Examinando por Autor "Urrego Patiño, Gloria Lucia"
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- ÍtemEl juego como estrategia de enseñanza en los procesos de lectura y escritura en el nivel transición A del Instituto Técnico Industrial de Florencia Caquetá(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Tejada Mendoza, Narlys María; Urrego Patiño, Gloria Lucia; García Cano, LupeThe development of this research presented as an objective to strengthen the processes of teaching reading and writing from play; in the transition level "A" of the Industrial Technical Institute of Florencia-Caquetá, La Libertad, through the design and implementation of a pedagogical proposal aimed at strengthening the teaching processes of the teacher, which would allow greater participation and assimilation of students in the process of reading and writing. The research was carried out from a qualitative action research approach. Daily field instruments were used which allowed the collection of important information for the project, an analysis matrix that allowed comparing the strategies and rethinking in parallel, in addition to the interview which was applied to the teacher who implemented the strategies based on the game and allowed to know their opinion of what was developed. Among the findings found, the need to link games to pedagogical processes led from the classroom became notable, reaching to strengthen said processes focused on teaching, in addition to encouraging student participation based on proposals according to their interests. , maximizing the games in relation to the themes that are raised, allowing to strengthen the pedagogical practice and modify the master classes or directed by more creative and playful ones. When advancing in the proposal and application of this, positive changes were seen in relation to the level of acceptance and participation of the students in the classes articulated with the games, revealing the need to relate different strategies at the moment of the pedagogical practice, from the practice the teacher promotes continuing the dynamics in class from the proposal presented and developed by noting the acceptance and commitment during the development of strategies focused on reading and writing.