Didáctica de la literatura infantil en cuarto básico: una experiencia docente basada en el método integrado de comprensión y creación de textos
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2018
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es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
La investigación describe una intervención cuyo objetivo busca integrar la comprensión lectora y la producción de textos, mediante la exploración de la literatura infantil basada en cuentos, para mejorar la producción de textos de 25 estudiantes de cuarto año básico de un colegio particular-subvencionado de la comuna de San Miguel. Donde se evidenció la experiencia del “método integrado” a través de un portafolio literario creado por los alumnos.
La intervención tuvo una duración de un mes, es decir, cuatro semanas, donde se destinaron dos clases cada semana, y cada clase fue de 90 minutos, dando un total de ocho clases y 720 minutos, para desarrollar una “didáctica de la literatura infantil”, específicamente la literatura basada en cuentos, donde los estudiantes tuvieron que leer un libro (Las ballenas cautivas) y semanalmente realizaron diversos módulos de escritura en aula, los cuales, se relacionaron con la temática del texto. Así aplicar habilidades de comprensión lectora, para crear una síntesis del libro con las ideas principales y escribir diversos textos relacionados con la historia leída, como artículos informativos, infografías y diarios de vida de los personajes, además cada tipo de texto fue evaluado entre los mismos estudiantes de manera colaborativa, dentro de las etapas de la construcción de textos, como planificación, escrito del borrador, evaluación de los textos, edición y creación final de los escritos. Todas las actividades se archivaron en un portafolio literario. En este sentido, el diseño de esta investigación pertenece a la investigación-acción. Finalizando con resultados que evidenciaron las mejoras de las producciones de textos en que los escritos finales tuvieron: letras más legibles, respetaron las estructuras y macro estructuras de los textos, el uso de elementos llamativos que ayudaron a reforzar la información, la originalidad en la elaboración de los escritos, ordenaron la información de manera que fuese más comprensible, entre otros.
Esto nos permite contribuir a la innovación en la evaluación de la literatura infantil y su didáctica, así desarrollar el potencial creativo de los estudiantes, fortalecer el goce por la lectura y su comprensión, como también mejorar la producción de textos.
The research describes an intervention whose objective seeks to integrate the comprehension and production of texts, through the exploration of children's literature based stories, in order to improve the production of texts of 25 students of fourth basic year of a college-subsidized the commune of San Miguel. Where it is evidenced by the experience of the “integrated approach” through a portfolio literary created by the students. The intervention had a duration of one month, i.e. four weeks, where they spent two classes each week, and each class was 90 minutes, giving a total of eight classes, and 720 minutes, to develop a “didactics of children's literature”, specifically literature-based stories, where the students had to read a book (The whales in captivity) and on a weekly basis performed various modules of writing in the classroom, which, related to the theme of the text. Apply skills of reading comprehension, to create a synthesis of the book with the main ideas and write various texts related to the story read, informative articles, infographics and daily life of the characters, in addition to each type of text was evaluated among the students themselves in a collaborative way, within the planning, writing the draft, assessment of the texts, editing and final creation of the writings. All activities are archived in a portfolio to be literary. In this sense, the design of this research belongs to action research. Ending up with results that showed the improvements of the production of texts in the writings of late had: letters more readable, respected the structures and macro-structures of texts, the use of striking features that helped to reinforce the information, the originality in the preparation of the writings, ordered the information in a way that was more understandable, among others. This allows us to contribute to innovation in the evaluation of children's literature and its teaching, and develop the creative potential of students, to strengthen the enjoyment of reading, as well as to improve the production of texts.
The research describes an intervention whose objective seeks to integrate the comprehension and production of texts, through the exploration of children's literature based stories, in order to improve the production of texts of 25 students of fourth basic year of a college-subsidized the commune of San Miguel. Where it is evidenced by the experience of the “integrated approach” through a portfolio literary created by the students. The intervention had a duration of one month, i.e. four weeks, where they spent two classes each week, and each class was 90 minutes, giving a total of eight classes, and 720 minutes, to develop a “didactics of children's literature”, specifically literature-based stories, where the students had to read a book (The whales in captivity) and on a weekly basis performed various modules of writing in the classroom, which, related to the theme of the text. Apply skills of reading comprehension, to create a synthesis of the book with the main ideas and write various texts related to the story read, informative articles, infographics and daily life of the characters, in addition to each type of text was evaluated among the students themselves in a collaborative way, within the planning, writing the draft, assessment of the texts, editing and final creation of the writings. All activities are archived in a portfolio to be literary. In this sense, the design of this research belongs to action research. Ending up with results that showed the improvements of the production of texts in the writings of late had: letters more readable, respected the structures and macro-structures of texts, the use of striking features that helped to reinforce the information, the originality in the preparation of the writings, ordered the information in a way that was more understandable, among others. This allows us to contribute to innovation in the evaluation of children's literature and its teaching, and develop the creative potential of students, to strengthen the enjoyment of reading, as well as to improve the production of texts.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Literatura Infantil, Comprensión de Lectura, Creación Literaria, Artística, etc., Enseñanza Básica