Aplicación de lectura crictica en los procesos de enseñanzas - aprendizaje a los estudiantes de segundo año espezialización de lenguas y literatura de la facultad de filosofia de la universidad de guayaquil.
Fecha
2013
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Universidad de Guayaquil. Unidad de Post- Grado Investigación y Desarrollo. Maestría en Docencia y Gerencia en Educación y Superior
Resumen
Los docentes enfrentan serios conflictos, con respecto al bajo nivel académico y cultural que tienen los estudiantes universitarios, esto se debe, al deficiente desarrollo de las habilidades en lectura crítica y el razonamiento lógico, en el proceso de enseñanza aprendizaje, en los estudiantes. La lectura como técnica de enseñanza, es una herramienta clave para desarrollar habilidades en comprensión lectora, crítica reflexiva y su desarrollo en el medio en el que se desenvuelven. Los docentes no han formado una cultura lectora que los motive a desarrollar hábitos de lectura diaria, deben aplicar nuevas metodologías, técnicas y soluciones didácticas andragógicas basada en nuestras realidades socioculturales,para hacer de la lectura un hábito y un placer. El presente trabajo de investigación inicia ubicando en un contexto, las causas y consecuencias del problema, los objetivos a alcanzar, un marco teórico fundamentado en ciencias cognitivas de aprendizaje que reforzará las definiciones de las dos variables, la variable independiente lectura crítica, la primera variable dependiente procesos de aprendizaje, la segunda variable dependiente, propuesta guía de métodos andragógicos. La metodología que se aplicará es la investigación científica, el método inductivo, deductivo, El universo a estudiar es la Facultad de Filosofía Letras y Ciencias de la Educación, especialidad Lengua y Literatura, la son los estudiantes del segundo año, docentes y autoridades, aplicamos técnicas de observación áulicas, entrevistas, encuestas, cuyos resultados permitirán desarrollar nuestra propuesta factible, cuantificable, beneficiando a estudiantes y docentes, logrando elevar el nivel académico de los futuros profesionales de la Facultad y Universidad.
Teachers face serious conflicts regarding low academic and cultural with college students, this is due to poor development of skills in critical reading and logical reasoning, in the teaching-learning process in students. Reading as a teaching technique, is a key tool to develop skills in reading comprehension, critical reflective and its development in the environment in which they operate. Teachers have not formed a reading culture that motivates them to develop reading habits daily, they must implement new methodologies, techniques and andragogical learning solutions based on our socio-cultural realities, to make reading a habit and a pleasure. The present research begins by placing in a context, causes and consequences of the problem, the objectives to be achieved, a theoretical framework based on cognitive learning sciences will reinforce the definitions of the two variables, the independent variable critical reading, the first variable dependent learning processes, the second dependent variable, andragogical methods proposed guide. The methodology is applied scientific research, the inductive, deductive, The universe is studying the Faculty of Letters and Science Education, specializing in Language Arts, the students are second year, teachers and authorities, we apply courtly observation techniques, interviews, surveys, the results of our approach to develop feasible, measurable, benefiting students and teachers, raising academic achieving of future professionals of the Faculty and University.
Teachers face serious conflicts regarding low academic and cultural with college students, this is due to poor development of skills in critical reading and logical reasoning, in the teaching-learning process in students. Reading as a teaching technique, is a key tool to develop skills in reading comprehension, critical reflective and its development in the environment in which they operate. Teachers have not formed a reading culture that motivates them to develop reading habits daily, they must implement new methodologies, techniques and andragogical learning solutions based on our socio-cultural realities, to make reading a habit and a pleasure. The present research begins by placing in a context, causes and consequences of the problem, the objectives to be achieved, a theoretical framework based on cognitive learning sciences will reinforce the definitions of the two variables, the independent variable critical reading, the first variable dependent learning processes, the second dependent variable, andragogical methods proposed guide. The methodology is applied scientific research, the inductive, deductive, The universe is studying the Faculty of Letters and Science Education, specializing in Language Arts, the students are second year, teachers and authorities, we apply courtly observation techniques, interviews, surveys, the results of our approach to develop feasible, measurable, benefiting students and teachers, raising academic achieving of future professionals of the Faculty and University.
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METODOLOGÍA, ENSEÑANZA, LECTURA CRÍTICA