Circuito entretenido como estrategia para fortalecer las habilidades oratorias del idioma inglés en los estudiantes de primer grado

This work entitled Entertained Circuit as a strategy to strengthen English language skills in the first grade students of the Nuevo Colegio del Prado, whose general objective was to contribute to the learning of the English language in the oral component (speaking) through the Entertaining circuit in the students of the first grade "B" of the New School Del Prado, allowed children to recognize the importance of learning a second language at an early age, and that these must have an external and internal motivation for the success of this learning . For this we have taken into account the contributions of Bruner who within his proposal states that learning should not be limited to a mechanical memorization of information or procedures, but should lead the learner to develop their ability to solve problems and think about the situation that is facing him. The school must lead to discover new ways to solve old problems and to solve new problems according to current characteristics. Some pedagogical implications of Bruner's theory lead the teacher to consider elements such as student attitude, compatibility, motivation, practice of skills and the use of information in solving problems. Bruner considers important the stimuli that the child receives throughout his mental development, but specific that his response to these is not mechanical. As progress is made in mental evolution, there is a growing independence in the responses that the subject gives to a given situation. For Jean Piaget (1956), the game is part of the intelligence of the child, because it represents the functional or reproductive assimilation of reality according to each evolutionary stage of the individual. Sensory motor abilities, symbolic or reasoning, as essential aspects of the development of the individual, are what condition the origin and evolution of the game. Piaget associates three basic structures of the game with the evolutionary phases of human thought: the game is simple exercise (similar to the animal); the symbolic game (abstract, fictional); and the regulated game (collective, the result of a group agreement). And the contributions of David Ausubel who from his theory of learning styles makes it clear to us that every child every girl learns in a different and unique way, that is why we took on the task of developing a pedagogical tool that could take all these elements with you important when it comes to teaching, which allows developing skills to strengthen knowledge and most importantly the interaction between their peers and their knowledge. It is also important to mention that currently the national government develops policies that support our project of contributing to the learning of a second language from the first years of life as it is stated in its bilingual education policy in Colombia.

• Autores: Martínez Rueda, Heidy Andrea
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2018
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/43
• Acceso en línea: https://hdl.handle.net/11323/43; https://repositorio.cuc.edu.co/
• Palabra clave: Aprendizaje; Mecánica; Implicaciones pedagógicas; Juego simbólico
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual