Preparación del maestro primario para el desarrollo de la expresión oral
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Introducción: La expresión oral correcta debe ser una condición inherente a todo ser humano. Su cuidado y cultivo requieren una atención especial en la escuela; los modelos lingüísticos empleados por el maestro, así como las diferentes alternativas didácticas empleadas, contribuyen al desarrollo de la comunicación en sus escolares.
Objetivo: aplicar actividades metodológicas de preparación a los maestros para el empleo de los cuentos infantiles en el desarrollo de la expresión oral en el segundo momento del desarrollo de la educación primaria.
Métodos: Análisis y síntesis, Inductivo-deductivo, Histórico-lógico, Análisis de documentos, Entrevista, Observación científica, Experimental, Estadística descriptiva
Resultados y discusión: El diagnóstico inicial realizado evidenció la necesidad de preparación de los maestros para contribuir al desarrollo de la expresión oral. Determinó que presentaban carencias para asumir el reto que imponen las transformaciones que se llevan a cabo en este nivel de educación, manifestadas en insuficiencias a partir del empleo de cuentos infantiles para la estimulación de la expresión oral de sus escolares. Las actividades metodológicas abarcaron la preparación para la dirección de clases y otras acciones que debe desarrollar el maestro, como la preparación de la familia y las actividades extradocentes y extraescolares. Se enfatizó en la aplicación del método científico, que es parte esencial de la profesionalización del educador.
Conclusiones: La aplicación de las actividades metodológicas diseñadas demostró su efectividad en la práctica docente al transformar los indicadores evaluados especialmente referidos al dominio de los conocimientos y procedimientos para el desarrollo de la expresión oral mediante el empleo de los cuentos infantiles.
Introduction: Correct oral expression should be an inherent condition of every human being. Their care and cultivation require special attention at school; the linguistic models used by the teacher, as well as the different didactic alternatives used, contribute to the development of communication in their students. Objective: apply methodological activities to prepare teachers for the use of children's stories in the development of oral expression in the first cycle of primary education. Methods: Analysis and synthesis, Inductive-deductive, Historical-logical, Document analysis, Interview, Scientific observation, Experimental, Descriptive statistics Results and discussion: The initial diagnosis carried out evidenced the need for teacher preparation to contribute to the development of oral expression. It determined that they had deficiencies to take on the challenge imposed by the transformations that are carried out at this level of education, manifested in insufficiencies from the use of children's stories to stimulate the oral expression of their students. The methodological activities covered preparation for class management and other actions that the teacher must develop, such as preparing the family and extra-teaching and extracurricular activities. Emphasis was placed on the application of the scientific method, which is an essential part of the professionalization of the educator. Conclusions: The application of the designed methodological activities demonstrated its effectiveness in teaching practice by transforming the evaluated indicators, especially referring to the mastery of knowledge and procedures for the development of oral expression through the use of children's stories.
Introduction: Correct oral expression should be an inherent condition of every human being. Their care and cultivation require special attention at school; the linguistic models used by the teacher, as well as the different didactic alternatives used, contribute to the development of communication in their students. Objective: apply methodological activities to prepare teachers for the use of children's stories in the development of oral expression in the first cycle of primary education. Methods: Analysis and synthesis, Inductive-deductive, Historical-logical, Document analysis, Interview, Scientific observation, Experimental, Descriptive statistics Results and discussion: The initial diagnosis carried out evidenced the need for teacher preparation to contribute to the development of oral expression. It determined that they had deficiencies to take on the challenge imposed by the transformations that are carried out at this level of education, manifested in insufficiencies from the use of children's stories to stimulate the oral expression of their students. The methodological activities covered preparation for class management and other actions that the teacher must develop, such as preparing the family and extra-teaching and extracurricular activities. Emphasis was placed on the application of the scientific method, which is an essential part of the professionalization of the educator. Conclusions: The application of the designed methodological activities demonstrated its effectiveness in teaching practice by transforming the evaluated indicators, especially referring to the mastery of knowledge and procedures for the development of oral expression through the use of children's stories.