Resumen
The actor intends to determine the knowledge of Spanish ortography that must be specially known by the pupils of the primary and secondary schools. He makes a critical study of the directions followed in this didactic division of ortography: study of rules, learning of incidental vocabulary and mastery of the usual vocabulary. The first point, knowledge of the ortography rules is an application of the generalized experience principle about the transfer of learning. The author does not admit that the Spanish language has rules enough of general validity as to constitute by themselves the didactic nucleus of orthography. To furnish orthographie knowledge without previously delimitating its contents may be subject to blame. Spanish ortography, though by no means so arbitrary as others, is not so easy as to be able to do without any systematic arrangement. The didactic contents we must accept is the child's and adult's usual vocabulary. We shall teach child its special vocabulary and we shall make the same with the grown ups. Individual differences in the speed of linguiste progress will be completely satisfied if the basic contents that we have already mentioned are added to the special ones of every pupil gathered in this cacographic memorandum book of record individual mistakes. Therefore the didactic contents, according to the author's opinion, shall be socially basic, psychologically functional and pedagogically individualized.
Citación recomendada | Recommended citation
Mínguez, E. V. (1949) . Contenido didáctico de la ortografía española. Revista Española de Pedagogía, 7(28). https://www.revistadepedagogia.org/rep/vol7/iss28/4
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
