Publication: La enseñanza de la lengua en las Escuelas Universitarias de Magisterio
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Date
1987
Authors
Andrés Marcos, Germán
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo se apuntan los
principios generales sobre la enseñanza de
la lengua teniendo en cuenta la
especificidad de estos centros de formación
de maestros estableciendo tres puntos de
vista complementarios:
a) como ciencia que se estudia
b) como didáctica especial que se estudia
en estos centros
c) desde su organización y planificación
curricular
Con relación a los dos primeros
aspectos, además de observar la diferencia
metodológica entre ambos enfoques, se
insiste en la importancia de la
metodología implícita: la lengua es el
instrumento esencial de la enseñanza y su
didáctica será modelo de enseñanza para el
futuro enseñante.
La coordinación e interdisciplinariedad
de los programas, la planificación del
curriculum, la función del departamento
de Didáctica de la Lengua, son algunas de
las consideraciones que cierran el artículo.
Some general principles are pointed out in this article about the teaching of language taking into account the specifity of these training centres of teachers and establishing three complementary points of view: a) as a science whiCh is studied b) as a special didactic which is studied in these centres c) from its organization and curriculum planning Respecting to the two first aspects it is insisted on the methodologic difference between both of them and on the importance of the implicit methodology: the language is the essential instrument of the teaching and its didactic will be a model of teaching for the future teacher. The coordination and interdisciplina- rity of the programmes, the planning of the curriculum, the function of the Didactic Department of Language are some of the final considerations.
Some general principles are pointed out in this article about the teaching of language taking into account the specifity of these training centres of teachers and establishing three complementary points of view: a) as a science whiCh is studied b) as a special didactic which is studied in these centres c) from its organization and curriculum planning Respecting to the two first aspects it is insisted on the methodologic difference between both of them and on the importance of the implicit methodology: the language is the essential instrument of the teaching and its didactic will be a model of teaching for the future teacher. The coordination and interdisciplina- rity of the programmes, the planning of the curriculum, the function of the Didactic Department of Language are some of the final considerations.
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Citation
Revista interuniversitaria de formación del profesorado, N. 0, 1987
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