Recursos didácticos para generar aprendizaje significativo en el área de lenguaje de la básica elemental Escuela Martha Bucaram Machala 2021 - 2022

Abstract

The present research work is oriented to present updated information about the benefits of the use of didactic resources in the Teaching of Language and Literature, in the Basic Elementary Sublevel, as a response to the field study with a Quantitative-Qualitative approach. , implementing an inductive-deductive methodology, observation and the use of an interview for teachers and a survey for students as techniques within the investigative process, the same ones that allowed collecting scientific information in a systematized way based on the objective set out in the totality of 107 students taken as a study sample. The research is developed in the first instance with the study diagnosis and with the identification of the central problem, using analysis and inquiry, the same ones that have the central purpose that is the incidence of the use of didactic resources to generate significant learning in the Area. of Language and Literature of the Basic Elementary School Martha Bucaram - Machala 2021-2022 "in relation to the independent variable "Teaching Resources" and the dependent variable Significant Learning, followed by the development of the theoretical and conceptual framework. The findings found through the application of the research instruments allow us to conclude that the teachers of the elementary basic sublevel use the same didactic resources within the teaching of Language and Literature, for all their classes, which makes the students lose interest in paying attention when acquiring new knowledge, few skills to listen, speak, read and write the four macro skills of this subject, this becomes evident when performing intraclass activities, such as writing, reading a story, expose or and the tasks sent home the same that are developed in a partially correct way. The field observation allowed us to see that a good part of the children do not understand the topics presented by the teachers, the spelling errors when they dictate, the little coherence when writing sentences, paragraphs or narrating a story. The interview made to the teachers allowed us to certify the need for new didactic resources in the teaching of Language and Literature, and that there is an interest in them to update their knowledge in the use of them, knowing that these will allow them to the students reach a meaningful language since at present the material they use are the texts sent by the government, information that was corroborated in the survey carried out by the students. We can conclude, presenting that there is a need for teachers to apply new didactic resources that can generate significant learning in students, for this reason our proposal is born, which is a Didactic Guide with a variety of Resources used in teaching. of Language and Literature, the same one that will benefit the teachers because they will be able to present complex contents in a practical and simple way and the students because they will acquire the new knowledge in a more effective way, allowing them to develop their abilities and skills. The didactic resources are those instruments used by the teacher within the teaching, the same ones that become mediators so that the students achieve a significant learning, the use of these materials is of great importance since they guarantee a dynamic and interactive class in the classroom. It also allows students to develop the macro skills of the Language and Literature subject established within the educational curriculum. This bases and argues the design of the didactic guide, which contains didactic resources applied to strategies and techniques with objectives, skills, evaluation indicators and achievements established in the implementation guides of the elementary sublevel curriculum, aligned with themes of the texts. education of the Ecuadorian government.