Bibliographic citations
Ruiz, D., Quispealaya, R., Salazar, G. (2019). Propuesta didáctica para el desarrollo de las competencias comunicativas en los estudiantes de cuarto grado de educación primaria de una institución educativa del distrito de San Ramón, provincia de Chanchamayo, región Junín. [Trabajo de suficiencia profesional, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/604
Ruiz, D., Quispealaya, R., Salazar, G. Propuesta didáctica para el desarrollo de las competencias comunicativas en los estudiantes de cuarto grado de educación primaria de una institución educativa del distrito de San Ramón, provincia de Chanchamayo, región Junín. [Trabajo de suficiencia profesional]. : Universidad Marcelino Champagnat; 2019. https://hdl.handle.net/20.500.14231/604
@misc{sunedu/3319562,
title = "Propuesta didáctica para el desarrollo de las competencias comunicativas en los estudiantes de cuarto grado de educación primaria de una institución educativa del distrito de San Ramón, provincia de Chanchamayo, región Junín.",
author = "Salazar Pianto, Gina Brenda",
publisher = "Universidad Marcelino Champagnat",
year = "2019"
}
The present work of professional sufficiency consists of a didactic proposal for the development of communicative competences in students of the fourth grade of primary education of an educational institution of the province of Chanchamayo, and is based on the theoretical basis of the socio-cognitive paradigm. humanist that lead to the understanding and transformation of knowledge in teaching-learning regarding the educational environment and teaching practice. The development of the sufficiency work is structured in three chapters, in the first chapter it presents the diagnosis of the problematic reality in which the educational institution is located, the general and specific objectives and the justification; In the second chapter, the theories developed by the different authors that support the cognitive, sociocultural and contextual aspects that contribute to the pedagogical action are presented; and the third chapter consists of curricular programming; general programming: diagnostic evaluation, annual programming and knowledge structure; specific program consisting of two learning units, eighteen sessions, with their respective cards, annexes, rubrics, checklist, two process evaluations and one final for each unit, prepared with coherence according to their respective abilities and skills. This presents a concise and complete creative proposal to coherently develop communication skills.
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