Maestría en Diseño Curricular y Evaluación Educativa
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Item La metacognición y la comprensión lectora de los estudiantes en el Área de Lengua y Literatura de la Unidad Educativa Teresa Flor.(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Diseño Curricular y Evaluación Educativa, 2018-12) Kristina Eliana, Gavilanes Proaño; Zoila Esperanza, López MillerThe study titled metacognition and reading comprehension of students in the area of Language and Literature of the Educational Unit Teresa Flor, seeks to relate the incidence between these two variables for the improvement of the acquisition of knowledge, the necessary reasoning about knowledge to discover and that have to do with the reality of life. To do this, we considered the current way of evaluating students and how this influences the process of meaningful learning. It is proposed that teachers take ownership of different written media and instruments for evaluation, students interested in new forms of meaningful learning and evaluation that challenge them in their creativity and abilities will be able to approach them by focusing on collaboration and interaction. The authorities of the institution will adapt the pedagogical, technological and administrative resources to implement these instruments for the reading processes. Teachers, beyond their disciplinary competences, will accompany the learning process of the students, with the application of new evaluation and follow-up tools, for a correct feedback, improvement of the knowledge, habits, ordering of ideas, ease of comprehension and reasoning and improve the feedback of contents and knowledge.Item La lectura sináptica y la comprensión lectora de los/las estudiantes de la Unidad Educativa San Pío X(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Diseño Curricular y Evaluación Educativa, 2018-03) Guanatasig Samaniego, Andrea Gabriela; Andrade Zurita, Sylvia JeannetteThe following research studies the impact of the Synaptic Reading on the Comprehension Reading of the Sixth Year students from ''San Pío X'' school. Based on the researching background and the art study, the test '' The Little Prince'' is chosen as the most suitable one for the Sixth Year students. The pre-test (''The Little Prince'' applied test before the Synaptic Reading and Comprehension Reading training) was applied to Sixth Year A and Sixth Year B, concluding that Sixth Year B students were those with significant difficulties. In Sixth Year ''B'' particularly, there are 26 children that show Synaptic and Comprehension Reading weaknesses, that's why 10 types of reading training workshops were applied to this group of students. Those ones were selected by the researcher considering a decision matrix. Subsequently, the test '' The Little Prince'' is chosen from the 10 different types of applied tests and it's applied once more to the students, calling it in researching terms as the ''post test''. The result was better this time and the number of students who made mistakes while taking ''The Little Prince'' test, reduced to 4. For these students a feedback project through a note for reinforcement classes was required having the permission of authorities and parents to let children attend from 13:20 pm to 14:00 pm during two days. It's important to consider that the teaching material was socialized with the school Language teachers.Item Técnicas activas para el desarrollo de hábitos de lectura en los estudiantes de la Escuela de Educaciòn Básica Teniente Hugo Ortiz(Universidad Técnica de Ambato. Dirección de Posgrado, 2016) Cáceres Carvajal, Ibelia Grimaneza; Pérez Zamora, Rita PatriciaThe habit of reading is a feature that all students must develop. Teachers and parents being aware of the great importance of the development of this habit, they have the responsibility to see reflected this feature in their children and students and to blossom it as well. Which means it can be easy to appreciate their ability to analysis and synthesis. Besides a language proficiency through the correct use of grammar rules and vocabulary and an ability to question their reality with arguments, in other words, an intellectual independence. The reading techniques that are used for reading comprehension have such an influence at the time to promote this habit. If the techniques applied activate the senses of students to germinate in them the voluntary desire for reading, teachers are doing the work correctly, and it means that the techniques used are not only the traditional ones. But if the opposite occurs, the requirement to analyze new active reading techniques is fundamental. There are lots of reading techniques such as underlining, comprehension questions, summing up among others. If to the ones mentioned earlier, it is added new options for active reading techniques with the unique purpose to see the habit of reading developed; a giant step has been taken for the development of the student as a human being. If reading is not a fundamental part of a student it will not be either of human beings and society.Item “La incidencia de la lectura literal en la comprensión lectora de los Estudiantes del Tercer Año de la Escuela de Educación General Básica Humberto Albornoz de la Ciudad de Ambato”(2013) Guamán Sailema, Blanca Herminia; DT-Bustos Yépez, Morayma JimenaAcerca de La incidencia de la lectura literal en la comprensión lectora de los estudiantes del Tercer año de la Escuela de Educación General Básica “Humberto Albornoz” de la ciudad de Ambato, se planteó como meta demostrar que estas dos variables estaban significativamente relacionadas en la institución educativa, siendo ésta una investigación de tipo descriptivo en la que se pudo caracterizar cada una de las variables desde las supracategorías hasta las subcategorías contenidas en las mismas, se encuadra también en un trabajo de carácter correlacional donde efectivamente se ha demostrado la asociación estadística entre las variables estudiadas por medio de la prueba de “chi cuadrado”, para detectar la eficacia de una posible alternativa de solución; destacan dos métodos propios de la investigación social; el Método Inductivo-Deductivo, gracias al cual fue posible conocer las diferentes manifestaciones del problema mediante la opinión de los involucrados con el mismo, siendo éstos sujetos de estudio, los estudiantes, los docentes y padres de familia. La investigación se complementó también con una propuesta de solución al problema, la misma que requirió del Método de Modelación para su diseño, que consistió en un taller de lectura literal para la comprensión lectora dirigida a docentes para que sea replicada en la enseñanza a los niños. Entre las dificultades de comprensión lectora de los estudiantes está que adicionan o sustituyen términos durante la lectura (61.3%), solo el 12.9% de los niños realizan la lectura sin omitir párrafos o palabras, en cambio el resto de estudiantes si realizan omisiones, y la mitad de ellos tiene dificultades en la articulación de las palabras, el 64.5% usan rara vez los labios y casi el 90% no respeta los signos de puntuación.