Enseñanza de textos de opinión a estudiantes de séptimo básico: Modelo DEAR
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Fecha
2018
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
Dentro de las aulas chilenas específicamente en educación básica los estudiantes deben redactar diferentes tipos de textos. Hasta hace algunos años la escritura argumentativa debido a su complejidad era una de las menos ejercitadas y logradas. Hoy se encuentra en una etapa emergente y solicitada en los Programas del Ministerio de educación desde 5° básico. La escritura del texto argumentativo supone el dominio de procesos cognitivos complejos, pues quien escribe debe optar por tomar partido por una perspectiva y desarrollarla en una macroestructura que conlleva conectores para relacionar sus ideas. El proyecto de intervención que aquí se propone plantea que por medio de un modelo DEAR (Desarrollo de estrategias de autorregulación) y del método POR + AREA + ALL, estudiantes de séptimo básico se apropien de estrategias cognitivas, metacognitivas y de autodeclaraciones, esto es, que logren de manera autónoma la escritura de textos argumentativos de calidad. De este modo se proyecta que estos alumnos tengan en la Enseñanza media una sólida base para planificar, escribir y corregir sus propios textos argumentativos escritos.
Within the Chilean schools, specifically in middle school, students must write different types of texts. Until a few years ago, argumentative writing was one of the least exercised and achieved due its complexity. Today this kind of writing is in an emerging and requested stage in the Education’s Ministry programs from 5th grade. The writing of argumentative text supposes the dominion of complex cognitive processes because the writer must choose a perspective to develop in a macrostructure that entails connectors to relate his ideas. The intervention project that is proposed here sets that, through a DSRD model (Development of self-regulation strategies, DEAR by its Spanish initials) and the POR+AREA+ALL method, seventh grade students gets cognitive, metacognitive and self-declaration strategies, namely, that they autonomously achieve the writing of quality argumentative texts. In this way it is projected that these middle school students have a solid base to plan, write and correct their own written argumentative texts.
Within the Chilean schools, specifically in middle school, students must write different types of texts. Until a few years ago, argumentative writing was one of the least exercised and achieved due its complexity. Today this kind of writing is in an emerging and requested stage in the Education’s Ministry programs from 5th grade. The writing of argumentative text supposes the dominion of complex cognitive processes because the writer must choose a perspective to develop in a macrostructure that entails connectors to relate his ideas. The intervention project that is proposed here sets that, through a DSRD model (Development of self-regulation strategies, DEAR by its Spanish initials) and the POR+AREA+ALL method, seventh grade students gets cognitive, metacognitive and self-declaration strategies, namely, that they autonomously achieve the writing of quality argumentative texts. In this way it is projected that these middle school students have a solid base to plan, write and correct their own written argumentative texts.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Argumentación Escrita, Escritura, Enseñanza Básica