Proyecto de desarrollo en habilidades de comprensión lectora, utilizando estrategias didácticas desde el modelo equilibrado, en niños y niñas de primer año básico
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Fecha
2021
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El propósito del presente proyecto, es generar estrategias didácticas, para poder fortalecer las
habilidades de comprensión lectora que se encuentran descendidas en alumnos de primer año
básico del liceo artístico Armando Carrera González, empleando actividades de destrezas del
código, las cuales apoyaron el principio alfabético, desde el modelo equilibrado.
El contexto letrado, depende del mundo en el cual se encuentre inserto el niño o la niña, es por ello,
que, al desarrollarse el proyecto en un colegio vulnerable, los alumnos no tenían un acercamiento
con la literatura, indicando a través de clases online, que no acostumbraban a leer cuentos después
de dormir.
Aprender desde la literacidad, involucra a los alumnos en un contexto sociocultural del aprendizaje,
dicho esto, permitiendo que puedan desarrollar habilidades de metacognición, mediante la
comprensión del lenguaje transformen éste, en conocimiento. Es por ello, que las diferentes
destrezas del código llevadas a cabo, fueron intencionadas con la lectura del texto leído, donde
primeramente se realizaron en conjunto con los tres momentos de la lectura, y en cada uno de estos
momentos, se fueron realizando actividades para el desarrollo de habilidades de comprensión, para
posterior continuar con las destrezas del principio alfabético.
The intention of this project is to generate didactics strategies, in order to strength the reading comprehension skills that are low in first year students of Armando Carrera González school, using coding activities, which supported the alphabetic principle from the balanced model. The literate context, depends on the world which the boy or girl is inserted. Therefore, when the project in a vulnerable school was developed; many students did not have a closeness to literature because when asked during online classes, they said were not used to read stories after sleeping or have someone read to them. Learning from literacy allows students to be involved in a sociocultural learning context, being able to develop metacognition skills and through the language understanding transform it in knowledge. That is why the different coding activities skills were carried out, were intended with the reading of the read text, where in first place were considered the three moments of reading and each one of these moments they have been doing activities for the development of comprehension skills and then continue with the principle alphabetical skills.
The intention of this project is to generate didactics strategies, in order to strength the reading comprehension skills that are low in first year students of Armando Carrera González school, using coding activities, which supported the alphabetic principle from the balanced model. The literate context, depends on the world which the boy or girl is inserted. Therefore, when the project in a vulnerable school was developed; many students did not have a closeness to literature because when asked during online classes, they said were not used to read stories after sleeping or have someone read to them. Learning from literacy allows students to be involved in a sociocultural learning context, being able to develop metacognition skills and through the language understanding transform it in knowledge. That is why the different coding activities skills were carried out, were intended with the reading of the read text, where in first place were considered the three moments of reading and each one of these moments they have been doing activities for the development of comprehension skills and then continue with the principle alphabetical skills.
Notas
Proyecto (Magíster en Educación Inicial mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Estrategias de Enseñanza, Comprensión de Lectura, Enseñanza Básica, Chile, Antofagasta