{"title":"遗产教育与立体摄影:教学干预","authors":"J. Peris, Juan Carlos Colomer Rubio","doi":"10.7203/realia.22.15342","DOIUrl":null,"url":null,"abstract":"The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students. Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Educación patrimonial y fotografía estereoscópica: intervención didáctica\",\"authors\":\"J. Peris, Juan Carlos Colomer Rubio\",\"doi\":\"10.7203/realia.22.15342\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students. Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.\",\"PeriodicalId\":40166,\"journal\":{\"name\":\"Research in Education and Learning Innovation Archives-REALIA\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Education and Learning Innovation Archives-REALIA\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7203/realia.22.15342\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Education and Learning Innovation Archives-REALIA","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7203/realia.22.15342","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
摘要
数字技术在物质和非物质遗产工作中的应用可以成为一种创造性的工具,加强教师作为当地遗产教育者的作用(符合国家计划Educación y Patrimonio (PNEyP)的建议)。此外,这种类型的资源允许开发工具,以改进对遗传环境的解释,并使它们更接近学生。我们的建议是对初等教育的六年级学生进行原始的教学干预,该教学干预是通过使用立体或球形摄影和重建假设,暴露在Castell de marinysamen (Benifairó de la Valldigna, Valencia)的环境中。这项活动结合了对直接环境的研究,数字技术和图像作为研究文件的使用,这使得通过更新,简单和可访问的资源提出传承教育中的技术手段成为可能,这些资源允许实现具体调查和不同知识领域内容的工作。综上所述,世袭教育在融入教育体系、扩大其在课堂上的地位以及在学校课程中的配置方面存在的缺陷。
Educación patrimonial y fotografía estereoscópica: intervención didáctica
The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students. Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.