization and orientation of teaching-learning situations to instruct and to promote the training of the individual in dependence of their education integral.Es science that studies education and is involved in the teaching-learning process in order to achieve the intellectual development of a science teaching educando.La between theory and practice. Since education is both a practical activity and a "practical science", they were properly combine didactic knowledge with theory-to-practice teaching, which involves carrying out the act didáctico.El value of practice is very large. Also taught by experience. If a theory does not explain the practical reality, then this is a bad practice according teoría.La Grundy (1987, 115-116): The components of praxis is action and the practice takes place reflexión.La in the real world, not in practice hipotético.La becomes effective in the world of interaction, the social and andcultural World of praxis is built, not the world natural.La practice involves a process of constructing meaning Recognizing this as social.La construction is a practical science teaching, intervention and processing of realidad.Tiene a vision Artística.Tecnológica, Scientist The teaching between science education sciences are human sciences and education, as such do not have the same characteristics of the physical sciences. Rather, it is body of knowledge that science is blurred, unfinished and little finalizadas.Dentro of the classification of educational science, teaching is classified within the types of teaching pedagogy aplicada.diferentes: o General didactics: the global.se fundamental part deals with general principles and standards to guide the process ea toward educational goals. Study the elements common to education in any situation by offering an overview. It also provides descriptive models, explanations and interpretations applicable to general teaching any subject and in any stage or educational spheres. Critically examines the main currents of educational thought and prevailing trends in contemporary education .- Teaching differential applies specifically to situations varied age or characteristics of the subjects. Differential strictly didactic teaching is incorporated into the general as she comes to responding to the problems of student diversity. It deals with the adaptation of curricula. "Teaching special (specific teaching) is the application of the general educational standards to the specific area of each discipline or subject matter. - Educational Technology. Subject of Study and Educational intervention: the teaching-learning process. The object of teaching material is the study of teaching-learning process. And its formal object is the prescription of methods and strategies for developing the process mencionado.Zabalza considers the wide range of conceptual and operational to be addressed by the teaching and refers to a set of problem situations that require the possession of sufficient information for policy making.He cites the following issues: Education, like clave.-term planning and development curricular.-depth analysis of the learning process-design, monitoring and control of innovaciones.-The design and development of resources within the framework new technologies educativas.-The formation and development of profesorado. special-education programs. / / If the teaching is a science that aims to study the process of teaching and learning, as we said before, this will be his object. Not only study but also its field práctica.También can be considered that the purpose of teaching is the study, preparation and practice distinguishes the object currículum.Ferrandez formal material. Emphasizes teaching, with its elements represented in the faces of a tetrahedron: learner, teacher, method, matter. As made explicit formal object "mechanical activity, semantic or syntactic teaching and learning, with bi-directional hue, which employs the most appropriate method for each educational event. In the teaching-learning process will have to consider these elements: the teaching-learning relationship, method or set of strategies, subject or content of learning ... and the sociocultural environment, in its most forthcoming. To which we should add cultural elements within the community in which it is to ground the INSTRUCTION escuela.LA teach is to show something to someone who appropriates teaching is intellectually ello.La intentional human activity that applies the curriculum and has object the teaching act. It consists of the implementation of strategies developed to achieve planned goals. This activity is based on the influence of some people over others. To teach is to make students learn, is leading the process of aprendizaje.Se often mentioned qualities necessary for teaching to become an "educational instruction" value of what they teach, veracity of what is taught (present and utility ) and adaptation aprenden.Características subjects: "Teaching is to impart knowledge or instruir." Education is not considered complete only if it achieves its goal of learning. Intentional activity is designed to induce students' learning and art and learning technical guidance to achieve positive goals. Thus, one can say that education is the process of organizing learning experiences "As alumnos. intentional activity, underlines the intention, indeed the success obtenido." As regulatory activity, teaching both guide action the technical point of view to achieve the educational goals and objectives, and from the point of view "How ético. interactive activity has a communicative nature, occurring in an institution. In the family there is a primary socialization, unintentional, unconscious, while in school there is a secondary socialization, deliberate and reflective activity consciente.-As, is opposed to the mechanical routine repetition of acts.


LEARNING means gaining, take, take something. That is, it is to own the content being taught in the didactic act. It is the activity corresponding to the learner, the version or the other side of the coin of education, the outcome in the case of succeeding in the process.
*** Learning is the process by which the communication originates or modifying behavior or acquired knowledge in a more or less permanent. For Rogers, the Teaching is the art and technique of guiding the aprendizaje.El learning is much more important than teaching because the teacher can teach, but all can be useless if the student does not learn.
The educational task is to not only teach but to create conditions for students INSTRUCTION aprendan.LA These building mental structures. A synonym could be instructional training intelectual.La internalized learning instruction is also contributing to the construction of thought so eficiente.También instruction has been considered as teaching that gets its positive effect, ie, learning pretendido.LA TRAINING It is named in the development process that follows the human subject into a state of fullness personal.su introduction into the lexicon is relatively reciente.La pedagogical training relates rather to the education provided at times that do not have predetermined objectives, focusing in free communication with teachers and at least orientadores.Ésta serious general training. That would include learning basic reading, writing and arithmetic. There would be a humanistic education (languages, literature, social sciences, philosophy, art ...) and specific training is one that includes the appearance of concrete preparation (training, initial training / learning, enterprise training, teacher training ... It is the meaning that corresponds with the concept of training, or preparation for work, training or training through practical exercises.
COMPONENTS OF EDUCATIONAL ELEMENTS ACT Mialaret Chart (1984) which sets out the main problems to be solved didactics. What? Like? dr? .. + The + students and their learning and teaching Teachers (what they call the curriculum done) + The materials and structure + The context of implementation of currículum.AMBITOS INTERVENTION LEARNING On the curriculum can more properly considered formal and non formal, while informal education would be incapable of planning and therefore does not occupy an area curriculum. This does not imply that it has no effect, but its effects are not widespread, and continuing education should sistemáticos.La achieve integration of the 3 types of convergence posible.EDUCACIÓN education in formal, education itself represents the institutionalized action more evident, but able to take into account the intervention of a hidden curriculum. The contents herein are determined by authorities explicitly. Necessarily be assimilated by students and so are systematically evaluated. This content should represent a synthesis, extracted from the realization of educational objectives, which means all information necessary for social life. Content is systematically taught by specialists who are teaching standards and a certain school hours. Periodic reviews are planned to go forward and so can move from one cycle to another. NO FORMAL EDUCATION, FIELD EXTRAESCOLAR one that is considered not fully institutonacionalizada worse somehow organized themselves. Suspected of planning and rigorous educational treatment because it comprises a process aimed at obtaining some level of learning, extra-curricular or extracurricular. As samples have to mention the possible existence of a certain educational project and even program the training centers of leisure, leisure clubs, holiday camps, dance schools, dance, languages ... Another example could be the media Media: press, radio, television. In these media is the presence of an adequate educational adviser, with an advisory curriculum and educational counseling in general. In these contexts are learned skills, attitudes etc ....Of course, you learn a language. And you can plan didactically. Contents own account non-formal education activities of an optional, complementary, flexible and diverse, rarely mandatory. They are organized by the school or youth organizations or movements, cultural associations, sports, etc.. They help discover talents or qualities that formal education can be ignored. The main features of non-formal education could be: * You get educational effects produced by agents with the willful intent to obtain them, which can be tested and monitored * Objectives previously formulated explicitly, which are achieved following a specific methodology, using means Existence of specific social recognition .* institutionalized the educational role of space and time .* educator concrete development activity undertaken .* Educational function independently .* Some degree of institutionalization.
More examples of activities of non-formal education can be competitions, cultural weeks, festivals and celebrations held at school. And beyond, views, hiking, nature classes, leisure centers, playgrounds, or the activities of the scouting. INFORMAL EDUCATION, FUZZY AND NOT PLANNED, NOT FIELD CURRICULAR.Se is a type of non-organized educational activities, individual, often caused by the mere receipt of environmental influences, effects of diffuse communication ... not susceptible to a rigorous and didactic treatment systematic.
So we can consider that is not subject didactics. Only this field can be thought linked to specific actions, some of which it may have some didactic consideration as part of the best technique for transmission or communication.
Informal education or parallel, fed by a mass of heterogeneous information, variables, which are of very uneven. Constitute a group that contributes to human experience. Ultimately it is assimilated very different phenomena depends on the individual.
PURPOSE OF THE DIDACTIC

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