Publicación: Propuesta didáctica desde el componente emocional para la enseñanza aprendizaje de la lectura y escritura en estudiantes de grado primero del colegio Venecia.
Portada
PDF 
FLIP 
Citas bibliográficas
Gestores Bibliográficos
Indexadores
Código QR
Director
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Filiación Institucional
Tipo de Material
Fecha
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
The main goal of this research is to propose strategies from the emotional component for teaching-learning that strengthen reading and writing in first-grade students of the Venecia school. For this, an approach to grade 102 was carried out through an initial immersion and the application of a pilot survey to teachers, to, establish the difficulties presented in the learning process of reading and writing. From the above, the following research problem arises: How does a didactic proposal from the emotional component strengthen the teaching-learning of reading and writing in first-grade students? The research is structured in four phases: the information phase in which the research problem is defined and the justification and corresponding frame of reference are proposed; characterization phase; intervention phase where the operationalization of variables and the instruments for the collection of information are designed; Finally, the analysis phase is proposed, in which the data is recorded and interpreted that led to the formulation of the didactic proposal. The research was raised from the qualitative approach with quantitative support, and with an Action Research design, which allowed to approximate the teaching-learning dynamics from the perceptions of the groups involved: Teachers, parents and students through the completion of a survey . Likewise, the interview was carried out with a group of experts on education, literacy, and psychology issues. The didactic proposal starts from some themes established in the syllabus and that address the development of the literacy process in first grade children, for this a scheme was drawn that shows the themes and the relationship that it has with four important components that are developed along throughout the investigation: learn to know, learn to do, learn to live together and learn to be.