Examinando por Autor "Muñoz Tonguino, Yamile Margoth"
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- ÍtemFortalecimiento de la comprensión lectora a través del juego como estrategia didáctica para estudiantes del grado primero de la Institución Educativa El Cairo, municipio Valle del Guamuéz, departamento del Putumayo, Colombia(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Muñoz Tonguino, Yamile Margoth; Rodríguez Arturo, Sandra Milena; Román Duarte, Marly Andrea; Giraldo Jaramillo, Javier VicenteThis research is aimed at counteracting and solving a problem related to the lack of reading comprehension, where it is wanted to strengthen the mentioned process through didactic strategies based on the game, along with determining these strategies and creating a monitoring instrument to determine the progress obtained. This research paper is promoted from the methodological design with a qualitative research approach and the action research method proposed by Elliott (2005, 2010), contributing to the research line Evaluation, Learning and Teaching and the group of The Pedagogical Reason, whose subline is teaching and learning process. It also exposes the pedagogical proposal "Let's play reading between joy and fun" and it is aimed at designing didactic strategies based on the game to strengthen reading comprehension in first grade students of the Educational Institution El Cairo, municipality Valle del Guamuéz, department of Putumayo in Colombia, in addition to creating didactic games that facilitate understanding at the literal level, establishing games to evaluate the advances in this skill and recreate spaces of the educational institution to promote comprehensive reading. As an investigative outcome, it is the approach of the pedagogical proposal, which contributes in a pedagogical and didactic way to the significant achievement of the objectives set in relation to reading comprehension and whose validity is supported by theories and authors who address the referred topics (reading, game) from didactic, pedagogical, educational and socio-affective foundations. To conclude, it is highlighted the importance of reading comprehension in the acquisition of knowledge and the integral performance of children, and the game as a didactic strategy in teaching-learning processes and in the solution to various problems in the teaching practice.
- ÍtemLa lúdica como estrategia para el aprendizaje significativo de la lectura y la escritura(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Muñoz Tonguino, Yamile Margoth; Rodríguez Arturo, Sandra Milena; Román Duarte, Marly Andrea; Diosa García, AlejandroThe playful, as a strategy for meaningful learning of “reading and writing”, is a disciplinary intervention proposal that comes up to contribute to the learning process of reading and writing in the first grade; taking into account that it is a fundamental process in the life of the human being, since, these are essential skills in communication and the acquisition of knowledge, also because they strengthen integral development. For this purpose, was designed the proposal called "Let's play reading and writing in a fun world" and its objective is to implement didactic strategies based on playful and its expressions (theater, dance, music, literature, game) as a motivational means and meaningful learning; so, four playful pillars were built called: how fun it is to learn to read and write, I learn to read and write with love and joy, I already know how to read and write, and a magical and fun place; which are related to learning to reading and writing. These in turn contain specific strategies called: fun reading, happy writing, play and learn, dynamics to laugh and learn, literature festival, fantastic classroom and super powerful material. All this integrated into classroom didactics, in addition to facilitating the knowledge learning (coding - decoding), it strengthens multiple competencies, consolidating this proposal as an effective and meaningful learning strategy and as a solid base in the first years of schooling.