La práctica docente en la enseñanza de la comunicación oral en el grado transición

Abstract

When observing the teaching practice in the classroom, the desire to bring boys and girls closer to reading and writing was verified. However, the research carried out identified that what should be strengthened at this level is oral communication. Consequently, in the theoretical and conceptual foundations categories such as didactics, teaching, oral communication and language, in some of the authors and relevant texts, are traced in order to illuminate the observations in context. In the same way, qualitative research that conceives the world under construction is selected as a methodological option, where the objects of study can be subjects with feelings and values, which constantly change; an interpretive approach is assumed, which seeks to understand reality as it is presented and the deep causes that have led it to be so, and action research is adopted as a methodology, which allows the researcher to be involved in the facts and realities that he investigates, from the cycles that involve planning, action, observation and reflection, with a view to positively modifying that reality. To this end, a didactic strategy based on literary texts was designed and implemented, called "Listening and speaking I am improving", where children from the transition grade of CED Aguas Claras strengthen oral expression by developing skills to listen and express their thoughts, feelings and emotions. To achieve this, some instruments were designed that allowed us to collect information on the identified problem, organize it and analyze it from the categories found, to establish results in order to improve teaching practice around the teaching of oral communication in children and transition grade girls. At the end, challenges were established around the teaching of oral communication in the transition grade, such as motivating parents and fellow teachers to carry out systematic and constant work in teaching orality, among others.