Estrategias didácticas para el desarrollo de la motivación y la comprensión de las lecturas complementarias
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Fecha
2016
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La educación chilena está pasando por un periodo de reforma, ejemplo de ello es la promulgación de la Ley de Desarrollo Profesional Docente del año 2016, que busca entregar una educación de calidad, considerando el desarrollo del lenguaje y la lectura como factores principales. Por ello se desarrolló esta investigación, centrada en el diseño de un tratamiento didáctico de las lecturas complementarias, dirigido a incrementar la motivación y comprensión por parte de dos octavos básicos en un establecimiento particular de la región Metropolitana. Para llevarla a cabo, se implementó una propuesta didáctica de intervención que comenzó con el análisis y contextualización en clases de las lecturas domiciliarias, luego se realizaron lecturas de fragmentos en el aula y finalmente se vincularon con los contenidos de las clases. Se realizó un análisis de las impresiones de los alumnos y profesoras, por medio de entrevistas. Los resultados arrojaron una mejora en el rendimiento y en la comprensión lectora, según la opinión de las alumnas y un aumento significativo de la comprensión y un aumento moderado de la motivación hacia su lectura, según profesoras.
Chilean education is going through a period of reform. The evidence of that is the proclamation of Teaching Professional Development 2016 which tries to hand over quality education considering the level of language and reading as main elements. That is the reason of developing this research, focused on a didactic treatment design on complementary readings addressed to increase motivation and comprehension on two eight grades from a subsidize school located in Metropolitan region. In order to carry on this research, a didactic proposal of intervention was implemented which started with the analysis and contextualization on home reading lessons. Then, passages readings were done in the classroom, and finally, they were linked to the contents seen in class. An analysis of the students and teachers´ impressions was carried on through interviews. The results showed an improvement on performance and reading comprehension. Regarding the opinion of students and teachers, there was a significant in crease of comprehension and a moderateincrease of motivation towards reading thanks to the implemented intervention.
Chilean education is going through a period of reform. The evidence of that is the proclamation of Teaching Professional Development 2016 which tries to hand over quality education considering the level of language and reading as main elements. That is the reason of developing this research, focused on a didactic treatment design on complementary readings addressed to increase motivation and comprehension on two eight grades from a subsidize school located in Metropolitan region. In order to carry on this research, a didactic proposal of intervention was implemented which started with the analysis and contextualization on home reading lessons. Then, passages readings were done in the classroom, and finally, they were linked to the contents seen in class. An analysis of the students and teachers´ impressions was carried on through interviews. The results showed an improvement on performance and reading comprehension. Regarding the opinion of students and teachers, there was a significant in crease of comprehension and a moderateincrease of motivation towards reading thanks to the implemented intervention.
Notas
Tesis (Magíster en Lenguaje y Comunicación)
Palabras clave
Comprensión de Lectura, Lectura Complementaria