Estrategias didácticas para mejorar el desarrollo de la comunicación oral en los niños de 4 años de la I.E.I. N° 006 Morro Solar Jaén, en el año 2022.
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Date
2023-12-23
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Abstract
El estudio tuvo como objetivo general, elaborar una propuesta de estrategias didácticas para mejorar el desarrollo de la comunicación oral de los estudiantes de 4 años del aula “Sandías” de la Institución Educativa Inicial N°006 Morro Solar. Se utilizó la metodología cuantitativa, con el diseño descriptivo propositivo. Se empleó la rúbrica para evaluar las estrategias usadas por la docente y escala de calificación del desarrollo de la comunicación oral. La población y la muestra fueron una docente y 22 estudiantes.
Los resultados generales ubicaron en el nivel de proceso el desarrollo de la comunicación oral. En la dimensión comprensión, en el ítem: realiza preguntas, un 54.55% se ubicó en proceso. En la dimensión expresión, un 59.09% se ubicó en proceso en el ítem usar pausas y modular el volumen de su voz. En la dimensión reflexión, un 40.91% se encontró en proceso, en el ítem comunica su reflexión de un texto oral. La principal conclusión, refiere a la propuesta de estrategias didácticas en base a juegos orales para superar el nivel de proceso de desarrollo en el que se encuentran la mayoría de los logros de aprendizaje de la comunicación oral.
The general objective of the study was to develop a proposal for teaching strategies to improve the development of oral communication of 4-year-old students in the “Sandías” classroom of the Initial Educational Institution N°006 Morro Solar. The quantitative methodology was used, with the purposeful descriptive design. The rubric was used to evaluate the strategies used by the teacher and the rating scale for the development of oral communication. The population and sample were one teacher and 22 students. The general results placed the development of oral communication at the process level. In the comprehension dimension, in the item: ask questions, 54.55% were located in process. In the expression dimension, 59.09% were in process in the item using pauses and modulating the volume of their voice. In the reflection dimension, 40.91% found themselves in process, in the item they communicate their reflection of an oral text. The main conclusion refers to the proposal of didactic strategies based on oral games to overcome the level of development process in which most of the learning achievements of oral communication are found.
The general objective of the study was to develop a proposal for teaching strategies to improve the development of oral communication of 4-year-old students in the “Sandías” classroom of the Initial Educational Institution N°006 Morro Solar. The quantitative methodology was used, with the purposeful descriptive design. The rubric was used to evaluate the strategies used by the teacher and the rating scale for the development of oral communication. The population and sample were one teacher and 22 students. The general results placed the development of oral communication at the process level. In the comprehension dimension, in the item: ask questions, 54.55% were located in process. In the expression dimension, 59.09% were in process in the item using pauses and modulating the volume of their voice. In the reflection dimension, 40.91% found themselves in process, in the item they communicate their reflection of an oral text. The main conclusion refers to the proposal of didactic strategies based on oral games to overcome the level of development process in which most of the learning achievements of oral communication are found.
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Keywords
Comunicación oral, comprensión, expresión, reflexión, Oral communication, comprehension, expression, reflection
