Development and validation of strategies for teaching and learning Spanish as a mother tongue
Keywords:
Didactics, scheme, research, Mother tongue, subschemaAbstract
This article addresses the details during the first phase of the research process of the project entitled Elaboration and validation of strategies for the teaching and learning of Spanish as a mother tongue, work that was carried out with students of the Hispanic Language and Literature career. This began with the analysis of didactic works kept in the Documentation Center of the Spanish department (CEDOC), a total of 45 works were found, divided between the different macro-skills of the mother tongue. Therefore, the students were divided into teams to work: writing, speaking, reading comprehension, grammar and literature. Training on the schema learning model continued (Escobar, 2016). The stage concludes with the use of the model to restructure the works and develop a new didactic sequence, of which five transformed works were obtained based on the model. With the process, the teaching and research competence of the students is being strengthened.
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References
Escobar, A. (2016). Esquemas de aprendizaje de la gramática (Doctoral dissertation, Tesis Doctoral. Managua: UNAN-Managua).
Hernández, F., Fernández, C. & Baptista Lucio, P. (2006). Metodología de la Investigación. Cuarta edición. Mac Graw Hill editores. México DF México, 103, 205
Morales, A. G. (2003). Los paradigmas de investigación en las ciencias sociales. Islas, (138), 125-135.
Restrepo, M. (2002). Investigación en educación. (Modulo 7). Colombia; ARFO
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