Bu araştırmanın amacı, ilköğretim ikinci kademe Türkçe ders kitaplarında yer alan metinlerde geçen değerleri incelemektir. Araştırmada tarama modeli kullanılmıştır. MEB ve özel (Koza, Pasifik ve Batu) yayınevleri tarafından basılmış ve 2008-2009 öğretim yılında okutulmakta olan ilköğretim ikinci kademe Türkçe ders kitaplarında yer alan metinlerin tümü değerlendirilmiştir. Araştırmanın verileri, "Ders Kitaplarındaki Değerler Formu" ile elde edilmiştir. Formda değerler; estetik, teorik, iktisadi, siyasi, sosyal ve dinî değerler olmak üzere altı grupta toplanmaktadır. Veriler SPSS 13.0 programıyla analiz edilmiştir. Araştırma sonucunda Türkçe ders kitaplarındaki metinlerde en çok sosyal değerlere en az dinî ve iktisadi değerlere yer verildiği, nazım türündeki metinlerde estetik değerlerin daha yoğun olduğu ve altıncı sınıf ders kitaplarında teorik değerlerin daha fazla yer aldığı belirlenmiştir. Araştırma sonucunda çocukların değerleri kazanmasında edebî eserlerin rolüne değinilmiş ve bu bağlamda Türkçe ders kitaplarında metin seçimine gösterilmesi gereken özenin önemi vurgulanmıştır.

The main abilities that persons of the 21st century need to have are the national, the spiritual and the universal values; to care for the personal and the social values and to obtain the aesthetics treat. Turkish lessons have a special importance about obtaining these abilities. By different literarily productions, to improve speaking, writing, reading and listening abilities is focused on, and additionally, values of productions are transferred to students at Turkish lessons. Literary productions transfer the life styles, antiquities and values that belong to a community to next generations. Some objects of our lives subsist as our culture and our values by the vocal and inscribed literature for centuries. Herein, the literary productions transfer values to next generations and protect them and also bring in these values to the readers. Globalization and the media’s impact on children and young people has been felt heavily in today’s world, the weakening of values in a society is dangerous for the future. Values, which uphold a society, the individual are one of the elements that connect to each other. At this point the transfer of values through education is important. Turkish lessons in the text, is one of important tools for the transfer for students. There are six values groups called aesthetics, theorical (or scientific), economic, politic, social and religious. On the other hand, also there are peace, love as the universal values and hospitality as the society values. Most important objects that hold together the individuals of the community and provide the continuity of the community are these values. Values determine the common treatment patterns of the community by creating the social cooperation. Consequently, the degeneration of the community’s values damages the unity of the community. Duration of the values obtaining of the students starts with the family and continues with the school. The importance of the literary productions about passing down the values is incontrovertible. Turkish lessons whose tools are literary productions have an important place about transferring the values to the students. By this study, the texts in Turkish lesson books of the second level of the primary education was classified as the sorts of the values transferred to the students and was determined these values rates. By the results of this study, the texts in Turkish lesson books was profiled on account of transferring the values, and also was pointed to the importance of the text choice in the lesson books. The descriptive method was applied during this study. The quantitative method was used. For the purpose of evaluating the texts in Turkish lesson books the quantitative data’s of the study was been obtained by “In Textbook Form Values” that was prepared with the question values. The form that was obtained with the expert thoughts and the research of the documents was been filled by more than one person for each form and in this way the reliability of the study was provided. The quantitative data’s was analyzed by the SPSS statistic software. In the analysis of data primarily in the size of Textbook Form Values of the descriptive statistics were evaluated. Publisher, and author of the text type, Mann Whitney U test for variables found no significant difference whether those comments were made. Kruskal Wallis test used for class variables, no signi- ficant difference in the substance, caused a significant difference to determine which group or groups for bilateral comparisons Mann Whitney U Test was used. All of the texts that are formed the statistical accumulation and in Turkish lesson books of the 6th, 7th and 8th classes that are used at the School teaching Period of 2008-2009 in Turkey and belonged to MEB or the special publishing house was researched and the sample was been taken from these texts at this study. The arithmetic mean of the values are as follows in elementary second-grade textbook in Turkish transmitting the text: Social values: X = 36.88, ss = 4.277, the theoretical values: X = 12.63, ss = 3.380, religious values: X = 5.18, ss =, 77, the economic values: X = 4.16 ss =, 487, aesthetic values: X = 6.39, ss = 2.100, political values X = 7.86, ss = 2.080. Texts are transfer more social values. Research results contained in the textbook in the Turkish social and theoretical maximum values were determined transferred. At least the religious and economic values were transferred. Texts transmitted values, variable according to the publisher and the author did not show significant differences. Aesthetic values in the text in such kind of prose poetry in the text can be processed according to the more intense. Theoretical values in Turkish textbooks sixth grade than in eighth grade, where the textbook was determined. Literary works, during the transmission of aesthetic value can be considered as a unique resource. Different types of literary works for a society’s knowledge and background to take on a function of the reflector, but this works it will be possible to find value in the hands of the reader. At this point you have both a family of formal educational institutions, children and young people to love to read books and the importance of the need for applications to do is leave a back seat.