Análisis comparativo de la aplicación de tertulias literarias en segundo año medio para la mejora de la comprensión de lectura, contextualizado en las zonas extremas de Chile
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Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El objetivo del artículo fue analizar comparativamente el desarrollo de habilidades lectoras de textos literarios en estudiantes que cursan segundo medio, en establecimientos pertenecientes a las zonas extremas del país, a través de la implementación de tertulias literarias. El enfoque que determinó la presente investigación científica buscó una posible respuesta a la problemática de las debilidades de comprensión lectora que poseen los estudiantes a la luz de los resultados de las pruebas estandarizadas; el quehacer docente busca implementar estrategias innovadoras, que potencien esta área. Como una alternativa a esta problemática surgió la idea de realizar las tertulias literarias. Esta estrategia ha logrado avances significativos en contextos educativos internacionales, es por ello que en la actualidad es un referente pedagógico. A fin de demostrar mejoras evidentes es que en el presente artículo se vincula la tertulia literaria con las habilidades de comprensión de lectura, específicamente: síntesis, análisis, interpretación e inferencia. Respecto de la metodología se realizó un estudio cuasi-experimental y comparativo, con dos grupos - Arica y Punta Arenas-, cada grupo tenía entre 30 y 35 estudiantes. Los resultados fueron positivos, puesto que luego de la implementación el promedio de avance fue del 43,65%. A partir de los favorables resultados, se demuestra cómo la tertulia literaria mejora las habilidades en ambos grupos de estudio, lo que permite proyectar el uso de esta estrategia en diversos contextos educativos, ya que las diferencias geográficas y socioculturales de los estudiantes no son impedimento para generar significativos logros en el área de la comprensión lectora.
The objective of this article was to develop a contrastive analysis on the development of reading skills of second-year secondary school students on literary texts through the implementation of literary gatherings in educational institutions located in extreme zones of the country. The approach that determined this scientific research sought a possible answer to the weak reading comprehension issue present in students once the results of the Standardized tests were given. The teacher-related actions seek to implement innovative strategies to leverage this issue. As a solution to this problem, the idea of reading gatherings came out. This strategy has shown a significant progress in educational contexts abroad, which is the reason why this strategy is a teaching landmark. This article engages the literary gatherings with the reading comprehension skills in order to demonstrate evident improvements, mainly in synthesis, analysis, interpretation and inference. As for the implemented methodology, a quasiexperimental and contrastive study was made with two groups: Arica and Punta Arenas. Each group consisted of 30 and 35 students. The results were positive, since the progress percentage was 43.65% after the implementation. Once given the favorable results, it was confirmed that the literary gatherings improved the skills in both study groups, allowing the projection of using this strategy in different educational contexts, because the geographic and socio-cultural differences are not an obstacle in making significant achievements in the reading comprehension field.
The objective of this article was to develop a contrastive analysis on the development of reading skills of second-year secondary school students on literary texts through the implementation of literary gatherings in educational institutions located in extreme zones of the country. The approach that determined this scientific research sought a possible answer to the weak reading comprehension issue present in students once the results of the Standardized tests were given. The teacher-related actions seek to implement innovative strategies to leverage this issue. As a solution to this problem, the idea of reading gatherings came out. This strategy has shown a significant progress in educational contexts abroad, which is the reason why this strategy is a teaching landmark. This article engages the literary gatherings with the reading comprehension skills in order to demonstrate evident improvements, mainly in synthesis, analysis, interpretation and inference. As for the implemented methodology, a quasiexperimental and contrastive study was made with two groups: Arica and Punta Arenas. Each group consisted of 30 and 35 students. The results were positive, since the progress percentage was 43.65% after the implementation. Once given the favorable results, it was confirmed that the literary gatherings improved the skills in both study groups, allowing the projection of using this strategy in different educational contexts, because the geographic and socio-cultural differences are not an obstacle in making significant achievements in the reading comprehension field.
Notas
Seminario de Grado (Magíster en Desarrollo Curricular y Proyectos Educativos)
Palabras clave
Comprensión de Lectura, Enseñanza Media, Estrategias de Aprendizaje., Tertulias