Técnicas innovadoras en los procesos de enseñanza aprendizaje.
Fecha
2020
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UNIVERSIDAD DE GUAYAQUIL. Facultad de Filosofía, Letras Y Ciencias De La Educación
Resumen
Las técnicas innovadoras permiten ir a la par con el siglo XXI. Una vez realizado un estudio
determinado se vio la necesidad de implementar técnicas innovadoras de enseñanza aprendizaje a través
de diversos materiales investigativos que permitan mejorar el proceso académico de los estudiantes de la
escuela de Educación básica Jaime Flores Murillo, trabajando con un universo total de 20 estudiantes en
sexto año de educación básica en donde se utilizó como instrumento evaluativos rubricas aplicadas a los
estudiantes quienes fueron divididos en dos grupos 40 para control y 41 para experimental. Los
resultados posteriores evidencian que existen diferencias entre los dos grupos. Es por eso que se
concluye que al aplicar una guía didáctica innovadora dentro del proceso pedagógico permitiendo que
se exprese la personalidad del estudiante y del docente, con objetivos y metas educativas acerca de los
contenidos temáticos, los cuales marcan su labor pedagógica. Por lo general, es preciso el docente defina
la actividad y la tarea en el salón de clases, y quién la propone al estudiante; y en algunos casos, sin
considerar las sugerencias y elección de las actividades para satisfacer el avance del tema previsto según
cronograma institucional. Ante esta problemática detectada en la institución educativa es importante
romper esquemas mentales que limiten al estudiante a un trabajo integral, proponiendo así metodologías
activas en el proceso de enseñanza aprendizaje.
Innovative techniques allow us to keep up with the 21st century. Once a specific study had been carried out, it was necessary to implement innovative teaching-learning techniques through various investigative materials that allow improving the academic process of the students of the Jaime Flores Murillo Basic Education school, working with a total universe of 81 students In the sixth year of basic education, rubrics applied to the students were used as an evaluation instrument, who were divided into two groups: 40 for control and 41 for experimental. The subsequent results show that there are differences between the two groups. That is why it is concluded that by applying an innovative didactic guide within the pedagogical process, allowing the personality of the student and the teacher to be expressed, with educational objectives and goals about the thematic contents, which mark their pedagogical work. In general, it is necessary for the teacher to define the activity and the task in the classroom, and who proposes it to the student; and in some cases, without considering the suggestions and choice of activities to meet the progress of the subject planned according to the institutional schedule. Faced with this problem detected in the educational institution, it is important to break mental schemes that limit the student to a comprehensive work, thus proposing active methodologies in the teaching-learning process.
Innovative techniques allow us to keep up with the 21st century. Once a specific study had been carried out, it was necessary to implement innovative teaching-learning techniques through various investigative materials that allow improving the academic process of the students of the Jaime Flores Murillo Basic Education school, working with a total universe of 81 students In the sixth year of basic education, rubrics applied to the students were used as an evaluation instrument, who were divided into two groups: 40 for control and 41 for experimental. The subsequent results show that there are differences between the two groups. That is why it is concluded that by applying an innovative didactic guide within the pedagogical process, allowing the personality of the student and the teacher to be expressed, with educational objectives and goals about the thematic contents, which mark their pedagogical work. In general, it is necessary for the teacher to define the activity and the task in the classroom, and who proposes it to the student; and in some cases, without considering the suggestions and choice of activities to meet the progress of the subject planned according to the institutional schedule. Faced with this problem detected in the educational institution, it is important to break mental schemes that limit the student to a comprehensive work, thus proposing active methodologies in the teaching-learning process.
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Palabras clave
TÉCNICAS INNOVADORAS, PROCESO PEDAGÓGICO, TRABAJO INTEGRAL, ESQUEMAS MENTALES, METODOLOGÍAS ACTIVAS