Didactic strategy for the learning of the history and the theory of the architecture.
The article approaches the subject from to theoretical point of view of the teaching processes - learning starting from the pattern of self-structuring that centers the exercise of construction of the knowledge, making of this to significant experience that strengthens in the so much student their i...
Đã lưu trong:
| Tác giả chính: | |
|---|---|
| Định dạng: | Online |
| Ngôn ngữ: | spa |
| Được phát hành: |
Universidad Católica de Colombia
2012
|
| Truy cập trực tuyến: | https://revistadearquitectura.ucatolica.edu.co/article/view/729 |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| id |
oai:editorial.ucatolica.edu.co:article-729 |
|---|---|
| record_format |
ojs |
| spelling |
oai:editorial.ucatolica.edu.co:article-7292021-03-16T17:19:14Z Didactic strategy for the learning of the history and the theory of the architecture. Estrategia didáctica para el aprendizaje de la historia y la teoría de la arquitectura. Villar Lozano, Mayerly Rosa typological analysis architectural design formation teaching method didactic technique análisis tipológico diseño arquitectónico formación método de enseñanza técnica didáctica The article approaches the subject from to theoretical point of view of the teaching processes - learning starting from the pattern of self-structuring that centers the exercise of construction of the knowledge, making of this to significant experience that strengthens in the so much student their intellectual development, ace their self-esteem, the approach and the autonomy. Apparent the importance of approaching the learning of the different components of the architecture in an integral way, for that which the history and the theory play like half of understanding and reflection of the processes and projectual systems in the time and, the later deconstruction of the same ones, for the sake of creative retrials. For this it outlines as tools the analysis of relating and the study of the types and their respective variations like formal structure, determined by different historical contexts. It supplements the didactics through tools that the formation of the argument and the critic favor as fundamental scenarios for this processes. En este artículo se abordan, desde una aproximación teórica, los procesos de enseñanza-aprendizaje a partir del modelo autoestructurante, que centra el ejercicio de construcción del conocimiento, haciendo de este una experiencia significativa que fortalece en el estudiante tanto su desarrollo intelectual, como su autoestima, el criterio y la autonomía. Se manifiesta la importancia de abordar el aprendizaje de los diferentes componentes de la arquitectura de manera integral, para lo cual la historia y la teoría actúan como medios de comprensión y reflexión de los procesos y sistemas proyectuales en el tiempo, y la posterior deconstrucción de los mismos, en aras de nuevos procesos creativos. Para esto plantea como herramientas el análisis de referentes y el estudio de los tipos y sus respectivas variaciones como estructura formal, determinadas por diferentes contextos históricos. Complementa la didáctica a través de herramientas que favorecen la formación de la argumentación y la crítica como escenarios fundamentales para dichos procesos. Universidad Católica de Colombia 2012-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistadearquitectura.ucatolica.edu.co/article/view/729 Revista de Arquitectura; Vol. 14 No. 1 (2012): January - December; 76-86 Revista de Arquitectura (Bogotá); Vol. 14 Núm. 1 (2012): Enero - diciembre; 76-86 Revista de Arquitectura; Vol. 14 No. 1 (2012): Enero - diciembre; 76-86 Revista de Arquitectura; v. 14 n. 1 (2012): Janeiro - dezembro; 76-86 2357-626X 1657-0308 spa https://revistadearquitectura.ucatolica.edu.co/article/view/729/744 https://revistadearquitectura.ucatolica.edu.co/article/view/729/939 Derechos de autor 2012 Mayerly Rosa Villar Lozano info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Católica de Colombia |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Villar Lozano, Mayerly Rosa |
| spellingShingle |
Villar Lozano, Mayerly Rosa Didactic strategy for the learning of the history and the theory of the architecture. |
| author_facet |
Villar Lozano, Mayerly Rosa |
| author_sort |
Villar Lozano, Mayerly Rosa |
| title |
Didactic strategy for the learning of the history and the theory of the architecture. |
| title_short |
Didactic strategy for the learning of the history and the theory of the architecture. |
| title_full |
Didactic strategy for the learning of the history and the theory of the architecture. |
| title_fullStr |
Didactic strategy for the learning of the history and the theory of the architecture. |
| title_full_unstemmed |
Didactic strategy for the learning of the history and the theory of the architecture. |
| title_sort |
didactic strategy for the learning of the history and the theory of the architecture. |
| description |
The article approaches the subject from to theoretical point of view of the teaching processes - learning starting from the pattern of self-structuring that centers the exercise of construction of the knowledge, making of this to significant experience that strengthens in the so much student their intellectual development, ace their self-esteem, the approach and the autonomy. Apparent the importance of approaching the learning of the different components of the architecture in an integral way, for that which the history and the theory play like half of understanding and reflection of the processes and projectual systems in the time and, the later deconstruction of the same ones, for the sake of creative retrials. For this it outlines as tools the analysis of relating and the study of the types and their respective variations like formal structure, determined by different historical contexts. It supplements the didactics through tools that the formation of the argument and the critic favor as fundamental scenarios for this processes. |
| publisher |
Universidad Católica de Colombia |
| publishDate |
2012 |
| url |
https://revistadearquitectura.ucatolica.edu.co/article/view/729 |
| work_keys_str_mv |
AT villarlozanomayerlyrosa didacticstrategyforthelearningofthehistoryandthetheoryofthearchitecture AT villarlozanomayerlyrosa estrategiadidacticaparaelaprendizajedelahistoriaylateoriadelaarquitectura |
| _version_ |
1709645503672614912 |