Ortaokul Türkçe Ders Kitaplarındaki Metinler Üzerine Bir İnceleme

Abstract

In this research, the purpose was to investigate the texts that were included in secondary school Turkish course books prepared by The Ministry of National Education for 2018-2019 academic year according to preference of writer and poet. In this research, which is a survey model, the document review method was used to collect the data. To analyse the research data, the descriptive analysis was employed. The findings obtained in the direction of sub categories were presented in form of tables. In the research, 257 texts and 185 writers and poets included in four Turkish course books were taken into consideration. The writers and poets were classified in three categories (Turkish, Turkic Republics and Balkan Turks and foreign). All of the texts in activities and theme assessment questions of reading, listening/watching, free (time) reading were included in the research without considering the discrimination of prose, poem, documentary and short film. In the secondary school Turkish course books investigated in the research, it was determined that the texts in story and poem genres were included predominantly at four grade levels, 197 of these texts were selected from Turkish writers, 27 of them were selected from foreign writers, 7 of them were selected from writers belonging to Turkic Republics and Balkan Turks, prose was the most included genre, the texts taken from sources such as internet sites, magazines, newspapers, blog writings were mostly used in course books as listeningwatching and activity texts, there were 39 Turkish and foreign writers and poets whose different texts were included at different grade levels, the texts of the writers and poets belonging to Turkic Republics and Balkan Turks were not included more than once.

Ebul Cezmi Hıfzî’nin Pırlanta Kitap - Kızlar İçin İlk Kıraat - Adlı Eserinin Biçim ve İçerik Açısından İncelenmesi

“…Pırlanta Kitap-Kızlar İçin İlk Kıraat-adlı Türkçe kıraat kitabının Türkçe eğitimi açısından hangi özellikleri barındırdığı ve günümüz okuma eğitimine hangi yönlerden katkı sağladığını tespit etmeyi amaçlayan bu çalışmada şu sonuçlara ulaşılmıştır: Mekteb-i ibtidaiyenin birinci sınıflarında okuyan kızların okuma alışkanlığı kazanması ve ahlaken de olgunlaşmaları için hazırlanan bu kitapta kırk iki metne yer verilmiştir. Türkçe ders kitaplarında yer alan metinlerin sayı olarak bu çalışmada ulaşılan sonuçlara göre az olduğu tespit edilmiştir (Kolaç, 2009;Pilav ve Oğuz, 2013;Yıldız, Altun, Ceran, Dağ, Özgül, 2019). Ancak 2019 Türkçe Dersi Öğretim Programı'na bakıldığında sekiz temada üçü okuma, biri dinleme metni olmak üzere otuz iki metne yer verilmiştir.…”