2000 YILI SONRASINDA YAYIMLANAN MUSTAFA KUTLU’NUN HİKÂYELERİNDE DEĞER AKTARIMI

Bu araştırmanın amacı Mustafa Kutlu'nun 2000 yılı sonrasında yer alan hikâyelerindeki değerleri belirlemek ve yer alan bu değerlerin Türkçe öğretiminde nasıl kullanılacağını tespit etmektir. Araştırmada nitel araştırma yöntemlerinden "doküman taraması" yapılmıştır. Doküman taraması neticesinde fişlenen değerlerin analizinde "betimsel analiz" uygulanmıştır. 2001-2016 yılları arasında yayımlanan 12 hikâye kitabı, 4 uzman görüşü doğrultusunda hazırlanan 40 değerden oluşan Türkçe Değerler Formu (TDF) kullanılarak incelenmiş, var olan değerler tespit edildikten sonra hikâyelerden alıntılanmıştır. Verilerin analizi sürecinde tarama yöntemiyle belirlenen değerler sınıflandırılmış, ayrı başlıklar altında ele alınmış ve tablolarda frekansları verilmiştir. Her değer için ayrı ayrı hazırlanan tablolarda, değerlerin işlendiği eserler, eserlerin sayfa numaraları, işlenme sıklıkları verilmiştir. Araştırma sonucunda Kutlu'nun hikâyelerinde 32 değerin (adil olma, aile birliğine önem verme, arkadaşlık, bağımsızlık, bilimsellik, cesur olma, cömertlik, çalışkanlık, çevreye önem verme, dayanışma, demokrasi, dini değerler, duyarlılık, dürüstlük, edepli olma, estetik, fedakârlık, hoşgörü, iffetli olma, iletişim kurma, kanaatkârlık, merhamet, misafirperverlik, sağlıklı olmaya önem verme, saygı, sevgi, sorumluluk, temizlik, vatanseverlik, yardımseverlik, özgüven, özgürlük) farklı sıklıklarla işlendiği belirlenmiştir. Mustafa Kutlu'nun incelenen eserlerinde 32 değerin 733 kez işlendiği tespit edilmiştir. Mustafa Kutlu'nun hikâyelerinde en çok "dini değer"in (%11,45) işlendiği belirlenmiştir. Bu değeri yardımseverlik (%10,23) ve sevgi değeri (%6,13) takip etmiştir. Alanda yapılan çalışmalar ve sonuçlar neticesinde Mustafa Kutlu'nun hikâyelerinin değer eğitiminde kullanılabilecek nitelikte olduğu sonucuna varılmıştır

TRANSMISSION OF VALUE IN MUSTAFA KUTLU'S STORIES PUBLISHED AFTER 2000

The purpose of this research is to determine the values in Mustafa Kutlu's stories published after 2000 and to determine how these values can be used in Turkish language teaching. In the research, document review, one of the qualitative research methods was used."Descriptive analysis" was used in the analysis of the values that were indexed at the end of the document review. 12 story books published between 2001-2016 were examined using Turkish Value Form (TVF) consisting of 40 values prepared in the direction of 4 expert opinions and they were quoted from the stories after the existing values were determined.In the analysis process of the data, the values determined by the reviewing method are classified, handled under separate titles and frequencies are given in the tables.The page numbers of the works on which the values are processed, the titles of the works and the frequency of the handling were given in the tables prepared separately for each value. As a result of the study, it was determined that 32 values (being fair, respect for unity of family, friendship, peace, being scientific, courage, generosity,solidarity, democracy, religious values, sensitivity, honesty, decency,aesthetics, sacrifice, tolerance, chastity, communication, austerity, compassion,responsibility, cleanliness,freedom) were handled in different frequency In the analyzed works of Mustafa Kutlu 32 values were found to be handled 733 times. In Mustafa Kutlu's stories, it was determined that "religious value" (11, 45%) was the most handled. This value was followed by helpfulness (10, 23%) and love (6, 13%). As a result of the studies and the results done on the field, it was determined that Mustafa Kutlu's stories can be used in value education. Introduction and the Aim of the Study: The human being is in the system of values of the society in which it exists. Thus, they live in the ease of living together and acting jointly on values that are accepted as correct and compromised. These values give direction to society as a kind of traffic lights. To the individual; It shows how and where to stop and how to behave. The individual is thus assimilated and acts according to the values of the society he is in. Communities are obliged to protect their own generation and the values they lived their respective owners. Education plays an important role in conveying the assets of communities to the future. Indeed, as early civilizations and societies were founded, education has been at the center of life. It is through education that people can communicate with each other and maintain their lives according to their values without being under the influence of others. Turkish lessons have an important function in the internalization of the values that constitute the society. Rich texts in terms of values can play an active role in protecting and preserving values when given to children effectively. Thanks to the committed value in the text children, that they may comprehend what is right and what is wrong more easily. In this way, the degeneration of the values can be prevented and the children with assimilated values can provide important contributions to the survival of the national and spiritual values in society. This study will make a small contribution to teaching children what kind of works and texts should be taught in terms of value education. The purpose of this research is to determine the values in Mustafa Kutlu's stories published after 2000 and to determine how these values can be used in Turkish language teaching. In the research, document review, one of the qualitative research methods was used. "Descriptive analysis" was used in the analysis of the values that were indexed at the end of the document review. 12 story books published between 2001-2016 were examined using Turkish Value Form (TVF) consisting of 40 values prepared in the direction of 4 expert opinions and they were quoted from the stories after the existing values were determined. In the analysis process of the data, the values determined by the reviewing method are classified, handled under separate titles and frequencies are given in the tables. The page numbers of the works on which the values are processed, the titles of the works and the frequency of the handling were given in the tables prepared separately for each value. Result: In this study Mustafa Kutlu's 12 story book has been examined in terms of value transmıssıon. As a result of the study, it was determined that 32 values (being fair, respect for unity of family, friendship, peace, being scientific, courage, generosity, industriousness, respect for the environment, solidarity, democracy, religious values, sensitivity, honesty, decency, aesthetics, sacrifice, tolerance, chastity, communication, austerity, compassion, hospitality, valuing being healthy, respect, love, responsibility, cleanliness, patriotism, helpfulness, self-confidence, freedom) were handled in different frequency. In the analyzed works of Mustafa Kutlu32 values were found to be handled 733 times. In Mustafa Kutlu's stories, it was determined that "religious value" (11, 45%) was the most handled. This value was followed by helpfulness (10, 23%) and love (6, 13%). As a result of the study, Kutlu's stories were found to be rich in the value of the obtained data. These values were determined in the related stories and their significance in terms of value communication in Turkish teaching was put forward. These findings indicate that Kutlu's stories are rich in value education. In other words, the stories of Kutlu are the works that should be used in Turkish value education studies. According to these findings, the works of Mustafa Kutlu are the sources that should be used both in the course of the course and outside the classroom. Kutlu emphasized the importance of protecting the values that the society possesses by operating the society to its finest detail in its works. In addition to the examples of the works of individual heroes can establish their own identification has also given place. These heroes have different people from every age and status. Some of these heroes are children, young people, elders, teachers, architects, doctors, farmers, artisans, workers, mobile sellers, postmen, musicians, police, nurses, judges, deputies and soldiers. In the works of the author, values are processed in some places directly and in some places implicitly. It works in the mouths of the events via live or hero or movement values have been transferred to the transmission reader. The works are written in a simple Turkish language at a level that will give the individuals literary pleasure. As far as the studies are concerned, it can be said that the author's works are suitable for children in secondary school level in terms of language, narration, themes and subjects. It is thought that story/stories that are rich in values education can be included in textbooks in Turkish textbooks or in one hundred main works recommended by MEB

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Turkish Studies (Elektronik)-Cover
  • ISSN: 1308-2140
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: Mehmet Dursun Erdem
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