Bibliographic citations
Rivas, A., (2022). Propuesta didáctica para el desarrollo de las habilidades sociales avanzadas en los estudiantes de 4º grado de secundaria de una institución educativa pública de Huancayo - Azapampa – Junín [Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/3415
Rivas, A., Propuesta didáctica para el desarrollo de las habilidades sociales avanzadas en los estudiantes de 4º grado de secundaria de una institución educativa pública de Huancayo - Azapampa – Junín []. PE: Universidad Marcelino Champagnat; 2022. https://hdl.handle.net/20.500.14231/3415
@misc{renati/801610,
title = "Propuesta didáctica para el desarrollo de las habilidades sociales avanzadas en los estudiantes de 4º grado de secundaria de una institución educativa pública de Huancayo - Azapampa – Junín",
author = "Rivas Huaynalaya, Antony Paul",
publisher = "Universidad Marcelino Champagnat",
year = "2022"
}
The present work of professional competence aims to design a didactic proposal. Its purpose is to strengthen advanced social skills in fourth-year high school students of a public educational institution of Huancayo Azapampa - Junín. This work has as theoretical bases the Socio-cognitive Paradigm of Jean Piaget, David Ausubel, and Jerome Bruner; the Sociocultural-contextual Paradigm of Vygotsky, Feuerstein, Albert Bandura, and Lawrence Kohlberg; the Triarchic theory of Robert Stemberg and the three-dimensional model of Martiniano Roman and Eloisa Diez. Through this proposal, the student will become closely related to the competencies, dimensions, approaches, guidelines, and aspects that tutoring and educational guidance offer and that project in social skills; where he not only acquires knowledge but also interacts with his environment, clearly defines his goals to move towards them, expresses what he wants and feels towards others. All this will strengthen the positive and healthy coexistence and contribute significantly to their integral development, which is necessary for this society of constant changes and challenges. On the other hand, this proposal has the following structure: in the first chapter is the planning of the work of professional sufficiency; in the second chapter the theoretical framework and the last chapter the curricular programming, tutoring plan, educational orientation, and school coexistence
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