Estrategias didácticas que usan los docentes en la producción de textos escritos con los estudiantes de V ciclo de educación primaria, I.E. Nº 16460-José Carlos Mariátegui – Yandiluza, San Ignacio – 2022.
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Date
2023-09-16
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Abstract
La investigación tuvo como objetivo determinar las estrategias didácticas que utiliza el docente en la producción de textos escritos en estudiantes del V ciclo de educación primaria I.E N° 16460 – “José Carlos Mariátegui” - Yandiluza, 2022, cuyo diseño de la investigación es descriptiva simple.
La muestra fue seleccionada de forma intencional conformada por 13 estudiantes del V Ciclo y 1 docente. Para el recojo de información se utilizó la técnica la observación y como instrumento una lista de cotejo.
Los resultados muestran que la mayoría de estudiantes presentan dificultades en la producción de textos escritos, no siguen los procesos de planificación, textualización, revisión, reescritura y publicación. Porque el docente no ha logrado desarrollar estrategias de producción de textos de forma adecuada.
Así mismo, los estudiantes no han interiorizado las escasas estrategias trabajadas por el docente, no prevén los escenarios, destinatarios, personajes, el mensaje no es claro. Las ideas son poco entendibles, aburridas, hacen mal uso de signos de puntuación y la caligrafía es deficiente.
Como conclusión se plantea que es urgente que los docentes utilicen estrategias de producción de textos adecuadas y en forma permanente.
The objective of the research was to determine the didactic strategies used by the teacher in the production of written texts in students of the V cycle of primary education I.E N° 16460 - “José Carlos Mariátegui” - Yandiluza, 2022, whose research design is simple descriptive. The sample was intentionally selected and consisted of 13 V Cycle students and 1 teacher. To collect information, the observation technique was used and a checklist was used as an instrument. The results show that the majority of student’s present difficulties in the production of written texts, they do not follow the processes of planning, textualization, revision, rewriting and publication. Because the teacher has not managed to develop text production strategies adequately. Likewise, the students have not internalized the few strategies worked on by the teachers, they do not foresee the scenarios, recipients, characters, the message is not clear. The ideas are poorly understood, boring, they make poor use of punctuation marks and the handwriting is poor. In conclusion, it is suggested that it is urgent for teachers to use adequate and permanent text production strategies.
The objective of the research was to determine the didactic strategies used by the teacher in the production of written texts in students of the V cycle of primary education I.E N° 16460 - “José Carlos Mariátegui” - Yandiluza, 2022, whose research design is simple descriptive. The sample was intentionally selected and consisted of 13 V Cycle students and 1 teacher. To collect information, the observation technique was used and a checklist was used as an instrument. The results show that the majority of student’s present difficulties in the production of written texts, they do not follow the processes of planning, textualization, revision, rewriting and publication. Because the teacher has not managed to develop text production strategies adequately. Likewise, the students have not internalized the few strategies worked on by the teachers, they do not foresee the scenarios, recipients, characters, the message is not clear. The ideas are poorly understood, boring, they make poor use of punctuation marks and the handwriting is poor. In conclusion, it is suggested that it is urgent for teachers to use adequate and permanent text production strategies.
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Keywords
Producción de textos, Estrategias metodológicas, Text production, Methodological strategies
