SATURNINO DE LA TORRE DE LA TORRE y JOAN MALLART NAVARRA
Presentación.
JOAN MALLART NAVARRA
Didáctica: del curriculum a las estrategias de aprendizaje.
JOSÉ LUIS RODRÍGUEZ DIÉGUEZ
Estrategias didácticas activas y reformas educativas: revisión
de un problema.
MIGUEL Á. ZABALZA BERAZA
Estrategias didácticas orientadas al aprendizaje.
JOSÉ TEJADA FERNÁNDEZ
Estrategias didácticas para adquirir conocimientos.
LLUÍS TORT RAVENTÓS
Estrategias didácticas para la adquisición de valores.
SATURNINO DE LA TORRE DE LA TORRE
Estrategias creativas para la educación emocional.
NÚRIA RAJADELL PUIGGRÒS
Estrategias para el desarrollo de procedimientos.
JOAN MALLART NAVARRA
DIDACTICS, FROM CURRICULUM TO LEARNING STRATEGIES
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.
Key words: Didactics, curriculum, teaching, learning, learning
strategies, contents of education.
JOSÉ LUIS RODRÍGUEZ DIÉGUEZ
ACTIVE DIDACTIC STRATEGIES AND EDUCATIVE REFORM: REVISION OF A PROBLEM
The 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.
Key Words: Active teaching, active strategies, educational reforms
in Spain.
MIGUEL Á. ZABALZA BERAZA
LEARNING-CENTERED TEACHING STRATEGIES.
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.
Key words: Learning-centered teaching, learning processes, teaching,
cognitive conditions for learning, social conditions for learning, didactics,
learning strategies, teaching strategies, expectations, choral learning.
JOSÉ TEJADA FERNÁNDEZ
DIDACTIC STRATEGIES TO ACQUIRE KNOWLEDGE
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).
Key words: Typology of knowledge, didactic strategies, magisterial
work, individualized work, socialized work.
LLUÍS TORT RAVENTÓS
DIDACTICS STRATEGIES TO VALUES ACQUISITION.
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.
Key words: Learning strategies, moral values, contravalues,
values education, habituation, learning to be.
SATURNINO DE LA TORRE DE LA TORRE
CREATIVE STRATEGIES FOR EMOTIONAL EDUCATION
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.
Key words: Emotional intelligence, emotional education, creative
strategy, basic inclinations.
NÚRIA RAJADELL PUIGGRÒS
DIDACTIC STRATEGIES TO DEVELOPMENT OF PROCEDURES
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).
Key words: Didactic methods, learning strategies, teaching strategies,
teaching skills.
