El aprendizaje basado en el juego para reforzar la escritura de signos de puntuación y de acentuación gráfica en estudiantes de séptimo año de Educación General Básica.

Abstract

In the national curriculum, it is considered essential that students acquire skills related to learning accentuation and punctuation, because this consolidates spelling knowledge, which – in turn – determines skills and abilities for writing texts. In the pre-professional practice (PP), it will be controlled that students present difficulties in understanding and properly applying graphic accentuation, as well as punctuation marks, which complicated their writing processes. Therefore, this curricular integration work addresses the shortcomings of the seventh-year students of the Isaac A. Chico Educational Unit, to develop knowledge in the management of accentuation, punctuation and demotivation present in their learning process. The objective of this study is to analyze the teaching-learning process of accentuation and punctuation and apply an educational intervention proposal based on Game-Based Learning (ABJ) and the VAMG method. In this study, a qualitative approach was used, using the action research method based on its four phases (plan, apply, observe and reflect), which is supported by research techniques such as: participant observation, focus groups, interviews and documentary analysis. . . Among the main results of the application of the ABJ, a significant change will be observed in the development and acquisition of skills regarding graphic accentuation and punctuation marks, also in the ability to address the teaching-teaching process of Language and Literature. In a playful, dynamic and motivating way.