Estrategias didácticas utilizadas por los docentes para enseñar a leer y a escribir a los estudiantes de transición y primer grado de la Institución Educativa Distrital de Formación Integral
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Fecha
2024
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este trabajo investigativo tuvo como objetivo analizar las estrategias didácticas para la lectura y la escritura que emplean los docentes para enseñar a leer y a escribir en la institución educativa distrital de formación integral, tomando como objeto de investigación los grados de transición y primero de la institución. Se emplearon como instrumentos de investigación la entrevista y la observación. Asimismo, este trabajo se enmarco en un paradigma interpretativo, adoptando un enfoque cualitativo. Por otro lado, se concluyó que las docentes emplean varios métodos de enseñanza de lectura y escritura, así como una variedad de recursos en el aula, siendo los más comunes los libros, tableros y materiales didácticos. Sin embargo, los recursos audiovisuales y tecnológicos son menos utilizados y se destaca la falta de empleo de la autoevaluación por parte de los estudiantes. El estudio se relaciona con investigaciones previas que resaltan la importancia de las actividades evaluativas y el uso de recursos didácticos, tanto impresos como tecnológicos. Se reconoce la importancia de la tecnología en el aula, pero se señalan desafíos como distracciones y la necesidad de capacitación docente para su uso efectivo.
The objective of this research work was to analyze the didactic strategies for reading and writing used by teachers to teach reading and writing in the district educational institution of integral formation, taking as the object of research the transition and first grades of the institution. The research instruments used were interviews and observation. Likewise, this work was framed in an interpretative paradigm, adopting a qualitative approach. On the other hand, it was concluded that teachers use various methods of teaching reading and writing, as well as a variety of resources in the classroom, the most common being books, boards and didactic materials. However, audiovisual and technological resources are less used and the lack of use of self-evaluation by students is highlighted. The study is related to previous research that highlights the importance of evaluative activities and the use of didactic resources, both printed and technological. The importance of technology in the classroom is recognized, but challenges such as distractions and the need for teacher training for its effective use are pointed out.
The objective of this research work was to analyze the didactic strategies for reading and writing used by teachers to teach reading and writing in the district educational institution of integral formation, taking as the object of research the transition and first grades of the institution. The research instruments used were interviews and observation. Likewise, this work was framed in an interpretative paradigm, adopting a qualitative approach. On the other hand, it was concluded that teachers use various methods of teaching reading and writing, as well as a variety of resources in the classroom, the most common being books, boards and didactic materials. However, audiovisual and technological resources are less used and the lack of use of self-evaluation by students is highlighted. The study is related to previous research that highlights the importance of evaluative activities and the use of didactic resources, both printed and technological. The importance of technology in the classroom is recognized, but challenges such as distractions and the need for teacher training for its effective use are pointed out.
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Lectura, Escritura, Método, Estudiantes, Enseñanza
