Citas bibligráficas
Condori, S., Meza, M., Solórzano, N. (2019). Propuesta didáctica para el desarrollo de habilidades comunicativas en estudiantes de tercer año de educación secundaria de una institución educativa de Tarma, Junín. [Trabajo de suficiencia profesional, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/595
Condori, S., Meza, M., Solórzano, N. Propuesta didáctica para el desarrollo de habilidades comunicativas en estudiantes de tercer año de educación secundaria de una institución educativa de Tarma, Junín. [Trabajo de suficiencia profesional]. : Universidad Marcelino Champagnat; 2019. https://hdl.handle.net/20.500.14231/595
@misc{renati/241806,
title = "Propuesta didáctica para el desarrollo de habilidades comunicativas en estudiantes de tercer año de educación secundaria de una institución educativa de Tarma, Junín.",
author = "Solórzano Astete, Norma Consuelo",
publisher = "Universidad Marcelino Champagnat",
year = "2019"
}
The task of learning and mediating learning in a rapidly changing society is arduous. Students now learn from that global perspective, and the professional profile should be linked to a competency-based training that enables them to respond to the challenges of this new society. From the principles of the socio-humanistic cognitive Paradigm we find the answer to these urgencies so vital for development and taking their postulates as a theoretical base; the present didactic proposal proposes to develop communicative skills in the area of Communication in students of the third year of secondary education in an educational institution of Tarma Junín. The structure of the proposal presents three chapters. The first one is related to the diagnosis of the educational institution, the objectives of the proposal, as well as the justification of what is intended to be developed. The second chapter examines the theoretical bases of the main educational currents and how they articulate and contribute to the present proposal in classroom teaching practice. Finally, the third chapter develops the design of a curricular proposal that is articulated to the competency-based training approach from the socio-humanistic cognitive Paradigm. To this end, we have taken as an important reference the proposals of the National Curricular Design in the area of Communication for the third year of secondary education. This didactic proposal includes the tools proper to the educational task in terms of curricular programming, starting from general aspects to specific questions. In such a way that the selection of capacities, values and attitudes that will be useful in the annual programming is grounded, as well as the basic definitions of the cognitive processes which are linked to the design of the Learning Unit and the respective sessions, accompanied by pedagogical support material.
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