Material didáctico interactivo para fortalecer el aprendizaje en lengua y literatura para cuarto grado, EGB Otilia María Serrano Pareja, 2021.

Abstract

In the present work, the interactive didactic materials in the area of language and literature will be addressed, which will help to strengthen reading in the student, in addition, the advantages of its applicability within the educational context will be presented, which is why, it has been taken into account the deficit that exists, thus arising some unknowns prior to a solution. For its elaboration, the types of tools used in the classroom were first identified and analyzed, later materials were established that will be of great assistance to area teachers. For this reason it is essential that teaching materials are known and applied in general, whose objective of making a class more dynamic will be optimal in its entirety. For the elaboration of this research work, the mixed methodology was applied. It should be emphasized that, in it, the quantitative and qualitative techniques are developed, these helped us to analyze the premises that the educational institution where we applied this process offered us, the lack in the use of these didactic materials is a great disadvantage in the academic performance of students. Despite the fact that many of them have difficulties in reaching the level of learning that the others, it should be emphasized that within the classroom there is no educational need of greater importance, so the tools that will be applied will serve and be developed for everyone. fourth year grade of elementary basic education; Thus, various conclusions were reached about the use of didactics where its advantages in education were also interpreted. It was quantitative because surveys and interviews were carried out with the students and the area teacher, whose results provided great help for this research. As general results, it was obtained that it is considerable to use the materials for an improvement in reading comprehension, in addition to using printed images, they can use pictograms so that the student sees and feels the dynamic class. In the evaluation aimed at students, it was stated that these tools are not always applied, taking into account that there are shy children and others who do stand out, that is why they must be constantly evaluated. Finally, in the interaction through dynamic games whose purpose is to achieve interactive learning, the teachers indicated that educational environments must be pleasant according to the conditions of the students so that everyone participates and is included in all activities. Finally, by way of conclusion, it was possible to state that, at present, it is more feasible to work with students in a dynamic way, that is, to learn through play, this will make students improve their skills in the area of Language and Literature, teachers must be well trained to exercise this new methodology that will be implemented in the classroom.