https://reunir.unir.net/handle/123456789/4335 2024-11-08T20:41:36Z 2024-11-08T20:41:36Z Mallart i Navarra, Joan https://reunir.unir.net/handle/123456789/4342 2016-10-07T15:43:45Z 2016-10-07T00:00:00Z

Didáctica del currículum a las estrategias de aprendizaje Mallart i Navarra, Joan The main issue we have analyzed in this paper is about the actual content of Didactics and its relationship with the concept of Curriculum, more related to the Anglo-Saxon tradition. We have shown how important both Didactics and Curriculum are in the teaching and learning process. First we have presented the Nordic approach with the participation of several English and American authors. Later on we have analyzed more than 25 studies of General Didactics published in Spanish from 1985 to 1998. This section is focused on the descriptors of Didactics, Curriculum, Methods and Strategies. From our analysis we have concluded how even all of them take care about Curriculum only a few part gives importance to methodology and learning strategies. In the last part we have included some suggestions about the most important contents for teaching in the 21st century based on Spanish and international researches (UNESCO, OCDE, European Community). As a conclusion, we would like to emphasize the idea of how Curriculum and Didactics must take care about the educational contents and also the learning strategies. Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:43:45Z No. of bitstreams: 1 Didactica.pdf: 1311835 bytes, checksum: f0398558cc87afc3f26a414106e86c55 (MD5); Made available in DSpace on 2016-10-07T15:43:45Z (GMT). No. of bitstreams: 1 Didactica.pdf: 1311835 bytes, checksum: f0398558cc87afc3f26a414106e86c55 (MD5)

2016-10-07T00:00:00Z Rodríguez Diéguez, José Luis https://reunir.unir.net/handle/123456789/4341 2016-10-07T15:42:02Z 2016-10-07T00:00:00Z

Estrategias didácticas activas y reformas educativas Rodríguez Diéguez, José Luis he author studies the movement of the active school in Spain. He analyzes its importance in all the educational reforms of the 20th century. The active strategies are a topic of great significance in the Spanish educational reforms from 1920. These active strategies are still pursued with great interest. The conclusion is easy. The educational reforms have not been successful. They have not achieved their explicit aims. Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:42:02Z No. of bitstreams: 1 estrategiasDidacticasActivasYReformasEducativas.pdf: 1148271 bytes, checksum: 3997592b2191e2f7c5878af8a89e4fc6 (MD5); Made available in DSpace on 2016-10-07T15:42:02Z (GMT). No. of bitstreams: 1 estrategiasDidacticasActivasYReformasEducativas.pdf: 1148271 bytes, checksum: 3997592b2191e2f7c5878af8a89e4fc6 (MD5)

2016-10-07T00:00:00Z Zabalza Beraza, Miguel A. https://reunir.unir.net/handle/123456789/4340 2023-04-20T08:59:46Z 2016-10-07T00:00:00Z

Estrategias didácticas orientadas al aprendizaje Zabalza Beraza, Miguel A. This article stresses the need of moving teaching strategies from curricular contents to one more learning-based approach. One of the main challenges teachers have to assume in the current conditions of schooling is just to become supporters of the student's processes of learning. Starting from the meaning of the learning-based teaching as a general referent for didactics, nine factors influencing the learning processes are analysed: personal abilities, practice, task perception of learners, expectations, attribution, attention, context conditions, choral learning and feed-back. The first belong to the cognitive level and the last three to the social context of learning processes. All of them offer important knowledge for teachers to be the central resource for improving learning. Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:40:36Z No. of bitstreams: 1 EstrategiasDidacticasOrientadasAlAprendizaje.pdf: 2030400 bytes, checksum: 9752f40a252b19d0801b9f2c314a29f6 (MD5); Made available in DSpace on 2016-10-07T15:40:36Z (GMT). No. of bitstreams: 1 EstrategiasDidacticasOrientadasAlAprendizaje.pdf: 2030400 bytes, checksum: 9752f40a252b19d0801b9f2c314a29f6 (MD5)

2016-10-07T00:00:00Z Tejada Fernández, José https://reunir.unir.net/handle/123456789/4339 2016-10-07T15:39:05Z 2016-10-07T00:00:00Z

Estrategias didácticas para adquirir conocimientos Tejada Fernández, José This article is about how to achieve knowledge using didactic strategies. It is organized in two main issues of content. First preliminary views, where we can distinguish several types of knowledge and its acquisition process. In this part we have also added a brief conceptualization about didactic strategies. Later on, some didactic strategies to acquire knowledge are presented. They are organized taking in account who mainly plays the action (teacher, student and group). Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:39:05Z No. of bitstreams: 1 EstrategiasDidacticasParaAdquirirConocimientos.pdf: 1521277 bytes, checksum: 0eb26f94c1f912c4f99d470b02a99bf1 (MD5); Made available in DSpace on 2016-10-07T15:39:05Z (GMT). No. of bitstreams: 1 EstrategiasDidacticasParaAdquirirConocimientos.pdf: 1521277 bytes, checksum: 0eb26f94c1f912c4f99d470b02a99bf1 (MD5)

2016-10-07T00:00:00Z Tort Raventos, Lluís https://reunir.unir.net/handle/123456789/4338 2016-10-07T15:37:22Z 2016-10-07T00:00:00Z

Estrategias didácticas para la adquisición de valores Tort Raventos, Lluís Educating in values is always essential, but finding the strategies that are needed to acquire this education is nowadays fundamental. Humans with education should grow as a person: the more knowledge they acquire to become more person, the more educational values will be achieved. However, in the opposite way, all the knowledge that does not help them to grow as a person would become a contravalue. It is important to acquire right habits and values. Growing can be only conceived as a capacity of constant adaptation to the changing world that we are living in, and, of course, in the evaluation of habits and values. Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:37:22Z No. of bitstreams: 1 EstrategiasDidacticasParaLaAdquisicionDeValores.pdf: 2025123 bytes, checksum: de44e6c59e5392b62b88eb88a8b38254 (MD5); Made available in DSpace on 2016-10-07T15:37:22Z (GMT). No. of bitstreams: 1 EstrategiasDidacticasParaLaAdquisicionDeValores.pdf: 2025123 bytes, checksum: de44e6c59e5392b62b88eb88a8b38254 (MD5)

2016-10-07T00:00:00Z Torre de la Torre, Saturnino de la https://reunir.unir.net/handle/123456789/4337 2016-10-07T15:35:38Z 2016-10-07T00:00:00Z

Estrategias creativas para la educación emocional Torre de la Torre, Saturnino de la Emotional education is an outstanding place of the actual culture and social needs. Technology, emotion and change are three conceptual keys of our society of information. These are the theoretical referents of this report. From here emphasize emotional view as value to educate. The main goal of the paper is the research done in the outstanding of the emotional dimension (feeling), next to the perception, think, applied, persistence and social understanding as inclination of basic needs for both the students and adults interior life. We delimitate the concept and reach of the emotional education establishing some finalities, we suggest contents and describe concrete strategies such as the ORA process, the cinema, the questioning, the music in order to teacher take it to the practice. Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:35:38Z No. of bitstreams: 1 EstrategiasCreativasParaLaEducacionEmociona.pdf: 2135814 bytes, checksum: 638c065e7eb33fc468b563660ecc244d (MD5); Made available in DSpace on 2016-10-07T15:35:38Z (GMT). No. of bitstreams: 1 EstrategiasCreativasParaLaEducacionEmociona.pdf: 2135814 bytes, checksum: 638c065e7eb33fc468b563660ecc244d (MD5)

2016-10-07T00:00:00Z Rajadell i Puiggròs, Núria https://reunir.unir.net/handle/123456789/4336 2016-10-07T15:33:56Z 2016-10-07T00:00:00Z

Estrategias didácticas para el desarrollo de procedimientos Rajadell i Puiggròs, Núria A general review on didactic strategies that help to the development of procedures comprised in the didactic dimension called 'how to do 'is herein discussed. The different phases included in this dimension, from a simple application to the metacognition, are analyzed as well. Additionally, several data are furnished to the terminological confusion that embraces this dimension and that has grouped or widely separated the most significant authors nowadays. Concepts, such as capacity, cleverness, handiness, strategy or methodology are often intermingled in an unjustified way, and thus, the intention to clarify their main similarities and differences is also done. Those aspects that favour or difficult teaching and learning of procedures and the phases by which they go by are also discussed. The importance of its evaluation and those variables that we cannot forgotten, from that moment when a procedure is got into until to achieve its automatism are furthermore specially mentioned, taking into account the incidence of personal aspects of teachers and, specifically, of students. Finally, several proposals are offered in order to classify the procedures differentiating three wide groups called as methodological contents, cognitive skills and psychomotor abilities. From each of them, the basic characteristics as well as the most interesting strategies are presented, analysing all that proposals made by the most relevant authors in this subject, from Kirby (1984) up to Monereo (1998). Submitted by Pedro Cotillas (pedro.cotillas@unir.net) on 2016-10-07T15:33:56Z No. of bitstreams: 1 estrategiasDidacticasParaElDesarrolloDeP.pdf: 7012326 bytes, checksum: ff7d1bbe942fd0259b21348896e02282 (MD5); Made available in DSpace on 2016-10-07T15:33:56Z (GMT). No. of bitstreams: 1 estrategiasDidacticasParaElDesarrolloDeP.pdf: 7012326 bytes, checksum: ff7d1bbe942fd0259b21348896e02282 (MD5)

2016-10-07T00:00:00Z