Propuesta de estrategia de macrorreglas para mejorar el desempeño de comprensión textos en estudiantes de segundo grado de secundaria
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Date
2021
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Universidad Nacional de Trujillo
Abstract
El presente trabajo ha sido elaborado para estudiantes de segundo grado de educación secundaria en el año 2019, con el tema titulado: Propuesta de Estrategia de macrorreglas para mejorar el desempeño de comprensión textos en estudiantes de segundo grado de secundaria. Esta sesión de aprendizaje tiene el propósito de alcanzar en los estudiantes la capacidad de identificar el tema, ideas y propósito del texto, seleccionando la macrorregla adecuada. En lo referido al sustento teórico se ha tomado en consideración los principales aportes de autores y documentación del MINEDU tanto para la gestión de la práctica docente como para el desarrollo del área de Comunicación. Este marco de referencia ha permitido respaldar la información recopilada y otorgar soporte a los docentes en su quehacer. Para el sustento pedagógico, se caracterizó por una reflexión sobre la metodología empleada en la comprensión de textos en proceso de aprendizaje y enseñanza, bajo un enfoque situacional. Asimismo, también se asume el enfoque cognitivo como base de la práctica pedagógica, la evaluación por competencias y evaluación formativa. En consecuencia, el trabajo se afirma en el desarrollo de la sesión de aprendizaje bajo el enfoque por competencias, logrando de esta manera asumir la importancia de la planificación docente, la identificación de situaciones significativas de acuerdo con el contexto y los enfoques trasversales, así como el manejo de las distintas estrategias de aprendizaje. Todo ello, en función a las competencias, capacidades, y desempeños del área de Comunicación.
This work has been prepared for students of the second grade, secondary education in the year 2019, with the topic entitled: Proposal of a macro-rules strategy to improve the performance of text comprehension in second-grade secondary school students. This learning session it is intended to achieve in students the ability to identify the theme, ideas and purpose of the text, selecting the criteria and the appropriate macro-rule. Regarding the theoretical support, the main contributions of the authors and MINEDU documentation have been taken into consideration both for the management of teaching practice and for the development of the Communication area. This frame of reference has made it possible to support the information collected and provide support to teachers in their work. For the pedagogical support, it was characterized by a reflection on the methodology used in the understanding of texts in the learning and teaching process, under a situational approach. Likewise, the cognitive approach is also assumed as the basis of pedagogical practice, competence assessment and formative assessment. Consequently, the work is affirmed in the development of the learning session under the competence approach, thus achieving assuming the importance of teacher planning, the identification of significant situations according to the context and transversal approaches, as well as the management of the different learning strategies. All this, based on the competencies, capacities, and performance of the Communication area.
This work has been prepared for students of the second grade, secondary education in the year 2019, with the topic entitled: Proposal of a macro-rules strategy to improve the performance of text comprehension in second-grade secondary school students. This learning session it is intended to achieve in students the ability to identify the theme, ideas and purpose of the text, selecting the criteria and the appropriate macro-rule. Regarding the theoretical support, the main contributions of the authors and MINEDU documentation have been taken into consideration both for the management of teaching practice and for the development of the Communication area. This frame of reference has made it possible to support the information collected and provide support to teachers in their work. For the pedagogical support, it was characterized by a reflection on the methodology used in the understanding of texts in the learning and teaching process, under a situational approach. Likewise, the cognitive approach is also assumed as the basis of pedagogical practice, competence assessment and formative assessment. Consequently, the work is affirmed in the development of the learning session under the competence approach, thus achieving assuming the importance of teacher planning, the identification of significant situations according to the context and transversal approaches, as well as the management of the different learning strategies. All this, based on the competencies, capacities, and performance of the Communication area.
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Keywords
Educación secundaria, Macrorregla., Idea, Tema