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Didactic por Lorena Gualotuña
 

Didactic por Lorena Gualotuña

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    Didactic por Lorena Gualotuña Didactic por Lorena Gualotuña Presentation Transcript

    • UNIVERSIDAD CENTRAL DEL ECUADOR FACULTAD DE FILOSOFIA LETRAS Y CIENCIAS DE LA EDUCACION ESCUELA DE IDIOMAS CARRERA PLURINGUE TEMA: DIDACTICS CURSO: 5TO B PLURILINGUE ELABORADO POR: LORENA GUALOTUÑA
    • DIDACTICS
    • It is a scientific-pedagogical discipline that focuses on each of the stages of learning. In other words, is the branch of pedagogy that will address, analyze and design schemes and plans to translate the pedagogical foundations of each theory.
    • FIELD OF TEACHING There are five components of the didactic teaching situation that seeks to analyze, integrate and functionally oriented to the practical effects of teaching: the learner, the teacher, the objectives, subjects and method. THE STUDENTS :not only as a student a receptor of the Knowledge, using their memory and intelligence. We must consider as human being, its capabilities limitation its complex dynamics integration in the cultural system of civilization.
    • THE TEACHER:, not only as explainer of the subjec0t, but as an educator complex capable of performing its mission to encourage, guide and direct the educational process with skill and learning of their students, THE OBJECTIVES: to be achieved gradually by the harmonious work of teachers and learners in the battles of education and learning. These objectives are the purpose and goals of all the work required and must be school northern life at school and in the classroom.
    • THE COURSES: which incorporate and systematize cultural values ​whose data should be selected, scheduled and dosed to facilitate their learning, fertilizing, enriching and adding value to the intelligence and personality of the students. THE METHOD OF TEACHING, which cleverly combines all available human and material resources to achieve the proposed objectives, more safely, quickly and effectively..
    • WHAT IS TEACHING AND LEARNING PROCESS
    • It became in a process : Reflective understanding, then memorizing what is understood, at last, the application of what has been understood and memorized.
    • STAGES OF THE LEARNING PROCESS 1. It´s the syncretism confused ideas wrong idea 2. Analysis of each part of the whole, with attention in the differences 3. Synthesis to integrate the parts only the essential parts to establish relations among them integrate all of these in a coherent and significant .¡u74 4. Consolidation or fixation, through exercise and rehearsals iterative reinforcing or expressly fixed what has been learned and synthetically analytical,
    • WHEN LEARN THE STUDENTS  make observation  investigate in books  take notes  organize files  listen .  pass his/her notes to a note book  discuss  make comparisons  help to teacher to solve problems or doubts  correct his problems and of his friends
    • TEACHING  Teaching is to lead with proper techniques the process of learning in any subject .  Provide and project the progress and the teaching-learning process ,organizing it .  Introduce students to the study of the subject by providing the data needed, guiding his reasoning.
    •  The teacher's task is simply the TEACHER ROLE encouragement and guidance of the school activity.  Discover the genius, ability and interest of the student.  Set and achieve goals for their students, promotes and requires fulfillment with each and every one of them.  Each student must also set themselves goals and individual and compliance should be required by the teacher.
    • OBJECTIVES OF DIDACTICS  1. Carry out the purposes of what is conceptualized as education.  2. Make teaching and therefore learning more effective.  3. Apply new knowledge from biology, psychology, sociology and philosophy that can make teaching more consistent and coherent.  4. Orienting teaching according to the developmental age of the student, so to help them develop and fulfill himself, according to their learning efforts.
    •  The teaching has to rely on BASES OF TEACHING knowledge of various sciences, especially biology, psychology, sociology and scientific methodology, coordinated by the philosophical view that one has of education.  This philosophical view of education will play inclusive of all elements, to coordinate with the main objective, which is the fulfillment of the purposes of education in student behavior and society.
    •  1. DIVISION OF TEACHING MATETIC: concerns who learns, that is, the student. It is essential to know who learns, to whom it is to be oriented learning, so as to achieve the relevance of education, as against  SYSTEMATICS: refers to the objectives and teaching materials. Thus, attaches great importance to educational goals to be achieved and the vehicle used to achieve, ie the subjects of the curriculum.
    •  3. METHODICAL: refers to the implementation of educational work, the art of teaching itself. The teaching can be considered in its general and particular aspects, that is, in relation to the teaching of all subjects, or in relation to a single discipline. This leads to a general teaching and to various special teaching  32
    • THREE STAGES OF DIDACTICS TEACHING  PLANNING. Focused work plans tailored to achieve the goals, possibilities, aspirations and needs of the students, and social needs.  2. EXECUTION. Effective practice- oriented teaching, through classes, extracurricular activities and other student activities, inside and outside of school.  3. EVALUATION. Directed toward certification of the results obtained with the implementation
    •  Study of all the principles and GENERAL DIDACTICS techniques apply to the teaching of any subject or discipline.  Study the problem of education in general, does not consider specific aspects of a discipline ranging.  Try to see education as a whole, studying in more general terms, to indicate procedures in all disciplines to give greater efficiency to what is taught.
    •  Is an instrument that organize TEACHING PLANNING systematizes the educational practice.  Articulating the contents, activities, methodolog ical options, and techniques  it is consider like and obligation an overload of work.  But it is very important to guide the process of teaching.