El cuento como estrategia lúdica para mejorar la comprensión lectora en estudiantes de cuarto de secundaria
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente trabajo se ha realizado para los estudiantes de cuarto de secundaria en el año 2024. Con el tema titulado "El cuento como estrategia lúdica para mejorar la comprensión lectora en los estudiantes de cuarto grado de secundaria”. Esta sesión de aprendizaje tiene como finalidad que los discentes puedan mejorar su comprensión lectora al momento de responder las preguntas de manera pertinente y concisa. El sustento teórico se ha tomado como referencia a diversos autores que hablan del tema e información de la praxis docente para el buen desarrollo del área de Comunicación. En esta línea se ha podido verificar la información verídica y otorgar un sostén en la práctica del maestro. En el sustento pedagógico, se desarrolló una estrategia empleada para la mejora de la comprensión lectora en el proceso de enseñanza – aprendizaje. Bajo los enfoques de las teorías de Piaget, Ausubel y Vygotsky. Así se asume el enfoque cognitivo como fundamento de la praxis docente, también la evaluación por competencias y formativa. En conclusión, el presente trabajo se afirma en el desarrollo de la sesión de aprendizaje bajo el enfoque por competencias, rescatando así la planificación del maestro, manejando diferentes contextos, así como el manejo de estrategias de aprendizaje. Todo lo dicho en función de las competencias, capacidades y desempeños del área de Comunicación según el Currículo Nacional.
This work has been carried out for fourth-grade secondary school students in the year 2024. With the theme titled "the story as a playful strategy to improve reading comprehension in fourth-grade secondary school students. The purpose of this learning session is to Students can improve their reading comprehension by answering questions in a relevant and concise manner. In what was mentioned in the theoretical support, various authors who speak about the topic and information of teaching praxis for the proper development of the Communication area have been taken as reference. In this line, it has been possible to verify the true information and provide support in the teacher's practice. In the pedagogical support, a strategy used to improve reading comprehension in the teaching-learning process was developed. Under the approaches of the theories of Piaget, Ausubel and Vygotsky. Thus, the cognitive approach is assumed as the foundation of teaching praxis, as well as competency and formative evaluation. In conclusion, the present work is affirmed in the development of the learning session under the competency-based approach, thus rescuing the teacher's planning, managing different contexts, as well as the management of learning strategies. All of this is said based on the skills, abilities and performances of the Communication area according to the National Curriculum.
This work has been carried out for fourth-grade secondary school students in the year 2024. With the theme titled "the story as a playful strategy to improve reading comprehension in fourth-grade secondary school students. The purpose of this learning session is to Students can improve their reading comprehension by answering questions in a relevant and concise manner. In what was mentioned in the theoretical support, various authors who speak about the topic and information of teaching praxis for the proper development of the Communication area have been taken as reference. In this line, it has been possible to verify the true information and provide support in the teacher's practice. In the pedagogical support, a strategy used to improve reading comprehension in the teaching-learning process was developed. Under the approaches of the theories of Piaget, Ausubel and Vygotsky. Thus, the cognitive approach is assumed as the foundation of teaching praxis, as well as competency and formative evaluation. In conclusion, the present work is affirmed in the development of the learning session under the competency-based approach, thus rescuing the teacher's planning, managing different contexts, as well as the management of learning strategies. All of this is said based on the skills, abilities and performances of the Communication area according to the National Curriculum.
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Keywords
Educación, Comunicación, Literatura, Cuento, Lectura oral, Aprendizaje activo