Bibliographic citations
Acuña, L., Garcia, I., Solis, M. (2021). Propuesta didáctica para optimizar las competencias comunicativas en los estudiantes de tercer año de educación secundaria de una institución educativa pública de Moyobamba, San Martín [Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/3304
Acuña, L., Garcia, I., Solis, M. Propuesta didáctica para optimizar las competencias comunicativas en los estudiantes de tercer año de educación secundaria de una institución educativa pública de Moyobamba, San Martín []. PE: Universidad Marcelino Champagnat; 2021. https://hdl.handle.net/20.500.14231/3304
@misc{renati/236033,
title = "Propuesta didáctica para optimizar las competencias comunicativas en los estudiantes de tercer año de educación secundaria de una institución educativa pública de Moyobamba, San Martín",
author = "Solis Cueva, María Elida",
publisher = "Universidad Marcelino Champagnat",
year = "2021"
}
The present work of professional sufficiency, aims to design a didactic proposal to optimize the development of communication skills in third-year high school students of a public educational institution of Full School Day of Moyobamba - San Martín. Through this proposal, the student is linked with competences, capacities and skills of the communication area; In addition to knowledge, you also acquire values so that you can socialize in this changing society. This proposal is organized in three chapters. In the first chapter the planning of the work of professional sufficiency is developed, where the diagnosis and the characteristics of the educational institution, the objectives and the justification are presented. The second chapter contains the theoretical framework where the theoretical bases of the paradigms and basic theories of education are presented, highlighting the Humanist Sociocognitive Paradigm of: Jean Piaget, David Ausubel and Jerome Bruner (cognitive), Lev Vygotsky and Reaven Feuerstein (social and cultural), the Theory of Intelligence by Robert Sternberg, Martiniano Román and Eloísa Diez. In the third chapter, the curricular programming is developed, where the annual programming is developed, collecting the contributions of the national curriculum of basic education; as well as the specific programming, in which the learning unit is developed, starting from the diagnostic evaluation, the activities, files and evaluation instruments; Also, the learning project is proposed, taking into account the programming, the activities, the materials and the evaluation. Finally, the conclusions, recommendations and references are specified.
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