Factores motivacionales del aprendizaje
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Date
2022-04-20
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación no da a conocer las consecuencias de la formación que dependen mayormente de los entendimientos, destrezas y el valor obtenido o evolucionados anticipadamente por los estudiantes; es indiscutible que además acatan a la clase de maestro; quiere decir, que sea la enseñanza previa, cuanto la cualidad de maestro establece los cimientos de la enseñanza. Al mismo tiempo, los maestros y psicólogos, educadores y sociólogos, entre distintas especializaciones vinculadas de primera mano con la labor pedagógica corresponden en indicar que esta ocupación educativa depende, mayormente, del nivel o grado de motivo que tiene el educando. Según lo indicado por Beltrán (1993), la tenencia de métodos, distribución afectiva-emocional y el entendimiento y ordenamiento de sus mismos desarrollos intelectuales que son condiciones vitales para lograr un alumnado independiente, autónomo y que domine su enseñanza. Todos los planteamientos de enseñanza a introducido explícitamente o implícito 3 juicios primordiales para su explicación: el primer caso se tiene la variación en el comportamiento de una persona o su destreza para realizarlo, el segundo es la variación como consecuencia de la acción o de la práctica y por último esta la variación como una figura que se conserva de manera duradero (Puente, 1997). Hay consentimiento entre los conocedores de la actividad educativa conforme a la índole de estas variantes relacionadas a la productividad pedagógica. Dichas variantes se han clasificado como variantes del centro educativo y variantes de causa de los educandos, lo que se ha categorizado en variantes de la sociedad de principio y variantes de la familia de nacimiento (Brunner y Elacqua 2004; Banco Mundial 1995; Gerstenfeld 1995).
The objective of this research work does not reveal the consequences of training, which depend largely on the understandings, skills and value obtained or evolved in advance by the students; It is indisputable that they also abide by the teacher's class; It means that it is the teaching prior, how much the quality of a teacher establishes the foundations of teaching. At the same time, teachers and psychologists, educators and sociologists, among different specializations linked first-hand with pedagogical work, agree to indicate that this educational occupation depends, mostly, on the level or degree of motive that the student has. As indicated by Beltrán (1993), the possession of methods, affective-emotional distribution and the understanding and ordering of their same developments intellectuals that are vital conditions to achieve independent, autonomous students who master their teaching. All teaching approaches have explicitly or implicitly introduced 3 primary judgments for their explanation: the first case is the variation in a person's behavior or their ability to perform it, the second is the variation as a consequence of the action or practice. and finally there is variation as a figure that is preserved in a lasting way (Puente, 1997). There is consent among those knowledgeable about the educational activity in accordance with the nature of these variants related to pedagogical productivity. These variants have been classified as variants of the educational center and variants of cause of the learners, which have been categorized into variants of the society of principle and variants of the family of birth (Brunner and Elacqua 2004; World Bank 1995; Gerstenfeld 1995).
The objective of this research work does not reveal the consequences of training, which depend largely on the understandings, skills and value obtained or evolved in advance by the students; It is indisputable that they also abide by the teacher's class; It means that it is the teaching prior, how much the quality of a teacher establishes the foundations of teaching. At the same time, teachers and psychologists, educators and sociologists, among different specializations linked first-hand with pedagogical work, agree to indicate that this educational occupation depends, mostly, on the level or degree of motive that the student has. As indicated by Beltrán (1993), the possession of methods, affective-emotional distribution and the understanding and ordering of their same developments intellectuals that are vital conditions to achieve independent, autonomous students who master their teaching. All teaching approaches have explicitly or implicitly introduced 3 primary judgments for their explanation: the first case is the variation in a person's behavior or their ability to perform it, the second is the variation as a consequence of the action or practice. and finally there is variation as a figure that is preserved in a lasting way (Puente, 1997). There is consent among those knowledgeable about the educational activity in accordance with the nature of these variants related to pedagogical productivity. These variants have been classified as variants of the educational center and variants of cause of the learners, which have been categorized into variants of the society of principle and variants of the family of birth (Brunner and Elacqua 2004; World Bank 1995; Gerstenfeld 1995).
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Citation
Orihuela Peña, A. M.(2022). Factores motivacionales del aprendizaje( Monografía Pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.