Now showing items 1-7 of 7

La autonarrativa como estrategia pedagógica para el fomento de la producción textual escrita

Armenta Mojica, Margarita; Navarro Morales, Yanerys Ibeth (Corporación Universidad de la CostaMaestría en Educación, 2021)

One of the great difficulties of students is the construction of texts with quality. This is due to the imposition of writing without adequate support, generating apathy and resulting in texts lacking in writing and ...
Ayudas visuales como estrategia metodológica para mejorar la producción de textos escritos en los estudiantes de 4º de educación básica primaria en la Institución Educativa Distrital Pinar Del Río Fe y Alegría

Jaraba Contreras, Enrique; Miranda Silva, Mónica Liliana; Racedo Lobo, Deris María (Corporación Universidad de la CostaEspecialización en Estudios Pedagógicos, 2012-02-23)

In this research, visual aids were used as a methodological strategyto improve the production of texts written in the 4th grade students of School District Pinar Del Rio Fe y Alegria, aiming to promote andfacilitate the ...
El cuento infantil como estrategia pedagógica en la enseñanza y comprensión de la lectura y escritura

Hernández Prens, Arleth Cecilia (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2018-12-13)

One of the major reforms in education that have been undertaken in accordance with the changes in society and the system of life, is that the teacher adopts the role of facilitator of learning and leaves aside the ...
Didáctica para el desarrollo del proceso lecto-escritor en estudiantes de primer grado de una institución educativa

Caballero Heredia, Astrid; Rico Álvarez, Sandra Marcela (Universidad de la CostaMaestría en Educación, 2019)

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 ...
Efectos de la metodologia B-LEARNING en los procesos de Lecto-escritura

Blanco Frias , Keidi Johana (Licenciatura en Educación Básica Primaria, 2017-07-24)

The research was carried out in the Educational Institution Concentración Cevillar, because of the difficulties presented in the process reading-writer of 5 student’s grade. This work is intended to determine effects that ...
Estrategias didácticas fundamentadas en pictograma para el desarrollo del proceso lecto-escritor en niños de preescolar

Torres Manga, Jacqueline Esther; Arévalo Gutiérrez, Luz Marina (Universidad de la CostaMaestría en Educación, 2019)

The teaching of reading and writing is one of the most important challenges for teachers, in the initial stage of the academic education of the child, so it is interesting to have innovative and creative strategies for the ...
Estrategias pedagógicas implementadas por los docentes para fortalecer el proceso de escritura de los estudiantes

Blanco Herrera, Shakira; Mendoza Maldonado, Gleidys; Pacheco Pérez, Lizleidys (Universidad de la CostaLicenciatura en Educación Básica Primaria, 2019-05-20)

Writing is one of the most important skills that must be strengthened by the help of parents and teachers, this being one of the fundamental bases for the cognitive development of children; Being clear that the writing ...

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La autonarrativa como estrategia pedagógica para el fomento de la producción textual escrita
...
Armenta Mojica, Margarita | 2021

One of the great difficulties of students is the construction of texts with quality. This is due to the imposition of writing without adequate support, generating apathy and resulting in texts lacking in writing and grammatical norms. For this reason, a strategy has been designed that uses the self-narrative as a tool to improve writing competence in 4th and 5th grade students of the Nurquí Rural Educational Institution, Jesús Ferrer headquarters. The proposal has been directed towards an experiential approach with a socio-critical paradigm, it uses action-participation research, framed in qualitative research. To achieve this, information collection instruments such as observation, structured interviews and checklists have been applied to students and teachers of the institution, to know the methodology used and identify the difficulties presented. After analyzing the results, the absence of strategies aimed at developing writing processes of real communicative situations, the ignorance of didactic aspects such as planning, textualization and review of drafts, essential for writing, were evidenced. Therefore, the proposal of a didactic unit has been designed, which Will allow the construction of their own authentic texts, following a step by step of pre-writing, writing, feedback and evaluation, ensuring that both actors (students and teachers) are integrated into the process, making it practical and very efficient in delivering the final result, which is the construction of texts respecting the rules of coherence, cohesion and grammar.

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Ayudas visuales como estrategia metodológica para mejorar la producción de textos escritos en los estudiantes de 4º de educación básica primaria en la Institución Educativa Distrital Pinar Del Río Fe y Alegría
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Jaraba Contreras, Enrique | 2012-02-23

In this research, visual aids were used as a methodological strategyto improve the production of texts written in the 4th grade students of School District Pinar Del Rio Fe y Alegria, aiming to promote andfacilitate the interest and enjoyment writing. Communication skills should aim to build the profile of men and women who want to form therefore requires the provision of a specialized methodology, active, which in practice are absent in the educational tools to develop with students, and thus gradually improve reading and writing problems they present. In Basic Education Primary is important to treat these problemsreading - writing, being a fundamental step for the personal development of children, since it settle the foundations of a strongcultural learning skills, basic conditions of expression oral, readingand writing.

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El cuento infantil como estrategia pedagógica en la enseñanza y comprensión de la lectura y escritura
...
Hernández Prens, Arleth Cecilia | 2018-12-13

One of the major reforms in education that have been undertaken in accordance with the changes in society and the system of life, is that the teacher adopts the role of facilitator of learning and leaves aside the information transmitter. In terms of reading and writing, many of the students repeat the year because they do not learn to read and write, often due to living conditions or learning difficulties. In the Natania Departmental Technical Educational Institution, the 2nd graders have difficulties in the reading processes, demotivation and lack of interest prevail over learning. It is proposed to use the reading of children's stories as a pedagogical strategy in the learning and comprehension of reading and writing, in an attractive and playful way, and to incorporate the story for the teaching and comprehension of reading and writing and to identify cultural practices, the style and form of communication based on the reading of children's stories The type of research used was descriptive qualitative, with experiential epistemological orientation aimed at a school-type phenomenon and an experimental research design. The outlined objectives were fulfilled to a great extent, the strategies proposed (the story) by teachers and students were accepted, the basic skills of reading skills were strengthened, the group work and the constant participation in the classroom, these actions were evidenced during the time of application of the project

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Didáctica para el desarrollo del proceso lecto-escritor en estudiantes de primer grado de una institución educativa
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Caballero Heredia, Astrid | 2019

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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Efectos de la metodologia B-LEARNING en los procesos de Lecto-escritura
...
Blanco Frias , Keidi Johana | 2017-07-24

The research was carried out in the Educational Institution Concentración Cevillar, because of the difficulties presented in the process reading-writer of 5 student’s grade. This work is intended to determine effects that arise with the use of B-learning methodology in the process reader and writer of the students in such a way that it is established in the most significant educational experience for students. The methodological design used for the study was the quantitative research with a quasi-experimental design. The study had the participation of 76 students divided in two groups of 38 students each; it was taken into account for the selection statement that used in its school practices. First of all, a pre-test after the same was applied treatment which consisted of both virtual and physical activities finally a post-test. The results presented in the research are sufficient to measure the effect present in the two variables, ending with the conclusions and recommendations for future research that relate to the theme. It can be said that this Research, It was well received by the institution, achieving satisfactory effects in students, through the b-learning methodology, this being the source of motivation for learners.

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Estrategias didácticas fundamentadas en pictograma para el desarrollo del proceso lecto-escritor en niños de preescolar
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Torres Manga, Jacqueline Esther | 2019

The teaching of reading and writing is one of the most important challenges for teachers, in the initial stage of the academic education of the child, so it is interesting to have innovative and creative strategies for the teaching of reading and writing, in the present investigation intends to configure a pedagogical proposal based on pictography to strengthen the reading-writing process in students of the IED Brisas del Rio transition degree. This research is framed in the empirical approach, also known as concrete induction, since that we started with the observation of the learning process of the transition students of the Brisas del RIO IED and the way the teacher developed the academic process, the paradigm under which this research is guided is inductive, known as a probabilistic or measurementist, as well called positivist or quantitative, this is based on observation mechanisms about how a certain reality is, and what is the pattern of regularity that it can present. The method used is the induction - deduction, it is a quasi - experimental quantitative research of an applicative nature, that was carried out with two natural or intact groups, the groups were already conformed with criteria alien to the present investigation, for the methodological route they designed three phases where the investigative process was traveled, a first phase of a theoretical-explanatory nature, which consisted in generating a systematic configuration that allowed the design to be based, from an ideal theoretical perspective, to later integrate it or complement it with the real perspective or practice ; a second phase of empirical or field nature, which includes the characterization of the population census, the sample and the problematic indicators; and finally, a third phase of a Proposed nature and implementation, refers to the design of the proposal based on pictograms to strengthen the reader-writer process, this research is applied in a first phase, where the design is proposed and the way must be applied, but the proposal as such is not carried out. In this work, the result of a research carried out in the I.E.D. Brisas del Río, in Barranquilla, in which a controlled strategy was applied, based on the Pictogram, which resulted in scientific results that ensure that the use of the pictogram facilitates the apprehension and association of ideas in children and allows for achievements important in the reading-writing process in transition students, should certainly be taken into account when looking for new teaching strategies; the final results show the difference in the results of one group and another

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Estrategias pedagógicas implementadas por los docentes para fortalecer el proceso de escritura de los estudiantes
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Blanco Herrera, Shakira | 2019-05-20

Writing is one of the most important skills that must be strengthened by the help of parents and teachers, this being one of the fundamental bases for the cognitive development of children; Being clear that the writing process is one of the most complex that the human being presents due to the need to learn different codes that are established in the writing. This is why it was necessary to implement this research work, where little by little the importance of the writing process is shown, the appropriate intervention and implementation of pedagogical strategies. The objective of this research work focuses on describing the strategies implemented by teachers, in order to strengthen the writing process in their students. The research project took as its pillars the teachers and students of the primary basic level of the Institution San José, Headquarters number 2 María Auxiliadora of the municipality of Sitio nuevo-Magdalena. The study is quantitative, because the observation made in each grade to teachers was taken as an instrument. From the methodological point of view, a checklist was made directed to the boys and girls of said institution. According to the results obtained through the application of the instruments to the children of the San José Institution, Headquarters number 2 María Auxiliadora of the municipality of Sitio Nuevo-Magdalena, the different aspects to be improved regarding the writer process were evident. students have, the survey of children was related to the observation made to teachers, as this showed that teachers must establish and implement various strategies that strengthen these skills in students and help strengthen the various aspects to improve that are evident. Therefore, it is advisable to develop methodological strategies where the student shows motivation and reach to strengthen their communication skills

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Browsing by Subject "Writing"

La autonarrativa como estrategia pedagógica para el fomento de la producción textual escrita ﻿

Ayudas visuales como estrategia metodológica para mejorar la producción de textos escritos en los estudiantes de 4º de educación básica primaria en la Institución Educativa Distrital Pinar Del Río Fe y Alegría ﻿

El cuento infantil como estrategia pedagógica en la enseñanza y comprensión de la lectura y escritura ﻿

Didáctica para el desarrollo del proceso lecto-escritor en estudiantes de primer grado de una institución educativa ﻿

Efectos de la metodologia B-LEARNING en los procesos de Lecto-escritura ﻿

Estrategias didácticas fundamentadas en pictograma para el desarrollo del proceso lecto-escritor en niños de preescolar ﻿

Estrategias pedagógicas implementadas por los docentes para fortalecer el proceso de escritura de los estudiantes ﻿

Envíos recientes

La autonarrativa como estrategia pedagógica para el fomento de la producción textual escrita

Ayudas visuales como estrategia metodológica para mejorar la producción de textos escritos en los estudiantes de 4º de educación básica primaria en la Institución Educativa Distrital Pinar Del Río Fe y Alegría

El cuento infantil como estrategia pedagógica en la enseñanza y comprensión de la lectura y escritura

Didáctica para el desarrollo del proceso lecto-escritor en estudiantes de primer grado de una institución educativa

Efectos de la metodologia B-LEARNING en los procesos de Lecto-escritura

Estrategias didácticas fundamentadas en pictograma para el desarrollo del proceso lecto-escritor en niños de preescolar

Estrategias pedagógicas implementadas por los docentes para fortalecer el proceso de escritura de los estudiantes

La autonarrativa como estrategia pedagógica para el fomento de la producción textual escrita

Ayudas visuales como estrategia metodológica para mejorar la producción de textos escritos en los estudiantes de 4º de educación básica primaria en la Institución Educativa Distrital Pinar Del Río Fe y Alegría

El cuento infantil como estrategia pedagógica en la enseñanza y comprensión de la lectura y escritura

Didáctica para el desarrollo del proceso lecto-escritor en estudiantes de primer grado de una institución educativa

Efectos de la metodologia B-LEARNING en los procesos de Lecto-escritura

Estrategias didácticas fundamentadas en pictograma para el desarrollo del proceso lecto-escritor en niños de preescolar

Estrategias pedagógicas implementadas por los docentes para fortalecer el proceso de escritura de los estudiantes