La anécdota como estrategia para el desarrollo de la expresión oral en estudiantes de la I.E. N° 0414,Tocache 2022
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Date
2023
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Universidad Nacional de Trujillo
Abstract
En este apartado presentamos el trabajo de suficiencia profesional denominado “La anécdota como estrategia para el desarrollo de la expresión oral”, el cual fue diseñado y aplicado con los estudiantes del 2do grado de educación primaria de la institución educativa N° 0414 – Provincia de Tocache - San Martín, con el propósito de promover a la anécdota como estrategia para para mejorar la competencia: Se comunica oralmente en su lengua materna. En este trabajo de suficiencia profesional, abordado desde nuestra practica pedagógica en las aulas, hemos considerado los aportes teóricos de la expresión oral y tomando como estrategias la narración de diversas anécdotas como un recurso que nos conduzcan al propósito del logro de la competencia antes mencionada; y el uso de materiales didácticos como secuencias de imágenes presentadas u elaboradas por los estudiantes, siendo este recurso apropiado que sirvió como insumo para la comprensión y narración oral de diversos hechos y acontecimientos personales vivenciados por ellos mismos, comprendiendo y narrándolas a través de la expresión oral. Concerniente al sustento pedagógico se tuvo en cuenta a los aportes de las guías de planificación curricular al analizar los procesos pedagógicos que debe ejecutarse en una sesión de aprendizaje, a los procesos didácticos de: Se comunica oralmente, así como la planificación, la textualización y la revisión; la evaluación desde un enfoque formativo que alude que evaluar es con fines de mejora continua. El presente trabajo se encuentra sustentado bajo las teorías de dos grandes postulados de la pedagogía como: la teoría socio cultural de Vygotsky y de la teoría cognitiva de Jean Piaget. Por lo mencionado anteriormente, podemos afirmar que la metodología que se utilizó en las diversas actividades de aprendizaje fue activa, considerando ambas teorías, ya que los estudiantes en todos los procesos de las diferentes actividades de aprendizaje, fueron participes, partiendo desde la problemática que ellos presentaban en sus expresiones orales al momento de ordenar sus ideas y narrar diferentes acontecimientos o en sus propios diálogos, para ello se planteó como una alternativa estratégica, para así lograr promover la solución del problema en parte utilizando la anécdota a través de la expresión oral e, logrando despertar permanentemente el interés de los estudiantes por participar, y también por dar a conocer sus anécdotas personales sobre su trabajo en la chacra, la celebraciones de sus propios cumpleaños, festividades familiares, culturales, así como las celebraciones de fechas del calendario cívico (Día de la madre, día del padre, día del docente, fiestas patrias, fiestas patronales, navidad, etc.), promoviendo en ellos el dialogo, la colaboración y la viii expresión creativa y sus capacidades oradores eficientes.
In this section we present the work of professional assessment called "The anecdote as a strategy for the development of oral expression", which was designed and applied with the students of the 2nd grade of primary education of the educational institution No. 0414 - Province of Tocache - San Martín, with the purpose of promoting the anecdote as a strategy to improve competence: Communicates orally in their mother tongue. In this work of professional assessment, approached from our pedagogical practice in the classrooms, we have considered the theoretical contributions of oral expression and taking as strategies the narration of various anecdotes as a resource that lead us to the purpose of achieving the aforementioned competence; and the use of didactic materials such as sequences of images presented or elaborated by the students, this being an appropriate resource that served as an input for the understanding and oral narration of various facts and personal events experienced by themselves, understanding and narrating them through oral expression. Regarding the pedagogical support, the contributions of the curricular planning guides were taken into account when analyzing the pedagogical processes that must be carried out in a learning session, the didactic processes of: Communicates orally, as well as planning, textualization and revision; evaluation from a formative approach that alludes to the fact that evaluation is for the purpose of continuous improvement. The present work is supported by the theories of two great postulates of pedagogy such as: Vygotsky's socio cultural theory and Jean Piaget's cognitive theory. Due to the aforementioned, we can affirm that the methodology used in the various learning activities was active, considering both theories, since the students in all the processes of the different learning activities were participants, starting from the problem that they presented in their oral expressions at the time of ordering their ideas and narrating different events or in their own dialogues, for this it was proposed as a strategic alternative, in order to promote the solution of the problem in part using the anecdote through oral expression and , managing to permanently arouse the interest of the students to participate, and also to make known their personal anecdotes about their work on the farm, the celebrations of their own birthdays, family and cultural festivities, as well as the celebrations of dates in the civic calendar ( Mother's Day, Father's Day, Teacher's Day, National Holidays, patron saint’s festivities, Christmas, etc.), promoting dialogue, collaboration, creative expression in them and their ability to be efficient speakers.
In this section we present the work of professional assessment called "The anecdote as a strategy for the development of oral expression", which was designed and applied with the students of the 2nd grade of primary education of the educational institution No. 0414 - Province of Tocache - San Martín, with the purpose of promoting the anecdote as a strategy to improve competence: Communicates orally in their mother tongue. In this work of professional assessment, approached from our pedagogical practice in the classrooms, we have considered the theoretical contributions of oral expression and taking as strategies the narration of various anecdotes as a resource that lead us to the purpose of achieving the aforementioned competence; and the use of didactic materials such as sequences of images presented or elaborated by the students, this being an appropriate resource that served as an input for the understanding and oral narration of various facts and personal events experienced by themselves, understanding and narrating them through oral expression. Regarding the pedagogical support, the contributions of the curricular planning guides were taken into account when analyzing the pedagogical processes that must be carried out in a learning session, the didactic processes of: Communicates orally, as well as planning, textualization and revision; evaluation from a formative approach that alludes to the fact that evaluation is for the purpose of continuous improvement. The present work is supported by the theories of two great postulates of pedagogy such as: Vygotsky's socio cultural theory and Jean Piaget's cognitive theory. Due to the aforementioned, we can affirm that the methodology used in the various learning activities was active, considering both theories, since the students in all the processes of the different learning activities were participants, starting from the problem that they presented in their oral expressions at the time of ordering their ideas and narrating different events or in their own dialogues, for this it was proposed as a strategic alternative, in order to promote the solution of the problem in part using the anecdote through oral expression and , managing to permanently arouse the interest of the students to participate, and also to make known their personal anecdotes about their work on the farm, the celebrations of their own birthdays, family and cultural festivities, as well as the celebrations of dates in the civic calendar ( Mother's Day, Father's Day, Teacher's Day, National Holidays, patron saint’s festivities, Christmas, etc.), promoting dialogue, collaboration, creative expression in them and their ability to be efficient speakers.
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Keywords
Educación, Educación primaria, Comunicación, Expresión oral