Verbal games as a didactic strategy: a systematic review

Abstract

In the current context it is necessary to carry out an in-depth review of the educational process in basic education in Peru, the national and international results achieved in recent years reveal a worrying reality in the development of competences in students, evaluations such as PISA place us in ranked 63 out of a total of 65 Latin American countries evaluated, the learning standards in reading, mathematics and science are very minimal compared to other countries in our context. In this sense, one of the probable explanations of this problem is to analyze the educational process, in particular of the didactic strategies that are being selected by the teachers to achieve the expected learning, hence the importance of a selection can be deduced pertinent teaching strategies conceived as a set of activities organized sequentially and gradually to ensure the development of skills in students, perhaps this is the Achilles heel of the problem, since in many experiences it is observable that the activities selected for the Learning sessions do not lead to the development of programmed goals. This article describes the conceptualization of didactic strategies supported by different scientific sources, it also establishes the classification of didactic strategies and makes a particular study of those didactic strategies that favor the development of oral expression. Although the didactic strategies in isolation do not constitute an improvement in the development of competences, they are a tool based on the achievement of learning.