Didactic strategy for the development of diagnostic skills.

Abstract

The treatment of the diagnostic ability has been approached by different researchers in Cuban Higher Education, however, the asystematic and empirical approach has a negative influence on the formative process of the graduates of the Bachelor's Degree in Primary Education as a consequence of the methodological insufficiencies that can be attenuated if we raise the quality of the university pedagogical work. Precisely, the objective of this article is to present a strategy elaborated for the development of this skill in the students of the Bachelor's Degree in Primary Education from the integrating Main Discipline. For this purpose, several research methods were applied, such as: survey, interview, observation, pedagogical test and document analysis. The main results are manifested in the continuous improvement of the curricular design of the career, which constitutes a starting point to determine and structure the relationships established between the objectives of the integrating Main Discipline, the professional problems and the diagnosing skill, which becomes the theoretical position that is argued to consider the cognitive-instrumental and socio-professional dimensions in the training process.