Fundamentos gnoseológicos, psicológicos y didácticos de la enseñanza de la literatura

2017 ◽  
Vol 28 (28) ◽  
pp. 55
Author(s):  
Mercedes Rodríguez Menéndez
Keyword(s):  
Primary Education ◽  
Historical Analysis ◽  
Educational Practice ◽  
Literary Work ◽  
Bachelor's Degree ◽  
Point Of View ◽  
Literary Analysis ◽  
Teaching Literature ◽  
Educación Primaria ◽  
Aesthetic Values

RESUMEN La disciplina Estudios Literarios forma parte del currículo propio de la carrera Licenciatura en Educación Primaria que se estudia en las universidades de Cuba. Mediante esta disciplina se pretende acercar a los futuros maestros de la enseñanza primaria al mundo de la creación literaria, para que desarrollen habilidades de apreciación y análisis literario que les permitan la selección y estudio de textos con verdaderos valores éticos y estéticos, tanto para su recreación personal como para su labor pedagógica. El análisis histórico de dicha disciplina, el intercambio con profesores de diferentes centros universitarios del país que la han impartido y sus respectivos jefes, la observación de la práctica educativa y la propia experiencia de la autora como profesora de diferentes asignaturas literarias por más de 20 años, permitió constatar que no existe claridad por parte de los profesores que imparten las asignaturas literarias con relación a los fundamentos gnoseológicos, psicológicos y didácticos que intervienen en su enseñanza. En correspondencia con ello, la presente investigación tiene como propósito explicar dichos fundamentos, destacando leyes, principios, y conceptos en que se sustenta el estudio de una obra literaria, los procesos psíquicos fundamentales que intervienen en ellos y las etapas, desde el punto de vista didáctico, por el que transcurre.Palabras clave: Apreciación literaria, Enseñanza de la literatura, Análisis literario, Teoría literaria, Proceso docente educativo.Knowledge, psychological and didactic rationale of teaching literature ABSTRACT The Literary Studies discipline is part of the curriculum of the Bachelor’s Degree in Primary Education studied at universities in Cuba. This discipline is intended to bring future teachers of primary education to the world of literary creation developing skills for appreciation and literary analysis that allow selecting and studying texts with true ethical and aesthetic values, both for their personal recreation as for their pedagogical work. The historical analysis of this discipline, exchange with teachers from different university centers of the country that have taught it and their respective leaders, observation of the educational practice, and the author’s own experience as a teacher of different literary subjects for more than 20 years, have showed that teachers who teach literary subjects do not have clear concepts in relation to knowledge, psychological and didactic rationale intervening in their teaching. Correspondingly, the purpose of this research paper is to explain these rationale by highlighting laws, principles, and concepts that underlie the study of a literary work, the fundamental psychic processes involved in it, and, from the didactic point of view, the stages through which it takes place.Keywords: Literary appreciation, Teaching literature, Literary analysis, Literary theory, Teaching process.

scholarly journals La formación de los futuros docentes a través de la gamificación, tic y evaluación continua

2019 ◽  
Vol 8 (2) ◽  
pp. 55-63
Author(s):  
C. Castañeda-Vázquez ◽  
T. Espejo-Garcés ◽  
F. Zurita-Ortega ◽  
AB. Fernández-Revelles
Keyword(s):  
Primary Education ◽  
Positive Feedback ◽  
Educational Practice ◽  
Continuous Assessment ◽  
Final Exam ◽  
High Participation ◽  
The Subject ◽  
Education Degree ◽  
Educación Primaria

El presente proyecto se ha llevado a cabo en el Grado de Educación Primaria, con el objetivo primordial de aumentar la motivación e implicación del alumnado a través del uso de estrategias de gamificación, TIC y evaluación continua en el aula. Para ello se desarrolló un proyecto de gamificación en el aula, a través de las TIC y la evaluación continua, el cual se desarrolla en este documento. Los resultados mostraron una alta participación del alumnado (más del 85% de los estudiantes participaron en el proyecto de gamificación). Casi el 95% de los estudiantes se presentaron a la evaluación en primera convocatoria, y el  87,9% del alumnado superó la asignatura en primera convocatoria. También se registraron altos niveles de motivación, tanto intrínseca como extrínseca, lo que supone una retroalimentación positiva para considerar esta innovación como una buena práctica educativa y seguir trabajando en cursos venideros con este tipo de metodologías. This project was carried out Primary Education Degree. The main aim was to increase the students´ levels of motivation and involvement in the subject using gamification strategies, ICT and continuous assessment in the classroom. To this end, a gamification project was developed in the classroom, through ICT and continuous assessment, which is developed in this document. The results showed a high participation of the students (more than 85% of the students participated in the gamification project). Almost 95% of the students attended at the first final exam and 87.9% of the students passed the subject in first call. It was also observed high levels of students´ participation and involvement in the subject, as well as high levels of motivation, both intrinsic and extrinsic, which supposes a positive feedback to consider this innovation as a good educational practice and to continue working in future courses with this type of methodologies.

Desempeño docente para la identificación de los más competentes para la matemática

2017 ◽  
Vol 21 (2) ◽  
pp. 271-278
Author(s):  
Ramón García Perales
Keyword(s):  
Primary Education ◽  
Social Evolution ◽  
Point Of View ◽  
Mathematical Competence ◽  
The Social ◽  
Educación Primaria ◽  
Educational Formation ◽  
Fundamental Paper ◽  
Formación Docente

Resumen:En los procesos de identificación de los alumnos más competentes el docente cumple un papel fundamental. Es por ello que estos procedimientos de detección deberán de partir de las experiencias desarrolladas en las propias aulas y en los que la formación docente se torna fundamental, más si cabe en el campo de aquellos alumnos con mayores potencialidades llamados a ser el referente de la evolución social. A lo largo de este artículo se señalan los resultados de una investigación desarrollada en la provincia de Albacete con 712 alumnos de 5º de Educación Primaria. A este grupo de alumnos se le ha administrado la Batería de Evaluación de la Competencia Matemática, BECOMA. Entre las variables de estudio analizadas tras la administración de este instrumento, se señalan los resultados de dos de ellas, interés y motivación de los alumnos hacia el aprendizaje de las Matemáticas según el punto de vista del maestro y posible existencia de una elevada aptitud matemática del alumno a juicio del tutor. Se observa que los alumnos son bien considerados por sus maestros según la primera variable y según la segunda los tutores se muestran bastante erráticos al diagnosticar dicotómicamente la capacidad matemática de los alumnos, resultando los resultados especialmente llamativos en el caso de los alumnos ubicados en los niveles de rendimiento superiores de la batería.Abstract:In the processes of the most competent students' identification the education alone completes a fundamental paper. It is for it that these detection procedures will leave of the experiences developed in the own classrooms and in those that the educational formation you fundamental restitution, more if it fits in the field of those students with bigger potentialities called to be the relating of the social evolution. Along this article the results of an investigation are pointed out developed in the county of Albacete with 712 students of 5º of Primary Education. To this group of students it has been administered the Battery of Evaluation of the Mathematical Competence, BECOMA. Among the study variables analyzed after the administration of this instrument, the results of two of them, interest and the students' motivation are pointed out toward the learning of the Mathematics according to the teacher's point of view and possible existence of a high mathematical aptitude from the student to the tutor's opinion. It is observed that the students are very considered by their teachers according to the first variable and according to second the tutors are shown quite erratic when diagnosing dicotomically the mathematical capacity of the students, being the specially attractive results in the case of the students located in the superior yield levels of the battery.

scholarly journals Aprender a manejar los conflictos en las clases de educación física a partir del juego deportivo: un modelo de enseñanza para la comprensión (Learning to manage conflicts in physical education classes from the sports tactical game: a teaching model for u

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 384-395
Author(s):  
Robert Cebolla-Baldoví ◽  
Laura García-Raga
Keyword(s):  
Physical Education ◽  
Conflict Management ◽  
Educational Practice ◽  
Educational Process ◽  
Point Of View ◽  
Quasi Experimental ◽  
Positive Perspective ◽  
Game Context ◽  
Educación Primaria ◽  
And Control

  La literatura científica constata la potencialidad que el conflicto puede generar en las aulas cuando se supera su sentido negativo y se inserta en el proceso educativo. Este planteamiento positivo del conflicto debiera ser asumido por los diferentes educadores de cualquier institución escolar para implementar programas alternativos a la violencia y enseñar a manejar los conflictos constructivamente. La Educación Física (EF) se presenta insólita para impulsar la gestión del conflicto en un espacio real de práctica y sobre un contexto de juego con equipos atacantes y defensores. Desde esta perspectiva, el objetivo principal del texto es mostrar una propuesta de enseñanza destinada a los últimos cursos de educación primaria. El desarrollo de la investigación, continuado en forma de tesis doctoral, se enmarca en un enfoque cuasiexperimental sobre un diseño de dos grupos (experimental y de control), desde una muestra de 130 participantes de dos colegios de Cullera (Valencia). El tratamiento (programa) se diseña desde la propia táctica del juego, y en su estructura queda incorporado el ‘conflicto colateral’, como fin didáctico, para aprender a gestionarlo entre sus miembros participantes. Sobre la práctica educativa, cabe reflejar que toma su origen de la enseñanza comprensiva; se fundamenta sobre un enfoque organizativamente participativo-colaborativo; y queda integrada en un escenario de cultura mediadora. Desde el ámbito de la EF escolar, se concluye que el método táctico-deportivo podría ser una alternativa para educar la gestión positiva del conflicto, posibilitando que el alumnado enfrentara las barreras de la comunicación y aprendiera a contrarrestar sus estereotipos destructivos.  Abstract. Scientific literature confirms the potential that conflict can generate in the classroom when its negative meaning is overcome and it is inserted into the educational process. This positive perspective to conflict should be assumed by the different educators of any school institution to implement alternative programs to violence and teach how to handle conflicts constructively. Physical Education (PE) is unusual to promote conflict management in a real practical space and in a game context with attacking and defending teams. From this point of view, the main goal of the text is to show a teaching proposal aimed at the last years of primary education. The research study, continued in the form of a doctoral thesis, is framed in a quasi-experimental method on a two-group design (experimental and control), from a sample of 130 participants from two schools in Cullera (Valencia). The treatment (program) is designed from the game's own tactic, and the ‘collateral conflict’ is incorporated into its structure, as a didactic purpose, to learn to manage it among its participating members. Regarding educational practice, it should be reflected that it takes its origin from comprehensive teaching; it is based on an organizational participatory-collaborative strategy; and is integrated into a setting of mediating culture. In the PE context, it is concluded that the tactical-sports method could be an alternative to educate positive conflict management, enabling students to face communication barriers and learn to counteract their destructive stereotypes.

scholarly journals IMPROVING THE STUDENTS’ ENGLISH PROFICIENCY THROUGH LITERATURE: LANGUAGE-BASED APPROACH

2018 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
R Bunga Febriani ◽  
Dwi Rukmini ◽  
Ahmad Sofwan ◽  
Issy Yuliasri
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Literary Work ◽  
English Language Proficiency ◽  
Linguistic Competence ◽  
Literary Analysis ◽  
Anton Chekhov ◽  
Teaching Literature ◽  
Literary Works ◽  
Reading Activities

This article presents a library study of an approach of teaching literature that emphasizes on improving the students’ English language proficiency through literature and a practice of the approach in the classroom by using a literary work written by Anton Chekhov entitled ‘A Marriage Proposal’. The study aims at discussing   a theory of an approach for teaching literature which attempts to improve the students’ linguistic competence through literary works. The approach is chosen in accordance to Van (2009)’s review of the approaches to literary analysis, in this case by emphasizing on the approach for improving the students’ language skill through literature which is called Language-based Approach. This study also apply Lazar’s (1993) procedures of language-based approach which cover the pre-reading, while-reading, and post-reading activities.    Keywords: Language-Based technique, , literary works.

scholarly journals Phenomenon of intertextuality in literary education

2020 ◽  
pp. 79-88
Author(s):  
N.V. Samsonova
Keyword(s):  
Cultural Context ◽  
Educational Practice ◽  
Point Of View ◽  
Theory And Practice ◽  
Game Form ◽  
Teaching Literature ◽  
Analytical Skills ◽  
Literary Education ◽  
Aesthetic Taste ◽  
Methods Of Analysis

The author of the article, considering the current sociocultural situation, finds it appropriate to use the intertextual approach to the analysis of literature within the literature classes that aims to penetrate deeply into the text. Due to identifying multi-level links with the cultural context, the given approach enriches the reader’s outlook, creates aesthetic taste, and provides cultural self-identification that is relevant to teaching literature. The purpose of the article is to show the use of dialog and hermeneutic methods of analysis as well as the game form of organizing a lesson within the framework of use of the intertextual approach and to prove the importance of this method in modern educational practice. To prove her point of view, the author offers a certain lesson model, including an intertextual game, which makes schoolchildren gradually develop the intertextual competence, including knowledge of precedent texts and the typology of intertextual links and intertextual elements; analytical skills associated with finding intertextual elements at different levels of text production, the implementation of associative links with other texts, understanding the author’s position; modes of action necessary to interpret the literature. The author’s scientific and methodical reflection is based on the discovery of the phenomenon of intertextuality, which includes the form-building and sense-forming functions of the text due to which there occurs a dialogue of various kinds of texts, interconnected in a broad cultural context. The author believes that in relation to the pragmatic educational situation in the field of studying literature in school, the experience of its systematic appeal to intertextuality as a universal text category with the use of dialog and hermeneutic methods of analysis and intertextual play, activating the cognitive and interpretive activities of schoolchildren, may be of interest to the language and literature teachers. The result of the article is a scientifically based point of view on the role of the intertextual approach to the analysis of a work of literature in the further development of the methodology, theory, and practice of modern methodical science.

scholarly journals El interés del profesorado en formación en impartir nuevos contenidos históricos en Educación Primaria. Un caso de estudio en Madrid

2021 ◽  
pp. 73-95
Author(s):  
Esther Jiménez Pablo ◽  
Gemma Muñoz García
Keyword(s):  
Primary Education ◽  
Qualitative Data ◽  
Social Problems ◽  
Bachelor's Degree ◽  
Future Teachers ◽  
History Teaching ◽  
The Past ◽  
The Future ◽  
Educación Primaria ◽  
The Impact

The aim of this work is exposing an analysis of the historical contents that students of the bachelor’s degree in Primary Education would like to teach when they become teachers in a school. First, the impact of new historiographical trends in the teaching of History is studied, and if they are of interest to future teachers. Through a sample of 118 participants from the Complutense University of Madrid, with forms that offer quantitative and qualitative data, we obtain significant results on the future of History teaching. These results reveal a profound division between the curricular contents and the motivation of the students who want to teach certain topics, being the resolution of social problems the most demanded, for connecting the past and the present

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

Jules Verne’s ‘Around the World in 80 Days’: Multilingualism, Multiculturalism and Symbols

2021 ◽  
Vol 2021 ii (15) ◽  
pp. 146-182
Author(s):  
Haroula Hatzimihail ◽  
Ioannis Pantelidis
Keyword(s):  
Key Words ◽  
Age Groups ◽  
Literary Work ◽  
Point Of View ◽  
Social Classes ◽  
Jules Verne ◽  
The World ◽  
Semiotic Systems ◽  
Points Of View ◽  
Different Cultures

In this announcement, the various –linguistic and non-linguistic- symbols used in the literary work 'Around the world in 80 days', written by Jules Verne, are examined from an intertemporal and contemporary point of view. The references through these points of view, in matters of multiculturalism and multilingualism, are becoming classical in nature: they concern the necessity of the applied ability to communicate between individuals who belong to different social classes and age groups, speak the same or different languages, come from different cultures, with rights and obligations in their various areas of life, etc. Key-words: linguistics, multilingualism, multiculturalism, semiotics, semiotic systems, symbols

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