Percepciones De Los Alumnos Sobre Su Aprovechamiento según Los métodos De enseñanza Utilizados Por El Maestro
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| Yayımlandı: | ProQuest Dissertations and Theses (1992) |
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ProQuest Dissertations & Theses
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| Online Erişim: | Citation/Abstract Full Text - PDF Full text outside of ProQuest |
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| Özet: | El método que un maestro emplee en su acto de comunicaciôn en el proceso de ensenanza-aprendizaje es el que da sentido de unidad a todos los momentos en la ensenanza y permite al alumno comprenderlo (Châvez y Medina 1987). También es un hecho que en un salon de clase existe variedad de alumnos con diferente ritmo de aprovechamiento^por ello es muy importante que el maestro tenga en mente como utilizar y variar los métodos de ensenanza de manera que los alumnos con diferentes ritmos de aprovechamiento puedan ser atendidos y recibir los mejores beneficios por medio de ellos. Es un hecho que la calidad de un maestro se mide en termines de cuân babil sea para conducir eficientemente a todos sus alumnos a la etapa culminante, esto es al aprendizaje significative. En busca de esta informaciôn siempre es importante y necesario saber que opinan les alumnos en cuanto a los métodos de ensenanza del maestro y cuâl consideran que les facilita mas el proceso de ensenanza-aprendizaje. Esto se torna mas urgente para los docentes que tienen a su cargo la formacion de profesionales en las diversas areas. Con respecto a modernizar los métodos éducatives, Oria (1989) este proceso corresponde al maestro, ya que ei es ei responsable del cômo hacer en la educaciôn atendiendo al aspecto metodolôgico. Sin embargo cada maestro tiene su propio método, el cual actualiza segun su capacidad y formas de trabajo. El proposito de este estudio es identificar el tipo de método que utiliza el maestro y su contribution al aprovechamiento del alumno atendiendo las diferencias individuales de acuerdo con la perception de los alumnos.  The method that a teacher uses in his act of communication in the teaching-learning process is the one that gives a sense of unity to all the moments in the teaching and allows the student to understand it (Châvez and Medina 1987).It is also a fact that in a classroom there is a variety of students with different rates of achievement, for this reason it is very important that the teacher has in mind how to use and vary the teaching methods so that students with different rates of achievement can be cared for and receive the best benefits through them. It is a fact that the quality of a teacher is measured in terms of how easy he is to efficiently lead all his students to the culminating stage, that is, to significant learning. In search of this information, it is always important and necessary to know what the students think about the teacher's teaching methods and which one they consider makes the teaching-learning process easier for them. This becomes more urgent for teachers who are in charge of training professionals in various areas.With respect to modernizing educational methods, Oria (1989) this process corresponds to the teacher, since he is responsible for how to do in education attending to the methodological aspect. However, each teacher has his own method, which he updates according to his ability and ways of working.The purpose of this study is to identify the type of method used by the teacher and its contribution to the student's achievement, taking into account individual differences according to the perception of the students. |
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| ISBN: | 9798841789901 |
| Kaynak: | ProQuest Dissertations & Theses Global |