Reproductive Teaching Method Explained
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ScribdTranslationsReproductive Teaching Method Explained
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ScribdTranslationsMESOAMERICAN UNIVERSITY
FACULTY OF HUMAN AND SOCIAL SCIENCES
TEACHING IN THEOLOGY
Lic. María José Valdés
TEACHING TECHNIQUES IN SECONDARY EDUCATION
REPRODUCTIVE METHOD
OF TEACHING
GUATEMALA, FEBRUARY 2019
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INTRODUCTION
Initially, it must be pointed out what a teaching method is; in this regard,
It should be said that it is a defined path to achieve a certain goal.
objective. The methodology in accordance with the established by the Royal Academy
of the Spanish Language, is defined as 'a way of saying or doing in order a'
thing", "way of acting or proceeding; habit or custom that each one has and
"observe"; "procedure followed in the sciences to find the truth and
to teach her..."; this is how one can say that the methodology refers to that
application of an order to obtain knowledge.
In this paper, a specific teaching method will be analyzed,
it is the reproductive method, the characteristic elements of the
same, its definition, the role of both the educator and the student, and the various
advantages that this method offers us.
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METHOD DESCRIPTION
The Reproductive Teaching Method can be said to be a method
classic teaching, it is oriented towards the integral development of the person,
Initially, it must be said that it is a method of organizing activity.
educational, because it occurs at the moment of giving a specific instruction
for its application, meaning that an indication is required that involves a
act, with the aim of having the student reproduce said instruction.
This is how the Reproductive Teaching Method applies in a manner
reproductive knowledge that has been previously acquired, through a
a sequence of practical actions, whose purpose is to achieve a rapid assimilation of what
already existing, from scientific tests, with the help of visual elements of
interactive learning (audio, images, videos, etc.) to help form a
A certain way of thinking that will be useful for performing everyday operations.
The Reproductive Method of Models develops in a '... conception
learning behaviorist aims to minimize error and the period of
learning during the execution of motor tasks1.
One can distinguish between Productive Method and Reproductive Method, the latter
the last is a multiple reproduction of knowledge and actions already received from the
teacher to achieve a result; the Productive Method is limited to studying
a specific problem, through an independent and arbitrary search for
answers to questions, without being carried out through formulas like the Method
Reproductive.
The Reproductive Method is not just a way of receiving lessons or
instructions and apply the same, but aims for knowledge to be
Rivera, Enrique. The Reproduction of Models in Physical Education. Pp. 2.
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applied through the assimilation of it through a pattern of action
derived from an instruction, it is even intended that the student increases their
knowledge.
CHARACTERISTICS
It is a method of verbal, visual, and practical teaching. It is suggested
generally its application for all those exact sciences, like the
mathematics, chemistry, physics, computer science, etc.
It can be done through PowerPoint presentations, conferences
or any other program that executes images and scientific information, as such
as brief tasks, through which the student will learn
writing.
A specific scheme is required for its realization, which involves a
programmed instruction that involves a certain algorithm of actions that
they involve rules, laws, axioms or formulas: the teacher gives an instruction or
task scheduled for the student, who must implement it according to a
determined pattern.
The teacher relies solely on the facts known to the students,
the student refuses a search activity.
No hypotheses, ideas, and opinions independent of the provided.
students, because this method does not allow for creative freedom,
assumptions nor doubts, so the independence of thought and the
the flexibility of the same can be significantly affected.
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The exercises performed help students with their skills
practices, considering that all experience requires repeated actions
of a model.
It can be used for the understanding of a material that was previously already
It has been studied by the student.
It can be used together with other methods for its effectiveness.
ADVANTAGES OF ITS APPLICATION
This method can be pointed out as an 'advantage
economic," because the teacher for a short time and without doing
a lot of effort will transmit to the student a great amount of knowledge and
skills.
Ensures the assimilation of knowledge.
It is a great alternative for the learning of 'dry' lectures or
monotonous seminars, where the educational material is more
informative.
The student's possibilities of memorizing and reworking are expanded
theoretical knowledge already acquired.
Promotes the integral development of the student's personality.
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In the face of motor problems with a single proven effective solution, the
the teacher provides the maximum information to the student, so that he can, through
the reproduction of the proposed model reaches the domain of the task.
Facilitates investigative processes in students based on prior models
posed by the teacher.
Progressive assimilation of knowledge is facilitated by focusing on the
student attention on specific points of development.
ROLE OF THE TEACHER
The teacher gives a specific assignment.
When using this methodology, three factors must be taken into account.
determinants: a) motivate students to perform well
execution of the proposed model; b) provide excellent information
initial task to be performed; c) put great emphasis on the correction of the
execution.
The role of the teacher in this method is to present their classes using
different teaching-learning techniques providing them to the
students the necessary materials to be able to achieve the objective that he
has been raised.
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ROLE OF THE STUDENT
The student receives the assignment or instruction given by the teacher and the
implements according to a specific pattern. Your thinking
creative and independent feels blocked.
To deeply understand the objective that your teacher has set out to
reaching out to him or her. Showing an attitude of interest and engaging
to the compliance of the actions taught while respecting the imposed rules
for his teacher.
Increase the student's participation in teaching, in terms of decision making.
of decisions regarding the organization and pace of task execution
assigned.
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CONCLUSION
The Reproductive teaching method allows us to use models for the
learning, through which errors and the period can be minimized
learning will be less.
In this method, the role of the teacher is vital, as they are the ones who...
It corresponds to give an instruction to the student so that they reproduce it by giving
solutions to a planned problem. It is also important to point out that the student
it has a calm and reception role.
In the master class, a Bible study is intended to be conducted, and one arrives at the
conclusion that the human being needs to have a humanized heart so that their
acts are good and right and thus bear good fruit as they are visualized in the
Gospel of Jesus with the parable of the sower. According to Mark 4:1-9, "a sower
He went out to plant some seeds, some fell at the edge of the road, others in the ground.
rocky, parts fell among thorns, which also did not produce. And another in
good earth.
Every human being is a farmer of the Kingdom of God and of the good news that Jesus
He came to announce to all creatures. This call is emphasized more to all baptized.
in the Catholic Church since it is not only a mission but an obligation to be faithful
followers of Jesus who put their own will at the service of humanity. At
just as a baptized person is called to put their gifts at the service of the Kingdom so that
it bears fruit like the seed that fell on good soil.
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BIBLIOGRAPHY
González Soca AM, Recarey Fernández S, Addines Fernández F. The process
teaching-learning: a challenge for educational change. In: Didactics:
theory and practice. 2nd ed. Havana: Pueblo y Educación Editorial; 2007.
2. Zilberstein Toruncha J. The methods, teaching procedures-
learning and forms of organization. Its relationship with styles and
strategies to learn how to learn. In: Comprehensive pedagogical preparation
for integral teachers. Havana REFERENCES: Editorial Félix
Varela; 2006.
3. Labarrere Reyes G, Valdivia Pairol GE. Pedagogy. Havana: Editorial
People and Education; 1998.
4. Klingberg L. Introduction to General Didactics. Havana: Editorial
People and Education; 1978.
5. EMÁSF. Digital Journal of Physical Education. No. 1. 2009.
Enrique Rivera
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