Apoyo didáctico para la formación de habilidades de autocontrol en libros de texto extranjeros: enfoques alternativos.

Olga Fedotova; Vladimir Latun; Vladimir Magin; Vladimir Kurys’; Galina Karpova; Sergey Timofeev.

doi:10.46377/dilemas.v30i1.1281

Olga Fedotova Department “Primary Education”, Don State Technical University, Rostov on Don, Russian Federation.
Vladimir Latun Department of social and economic geography, Southern Federal University, Rostov on Don, Russian Federation.
Vladimir Magin North Caucasus Federal University, North Caucasus Federal University, Stavropol, Russian Federation.
Vladimir Kurys’
Galina Karpova Academy of Psychology and Pedagogy, Southern Federal University, Rostov on Don, Russian Federation.
Sergey Timofeev.

DOI: https://doi.org/10.46377/dilemas.v30i1.1281

Palabras clave: Didáctica, autocontrol, libro de texto, prueba, ilustración, logro educativo

Resumen

El documento estudia enfoques didácticos para crear unidades de autoevaluación en los libros de texto. Los autores definen enfoques de los libros de texto publicados en Kirguistán, Kazajstán, Rusia, los Países Bajos, Alemania, Francia y Grecia en alfabetos cirílico, latino y griego para la organización del autocontrol basado en el contenido y la estructura. El análisis de contenido ayudó a los autores a identificar los cinco grupos de selección múltiple o única de objetos y cosas, tareas y ejercicios, reproducción de letras previamente estudiadas, secuenciación, correlación y diseño. El documento muestra las similitudes y diferencias en la implementación de la formación de habilidades de autocontrol en varias ediciones de libros de texto.

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