Estrategias para mejorar la expresión oral en el área de comunicación en los niños y niñas de 5° - 6° grados en la Institución Educativa N° 38519 “María Montessori” de San Antonio, Locroja – Churcampa- Huancavelica
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2026-10-23
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El trabajo de investigación-acción pedagógica titulada: Estrategias para mejorar la expresión oral en el área de comunicación en los niños y niñas de 5° - 6° grados en la Institución Educativa N° 38519 “María Montessori” de San Antonio, Locroja – Churcampa- Huancavelica. Tuvo como objetivo auto reflexionar profundamente de mí práctica pedagógica, identificando las teorías implícitas que guían mí práctica pedagógica de hoy, revisar fuentes de información para diseñar la propuesta pedagógica alternativa y evaluar la efectividad de la propuesta pedagógica de aplicación de la estrategia metodológica en el desarrollo de la expresión oral. La metodología fue deconstrucción, reconstrucción y evaluación, con el tipo de investigación-acción emancipadora, los actores de cambio fue la investigadora, estudiantes de 5° y 6° grado de primaria y el “yachaq”. Las técnicas de recolección de datos fue la observación su instrumento el diario de campo, lista de cotejo y la técnica de entrevista con guía de entrevista, los datos recolectados se analizó e interpretó mediante la técnica de reducción de datos, cuyos resultados de la propuesta se consolidó en una matriz de triangulación, como evidencian en fortalezas y debilidades en la deconstrucción como producto de una reflexión crítica de la práctica pedagógica, identificando las teorías implícitas que está influenciada por la teoría conductista y en menor medida el enfoque constructivista. En la reconstrucción se revisó fuentes bibliografías respecto a la enseñanza de la expresión oral, con el enfoque comunicativo y finalizando con la evaluación de la efectividad de la propuesta pedagógica alternativa, innovadora en mí práctica pedagógica.
The pedagogical action-research work entitled: trategies to improve oral expression in the area of communication among children in grades 5 and 6 at Educational Institution No. 38519 "María Montessori" of San Antonio, Locroja - Churcampa- Huancavelica. The objective was to self-reflect deeply on my pedagogical practice, identifying the implicit theories that guide my pedagogical practice today, review sources of information to design the alternative pedagogical proposal and evaluate the effectiveness of the pedagogical proposal for the application of the methodological strategy in the development of oral expression. The methodology was deconstruction, reconstruction and evaluation, with the type of emancipatory action research, the actors of change were the researcher, students of 5th and 6th grade of elementary school and the “yachaq”. The data collection techniques were observation, field diary, checklist and interview technique with interview guide, the data collected were analyzed and interpreted through the data reduction technique, whose results of the proposal were consolidated in a triangulation matrix, as evidenced in strengths and weaknesses in the deconstruction as a product of a critical reflection of the pedagogical practice, identifying the implicit theories that are influenced by the behaviorist theory and to a lesser extent the constructivist approach. In the reconstruction, bibliographical sources were reviewed regarding the teaching of oral expression, with the communicative approach and ending with the evaluation of the effectiveness of the alternative pedagogical proposal, innovative in my pedagogical practice.
Kay musuq yachayllamkayniypa sutinmi “Tukuy niraq ñam akllasqa kay castellano simipi allin kusisqa sumaq rimay, hamutay castilla simi paqarichiy, kay yachaywasi N°38519 María Montessori pichqa soqta ñiqi yachapakuq warmakunaman, San Antonio, Locroja – Churcampa – Huancavelica llaqtapi. chaypim sasachakuyta qawarqani, chayman qina ñawpaqcharqani; patacharqani sumaq rurasqa llamkay kananpaq. Kay hatun taripaymi qawarichiwanchiq imaynataq llamkana warmakunawan castilla simipi allinta rimanankupaq, chaypaqmi tukuy niraq ñankunata, yachaykunta maytukunapi allinta qamutaykuspa, ñawinchaskuspa llamkayniypi tupachirqani, qinallataqmi musuq ñankunawan sasachakuyta qispichirqani chaymantañataq kay ñankunawan warmakuna allintachu icha manachu rimarinku. Kay llamkaypiqa qatallirqani kimsa ñankunawan kay maskaq-ruray yachachiq nisqanmanta ñawpaqtaqa, llamkay qallarirqa llachaykunata taqmaspa, chaymanqina musuqmanta allinta qatarichispa imaynam qispisqanta qawanapaq chaymanta tupanampaq. Chaynallataq kay llamkayta llamkarirani pichqa suqta ñiqipi kaq warmakunawan, yachay wasipi amawtatawan quñurqa. Tukuy kay ñankunata allinta qawaykuspa, akllaykuspa qurarichikurqa; allin rimay, umalliq, qalliy warmakuna atipasqa kanankupaq chaynallataq sapa punchaw warmakunapa ima rurayninkunata qillqarqani, chay llamkaykuna allinta qararichiwarqa akllaspay ñankunata llamkanaypaq, sasachakuy qipachinaypaq, kayna llamkaykuspa, allinta qawaykuspa tupachirqani, chiqap allin llamkay kananpaq, chaypaq musuq yachaykunata maskasqani huk maytukunapi, kay maskay-ruray yachachiq llamkay kachkan nisqanpa ukunpi, chaypim ñankunata qatiparqani kay suyu tupanachikuy, akllana qawaykunawan, sapa punchaw llamkaykunawan, huñunakuy kamachikuykunawan, llamkay yanapakuqkunata rurarqani sasachakuy qispichinaypaq.
The pedagogical action-research work entitled: trategies to improve oral expression in the area of communication among children in grades 5 and 6 at Educational Institution No. 38519 "María Montessori" of San Antonio, Locroja - Churcampa- Huancavelica. The objective was to self-reflect deeply on my pedagogical practice, identifying the implicit theories that guide my pedagogical practice today, review sources of information to design the alternative pedagogical proposal and evaluate the effectiveness of the pedagogical proposal for the application of the methodological strategy in the development of oral expression. The methodology was deconstruction, reconstruction and evaluation, with the type of emancipatory action research, the actors of change were the researcher, students of 5th and 6th grade of elementary school and the “yachaq”. The data collection techniques were observation, field diary, checklist and interview technique with interview guide, the data collected were analyzed and interpreted through the data reduction technique, whose results of the proposal were consolidated in a triangulation matrix, as evidenced in strengths and weaknesses in the deconstruction as a product of a critical reflection of the pedagogical practice, identifying the implicit theories that are influenced by the behaviorist theory and to a lesser extent the constructivist approach. In the reconstruction, bibliographical sources were reviewed regarding the teaching of oral expression, with the communicative approach and ending with the evaluation of the effectiveness of the alternative pedagogical proposal, innovative in my pedagogical practice.
Kay musuq yachayllamkayniypa sutinmi “Tukuy niraq ñam akllasqa kay castellano simipi allin kusisqa sumaq rimay, hamutay castilla simi paqarichiy, kay yachaywasi N°38519 María Montessori pichqa soqta ñiqi yachapakuq warmakunaman, San Antonio, Locroja – Churcampa – Huancavelica llaqtapi. chaypim sasachakuyta qawarqani, chayman qina ñawpaqcharqani; patacharqani sumaq rurasqa llamkay kananpaq. Kay hatun taripaymi qawarichiwanchiq imaynataq llamkana warmakunawan castilla simipi allinta rimanankupaq, chaypaqmi tukuy niraq ñankunata, yachaykunta maytukunapi allinta qamutaykuspa, ñawinchaskuspa llamkayniypi tupachirqani, qinallataqmi musuq ñankunawan sasachakuyta qispichirqani chaymantañataq kay ñankunawan warmakuna allintachu icha manachu rimarinku. Kay llamkaypiqa qatallirqani kimsa ñankunawan kay maskaq-ruray yachachiq nisqanmanta ñawpaqtaqa, llamkay qallarirqa llachaykunata taqmaspa, chaymanqina musuqmanta allinta qatarichispa imaynam qispisqanta qawanapaq chaymanta tupanampaq. Chaynallataq kay llamkayta llamkarirani pichqa suqta ñiqipi kaq warmakunawan, yachay wasipi amawtatawan quñurqa. Tukuy kay ñankunata allinta qawaykuspa, akllaykuspa qurarichikurqa; allin rimay, umalliq, qalliy warmakuna atipasqa kanankupaq chaynallataq sapa punchaw warmakunapa ima rurayninkunata qillqarqani, chay llamkaykuna allinta qararichiwarqa akllaspay ñankunata llamkanaypaq, sasachakuy qipachinaypaq, kayna llamkaykuspa, allinta qawaykuspa tupachirqani, chiqap allin llamkay kananpaq, chaypaq musuq yachaykunata maskasqani huk maytukunapi, kay maskay-ruray yachachiq llamkay kachkan nisqanpa ukunpi, chaypim ñankunata qatiparqani kay suyu tupanachikuy, akllana qawaykunawan, sapa punchaw llamkaykunawan, huñunakuy kamachikuykunawan, llamkay yanapakuqkunata rurarqani sasachakuy qispichinaypaq.
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Estrategias, Enseñanza, Apredizaje, Procesos Didácticos, Pedagógicos, Strategies, Teaching, Learning, Didactic, Pedagogical Processes, Ruwaykuna, Yachachiy, Yachay, Yachachiy Qatipaykuna, Yachanachikuq