Llengua normativa i treball per projectes: una experiència al grau de Llengua i Literatura Catalanes
-
Elga Cremades [1] ; Pere Gara [1]
-
[1] Universitat de les Illes Balears
Universitat de les Illes Balears
Palma de Mallorca, España
-
- Localización: Experiencias educativas en el aula: Innovación e investigación / coord. por Gianluca Amatori, Maria Buccolo, Carolina Lorenzo Álvarez, 2024, ISBN 978-84-1070-756-6, págs. 79-88
- Idioma: catalán
- Enlaces
- Dialnet Métricas: 1 Cita
-
Resumen
This paper presents a didactic experience related to the innovation project PID232515 at the University of the Balearic Islands, focused on meaningful learning of Catalan language prescriptive norms in three courses of the undergraduate degree in Catalan Language and Literature. The constructivist educational model underpins this approach, emphasizing the development of high-order skills such as communication, collaboration, and critical analysis through real-world problem-solving activities. The methodology combines cooperative and project-based learning to engage students in constructing knowledge. Students select topics of interest, work collaboratively, and interpret information from various sources to draw their own conclusions. A key component is a final group project where students research a specific linguistic phenomenon (orthographic, morphological, or syntactic) among secondary school students. This project aims to achieve three primary goals: deep understanding of a linguistic phenomenon, practical research on the assimilation of this phenomenon among young learners, and development of high-order skills by reflecting on their findings. Each of the three courses —Llengua Normativa I: el Text; Llengua Normsativa II: les Unitats, and Llengua Normativa III: l’Oració— tailors projects to their specific curricular content, focusing on orthographic, morphological, and syntactic norms respectively. Students experience all research stages, from question formulation to report writing, exploring methodological options, research design, and data analysis. This comprehensive approach introduces students to research and promotes critical reflection on course content.
