Communicative tasks for linguistic development and of communicative abilities ------------------------------------------------------------------------ Didactic founding to the interactive and cooperated methodologic procedures New subtler and deep bonds are discovered between the learning interactive and cooperated and the development of the students in narrow bond with the work of the new transformations in the Education Average Superior, starting off of the doctrines Marxist-leninistas and martianas of multi-faceted development of the personality and the theory of knowledge where integrity of process settles down teaching. The process of teaching-learning is the sequence of interrelated systematic activities of professor with the students, directed to the solid and conscious assimilation of a system of knowledge, abilities, habits and values, that can be applied in the life and development of independent thought, to the dominion of the cultural elements of intellectual work and to the foundations of a scientific conception of world. The content of teaching interactive and cooperated and the methods and forms of organization are called to guarantee the conscious assimilation of knowledge and the interest of the students towards a creative activity. The process of teaching-learning stipulates that the assimilation of the knowledge is possible only when it leans in the development of interactive and cooperated tasks that causes the work of the students of group way. (L.S. Vygotsky (1960), A.N. Leontiev (1965), Luria, A.R (1968) The process of teaching-learning is dice by categories that are due to consider at the time of treating the interactive and cooperated methodologic procedures to that the same are related closely. Procedure: Richards and Rogers (1986) used the terminology procedure to include the present moment to the techniques of moment, practices and behaviors that operate in the process of teaching-learning, considering a method in particular. Methodologic procedures: The procedures are subsystems of the methods but with emphasis in the conditions in which the process is developed. The methods are defined as the category like via developing the process. For Carlos Alvarez de Zayaz (1992), the procedures are the details of method; it is an operation intellectual or practical of the activities between students and professors to complement the route to assimilate the knowledge who estimate some methods. Communicative procedure: It is a detail of method, that is, the particular, intellectual or practical operation of the activities developed by students and professors who complement the forms of assimilation of some methods. A communicative procedure is that one that invites the students to enter itself in activities of self-motivation which they are stimulating, interesting, social, interactive and cooperated but over that stimulate the benefit. Procedure of teaching: It is a detail of method; it is an operation intellectual or practical of the activities between students and professors to complement the route to assimilate the knowledge who estimate some methods. The procedures do not reach to cover the process with learning like a whole but one of their phases. Outside the methods, the procedures do not contribute to any use in the acquisition of the knowledge and the development of habits and abilities. The procedures for teaching are determined by the objectives to which the contents to teach and the method rely to use, besides other factors like the availability of time, the size of the class, characteristics of the students and the conditions of learning. The procedures are due to derive from methodologic principles and to integrate of harmonic way the mental, communicative and educative elements. Consequently, they must be prevailed by the following requirements: To conceive a formative approach like means in the formation of future man with an ample valórales integral general culture and formation characterized by the socialist society. To develop, to facilitate and to adapt styles of teachings, techniques and procedures to the present context of classroom characterized by an efficient technological culture. To consider the performance logical of the action direction, accomplishment and control of the learning tasks. What is directed to the psychological content of the communication doing emphasis in the thought. Development of the communicative activities with one activates interaction and cooperation enters the related students to satisfy the communicative needs with the same. To consider the communicative functions like the suitable route to select, to organize and to structure the content of the foreign language. To consider the whole of language doing emphasis in the interaction and cooperation integrating the communicative abilities. Pursuit of a logical pedagogical organization. Relation of previous content with new and the personal experiences of the students. To consider the cooperated learning offering to the students an active and affective interaction among them and the professor. To develop an analytical, reflective and conclusive position with respect to the knowledge. The communicative procedures are those that invite the students to concentrate in the self-motivation, and own the intention of the interaction and the cooperation.
Posted on: Fri, 05 Jul 2013 12:32:19 +0000
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