CUMHURİYET DÖNEMİ TÜRKÇE DERSİ ÖĞRETİM PROGRAMLARININ KONUŞMA BECERİSİ AÇISINDAN İNCELENMESİ

REVIEWING TURKISH LANGUAGE COURSE CURRICULA IN REPUBLIC PERIOD BY SPEAKING SKILLS

Özet

İnsan toplumsal bir canlıdır. Bu sebeple, insanların günlük yaşam faaliyetlerini devam ettirebilmeleri için toplumu oluşturan diğer bireylerle iletişim kurma ihtiyacı vardır. Bu ihtiyaç, bireylerin kişisel ihtiyaçlarının karşılanması kadar, demokratik ve gelişmiş bir toplum yapısının oluşması ve sürdürülebilmesi için de gereklidir. Bu yönüyle iletişim sadece kişilerarası bir alışveriş olmaktan çok, toplumun bütününü oluşturan yapının en önemli malzemesidir. Konuşma, iletişim kurma araçlarından biri ve günlük hayatta en çok kullanılanıdır. Sadece ses yollarının fiziksel özellikleriyle açıklanamayacak kadar karmaşık ve bilişsel bir süreç sonucu oluşan konuşma becerisi, öğretilebilir ve geliştirilebilir bir dil alanı olarak kabul edilmektedir. Bu çalışmanın amacı, Türkçe dersi öğretim programlarındaki gelişime paralel olarak konuşma becerisi ile ilgili yaklaşım değişikliklerini ve gelişim özelliklerini belirlemek; konuşma eğitimi programının art zamanlı eleştirel bir değerlendirmesini yapmaktır. Konuşma, dil becerileri içerisinde iletişimi sağlamak için en çok kullandığımız beceridir. Bu sebeple de, konuşma eğitiminin programlar içerisindeki ağırlığının ve programlar temelinde hangi yaklaşımlarla yapılmaya çalışıldığının belirlenmesi gerekmektedir. Ancak, çalışmanın kuramsal altyapısını oluştururken yapılan alan yazın, incelemesinde, Cumhuriyet Dönemi Türkçe Öğretim Programları'nın bu bağlamda ele alınmadığı görülmüştür. Çalışma, bu yönüyle özgünlük taşımaktadır. Konuşma becerisiyle ilgili eş zamanlı çalışmaların yapılmakta olduğu, fakat art zamanlı çalışmalara da ihtiyaç duyulduğu gerçeği göz ardı edilmemelidir. Doküman analizine dayanılarak betimsel biçimde yapılan çalışmanın sonuçları bu bağlamda değerlendirildiğinde, konuşma becerisi açısından Cumhuriyet Dönemi Türkçe Öğretim Programları'nda oldukça büyük yaklaşım farklılıkları olduğu görülmekte, bunun yanında program geliştirmeleri yapılırken önceki programların olumlu yönlerinden yeterince yararlanılmadığı anlaşılmaktadır

Abstract

Human is a social living being. Thus, people need to get in touch with other individiuals creating society to sustain their own daily life activities. This need is neccessary for making a sophisticated society structure and sustain it as much as meeting their own personal needs. With together this perspective, communication is the most important material of the structure accounting for the whole society rather than just a interpersonal exchange. Speaking is one of instruments for staying a touch and it is the most used at daily life. Which as much complex as can not explained by physical forms of fonetic paths and resulted from a cognitive process, speaking skills are expected as a teachable and improveable language area. The purpose of this study is to unreval the differences, changes, and similarities in approaches regarding speaking skills in Turkish Language Curricula of Republic Period. So, it has been expected that have a holistic approach relating to the overview and development of speaking skills in Turkish Language Curricula Republic Period and develop effective approaches about speaking skills in Turkish Language curriculum to be designed. But, we have not encountered any study about how speaking education incorporated historically during the Republic Period. the study was performed descriptively and document analysis was employed. The results of this study indicated that curricula during Republic period vary in approaches, and it has not been benefited sufficiently from positive dimensions of previous ones while doing the works of curriculum developments.The purpose of this study is to unreval the differences, changes, and similarities in approaches regarding speaking skills in Turkish Language Curricula of Republic Period. So, it has been expected that have a holistic approach relating to the overview and development of speaking skills in Turkish Language Curricula Republic Period and develop effective approaches about speaking skills in Turkish Language curriculum to be designed. Human is a social living being. Thus, people need to get in touch with other individiuals creating society to sustain their own daily life activities. This need is neccessary for making a sophisticated society structure and sustain it as much as meeting their own personal needs. With together this perspective, communication is the most important material of the structure accounting for the whole society rather than just a interpersonal exchange. Speaking is one of instruments for staying a touch and it is the most used at daily life. which as much complex as can not explained by physical forms of fonetic paths and resulted from a cognitive process, speaking skills are expected as a teachable and improveable language area. Transforming truely thoughts in mind into voice at talking process is concerned with the development of thinking and cognitive skills. That talking are regarded as only a verbal skill has resulted in the studies of vocalization for many years and enabled to spare time for reducing articulation disorders. At present, many studies on speaking education are based on articulation (Güneş, 2015). Nonetheless, articulation represents the last stage of speaking text that is planned and regulated in mind and transformed into the message to be sent for other people by integrating it (Güneş, 2014). That the speaking is associated with other language skills, important significance in human life and the impact of speaking on the development of cognitive skills maybe enable to use more contemporary and beneficial methods in Turkish language course curriculum relating to speaking education approaches. The most important criteria determining the development of a society is a human power that educated and can be adapt the needs of age. In which people with an educated experience and quality have lived, societies also have been accepted as developed, and they can play in role at reconstructing the world policies. In our country, changes have been made based on periodically developments and these changes have been reflected into curricula (Balcı, Coşkun ve Tamer, 2012; Demirel, 2006; Temizyürek ve Balcı, 2015). Schools is also neccesary for training qualified human power needed suitable to requirements of age. they perform this task through educational programs As all the curiculum, instructional programmes should be developed based on predetermined objectives to teach students language skills at the teaching of Turkish language. An emphasis made on curriculum that is guide to teaching has resulted from employing standards and relying productive process (Balcı, Coşkun ve Tamer, 2012; Kavruk ve Can, 2016). Organizing knowledge and skills, and planning them enable to students learn easily them. So, Teaching studies increase productivity by providing savings interms of time, labor, and investment (Bilen, 2006; Demirel, 2006; Balcı, Coşkun ve Tamer, 2012). Studies examining holistically curricula planned during Republic Period represent a significant stance for revailing differences at approaches in curricula and accounting for a foresight for next curricula to be developed. This study, descriptive quality was designed by survey model. In study, 1929 Orta Mektep Türkçe Programı, 1931-1932 Ders Senesi Tadilatı Türkçe Programı, 1938 Ortaokul Türkçe Programı, 1949 Ortaokul Türkçe Programı, 1962 Ortaokul Türkçe Programı, 1981 Temel Eğitim Okulları Türkçe Eğitim Programı and İlköğretim Türkçe Dersi (6, 7, 8. Sınıflar) were examined and they were analyzed by categorical analysis tecnique. Categorical analysis consists of the classification of concepts and findings thematically, the separation messages into units firstly, and then the grouping these units by particular criteria (Yıldırım and Şimşek, 2008; Bilgin, 2000; Ekiz, 2015). The data of study were derived from 1929 Middle school turkish language curriculum (Orta Mektep Türkçe Programı), 1931-1932 Ders Senesi Tadilatı Türkçe Programı, 1938 Ortaokul Türkçe