Plan de estrategias educativas virtualizadas eficaces para el desarrollo de los precursores tempranos de la lectura y escritura, en los estudiantes de primer año básico del Colegio San Ignacio de la comuna de Santiago
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Fecha
2021
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente proyecto se desarrolla en tres fases: análisis, sustento teórico y diseño
de un plan de mejoramiento. En primer lugar, se realiza el análisis de la realidad educativa
que se presenta en la iniciación de la lectoescritura en primero básico de un colegio
particular de la comuna de Santiago en el contexto de crisis sanitaria a nivel mundial, las
dificultades que han debido enfrentar los docentes en un contexto virtualizado y sus
repercusiones en los aprendizajes de los precursores tempranos de la lectura y escritura.
En segundo lugar, se desarrolla la base del sustento teórico que permite la comprensión
de este proyecto. En tercer lugar, la construcción del diseño de un proyecto que dará el
puntapié inicial a la mejora continua del proceso de enseñanza - aprendizaje hacia la
adquisición de la lectura y escritura en niños y niñas de Primer Año Básico en un contexto
virtualizado. Las conclusiones obtenidas se orientan a la necesidad de relevar estrategias
didácticas virtualizadas eficientes para la enseñanza de la lectura y escritura, destacar la
importancia del trabajo colaborativo y las estrategias de articulación para favorecer los
procesos de transición entre el segundo nivel de transición y el primer año básico, la
importancia del acompañamiento y seguimiento a las familias que junto a sus hijos e hijas
inician el camino del aprendizaje lectoescritor, poniendo como foco principal en el sujeto
que aprende de manera de potenciar el logro de los aprendizajes significativos y
profundos.
This project is organized in three phases: analysis, theoretical support, and design of an improvement plan. In the first place, this research presents an analysis of the initial reading and writing educational process, during a first-grade class located in a private school in Santiago City. The context is the global health crisis in 2020 and the difficulties that teachers have had to face in a virtual context and its repercussions on the learning of the early precursors of reading and writing. Secondly, this research exposes the basis of the theoretical support that allows the understanding of this project. Thirdly, the construction of a project design will give the starting point to the continuous improvement of the teaching-learning process towards the acquisition of reading and writing in first-grade children within a virtualized context. Finally, the conclusions of this research are oriented to: (1) understand the need to develop efficient virtualized didactic strategies for the teaching of reading and writing; (2) highlight the importance of collaborative work and articulation strategies to support the transition processes between the second level of transition and the first-grade year; (3) generate an accompaniment and monitoring system towards families who start the path of literacy learning with their children. This last point considers placing the main focus on the subject who learns in order to enhance the achievement of meaningful and deep learning.
This project is organized in three phases: analysis, theoretical support, and design of an improvement plan. In the first place, this research presents an analysis of the initial reading and writing educational process, during a first-grade class located in a private school in Santiago City. The context is the global health crisis in 2020 and the difficulties that teachers have had to face in a virtual context and its repercussions on the learning of the early precursors of reading and writing. Secondly, this research exposes the basis of the theoretical support that allows the understanding of this project. Thirdly, the construction of a project design will give the starting point to the continuous improvement of the teaching-learning process towards the acquisition of reading and writing in first-grade children within a virtualized context. Finally, the conclusions of this research are oriented to: (1) understand the need to develop efficient virtualized didactic strategies for the teaching of reading and writing; (2) highlight the importance of collaborative work and articulation strategies to support the transition processes between the second level of transition and the first-grade year; (3) generate an accompaniment and monitoring system towards families who start the path of literacy learning with their children. This last point considers placing the main focus on the subject who learns in order to enhance the achievement of meaningful and deep learning.
Notas
Proyecto (Magíster en Educación Inicial mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Planificación Educativa, Lectoescritura, Cognición en Niños, Enseñanza Básica, Chile, Santiago