Lectura comprensiva y evaluación
Abstract: We start by developing the concept of comprehensive reading. Its importance is given by the fact that one of the most important difficulties we perceive when in our teaching role is the limitation of the students in the ability to read understandingly. This reading-and understanding that i...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente
2013
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_4194 http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_4194.dir/4194.PDF |
| Aporte de: |
| Sumario: | Abstract: We start by developing the concept of comprehensive reading. Its importance is given by the fact that one of the most important difficulties we perceive when in our teaching role is the limitation of the students in the ability to read understandingly. This reading-and understanding that involves more than the capacity or even the habit of reading is one of the activities with which the novel university students are not acquainted. On the other hand, given the temporal-institutional structure of the courses in the Universidad de Buenos Aires's Law School, it is advisable to strengthen these abilities before the test instances take place. Another relevant point is the extension and intensity of the curriculum of the initial courses. The work on comprehensive reading, should rebound in the possibility for the student to develop the capacity of clearly setting which are the objectives proposed and, consequently, what is "the important" aspect of the proposed texts. This allusion to "the important" is related with the fundamental instance of evaluation. This instance should always attend to "the important", and it should never point to secondary abilities or contents, according to what is founded by the curriculum. In this way, taking into account the great amount of stimulus and requirements suffered by the newcomer students to the University, it becomes very important to establish a type of evaluation that consists in a process, and not in the canonic defining instance, because only through a process it is possible to canalize this difficulties and to maximize the previous knowledge. Now, in order to satisfactory solve the evaluation, the student must not only have read the bibliography, but also to have elaborated and related the central concepts of every text, and the teacher, on the other hand, must have had the ability to accompany this process with a double look of companion and of evaluator. This everyday job of the teacher constitutes the process of evaluation. |
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