Didáctica para el desarrollo del proceso lecto-escritor en estudiantes de primer grado de una institución educativa
It is important to highlight that the development of reading and writting skills, leads to the implementation of didactical strategies that differ from those usually applied in the traditional classrooms, hereby benefitting the learning processes in order to achieve meaningful and pleasant espontane...
- Autores:
-
Caballero Heredia, Astrid
Rico Álvarez, Sandra Marcela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5574
- Acceso en línea:
- https://hdl.handle.net/11323/5574
https://repositorio.cuc.edu.co/
- Palabra clave:
- Reading
Writing
Didactic strategy
Learning
Development
Lectura
Escritura
Estrategia didáctica
Aprendizaje
Desarrollo
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-sa/4.0/
| Summary: | It is important to highlight that the development of reading and writting skills, leads to the implementation of didactical strategies that differ from those usually applied in the traditional classrooms, hereby benefitting the learning processes in order to achieve meaningful and pleasant espontaneous pedagogical experiences. Accordingly a new reading and writing teaching proposal has been developed using didactical strategies, to improve comunication skills in the first grade students of Institución Educativa Técnica Francisco de Paula Santander in Galapa. The first grade children of this school present difficulties in Reading and writing process. Considering the former concept; the basic standards of students skills; and the basic rights of learning established by the National Ministry of Education in reference to the first cycle of elementary school grades (1°, 2°,3°), it is evident then that the initial reading and writting processes must be carried out in a secuencial and progressive way during the first three grades; nevertheless, it is in the first grade where the greatest exigency and responsability are attributed, which creates a state of eagerness in parents, school directives, and teachers; leading the last ultimatelly to develop some distress, meanwhile students resist against a correct learning process so they can read and write fluently. To conclude with all that has been proposed, it is intended to give a new meaning to the pedagogical practice facing the development of reading and writting skills conceptions, where teachers can perform didactical strategies according to the specific needs of their students, being able at the same time to give a spin to their roles as guidance counsellors and providers of the educational process. |
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