课程语境化，一种促进发展的手段

Pub Date : 2002-12-15 DOI:10.15359/ree.2002-3.10

F. Castro

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引用次数: 0

摘要

作者描述了在Guapiles, Limon和Perez Zeledon的小学中考虑微观文化维度(学校)和宏观文化维度(社区)课程的经验。为了实现这一目标，她提出了一个基于D. Ausbel的建构主义假设的理论框架。本文还分析了组合作为评价工具的使用。该提案具有面向多学科和跨学科方法的教育过程的整体观点。

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La contextualización del currículo, un medio para potenciar el desarrollo

The author describes the experience of taking into account the curriculum for the microcultural dimension (school) and the macrocultural dimension (community) in primary schools in Guapiles, Limon and Perez Zeledon. To achive this, she presents a theoretical framework based on D. Ausbel´s constructivist postulates. The use of portfolios as a tool for evaluation in also analyzed. The proposal has a holistic view orienting educational processes toward multidisciplinary and transdisciplinary approaches.

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