EVALUATION OF 2015 AND 2006 CURRICULUMS OF TURKISH COURSES

2015 TÜRKÇE DERSİ ÖĞRETİM PROGRAMI ve 2006 TÜRKÇE DERSİ ÖĞRETİM PROGRAMININ DEĞERLENDİRİLMESİ

Abstract

Various changes have been applied within the Curriculums of Turkish Courses from past to present. The curriculums prepared for the purpose of enhancing the quality and efficiency of the education to be provided in Turkish courses were sometimes performed fully and sometimes by partially undergoing several changes. Educational curriculums are of utmost importance in terms of quality education since these are the tools of guidance for providing the time and techniques for the skills to be gained. Various social and cultural changes occurring throughout the world along with the innovations in information and data processing technologies have affected educational philosophies and approaches, which then turned it into a necessity to apply various changes within the educational programs. Turkish educational programs were required in order for the Turkish education to be performed in an organized way for certain purposes, and most importantly in a coordinated manner throughout the country. These programs have been practised until today by undergoing changes within the context of various subjects required in different years. The Turkish educational 1924,1927,1929,1938,1949,1981,2006 and finally in 2015, starting from the Republican Period until today. programs were prepared during the years 1924,1927,1929,1938,1949,1981,2006 and finally in 2015, starting from the Republican Period until today. In this study, 2006 and 2015 Turkish course curriculums were comparatively compared. In our country, the arrangement and publication of the curriculum of a certain lesson are among the tasks of the Turkish Education Board. Several changes were planned by The Board of Education and Discipline so as to be applied within the Turkish Course Curriculum prepared in 2006 owing to the striking changes in information technologies, various developments experienced in the world of science and several flaws determined by the practitioners of the current curriculum; and the newly prepared curriculum was presented design for the access of the partners involved in this matter. By suspending the designed curriculum for a certain period of time, the educators were asked to make an evaluation on the involved curriculum. In this study, 2015 Curriculum of the Turkish Courses was evaluated in accordance with the categorical content analysis according to 2006 Curriculum of the Turkish Courses. The basic approaches of these two curriculums were dealt with in the first place. These curriculums were analyzed in terms of general objectives, the structure of the curriculum, learning domains, class acquisitions, themes and topic examples according to class levels as well as the types and distributions of reading and listening texts to be included in the course books. The headings that were examined were tried to be presented in the form of tables, and different aspects of both of these curriculums were displayed. At the end of the study period, the typical characteristics of the Turkish Course curriculums planned to be performed step by step during the educational year 2016-2017 were discussed, as well. The skills planned to be acquired by students during the Turkish classes of the new educational program were also tried to be explained. The study was completed after the suggestions on the subject were offered to the educators who were the practitioners of this curriculum Education is a process that purposefully creates changes in individuals’ behaviours through their lives in the desired direction ( Büyükkaragöz, 1998, p. 26 ). Defining the subject in a more general sense, however, Fidan ( 2012, p. 4 ) stated that education was the process of educating and training people according to certain purposes. According to Sönmez ( 1991, p. 95-99 ), on the other hand, education is both a balancing and a transforming tool since life itself is always in a continuous transformational process. To him, the function of education is to raise and educate individuals according to the requirements of the age by determining certain objectives, carrying out and validating these objectives as well as imbuing education with consistent values. Educational programs or curriculums are the texts that allow a given course to be taught in line with the specified targets within a given standard. Curriculums are of significance due to their characteristics of guiding the path to be followed by educators in their educational activities. Countries reflect their policies on educational practices, and eventually, allowing individuals to acquire certain traits foreseen by country policies is provided through the educational programs performed in this respect. The curriculum is defined as all of the activities provided for students by the involved school for the purpose of implementing the general and basic objectives of the national education (Varış,1994). Educational programs are necessary so as to be able to perform education in a planned and qualified manner and in line with the required objectives. Curriculums (educational programs), considering it from the perspective of the ‘’followed path’’, cover subject lists, course content, study program, educational materials, courses, targeted behaviours and anything that is planned to be taught within and out of school environment (Demirel, 2006: 1-2). In other words, an educational program can be defined as the total regular learning experiences the students undergo in order to be able to achieve the desired level in education. (Bilen,2006, p.46). In this study were the Turkish educational curriculums analyzed. The study was limited to the analysis of 2006 and 2015 Turkish educational programs. From the time of the proclamation of the republic until today, Turkish educational programs were prepared, in which several changes were made on certain dates. Turkish educational programs were prepared during the years 1924,1927,1929,1938,1949,1981,2006, respectively. The majority of the curriculums were prepared by rearranging

Özet

Türkçe Öğretim Programlarında geçmişten günümüze çeşitli değişiklikler meydana gelmiştir. Türkçe eğitiminin kalitesinin ve verimliliğinin arttırılmasına yönelik olarak hazırlanan programlar kimi zaman tamamen kimi zaman da kısmen değişikliklere uğrayarak uygulanmıştır. Öğretim programları dersin işleyişini, kazandırılması gereken becerilerin verilme zaman ve tekniklerine rehberlik yapan birer araç oldukları için nitelikli eğitim açısından son derece önemlidir. Dünya da meydana gelen çeşitli toplumsal ve kültürel değişmeler, bilgi ve bilişim teknolojilerindeki yenilikler öğretim programlarında çeşitli değişikliklere gidilmesini zorunlu kılmıştır. Türkçe öğretiminin belli bir amaca dönük, planlı ve en önemlisi de ülke genelinde eşgüdümsel olarak yapılabilmesi için Türkçe öğretim programlarına ihtiyaç duyulmuştur. Bu programlar değişik yıllarda ihtiyaç hâsıl olan çeşitli konular bağlamında değişikliğe uğrayarak günümüze kadar uygulanagelmiştir. Cumhuriyet döneminden günümüze kadar Türkçe öğretim programları; 1924, 1927, 1929, 1938, 1949, 1981, 2006 ve son olarak 2015 yılında hazırlanmıştır. Bu çalışmada 2006 ve 2015 Türkçe dersi öğretim programları karşılaştırmalı olarak değerlendirilmiştir. Ülkemizde bir derse ait öğretim programını düzenlemek ve yayımlamak Talim ve Terbiye Kurulu'nun görevleri arasındadır. Talim ve Terbiye Kurulunca, bilgi teknolojilerindeki çarpıcı değişiklikler, bilim dünyasında yaşanan çeşitli gelişmeler ve mevcut programın uygulayıcıları tarafından tespit edilen bazı aksaklıklar nedeniyle 2006 yılında hazırlanan Türkçe Dersi Öğretim Programında değişiklik yapılması planlanmış; hazırlanan yeni program taslak olarak paydaşların erişimine sunulmuştur. Taslak program belli bir süre askıda kalarak eğitimcilerden program hakkında değerlendirme yapmaları istenmiştir. Bu çalışmada 2015 Türkçe Dersi Öğretim Programı 2006 Türkçe Dersi Öğretim Programına göre kategorisel içerik analizi yöntemine göre değerlendirilmiştir. Öncelikli olarak iki programın temel yaklaşımları ele alınmıştır. Programlar genel amaçlar, programın yapısı, öğrenme alanları, sınıf kazanımları, sınıf düzeylerine göre temalar ve konu örnekleri, sınıf düzeylerine göre ders kitaplarında yer alacak okuma ve dinleme metinleri tür ve dağılımları bakımından incelenmiştir. İncelenen başlıklar tablolar halinde sunulmuş ve her iki programın farklı yönleri sergilenmiştir. Çalışmanın sonunda 2016-2017 eğitim öğretim yılında kademeli olarak uygulanması planlanan Türkçe Dersi Öğretim Programının belirgin özellikleri tartışılmıştır. Yeni öğretim programının Türkçe dersinde öğrencilere kazandırması planlanan becerileri izah edilmeye çalışılmıştır