TÜRKÇE ÇALIŞMA KİTAPLARINDAKİ (6, 7 VE 8. SINIFLAR) DİL BİLGİSİ ETKİNLİKLERİNİN ÇEŞİTLİ AÇILARDAN DEĞERLENDİRİLMESİ

Bu çalışma, ortaokul 6, 7 ve 8. sınıf Türkçe çalışma kitaplarındaki değerlendirilmesini kapsamaktadır. Dil bilgisi etkinlikleri temadaki metinlerden hareketle hazırlanmış mıdır? Etkinliklerde görsellik kullanılmış mı, kullanılmışsa hangi görsel türler kullanılmıştır? Bu sorulardan hareketle dil bilgisi etkinlikleri değerlendirilmiştir. Çalışmada veri toplamak için,2011-2012 eğitim öğretim yılı Muş ili Bulanık ilçesindeki okullarda okutulan 6, 7 ve 8. sınıf Türkçe çalışma kitapları taranmıştır. Çalışmada kullanılan yöntem, var olan bir durumu var olduğu şekliyle ortaya koymayı amaçlayan tarama modelidir.Tarama sonuçlarına göre, dil bilgisi konularını içeren etkinlikler; öğrencilerin dil becerilerini desteklemeye yönelik etkinlik, uygulama ve alıştırmalara yer verildiği ancak etkinliklerin çoğu ana metin bağlamından bağımsız olarak hazırlandığı görülmüştür. Dil bilgisi öğretiminin metne dayalı olarak öğretilmesinin uygun olacağı birçok araştırma ve çalışmanın konusu olmuş ve bu öğretim yöntemi önerilmiştir. Eğitim sistemimize de yön veren yapılandırmacı eğitim de bunu gerektirmektedir. Ezbercilik yerine metin bağlamından öğrenme vurgulanmaktadır. Çalışma kitaplarında ana metinden alınabilecek örnekler olduğu halde birçok etkinlikte ana metnin dikkate alınmadığı tespit edilmiştir. Yapılandırmacı yaklaşımın hakim olduğu programa rağmen dil bilgisi öğretimi açısından Türkçe çalışma kitaplarında bunun çok dikkate alınmadığı görülmüştür. Dil bilgisi etkinliklerinde görselliğe yeterince yer verilmediği ve bu becerinin öğretiminde görsel unsurlardan faydalanılmadığı tespit edilmiştir. Çalışmanın sonuç bölümünde, çalışmada tespit edilen hususlar doğrultusunda Türkçe çalışma kitaplarındaki dil bilgisi etkinlikleri ve bununla ilgili yapılabilecek çalışmalar hakkında öneriler sunulmuştur

TURKISH WORKBOOKS (6, 7, AND 8. CLASSES) GRAMMARAMONGST THE VARIOUS ANGLES EVALUATION

A public entity has to express itself and society, human contact with indispensable language communications;. For this reason, the importance of language teaching. Language teaching should attach importance to Turkish lesson and the basic language skills in teaching must be done in ways that fit the given grammar. From This point of view in order to reach its destination and of teaching Turkish is correct, effective and properly acquiring the skills to speak to students, is in direct proportion with the teaching of language knowledge. Turkish Ministry of national education as specified in the student Teaching Program is just not enough for teach grammar, language should be taught in the practice of information becomes to be used. It's not just for a short-term success taught; use for the lifetime of the person and what they have learned from the same person, or a member of the next generation. Schools struggle to prepare a better future in every way the boy emitting; This is to be used as a tool in the future for the next generation of the language should not be ignored, the importance of grammar teaching to sensitivity. Watered and healthy Communication and teaching of basic language skills in order to be executed. One lesson of teaching tools in school grammar books. Therefore the textbooks required sensitivity must be shown. The textbook is the student and teacher to light. But this must have been so impressive and guiding light that follow her path is not be surprised. At stake is a Turkish and a workbook. Because the language is Turkish and the learning way school road address Turkish workbook. Turkish student workbook, however, he's right, nice and be prepared to give the ability to use effective nature, how about the slightest error compensation of hard being aware of the transaction. The importance of the mother tongue for teaching grammar teaching is too large. Particular attention must be paid to the same size as this great importance and must be shown the required rigor in school textbooks. To ensure success in all the classes I need to know the language very well; language for language knowledge to know very good control. In this regard, a great responsibility falls to those connected with the textbook. Today, the secondary education filed a petition with a student who finishes can not write the correct sentence is one of the reasons is the lack of grammar teaching. Read, write and teach a variety of capture success, students in non-credit courses, exams are to be convinced that this is a community get out from under the burden of Turkish teacher is wrong. Turkish Teacher grammar teaching all the exams and short term success should take over, keeping separate from; grammar teaching job, along with the basic objectives of Turkish as a whole and that of digits as you scale up to the desired level in the basic purposes. In this study, secondary 6, 7 and 8.class Turkish workbooks grammar includes the evaluation of the various aspects of the event. The grammar of the text prepared on the theme of the event? At events if the visuals are used, which Visual types are used? Departing from these questions, grammar activities. Turkish teaching basic goals of the language is a condition known as the location of the information. These objectives are developed for the teaching of grammar activities on behalf of which the text is selected, events of students which helps to better understand the subject of the elements is important because it is being used. The aim of the study to be made on the motion of events specified in review of the texts in the book along with grammar activities for how much is affordable, this is where Visual elements in the determination of the matters in the books revealed the situation in terms of importance. This work; 2011-2012 academic year in Mus province Fuzzy instructed schools in District 6, 7 and 8. Turkish classes contains the activities of evaluation workbooks limited grammar. Primary 6. Class Turkish workbook (universe publishing), grade 7 Turkish workbook (Koza Publisher), and 8. Class Turkish workbook (Tav Publisher) is restricted to the book. Turkish workbooks. There's an existing method used in the study is aimed at putting the State in the form of screening model. Working for all the three designated workbook located in the text (except for text, free to read text 80) 193, he was selected to the entire grammar activity. These activities work scanned the ground. Each grammar activity has moved into this case has been investigated and parts tables are processed and evaluated. These evaluations, grammar is chosen and the main text of Visuality is used; If the selecting of the types which are used in terms of the Visual. According to the results of the scan, that contains the grammar topic activities; activity to support the students ' language skills, practice, and exercises have been given but most of the activities are prepared regardless of the context of the main text. The teaching of grammar teaching based on the text will be the subject of many research and study appropriate and this teaching method is proposed. The education system of us shaping the constructivist education requires it. The context of the text rather than educate learning is emphasized. Examples that can be taken from the main text in workbooks, it is considered the main text has been found that many events. Constructivist approach in terms of teaching, even though the program is dominated by Turkish grammar workbooks, it is not taken into account. Grammar activities do not place enough Visual and from the Visual elements in the teaching of these skills have been identified. The study's conclusion, in line with the considerations identified in the study of Turkish workbooks grammar activities and related work that can be made as recommendations. New topics for the main text, grammar activities will set an example in nature, although the main text of a sufficient number of samples, it was observed that very few of the Visual elements is used. This study textbooks with grammar is an important issue to focus on activities that are understood by us and these activities as much as possible from the main text and Visual elements should take advantage of the issues have been identified. As a result of the work in General that matters has been reached. Grammar issues, activities in the lesson does not function independently of the subject and the text that is rendered from the topics of grammar along with the execution of the activity should be known as needed. The main text of the motion, an activity that has to be prepared by the student to the principle of the unknown from the known closely, away from incompatible and student will be awarded at the event will have no time to understand the new text, and that the lack of time allotted for language information the complainant teachers come in handy. At events by giving more space to the topic of Visual provides a better understanding of the topic and explaining and grammar activities agreement that needs to be told it's going to be a lot of things explained by image appropriate crafted, this prevents the loss of time and helps the student's attention on event collection. In recent years, yapı1an sınav1arda and for questions and use of Visual grammar questions. This is our determined support to a certain extent. Textbooks and workbooks that are very special in Turkish should be prepared with great care, must be reviewed and grammar activities must be a sufficient number of events to. Knowledge of languages in textbooks as a student and teacher of the opinions about events refer to studies should be done more intensity. Textbooks, teaching language skills addressed in various ways should be examined in terms of. The Basic Visual elements of language in textbooks the suitability of research skills. Grammar topics and activities with regard to the distribution of the studies according to themes or separate and inclusive studies must be performed by domain experts.

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