La comprensión lectora en francés, a través del cuento en educación primaria
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2015-07-24
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
Comenzaré partiendo de la base de una revisión y reflexión sobre la lectura y el proceso de
comprensión del texto escrito. Desarrollaré las principales ideas sobre las teorías más recientes y de
mayor influencia en la actual didáctica de las lenguas sobre cómo se aprende a leer y sobre cómo se
produce la comprensión de un texto. También analizaré otros factores como la velocidad lectora y la
lectura eficaz. Teniendo en cuenta los principios metodológicos analizados, se presenta una
determinada actividad de lectura y trabajo en el aula con un texto literario “Pinocchio”, encuadrada en
un programa de enseñanza de la literatura francesa destinada a alumnos de 3er ciclo de Primaria, es
decir, 5º y 6º de Educación Primaria.
Así, con esta metodología, se le presta mucha importancia a la fonética y pronunciación del
vocabulario, y a que sean capaces de comprender el texto que están leyendo desde un enfoque
comunicativo.
Es importante destacar la evaluación por observación y mediante pruebas escritas u orales, en las
que el niño muestra sus destrezas aprendidas en el aula tras la realización de las actividades propuestas,
y la actitud con la que ha trabajado y se ha enfrentado a la resolución de las mismas.
I will start of a review and reflection on the process of reading and comprehension of the written text. Through the main ideas on the latest theories and influential in the current language teaching about how to learn to read and how the understanding of a text occurs. I also analyze other factors such as reading speed and effective reading. Considering the analyzed methodological principles, an activity of reading and classroom work is presented with a literary text "Pinocchio", framed in a program teaching French literature for students of 3 primary cycle, ie, 5th and 6th Primary Education. So, with this method, it pays great importance to the phonetic and pronunciation of the vocabulary, as well as being able to understand the text they are reading from a communicative approach. Importantly, the evaluation by observation and through written or oral tests, in which the child shows his skills learned in the classroom after the completion of the proposed activities, and the attitude with which he has worked and has faced resolution the same.
I will start of a review and reflection on the process of reading and comprehension of the written text. Through the main ideas on the latest theories and influential in the current language teaching about how to learn to read and how the understanding of a text occurs. I also analyze other factors such as reading speed and effective reading. Considering the analyzed methodological principles, an activity of reading and classroom work is presented with a literary text "Pinocchio", framed in a program teaching French literature for students of 3 primary cycle, ie, 5th and 6th Primary Education. So, with this method, it pays great importance to the phonetic and pronunciation of the vocabulary, as well as being able to understand the text they are reading from a communicative approach. Importantly, the evaluation by observation and through written or oral tests, in which the child shows his skills learned in the classroom after the completion of the proposed activities, and the attitude with which he has worked and has faced resolution the same.
Descripción
Palabras clave
Música