Una propuesta didáctica participativa para mejorar la producción de textos descriptivos de los estudiantes de primero de secundaria de la I.E. 0045 San Antonio, SJL
Fecha
2015
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Universidad Antonio Ruiz de Montoya
Resumen
Una de las dificultades en el proceso de enseñanza-aprendizaje de la lengua es la relacionada con el desarrollo de la capacidad de producción de textos escritos. Esta dificultad ha sido abordada de manera poco relevante en los últimos años. Además, dada su complejidad, en muchos casos, fue limitada a prácticas reproductivas de escritura.
Hemos escogido como población a los estudiantes de una institución pública ubicada en San Juan de Lurigancho (SJL), Lima, porque carecen de una intervención pedagógica acorde a su situación. Para ello, tomamos como muestra de estudio a los estudiantes de primero de secundaria (2014). Con ellos, el docente y el experto hemos planteado una propuesta para mejorar la capacidad de producción de textos descriptivos. Hemos elegido la metodología de la investigación acción educativa porque permite transformar una situación problemática de manera participativa y reflexiva.
La propuesta que ofrecemos es el resultado de dicha investigación, pues se ha aplicado en tres ciclos de modo que resulte efectiva en dicha realidad. Por tanto, hemos logrado nuestro objetivo principal: Determinar la efectividad de una técnica didáctica para mejorar la producción de textos descriptivos de los estudiantes de primero de secundaria de la I. E. San Antonio 0045, SJL.
Esta técnica fue denominada OSOER (observa, selecciona, organiza, escribe y revisa) en un proceso dinámico y participativo. Esta técnica ayuda tanto al docente del área de Comunicación como a los estudiantes en cuanto a la producción de textos descriptivos. Los pasos de esta técnica fueron ajustados a la realidad de la muestra seleccionada, sin embargo puede ser fácilmente adaptada a otros grupos y áreas de estudio.
One of the difficulties in the process of teaching and learning a language is the one related to the development of the capacity to produce written texts. In the last few years, this difficulty has been given little importance. Furthermore, given its complexity, in many cases it has been limited to copying texts that already exist. We have chosen to work with students in a public school located in San Juan de Lurigancho (SJL), Lima, because they don’t have a teaching technique that is adapted to their reality. For this, we took as our sample for this study students from first year high school (2014). Working with them, with the teacher and with the expert, we proposed a plan to improve their capacity to produce descriptive texts. We chose the methodology of educative action as the method of the investigation because it allows for the transformation of a problematic situation in a way that is participative and reflective. The proposal that we offer is the result of this investigation, which was applied aver three cycles to ensure more effective results given this reality. Thereby, we have attained our principal objective: to effectively apply a teaching technique in order to improve the production of descriptive texts in first year high school students studying in N° 0045 San Antonio School, SJL. This technique was given the name OSOER (observe, select, organize, write and revise) and it uses a process that is both dynamic and participative. This technique helps both the teacher in the area of communication as well as the students in terms of the production of descriptive texts. The steps taken in this technique were adjusted to the reality of our selected sample; however, it can easily be adapted to other groups and areas of studies.
One of the difficulties in the process of teaching and learning a language is the one related to the development of the capacity to produce written texts. In the last few years, this difficulty has been given little importance. Furthermore, given its complexity, in many cases it has been limited to copying texts that already exist. We have chosen to work with students in a public school located in San Juan de Lurigancho (SJL), Lima, because they don’t have a teaching technique that is adapted to their reality. For this, we took as our sample for this study students from first year high school (2014). Working with them, with the teacher and with the expert, we proposed a plan to improve their capacity to produce descriptive texts. We chose the methodology of educative action as the method of the investigation because it allows for the transformation of a problematic situation in a way that is participative and reflective. The proposal that we offer is the result of this investigation, which was applied aver three cycles to ensure more effective results given this reality. Thereby, we have attained our principal objective: to effectively apply a teaching technique in order to improve the production of descriptive texts in first year high school students studying in N° 0045 San Antonio School, SJL. This technique was given the name OSOER (observe, select, organize, write and revise) and it uses a process that is both dynamic and participative. This technique helps both the teacher in the area of communication as well as the students in terms of the production of descriptive texts. The steps taken in this technique were adjusted to the reality of our selected sample; however, it can easily be adapted to other groups and areas of studies.
Descripción
Palabras clave
Enseñanza de la escritura, Producción de textos, Proceso de enseñanza-aprendizaje, Educación básica secundaria, San Juan de Lurigancho, Lima (Perú : Distrito), Educación
Citación
Jarro, M. (2015). Una propuesta didáctica participativa para mejorar la producción de textos descriptivos de los estudiantes de primero de secundaria de la I.E. 0045 San Antonio, SJL [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/8