Eğitim ve öğretim süreçlerinde bir amacı ya da bir davranışı gerçekleştirebilmek için bazı araçlar kullanılmaktadır. Bu araçların başında ise ders kitapları gelmektedir. Ders kitapları hem öğretmen hem de öğrenci için zamanı daha doğru değerlendirmek için birçok kolaylık sunmaktadır. Ders kitaplarının doğru ve yerinde kullanımı özellikle öğrenilenleri sınıf dışında da tekrar etme olanağı vermektedir. Bu çalışmada iki ders kitabında yer alan dil bilgisi öğretimiyle ilgili etkinliklerin karşılaştırılması yapılmıştır. Tarama modelinde yapılan bu çalışma betimseldir. Çalışmada 1926 tarihli Resimli Türk Lisanı: Türkçe Sarf ve Nahiv-Gramer ile Ada Yayıncılık tarafından çıkarılmış ve hâlihazırda 5. sınıflarda okutulan Türkçe Çalışma Kitabı, görsel-soru temelli etkinliklere göre taranmıştır. Günümüzde okutulmakta olan ders kitabında dil bilgisi konularını öğretmede örnek ve etkinliklerden yararlanılmaktayken, Resimli Türk Lisanı ders kitabında görsel ile ilgili soru sorularak konunun sezdirilmesine çalışılmaktadır. Resimli Türk Lisanı adlı ders kitabında dil bilgisi öğretiminin sadece anlatım ya da örnekler yoluyla gerçekleştirilmediği; bunun yanında öğretilecek dil bilgisi konularının kitaptaki görsellere yöneltilen türlü sorular yardımıyla kavratıldığı görülmektedir. Öğrencilere sorulan sorular öğrencilerin seviyelerine uygun seçilmiştir. Görsellerle sorular uyumlu bir şekilde verilmiştir. Sorular birer ipucu olarak da kullanılmıştır. Bu ipuçlarıyla öğrencilerin dikkatleri sürekli canlı tutulması sağlanmaktadır. Bu bağlamda soyut konuların bile aktarılması kolaylaşmaktadır. Bu tekniğin günümüzde de etkin bir biçimde kullanılmasının dil bilgisi öğretimine katkı sağlayacağı düşünülmektedir

It is seen that the new approaches, methods, and techniques which is born from the needs of the century we live supplant the traditional applications in the teaching and learning, and it also shows its effect on mother tongue education. There are a large number of study as a source of gain and develop fundamental language skills, and being presented to serve to the literature. The purpose of the mother tongue education is to gain comprehension skills and develop those skills. It can be seen that activities intended teaching grammar which is nest with reading, listening, speaking, and writing skills are the important element to support the development. “Comprehension skills might also be related to cognitive skills differ from grammar, and it does not show that it is not related to grammar” (Aytaş ve Çeçen, 2010: 87). “The language is a system, and grammar courses are responsible to comprehend this system. The person will learn the rules of his mother language, which is used in written and oral communication in those classes, and recognize the structure and process.” (Karahan, 2009: 27). The kid who did not start to the school yet, so does not know grammar apply grammar to his/her daily life via listening and speaking skills. Those kids who use grammar almost correctly in their daily life and make different sentences will learn the grammar rules and theories in their schools when they start. It is important to comprehend those rules with language skills practically (Temizkan, 2012: 129). In this study, the activities through asking questions to the images is named as “visual – question based grammar teaching technique.” In visual – question based grammar teaching technique, it is purposed to implicate the concepts related the topic together with visual reading, speaking, and writing via questions. In this study, the examples from the book “Resimli Türk Lisanı: Türkçe Sarf ve Nahiv-Gramer” which is written for 5th grade students in 1926, and used visual – question based grammar teaching techniques are presented and compared with the current book 5th grades use right now. The findings are tried to interpret and make final comments. It can be thought that it might be a new way to teach grammar. Method: This study is a descriptive study, and scanning model was used. “Resimli Türk Lisanı: Türkçe Sarf ve Nahiv-Gramer” written in 1926 and current “5. Sınıf Türkçe Çalışma Kitabı” chosen by randomly were scanned based on visual – question based activities criterion. After canning, there are some findings, and inferences. Findings: The book written in 1926, The Turkish Language with Images was written before the alphabet revolution. So, it is written with Arabian letters instead of Roman letters. For this reason, it is also included some chapters, which describes some features special to Görsel-Soru Temelli Dil Bilgisi Öğretimi: Resimli Türk Lisanı Örneği 953 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 Ottoman Turkish. The book, which is prepared for 5th grades, is also designed to be a guide for teachers via some directions under the topics. The first curriculum involved those grammar topics: 1.Word, syllable, letter, character. 2. Harmony base. 3. Noun. 4. Adjective. 5. Pronoun. 6. Infinitive. 7. Verb, time, subject, quantity, affirmative, negative, conjuction,. 8. Adverb. 9. Preposition. 10. Preposition: Verb, subject. 11. Whole. Result: As a result, it is possible to say that images might bring a different perspective to the activities after comparing the books, which are always important for teaching and learning in every period. Akkaya (2013) in his study, which investigated the point of views of Turkish Language teachers on using images out of the course books, found that almost half of teachers do not use images, because it is hard to prepare them as much as it takes a lot of time. Starting from this point of view, it can be say that course books are the fundamental sources for students to support their visual reading and interpretation skills. For this reason, in view of the advantages of visual – question based activities on comprehension and grammar, it is thought that the course books might become more helpful as fundamental sources with images and images related activities. In the one hand, it can be said that the current Turkish course book fails to satisfy to comprehend grammar with images related activities. On the other hand, the old book, Resimli Türk Lisanı, has images related grammar but not limited. Besides that, it can be also said that students’ creative and critical thinking skills might be strengthen via images. Because, the images and images related questions in the book, Resimli Türk Lisanı, address kids’ imaginary worlds and help to improve their interpretation skills. In this regard, the grammar teaching should not be just basic examples, but also be enriched via different works. Especially, it is helpful to develop teaching materials to use visualquestion based activities to the students’ comprehension on grammar, which is abstract. To sum up, it looks possible to say that the books, which give opportunity to the kids to practice, will be more helpful with visual-question based activities instead of comprehensive grammar books (Alyılmaz, 2010: 736).