Estrategia didáctica apoyada en tic para el fortalecimiento de la competencia semántica en la esquematización de ideas de los estudiantes del cuarto grado de la institución educativa Heriberto García Garrido

Abstract

Certainly the Ministry of National Education, MEN, implemented the evaluation by competencies or actions of working in teams, interpreting situations, summarizing texts, studying and discussing, communicating ideas graphically, producing a new text from another, among others, that are part of the knowledge and know-how of teaching strategies in the area of ​​language to strengthen the processes of reading comprehension due to the many shortcomings that show the results of the Saber tests in many public institutions in Colombia. To contribute to this work, the work entitled “Educational strategy supported by ICT for the strengthening of semantic competence, especially schematization of ideas in fourth grade students of the Heriberto García Garrido Educational Institution, Toluviejo, Sucre ”, intends to implement a new way of working so that the student, according to his presaberes, assimilates the learning evidences characteristic of semantic competence, to new situations that generate meanings and ways of meaning, thus building their learning. The problem is detected after a triangulation of sources obtained from the results of the Saber tests of the previous two years, the characterization made by the tutors of the All to Learn Program of the Ministry of National Education and a questionnaire based on standards and basic learning rights for the assessment of weaknesses in semantic competition. The study aims to implement an ICT-based strategy to make diagrams, schematics and mind maps that contribute to strengthening the semantic competence of fourth grade students. This refers to the ability to understand the intertextual relationships of a narrative, the interactions between situations and narrative events to give it a practical significance. So, this work is attached to a mixed one under a field design using questionnaires, cooperative workshops and coevaluative semantic differentials.