{"title":"课程语境化，一种促进发展的手段","authors":"F. Castro","doi":"10.15359/ree.2002-3.10","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":0,"journal":{"name":"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"La contextualización del currículo, un medio para potenciar el desarrollo\",\"authors\":\"F. Castro\",\"doi\":\"10.15359/ree.2002-3.10\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":0,\"journal\":{\"name\":\"\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0,\"publicationDate\":\"2002-12-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15359/ree.2002-3.10\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15359/ree.2002-3.10","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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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