https://reunir.unir.net/handle/123456789/9346 Sat, 26 Oct 2024 07:06:38 GMT 2024-10-26T07:06:38Z https://reunir.unir.net/handle/123456789/9350 Las bibliotecas de misiones pedagógicas García F. Castañón, Julia Ante este epígrafe : «Bibliotecas de Misiones Pedagógicas», surgen, naturalmente, unas cuantas preguntas : ¿Qué son? ¿Qué se proponen? ¿A quiénes se destinan ?. ¿Cómo están formadas? ¿Cuál es el mecanismo de su funcionamiento? ¿Qué resultados se obtienen' Contestar a estas preguntas es precisamente lo que nos proponemos en esta «Nota». Misiones Pedagógicas, organismo encuadrado hoy dentro del Instituto de Pedagogía «San José de Calasanz», tiene, entre sus varias secciones, ésta muy importante llamada de Bibliotecas. Su cometido es proporcionarlas a las escuelas nacionales, las rurales de un modo preferente. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-24T12:49:33Z No. of bitstreams: 1 4LasBibliotecasDeMisionesPedagogicas.pdf: 1028370 bytes, checksum: bd56ea94e36b7301faf4a77d1006f138 (MD5); Made available in DSpace on 2019-09-24T12:49:33Z (GMT). No. of bitstreams: 1 4LasBibliotecasDeMisionesPedagogicas.pdf: 1028370 bytes, checksum: bd56ea94e36b7301faf4a77d1006f138 (MD5) https://reunir.unir.net/handle/123456789/9350 https://reunir.unir.net/handle/123456789/9349 Sugestiones prácticas para la enseñanza de las lenguas vivas Echevarría, Luis El maestro. -El alma de toda enseñanza es el maestro. El primer requisito exigible al profesor de lenguas vivas es el dominio completo de la lengua que trata de enseñar, así como de su literatura. Dado este supuesto, bastante difícil de conseguir, en verdad, parece ser que el criterio seguido por la mayoría de las naciones, excepto los Estados Unidos de América, es el de nombrar profesores del propio país con preferencia a los procedentes de aquel cuya lengua se trata de enseñar. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-24T12:44:49Z No. of bitstreams: 1 3SugestionesPracticas.pdf: 1085204 bytes, checksum: dea73e116d0df2643f3223c541ce5bdd (MD5); Made available in DSpace on 2019-09-24T12:44:49Z (GMT). No. of bitstreams: 1 3SugestionesPracticas.pdf: 1085204 bytes, checksum: dea73e116d0df2643f3223c541ce5bdd (MD5) https://reunir.unir.net/handle/123456789/9349 https://reunir.unir.net/handle/123456789/9348 Juan De Ávila, reformador de la educación primaria en la época del concilio de Trento Janini Cuesta, José Considering the present estate of the searching and structure of the History of the Spanish Pedagogy, which issues from our strong Spanish tradition, it is consequent to point out those values which were almost forgotten. In his learned work, Janini says that Juan de Avila should not be known only as an ascetic but also as a pedagogue, since his works, which have been recently published show how great his preocupation was for Christian education and instruction, school organization, methods and teaching function. He ends his article by keenly projecting the pedagogical ideas of Juan de Avila on pedagogical ideas which are accepted at present and showing their great similarity. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-24T12:40:43Z No. of bitstreams: 1 2JuanDeAvila.pdf: 1563776 bytes, checksum: 57f500aebfe6028fafef4c7e676e2587 (MD5); Made available in DSpace on 2019-09-24T12:40:43Z (GMT). No. of bitstreams: 1 2JuanDeAvila.pdf: 1563776 bytes, checksum: 57f500aebfe6028fafef4c7e676e2587 (MD5) https://reunir.unir.net/handle/123456789/9348 https://reunir.unir.net/handle/123456789/9347 El estudio experimental de la función docente García Hoz, Víctor The frenzied pedocentric tendency of the last century pretended to displace the teacher to a second plane but before long people realized the pedagogical failure of that system and therefore the teaching and educational functions took again their old importance. Though this result is a consequence of the teaching function in Pedagogy the experimental branch did not delay its approach to the problem and the Experimental Pedagogy, as soon as it was founded, applied one of its tecniques to resolve so urgent a question. The author of this article, Professor of Experimental and Differential Pedagogy in the University of Madrid, divides the different qualities of the teacher as follows: objectively defined qualities and not objectively defined qualities, and these ones in physical (figure, health) and psychical qualities. García Hoz, after having made a complete study of the psychical qualities—by comparing his results with those of other investigators—clasifies them into three groups: teaching qualities, management qualities and professional vocation. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-24T12:34:54Z No. of bitstreams: 1 1ElEstudioExperimental.pdf: 1684196 bytes, checksum: 717eb48d6ed4e72e85cb533405b55b04 (MD5); Made available in DSpace on 2019-09-24T12:34:54Z (GMT). No. of bitstreams: 1 1ElEstudioExperimental.pdf: 1684196 bytes, checksum: 717eb48d6ed4e72e85cb533405b55b04 (MD5) https://reunir.unir.net/handle/123456789/9347