Bir İlkokuma Yazma Kitabının Nitelikli Okuma-Yazma, Öğretim Programı ve Gelişimsel Özellikler Açısından İncelenmesi

Abstract

The reading-writing text books approved by Ministry of Education are important resources for teaching reading-writing. The purpose of this study is examination of the activities in the text books used for first grade classes in terms of qualified reading-writing teaching, Turkish Course Curriculum and children's development features. The data sources of the study are reading-writing text books and Teacher Guide Book for Turkish Course. Documentary analysis method from the qualitative approaches was used for running the study. A set of criteria was created for collecting data. While creating the criteria set, two experts were consulted whose specialty on reading-writing. The data were analyzed through content analysis. Results of the study can be listed as follows: It was seen that voice discrimination activities; examples of correct reading of the syllables, words, and sentences reachedhadn't been adequately addressed. There were typos and punctuation mistakes in Teacher Guide Book, and text books. Examples of the correct pronunciation of the letters were given. The reading comprehension activities were insufficient. Some of the words, and sentences reached weren't found to fit the students' cognitive level, cultural characteristics, and everyday language usage. Reached syllables and sentences weren't repeated enough. The words that make up sentences, and the syllables that make up words were written in different colors. While there were enough exercises for writing letters, examples that were not suitable for the usability principle were shown. The lines in the book didn't help to write correctly. The letters were rearranged to prove fluent writing, whereas there was no practice for quick writing of words. Open and productive syllables weren't reached, activities weren't addressed with verbal communication skills. Some activities weren't constructed properly according to phoneme based sentence method. Generally, the words in the book are written with the appropriate number of words, and the words are written with the appropriate number of letters and syllables.Some activities didn't support the cognitive structures of the students, and in particular the Guide Book contained statements that would lead to misconceptions. In the light of all these results, some suggestions have been made about the effective usage of phoneme based sentence method in textbooks.Key Words: Reading-writing, reading-writing text book, teacher guade book, examination of text book. BİR İLKOKUMA YAZMA KİTABININ NİTELİKLİ OKUMA-YAZMA, ÖĞRETİM PROGRAMI VE GELİŞİMSEL ÖZELLİKLER AÇISINDAN İNCELENMESİ ÖZETMillî Eğitim Bakanlığı tarafından onaylanan ilkokuma-yazma ders kitapları, okuma-yazma öğretiminde önemli kaynaklardır. Bu çalışmanın amacı, ilkokul birinci sınıflarda okutulmakta olan bir ilkokuma-yazma ders kitabında yer alan etkinliklerin nitelikli okuma-yazma öğretiminin amacına, Türkçe Öğretim Programı'na ve öğrencilerin gelişim özelliklerine uygunluğunun incelenmesidir. Araştırmanın veri kaynağını ilkokuma-yazma ders kitabı ile T...