Guia educativa para la elaboracion de material didactico con recursos del contexto natural para facilitar el aprendizaje significativo de los estudiantes del tercer año de educacion basica de la escuela fiscal mixta Diego de Almagro”, de la parroquia San Luis de Pambil, canton Guaranda, provincia Bolivar, durante el periodo lectivo 2011-2012
This Labor Grade allows to know the different materials (materials) that teachers should use in our daily educational classes for the different areas of study, changing the conceptual scheme or to the contemporary traditionalist. The activity of the master, that is, teaching is considered as an acti...
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| Format: | bachelorThesis |
| Idioma: | spa |
| Publicat: |
2012
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| Accés en línia: | http://dspace.ueb.edu.ec/handle/123456789/1920 |
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Afegir etiqueta | Sumari: | This Labor Grade allows to know the different materials (materials) that teachers should use in our daily educational classes for the different areas of study, changing the conceptual scheme or to the contemporary traditionalist. The activity of the master, that is, teaching is considered as an activity of mediation between culture in its broadest sense, represented in the curriculum, and student. Therefore, the teacher, through the activity of teaching is to facilitate student learning, for which it has different elements, means or resources, which help to enable their work of cultural mediation. Such support the teaching material is all that natural or artificial object that produces meaningful learning in students. Given that any material can be used in certain circumstances, as a resource to facilitate teaching and learning processes (for example, some stones can work the notions of higher and lower with preschoolers), but we have to consider not All materials used in education have been created with an intention teaching, we distinguish the concepts of learning environment and educational resource. The teaching materials are used to support the development of children in aspects of thinking, oral and written language, imagination, socialization, a better understanding of himself and others, the materials have been gaining a increasing importance in contemporary education. The forced memorization and physical threats were no longer viable methods for a long time, leading to stimulation of the senses and imagination. The teaching material goes directly to the child's hands, hence the importance to work as a mediator instrumental, even when there is an adult hold the child to learning. The materials may affect the value-based education from an early age. A good example is the incorporation of works of art dating from the objects with which children play, another example of the last designs of Integra Foundation: a game of dominoes made of parts instead of numbers or figures used elementary fragments of works of universal art or materials that are natural in our context. In the theoretical framework taking references of different authors on the importance of teaching materials that all teachers should use to improve student learning, just as there is a list of materials easy to make and that are useful. In the initial research and observation techniques used allowed us to find the problem of study, interviews with the authority of the school, teachers, students and parents from which we obtained a general conclusion. Through the implementation of the proposal found acceptance due tutorial manual for the development of training materials and their use in the application in teaching classes to students to improve their learning. In Chapter I, is a thorough review of the topics to allow the lifting of the hypothesis, argument and testing the theories raised about the topic being investigated. Chapter II presents the methodology proposed in this paper, as data collection instruments used primary and secondary sources (surveys). The population under investigation consisted of 86 persons, of whom 2 are teachers who work at school and 84 students in the Fifth Year of General Basic Education. The other went to a major methodological field and properly selected, among other characteristics address the descriptive, explanatory, transversal and comparative methods over deductive-inductive, analogical comparison, symbolic and descriptive verbalist, who brought in the search for truth. In Chapter III, we discuss the analysis, discussion of the results obtained during implementation of the survey and research work, on skills for improving oral reading, the change implemented by applying tools and instruments finally conclusions and recommendations , which will strengthen the success, progress and development of students' knowledge. In chapter IV. It was suggested an alternative solution to the problem through a viable and novel proposal with a tutorial of methods and techniques to encourage active reading. |
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