Estrategia didáctica para el fortalecimiento de la acentuación gramatical en los estudiantes de grado tercero de la Institución Educativa Rural San Miguel, Sede Alto Grande.

Abstract

Grammatical stress is the greater force given to a certain syllable within a word, thus differentiating it from other words, due to its high duration, intensity and tone. All words have an accent, but only some have a tilde. The general objective was: To strengthen grammatical accentuation through a didactic strategy in third grade students of the San Miguel Rural Educational Institution, Alto Grande Campus. The study was conducted under the qualitative approach, with the participant action research method, using the following data collection techniques: Participant observation and Didactic activities. With the instruments: Field Diary and Didactic Workshops. The phases that conducted this research were: A) Diagnosis B) Planning C) Action and D) Reflection. The main results were: that each student recognized and identified the rules of grammatical accentuation, placing the accent mark according to the corresponding accent class, in the same way, they responded assertively to the didactic strategy applied, having an active participation and good performance in this topic. It was concluded that, by means of the didactic strategy of the Word Calendar, motivation and interest were generated in the teaching and learning process of Grammatical Accentuation, being this key to achieve significant learning, likewise, the rules of accentuation should continue to be reinforced through innovative and playful methods to encourage the correct writing as guided by the Rae, thus achieving a better performance in the area of Spanish Language.