La lectura crítica como herramienta pedagógica en el proceso de enseñanza aprendizaje en la asignatura de Filosofía en el 2do BGU de conformidad al Currículo Nacional Obligatorio
The present research entitled critical reading as a pedagogical tool in the teaching-learning process of the Philosophy subject in the Second level of High School, in accordance with the mandatory national curriculum, aimed to determine the elements and characteristics of critical reading as a pedag...
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| Format: | bachelorThesis |
| Langue: | spa |
| Publié: |
2023
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| Accès en ligne: | http://dspace.unach.edu.ec/handle/51000/10946 |
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Ajouter un tag | Résumé: | The present research entitled critical reading as a pedagogical tool in the teaching-learning process of the Philosophy subject in the Second level of High School, in accordance with the mandatory national curriculum, aimed to determine the elements and characteristics of critical reading as a pedagogical tool in the teaching-learning process of the Philosophy subject in the Second level of High School, since at present some teachers make long expositions of facts and students must memorize the content of the subject in a large amount of printed material to undergo strenuous evaluation questionnaires. The project was based on the need to make changes in curricular content, development of content, strategies, methods, etc. that allow students to develop critical and reflective thinking and that are designed to respond to the social reality in which individuals develop through curricular reforms that improve the quality of education in the Ecuadorian context. The methodology applied in this study is framed in the non-experimental, documentary design, since it allowed collecting information through bibliographic means, such as digital books, scientific articles with a qualitative approach that allowed interviewing the teachers of the “Unidad Educacional Los Andes" and “Unidad Educacional Jorge Álvarez". As results, it is evident that students in the second year of high school currently do not like to read because they do not have the attitude to pick up a book and are not encouraged from an early age. The conclusion is that teachers select readings according to the age of the students and on topics that could attract their attention. Therefore, it is recommended that teachers, at the time of teaching their classes, should first identify all the problems they had at the time of learning to read so that they can work with the students and thus strengthen their knowledge. Finally, a methodological teaching proposal was applied on the Philosophy subject so that teachers can support themselves in the development of cognitive competencies of the students in the second year of high school. |
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