{"id":145771,"date":"1993-01-01T00:00:00","date_gmt":"1993-01-01T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/diagnostico-de-comunicacion-en-el-aula-no-universitaria\/"},"modified":"1993-01-01T00:00:00","modified_gmt":"1993-01-01T00:00:00","slug":"diagnostico-de-comunicacion-en-el-aula-no-universitaria","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/diagnostico-de-comunicacion-en-el-aula-no-universitaria\/","title":{"rendered":"Diagnostico de comunicacion en el aula no universitaria"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Placido Blanco Bembibre <\/strong><\/h2>\n<p>El aula no universitaria como lugar de \u00abencuentro\u00bb y la ense\u00f1anza entendida como \u00abproceso de comunicacion\u00bb suponen el basamento de la investigacion. Se trata de averiguar los problemas que obstaculizan la comunicacion de aula ponderando la \u00abpotencia\u00bb de todos los integrantes del sistema. El nivel de entropia afecta en feed-back a todos los elementos integrantes, pero a su vez se alcanza uno u otro nivel dependiendo de los \u00abruidos\u00bb que aporta cada elemento de la estructura canonica (emisor\/mensaje\/medio\/receptor).  esta investigacion educativa se realiza en tres pasos:  paso -a-: en las e.U. De formacion del profesorado, en los centros de recursos, en los equipos psicopedagogicos de apoyo, en la inspeccion e. Paso -b-: en todos los profesores de e. Medias y e. Basica de una zona, y en el alumnado que en esa zona cursa en dos edades significativas para la competencia comunicadora (como emi-rec). \/\/Paso -c-: creacion de un modelo de \u00abregistro de interaccion nuevo y en soporte magnetoscopio\u00bb.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Diagnostico de comunicacion en el aula no universitaria<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Diagnostico de comunicacion en el aula no universitaria <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Placido Blanco Bembibre <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Nacional de educaci\u00f3n a distancia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1993<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Rogelio Medina Rubio<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Emilio Lopez-barajas Zayas <\/li>\n<li>\u00c1lvaro Buj Gimeno (vocal)<\/li>\n<li> Santos Rego Miguel Angel (vocal)<\/li>\n<li>Santiago Castillo Arredondo (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Placido Blanco Bembibre El aula no universitaria como lugar de \u00abencuentro\u00bb y la ense\u00f1anza entendida como \u00abproceso [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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