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According to A. Petitjean, didactic transposition is the transference of knowledge to the learner. It seeks to
develop the different language competencies.
It is argued that the term didactic transposition can be changed to didactic development.
According to the different authors, the theory of didactic transposition is valid and strong in the mathematical
field and its branches. In other subjects, such as languages it does not apply because of its theoretical
framework.
In the field of Philosophy, didactic transposition is rejected because of two reasons: a) philosophy does not try
to be a science and b) philosophical research does not take place in scientific laboratories.
This is why the author proposes didactization at an institutional level. By this, the author means determining
an object for teaching through the following: a) stating the objectives and b) defining the pedagogical model.
According to J. Marchal, at schools there are two different elements that will determine the schools
knowledge: i) the theory of didactic transposition and ii) the hypothesis that explains that what is taught
derives from school culture.
School discipline is characterized by: a) knowledge considered as characteristic in the field; b) motivation
procedures in order to engage students; c) canonical exercises; and d) common evaluation practices.
Finally, transposition leaves aside what is considered essential and answers the limitations imposed by the
institution.
Text 3
1. The didactic transposition, for the one applying didactics, is a tool that allows reflecting, taking distance,
interrogating evidence and questioning simple ideas. However, it is one of the instruments of the "rupture"
that the didactics must apply in order to be constituted under its own domain. For teachers, didactic
transposition can be understood as functioning. Nevertheless, in order to make this functioning well and
possible, some elements must be modified and deformed; therefore, it will be suitable to be taught.
Knowledge is different from the knowledge to teach. Knowing is not enough, that's why it must suffer
modifications to make it suitable for teaching.
Text 4
Stage of Elaboration
In this stage, must be obtained the intellectual formation of the concept underlining the qualitative quality of
learning. The teacher starts from the vocabulary and creates challenges that canalize inside the investigation
that the student realizes.
The teacher must always respect their students, so their creativity and originality transform into knowledge.
furthermore, they will demonstrate its entire knowledge of the topic, using at all times the motivation to
establish valid conclusions. The elaboration stage has three phases: Observation, Achievement and
Transformation.
Stage of Enunciation
The main aim of this stage is to put a name to what it has been discovered and understood for real. This stage
cannot be in function to the subjectivity of the teacher.
The identification for the student (relation or concept) must be always valid.
Stage of Concretization
It is the stage that the student applies what it has learned using examples based on its experience.
Starts with simple exercises and its difficulty increase progressively.
Stage of Abstraction
Stage in which the student applies the knowledge, that has already acquired, to any situation independent
from its experience, and is capable of identifying this knowledge into everything that surrounds it.
In this process, there must be considered different important points:
- The successful application of the four stages in the classroom.
- All the students who could pass to the stage of elaboration will come to the next stage.
- To avoid the textbook and to ensure itself a suitable material
- There cannot be seen the stages presented as four different steps, but as any ligature to the didactic Act.
Text 5
Theory
It is necessary to considerate the psychological and didactic theories in the teaching practices. In France, the
analysis of systems in pedagogical sequences, such as pedagogy of objectives, content organization and the
acquisition of linguistic and cultural knowledge are proposed. RELATION BWT A PERSON AND
ENVIROMENT
As for the teaching of Spanish as a foreign language, didactic actions have been created in order to seek the
structuring of linguistic contents.
For Gagn, before preparing the didactic action, it is necessary to study the DOMAIN, category or type of
learning (transposition of concepts and phonetic). From this, it develops the creation of didactic activities such
as internal (learning processes) and external events (pedagogic activities), those that belong to cognitive and
behavioral currents, that is why Gagn's theory is considered as eclectic.
The author recognizes 8 stages in the didactic sequence:
According to Gagn the stages of comprehension, acquisition, retention and remembrance are working in
cognitive psychological fields, and the other stages working into psychological behavioral fields. To be
able to structure our didactic actions, it is necessary to take these 8 stages into consideration. In teaching
of texts from Spanish to a foreign language, there is a transmission of concepts and oral practice. This
will identify intellectual and motor skills.