Textual construction, a teacher's responsibility
The direction of the learning of textual construction is the responsibility of the teacher in Primary Education
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In today's world, education is faced with the need to create a fuller, more open, more cultured and more integral person, capable of facing the complex problems of his or her reality, even though this may mean a great challenge for those who deal with the teaching of the mother tongue. Knowing how to listen, speak, read and write, showing special interest, enjoyment and good aesthetic taste in reading different types of texts, as well as learning a foreign language from an intercultural perspective, as a means of expressing their feelings, preferences, assessments, motivations and interests in...
In today's world, education is faced with the need to create a fuller, more open, more cultured and more integral person, capable of facing the complex problems of his or her reality, even though this may mean a great challenge for those who deal with the teaching of the mother tongue. Knowing how to listen, speak, read and write, showing special interest, enjoyment and good aesthetic taste in reading different types of texts, as well as learning a foreign language from an intercultural perspective, as a means of expressing their feelings, preferences, assessments, motivations and interests in different contexts of socio-cultural interaction. It is the teacher's responsibility to ensure that the student knows how to listen, speak, read and write according to the demands of the objectives, however, in practice there are difficulties that denote inadequacies in the direction of the teaching-learning process; this led to identify as a scientific problem of social connotation how to contribute to improve the direction of the learning of textual construction in primary education?
In today's world, education is faced with the need to create a fuller, more open, more cultured and more integral person, capable of facing the complex problems of his or her reality, even though this may mean a great challenge for those who deal with the teaching of the mother tongue. Knowing how to listen, speak, read and write, showing special interest, enjoyment and good aesthetic taste in reading different types of texts, as well as learning a foreign language from an intercultural perspective, as a means of expressing their feelings, preferences, assessments, motivations and interests in different contexts of socio-cultural interaction. It is the teacher's responsibility to ensure that the student knows how to listen, speak, read and write according to the demands of the objectives, however, in practice there are difficulties that denote inadequacies in the direction of the teaching-learning process; this led to identify as a scientific problem of social connotation how to contribute to improve the direction of the learning of textual construction in primary education?
In today's world, education is faced with the need to create a fuller, more open, more cultured and more integral person, capable of facing the complex problems of his or her reality, even though this may mean a great challenge for those who deal with the teaching of the mother tongue. Knowing how to listen, speak, read and write, showing special interest, enjoyment and good aesthetic taste in reading different types of texts, as well as learning a foreign language from an intercultural perspective, as a means of expressing their feelings, preferences, assessments, motivations and interests in different contexts of socio-cultural interaction. It is the teacher's responsibility to ensure that the student knows how to listen, speak, read and write according to the demands of the objectives, however, in practice there are difficulties that denote inadequacies in the direction of the teaching-learning process; this led to identify as a scientific problem of social connotation how to contribute to improve the direction of the learning of textual construction in primary education?
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