Influencia de la aplicación del modelo escuela nueva en el rendimiento académico de los estudiantes de 5° grado de las sedes Las Lomitas, Las Marías y Bella Vista de la Institución Educativa Técnica agropecuaria Luis Villafañe Pareja de Martin Alonso- Córdoba (Bolívar)
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Fecha
2012
Autores
Arrieta Mendoza, Robert José
López Martelo, Estilita Esther
Osorio Montt, Geovanni de Jesús
Palencia Contreras, Jorge Luis
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo es un estudio descriptivo sobre la necesidad de analizar, registrar e interpretar la influencia de la aplicación del Modelo Escuela Nueva en el rendimiento académico de los estudiantes de 5 ° grado del modelo Escuela Nueva de la Institución Educativa Técnica Agropecuaria Luis Villafañe Pareja del Municipio de Córdoba, Departamento de Bolívar.
Se trata de analizar un sistema que integra estrategias curriculares, comunitarias, de capacitación de docentes y administración escolar, con el fin de verificar la prioridad
del modelo Escuela Nueva en la educación primaria e introducir un mejoramiento cualitativo en las escuelas rurales y urbanas además de promover un proceso de
aprendizaje activo, centrado en el estudiante. un currículo pertinente y muy relacionado con la vida del niño. calendarios y sistemas de promoción y evaluación flexibles, una relación más estrecha entre las escuelas y la comunidad, la formación en valores
democráticos y participativos a través de estrategias vivenciales, entre otros. Teniendo en cuenta los aspectos antes descritos sobre el modelo Escuela Nueva, se
hace necesario realizar un análisis pertinente sobre el funcionamiento del modelo en el municipio de Córdoba - Bolívar. para determinar su incidencia en el rendimiento
académico de los estudiantes de 5 ° grado de la institución Educativa Técnica Agropecuaria Luis Villafañe Pareja del municipio de córdoba, departamento de Bolívar.
New School is a system that integrates curricular strategies, community, training of teachers and school administration to offer complete primary education and introduce a qualitative improvement in rural and urban schools. Promotes active learning process, student-centered, relevant curriculum and closely related to the child's life, calendars and promotion systems and flexible assessment, a closer relationship between schools and the community, training in democratic values and through participatory experiential strategies, the allocation to schools and libraries, tutorials and training. The New School is considered a successful model, relevant and inclusive for the rural sector in part because: a) occurs a dialogic teacher and student, with valuation of the environment where the educational event happens; b) allows meaningful learning, cooperative-collaborative through various active learning strategies; e) multigrade model (a teacher in front of severa! groups), d) flexible model of the student-paced learning, e) model that changes the roles of teacher and student, the teacher to stop teaching the traditional way to accompany the student, as he takes an active role in their learning, even outside the school. The emphasis of learning is student-centered from a methodology of doing into context as a strategy for learning to occur, sustained in the budgets of the action and manipulation.
New School is a system that integrates curricular strategies, community, training of teachers and school administration to offer complete primary education and introduce a qualitative improvement in rural and urban schools. Promotes active learning process, student-centered, relevant curriculum and closely related to the child's life, calendars and promotion systems and flexible assessment, a closer relationship between schools and the community, training in democratic values and through participatory experiential strategies, the allocation to schools and libraries, tutorials and training. The New School is considered a successful model, relevant and inclusive for the rural sector in part because: a) occurs a dialogic teacher and student, with valuation of the environment where the educational event happens; b) allows meaningful learning, cooperative-collaborative through various active learning strategies; e) multigrade model (a teacher in front of severa! groups), d) flexible model of the student-paced learning, e) model that changes the roles of teacher and student, the teacher to stop teaching the traditional way to accompany the student, as he takes an active role in their learning, even outside the school. The emphasis of learning is student-centered from a methodology of doing into context as a strategy for learning to occur, sustained in the budgets of the action and manipulation.
Descripción
Palabras clave
Rendimiento académico, Estudiante, Aula multigrado
