Motivación para el aprendizaje en procesos de lectoescritura en niños y niñas de tercero de primaria
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2024
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Descripción
Evidenciada la problemática de motivación y atención para el aprendizaje de los procesos de lectoescritura en grados terceros de primaria de las tres instituciones educativas investigadas luego de la pandemia del COVID 19 en los diferentes contextos educativos, tanto virtuales como presenciales, se entró a investigar la razón de dicha baja en los procesos motivacionales y de aprendizaje, para tal efecto se utilizaron las técnicas de recolección de información como son el diario de campo a través de la observación, la encuesta y la entrevista a profundidad, arrojando así una serie de problemáticas, para las cuales, desde las cuatro categorías investigadas (motivación, atención, aprendizaje y procesos de lectoescritura), se generaron una serie de recomendaciones pedagógicas, de infraestructura y de clima educativo, que, con su uso continuo, podrían ayudar a mejorar la motivación y la atención para el aprendizaje de los estudiantes en el área de lengua castellana.
Evidenced the problem of motivation and attention for learning literacy processes in third grades of primary school in the three educational institutions investigated after the pandemic of COVID 19 in different educational contexts, both virtual and face-to-face, we began to investigate the reason for this decline in motivational and learning processes, for this purpose we used information collection techniques such as the field diary through observation, survey and in-depth interview, The field diary was used for this purpose through observation, survey and in-depth interview, resulting in a series of problems, for which, from the four categories investigated (motivation, attention, learning and reading and writing processes), a series of pedagogical, infrastructure and educational climate recommendations were generated, which, with their continued use, could help to improve the motivation and attention to learning of students in the area of Spanish language.
Evidenced the problem of motivation and attention for learning literacy processes in third grades of primary school in the three educational institutions investigated after the pandemic of COVID 19 in different educational contexts, both virtual and face-to-face, we began to investigate the reason for this decline in motivational and learning processes, for this purpose we used information collection techniques such as the field diary through observation, survey and in-depth interview, The field diary was used for this purpose through observation, survey and in-depth interview, resulting in a series of problems, for which, from the four categories investigated (motivation, attention, learning and reading and writing processes), a series of pedagogical, infrastructure and educational climate recommendations were generated, which, with their continued use, could help to improve the motivation and attention to learning of students in the area of Spanish language.
Palabras clave
Lengua castellana, Instituciones educativas, Secuencias didácticas, Fortalecimiento del aprendizaje, Propuestas pedagógicas