THEORETICAL REFLECTIONS ON THE PROJECTS-BASED TEACHING

Abstract

The article´s objective was to assess from a didactic approach the projects-based teaching. The components of the teaching-learning process of the previously mentioned teaching type and its contrasting features with the traditional teaching were analyzed. The analysis and synthesis methods were used. As to the conclusions, the most relevant are subsequently mentioned: a new relationship between the professor and the student is required in which the professor assumes the sole role of a facilitator of the teaching-learning process and the student can learn through his/her own experience; the projects-based teaching modifies several aspects in relation to the traditional teaching such as the student´s culture, the time and space of the teaching-learning process, the organizational forms, means, methods, content and evaluation.