Diagnósticos evaluativos en la enseñanza de las ciencias generales, español, estudios sociales y matemáticas: resumen de las principales conclusiones.
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1986
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IIMEC
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Según el informe, los especialistas, asesores y profesores, muestran insatisfacción con respecto a la ayuda que se les brinda a los alumnos para que conozcan la realidad socioeconómica y cultural del país, pues esta es escasa. Se indica que el sistema educativo no fomenta el conocimiento del entorno ni la integración de contenidos y asignaturas. A esto, se debe añadir el hecho de que los programas educativos se hallan alejados de la realidad que atienden. Además, existen deficiencias en cuanto a la formación de docentes, pues los centros de enseñanza superior suelen hacer énfasis únicamente en la especialidad, dejando de la lado el entorno sociocultural y la aplicación práctica y significativa de los conocimientos construidos.
Se concluye que los objetivos y contenidos de las asignaturas no responden a los intereses ni necesidades de los alumnos, pues los temarios suelen encasillarse en abstracciones que divorcian la teoría de la práctica. Se sugiere también, una gran dispersión de criterios y falta de homogeneidad con respecto a los fundamentos filosóficos, psicológicos y pedagógicos que sustentan los programas.
Por otra parte, se apunta que hay pocas oportunidades de asesoramiento y actualización docente, y además, pocos asesores regionales se han especializado en la disciplina sobre la que llevan capacitación.
En cuanto al Patronato Escolar, la Junta Administrativa y otras organizaciones semejantes, se indica la ayuda se limita al aspecto económico. En cambio, en los hogares, la mayoría de las familias brinda soporte y asistencia de toda índole a los estudiantes. Sobre las condiciones de infraestructura en que se desempeñan los docentes, se encontraron grandes deficiencias de mantenimiento y acondicionamiento en las aulas y en el apoyo didáctico.
Sobre la preparación académica y características del personal docente, se encontró que se trata de una población bastante joven; en Matemática, cerca de un 40% no ha obtenido aún el Grado de Profesor (de hecho, un 30% solo cuentan con un Bachiller en Enseñanza Media); en Español, Ciencias y Estudios Sociales sí se cuenta con personal muy capacitado. No obstante, menos del 10% del total de docentes cuentan con estudios en el nivel de Licenciatura o posgrado. Alrededor de un 30% de los docentes carecen de estabilidad laboral. Sin embargo, casi todos manifiestan sentirse satisfechos con su posición social.
Aunque los docentes señalan que sus métodos de enseñanza parten de las necesidades y experiencias de los alumnos, las apreciaciones hechas por los asesores no coincide con esta aseveración. Solo un 50% de los maestros emplea el método globalizado, el resto, ve las asignaturas en forma aislada. La lección de laboratorio es poco conocida y poco aplicada por los docentes. En cuanto a recursos didácticos, se emplean preferentemente los tradicionales: pizarra, tiza, papel y libros; estos últimos relacionados con la disciplina, y muy rara vez, con metodologías pedagógicas.
La evaluación es por lo general sistemática: pruebas y tareas. Se emplea poco la entrevista, la autoevaluación y el diagnóstico. Se usa con frecuencia el trabajo individual, y mucho menos el grupal.
En cuanto a la actitud de los alumnos, se vio que a medida que avanzan en el sistema, su actitud es menos positiva.
ABSTRACT: According to the report, specialists, advisers and teachers are dissatisfied with the help provided to students when they get to know the socio-economic and cultural reality of the country. It is indicated that the educational system does not promote knowledge of the environment or the integration of content and subjects. To this, we must add the fact that educational programs are far from the reality. In addition, there are deficiencies in teacher training, as higher education institutions often make specific changes in the specialty, leaving aside the sociocultural environment and the practical and meaningful application of the knowledge built. It is concluded that the objectives and contents of the subjects do not respond to the interests or needs of the students, since the subjects are usually pigeonholed in abstractions that are divorced from the theory of practice. They also specify a great dispersion of criteria and a lack of homogeneity regarding the philosophical, psychological and pedagogical foundations that support the programs. On the other hand, it is pointed out that there are few opportunities for teaching advice and updating, and also, few regional advisers have specialized in the discipline on which they have training. Related to the School Board, the Administrative Board and other similar organizations, the aid is limited to the economic aspect. Instead, in homes, most families provide support and assistance of all kinds to students. On the infrastructure conditions in that teachers perform, great deficiencies in maintenance and conditioning were found in the classrooms and in the didactic support. Regarding the academic preparation and characteristics of the teaching staff, it was found that this is a young population; In Mathematics, about 40% have not yet obtained the Teacher Degree (in fact, 30% only have a Bachelor of Middle Education); In Spanish, Sciences and Social Studies, there are highly trained personnel. However, less than 10% of all teachers have studies at the Bachelor or Postgraduate level. About 30% of teachers lack job stability. However, almost all of them state that they are satisfied with their social position. Although the teachers point out that their teaching methods start from the needs and experiences of the students, the evaluations made by the advisers do not coincide with this statement. Only 50% of teachers use the globalized method, the rest see subjects in isolation. The laboratory lesson is little known and little applied by teachers. As for didactic resources, the traditional ones are preferably used: blackboard, chalk, paper and books; the latter related to the discipline, and very rarely, with pedagogical methodologies. Assessment is generally systematic: tests and tasks. Interview, self-assessment and diagnosis are little used. Individual work is much used, much less group work. Regarding the attitude of the students, it was seen that as they progress through the system, their attitude is less positive.
ABSTRACT: According to the report, specialists, advisers and teachers are dissatisfied with the help provided to students when they get to know the socio-economic and cultural reality of the country. It is indicated that the educational system does not promote knowledge of the environment or the integration of content and subjects. To this, we must add the fact that educational programs are far from the reality. In addition, there are deficiencies in teacher training, as higher education institutions often make specific changes in the specialty, leaving aside the sociocultural environment and the practical and meaningful application of the knowledge built. It is concluded that the objectives and contents of the subjects do not respond to the interests or needs of the students, since the subjects are usually pigeonholed in abstractions that are divorced from the theory of practice. They also specify a great dispersion of criteria and a lack of homogeneity regarding the philosophical, psychological and pedagogical foundations that support the programs. On the other hand, it is pointed out that there are few opportunities for teaching advice and updating, and also, few regional advisers have specialized in the discipline on which they have training. Related to the School Board, the Administrative Board and other similar organizations, the aid is limited to the economic aspect. Instead, in homes, most families provide support and assistance of all kinds to students. On the infrastructure conditions in that teachers perform, great deficiencies in maintenance and conditioning were found in the classrooms and in the didactic support. Regarding the academic preparation and characteristics of the teaching staff, it was found that this is a young population; In Mathematics, about 40% have not yet obtained the Teacher Degree (in fact, 30% only have a Bachelor of Middle Education); In Spanish, Sciences and Social Studies, there are highly trained personnel. However, less than 10% of all teachers have studies at the Bachelor or Postgraduate level. About 30% of teachers lack job stability. However, almost all of them state that they are satisfied with their social position. Although the teachers point out that their teaching methods start from the needs and experiences of the students, the evaluations made by the advisers do not coincide with this statement. Only 50% of teachers use the globalized method, the rest see subjects in isolation. The laboratory lesson is little known and little applied by teachers. As for didactic resources, the traditional ones are preferably used: blackboard, chalk, paper and books; the latter related to the discipline, and very rarely, with pedagogical methodologies. Assessment is generally systematic: tests and tasks. Interview, self-assessment and diagnosis are little used. Individual work is much used, much less group work. Regarding the attitude of the students, it was seen that as they progress through the system, their attitude is less positive.
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EDUCACIÓN SECUNDARIA, DIAGNÓSTICO, ENSEÑANZA DE LAS CIENCIAS, ESTUDIOS SOCIALES, MATEMÁTICAS, ESPAÑOL, SECONDARY EDUCATION, DIAGNOSIS, TEACHING OF SCIENCES, SOCIAL STUDIES, MATHS, SPANISH