Publication: Aprendizaje y rendimiento académico a través de cuentos pedagógicos
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2016-11-28
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Universidad Complutense de Madrid
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Abstract
El ser humano desde siempre ha sentido deseos de divertirse a sí mismo y divertir a los demás a través de historias fascinantes. Contar cuentos es una tarea apasionante, motivadora y gratificante, no sólo para el oyente sino también para el narrador. Utilizar un modelo de cuento pedagógico como apoyo al aprendizaje en el área de conocimiento del medio para niños de tercero primaria le permite fomentar en él, su comprensión lectora y optimizar su rendimiento académico. Este modelo de cuento está adaptado a la edad de los estudiantes y contiene ilustraciones llamativas, cada uno de los cuentos van relacionados con el tema de conocimiento del medio que se quiere aprender, cada narración tiene diferentes personajes tanto principales como secundarios al igual se plantea unos objetivos, unas pautas a tener en cuenta, una actividad a desarrollar acompañada de los criterios de evaluación, la solución de la prueba y las competencias que se consiguen al desarrollar la lectura y las actividades. Es importante tener en cuenta que nunca se debe forzar al niño a que lea un cuento ya que debe nacer en él, el interés por la lectura. No debe ser una obligación o un castigo. Este trabajo de investigación presenta con claridad estrategias que no solo estudiantes, sino docentes y padres de familia pueden llevar a la práctica. Siendo una interesante forma de aprender y enseñar porque no hay niño al que no le llame la atención aprender a través de una lectura de cuento. Teniendo en cuenta lo que nos enseña Mañu (2011) en su libro Docentes Competentes, “Muchos se limitan a estudiar para el próximo examen, está bien, pero no basta. Se trata de aprender lo máximo posible en el menor tiempo necesario; sin caer en la ansiedad”. Esta nueva forma de aprender Conocimiento del medio a través de cuentos, permite al niño engarzar el conocimiento nuevo con el conocimiento previo además al aplicarlo como recurso didáctico, los profesores pueden utilizarlo no solo como introducción a cada tema sino como refuerzo de contenidos ya vistos, adecuándolo tanto a los objetivos de clase como a las condiciones generales de la misma, la edad y al grado de sus estudiantes...
The human being has always felt the desire to amuse himself and entertain others through fascinating stories. Storytelling is an exciting, motivated and rewarding task, not only to the listener but also to the narrator. Using a pedagogical story model as a learning support in the knowledge area to third grade children allows you to foster in the student, the reading comprehension and to optimize their academic performance. This story model is adapted to the students’ age and it has striking illustrations, each of the stories are related to the topic that the students want to learn, each story has different major and minor characters, at the same time it shows some objectives and rules to keep in mind, an activity to develop with some evaluation criteria, the answer key of the test and the competences that the student can develop through the reading and the activities. It is important to take into account that you should never force the kid to read the story because the child needs to have the interest for the reading. It does not have to be an obligation or a punishment. This research presents very clear strategies to students, teachers and parents that they can put in practice. It is an interesting way to learn and teach because there is not a child who does not call his attention to learn through reading a story. Taking into account that Mañu (2011) teaches us in her book Docentes Competentes, “Many people limit themselves to study for the next test, it is fine, but not enough. It is to learn as much as possible in the shortest time needed; without falling into anxiety”. This new way to learn the environment through stories, allows the child to set the new knowledge with prior knowledge, in addition, to apply it as a teaching resource, teachers can use it not only as a warm up or introduction of each theme but as a review of contents lately seen, adapting them to the class or lesson objectives and the general condition of the class, the age and grade of the students...
The human being has always felt the desire to amuse himself and entertain others through fascinating stories. Storytelling is an exciting, motivated and rewarding task, not only to the listener but also to the narrator. Using a pedagogical story model as a learning support in the knowledge area to third grade children allows you to foster in the student, the reading comprehension and to optimize their academic performance. This story model is adapted to the students’ age and it has striking illustrations, each of the stories are related to the topic that the students want to learn, each story has different major and minor characters, at the same time it shows some objectives and rules to keep in mind, an activity to develop with some evaluation criteria, the answer key of the test and the competences that the student can develop through the reading and the activities. It is important to take into account that you should never force the kid to read the story because the child needs to have the interest for the reading. It does not have to be an obligation or a punishment. This research presents very clear strategies to students, teachers and parents that they can put in practice. It is an interesting way to learn and teach because there is not a child who does not call his attention to learn through reading a story. Taking into account that Mañu (2011) teaches us in her book Docentes Competentes, “Many people limit themselves to study for the next test, it is fine, but not enough. It is to learn as much as possible in the shortest time needed; without falling into anxiety”. This new way to learn the environment through stories, allows the child to set the new knowledge with prior knowledge, in addition, to apply it as a teaching resource, teachers can use it not only as a warm up or introduction of each theme but as a review of contents lately seen, adapting them to the class or lesson objectives and the general condition of the class, the age and grade of the students...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, leída el 04/02/2016