The present work discusses a subject matter prioritized at the educational sector, that curricular of the y axes or strategies has like purpose to favor the understanding reader as from the intertextuality by means of the job of texts that they make possible the way out, curricular. This investigation the understanding the reader is an one belonging to the fundamental edges within the functional components : Understanding, analysis and construction of texts ; Where the treatment methodology must transit from the processes of socialization and united reflection with activities before, during and after the reading to come to the production of texts. From there, that they had selected prioritized subject matters stops to achieve the intertextuality in the understanding reader. The proposal of investigation favors the development of the cognitive telling abilities in the pupils and the knowledge strengthens the teacher's methodology. For this purpose, different methods were used. From the empirical level : observation, survey, interview, and the analysis of documents. From the theoretical level : the historic-logical, analysis-synthesis, and the induction-deduction. Some procedures of the statistical method were conceived, too. he validation of the proposal is performed by means of a neutrosophic Iadov.

The present work discusses a subject matter prioritized at the educational sector, that curricular of the y axes or strategies has like purpose to favor the understanding reader as from the intertextuality by means of the job of texts that they make possible the way out, curricular. En this investigation the understanding the reader is an one belonging to the fundamental edges within the functional components: Understanding, analysis and construction of texts; Where the treatment methodology must transit from the processes of socialization and united reflection with activities before, during and after the reading to come to the production of texts. From there, that they had selected prioritized subject matters stops to achieve the intertextuality in the understanding reader. The proposal of investigation favors the development of the cognitive telling abilities in the pupils and the knowledge strengthens the teacher's methodology. For this purpose, different methods were used. From the empirical level: observation, survey, interview, and the analysis of documents. From the theoretical level: the historic-logical, analysis-synthesis, and the induction-deduction. Some procedures of the statistical method were conceived, too. he validation of the proposal is performed by means of a neutrosophic Iadov.

The present work discusses a subject matter prioritized at the educational sector, that curricular of the axes or strategies has like purpose to favor the understanding reader as from the intertextuality by means of the job of texts that they make possible the way out, curricular. In this investigation the understanding the reader is one belonging to the fundamental edges within the functional components: Understanding, analysis and construction of texts; Where the treatment methodology must transit from the processes of socialization and united reflection with activities before, during and after the reading to come to the production of texts. From there, that they had selected prioritized subject matters stops to achieve the intertextuality in the understanding reader. The proposal of investigation favors the development of the cognitive telling abilities in the pupils and the knowledge strengthens the teacher's methodology. For this purpose, different methods were used. From the empirical level: observation, survey, interview, and the analysis of documents. From the theoretical level: the historic-logical, analysis-synthesis, and the induction-deduction. Some procedures of the statistical method were conceived, too. he validation of the proposal is performed by means of a neutrosophic Iadov.

يناقش العمل الحالي موضوعًا ذا أولوية في القطاع التعليمي، وهو أن مناهج المحاور أو الاستراتيجيات لها نفس الغرض لصالح القارئ المفهوم اعتبارًا من التداخل النصي عن طريق وظيفة النصوص التي تجعلها ممكنة المخرج، المناهج الدراسية. في هذا التحقيق، يكون الفهم للقارئ هو الفهم الذي ينتمي إلى الحواف الأساسية داخل المكونات الوظيفية: فهم النصوص وتحليلها وبنائها ؛ حيث يجب أن تنتقل منهجية المعالجة من عمليات التنشئة الاجتماعية والتفكير الموحد مع الأنشطة قبل وأثناء وبعد القراءة للوصول إلى إنتاج النصوص. من هناك، قاموا باختيار نقاط توقف الموضوعات ذات الأولوية لتحقيق التداخل في فهم القارئ. يفضل اقتراح الاستقصاء تطوير قدرات الرواية المعرفية لدى التلاميذ وتعزز المعرفة منهجية المعلم. لهذا الغرض، تم استخدام طرق مختلفة. من المستوى التجريبي: الملاحظة والمسح والمقابلة وتحليل الوثائق. من المستوى النظري: المنطق التاريخي، والتوليف التحليلي، والاستنتاج الاستقرائي. تم تصور بعض إجراءات الطريقة الإحصائية أيضًا. يتم التحقق من صحة الاقتراح عن طريق Iadov نيوتروسوفيك.