Türk dili ve edebiyatı ders kitaplarının şiir ünitelerindeki etkinliklerin incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
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Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Türk eğitim sisteminde öğretim programı 2005 yılına kadar davranışçı eğitim modeline göre düzenlenmekteydi. Davranışçı eğitim modeli etki ve tepki genellemeleriyle kurulan ödül ve ceza sistemine dayalı eğitim modelidir. Dersler sunuş stratejisine göre işlenir ve öğrenci pasif konumdadır. Öğrenciye deneyim fırsatı tanımayan bu yaklaşımda bilgilerin kalıcılığı sağlanamamaktadır. Bu sebeplerle eğitim sisteminde yenileşmeye gidilmiş ve yapılandırmacı eğitim modeli benimsenmiştir. Yapılandırmacı eğitim modelinde öğrenci aktif, öğretmen ise rehberdir. Bilginin kazanımı öznelleştiğinden her bireyin bilgiyi kazanma şekli de kendi yaşantısına göre şekillenecektir. Derslerde her bireyi aktif kılmak ise farklı yöntem ve teknikler kullanılması ile mümkün olacaktır. 2005 yılından bu yana yapılandırmacı modeli kabul ettiğimiz hâlde eğitim sistemimizde bu model tam olarak yerleşememiştir. Öğretmenlerin eski öğretme alışkanlıklarını bırakmamasının yanında ders kitaplarının da yapılandırmacı yaklaşımı tam olarak desteklemediği görülmektedir. Ders kitaplarından istenilen düzeyde verim alınabilmesi ve hedef kazanımlara ulaşılabilmesi için ünite etkinliklerinin yapılandırmacı yaklaşımı destekliyor olması ve öğretim programı hedeflerine de birebir uygun olması gerekmektedir. Bu çalışmada Türk dili ve edebiyatı ders kitaplarının şiir ünitelerindeki etkinlikler incelendi. Araştırma yöntemi olarak nitel araştırma yöntemini kullanıldı. Giriş bölümünde çalışmanın problem durumuna, amaç ve önemine değinildi. Daha sonra Türk dili ve edebiyatı ders kitaplarının ünite yapısı, şiir türü önemi, şiiri oluşturan unsurlar, yapılandırmacı yaklaşımda etkinlikle öğretim ve yapılandırmacı yaklaşımın getirisi öğretim stratejileri yöntem ve teknikleri kavramsal çerçeveleri çizildi. Çalışmanın üçüncü bölümünde daha önce yapılmış alan çalışmalarına, dördüncü bölümünde çalışma yöntemine yer verildi. Bulgular kısmında, şiirde şekil ve yapı, içerik, dil ve anlatım, dönem ve yazar kazanımlarına yer verilme durumu, daha sonra öğretim tekniklerine yer verilme durumu belirlenip sınıflandırıldı. Her ders kitabındaki toplam etkinlik sayısı belirlenip, belirlenen alt amaç kazanımlarının toplam etkinlik sayısı içinden yüzdesi alınarak sonuçlar tablolaştırıldı. Yüzde tabloları öğretim programında yer alan amaç ve kazanımlar ölçütünde incelenip değerlendirmelerde bulunuldu. Değerlendirmeler sonucunda alan çalışmalarına katkı sağlayacağı düşünülen öneriler geliştirildi.
In the Turkish education system, the curriculum was organized according to the behavioral education model until 2005. The behavioral education model is an education model based on the reward and punishment system established with action and reaction generalizations. The lessons are taught according to the presentation strategy and the student is in a passive position. In this approach, which does not give the student the opportunity to experience, the permanence of the information cannot be ensured. For these reasons, the education system has been renewed and the constructivist education model has been adopted. In the constructivist education model, the student is active and the teacher is the guide. Since the acquisition of knowledge becomes subjective, the way each student acquires knowledge will be shaped according to it's life. Making each student active in the lessons will be possible by using different methods and techniques. Although we have accepted the constructivist model since 2005, this model has not been fully established in our education system. It is seen that the textbooks do not fully support the constructivist approach, as well as the teachers not giving up their old teaching models. In order to get the desired level of efficiency from the textbooks and to reach the target acquisitions, the unit activities should support the constructivist approach and should be in accordance with the curriculum goals. In this study, the activities of Turkish language and literature textbooks in poetry units were examined. Qualitative research method was used as the research method. In the introduction part, the problem status, purpose and importance of the study were mentioned. Then, the unit structure of the Turkish language and literature textbooks, the importance of poetry, the elements that make up the poem, the effective teaching in the constructivist approach and the teaching strategies, methods and techniques of the constructivist approach were drawn. In the third part of the study, previous field studies and in the fourth part, the study method was given. In the findings part, in the activities of the poetry units of the textbooks; The situation of including shape and structure, content, language and expression, period and author gains in poetry, and then the situation of including teaching techniques were determined and classified. The total number of activities in each textbook was determined and the results were tabulated by taking the percentage of the determined sub-goal achievements out of the total number of activities. Percentage tables were examined in terms of the objectives and achievements in the curriculum and evaluations were made. As a result of the evaluations, suggestions that were thought to contribute to field studies were developed.
In the Turkish education system, the curriculum was organized according to the behavioral education model until 2005. The behavioral education model is an education model based on the reward and punishment system established with action and reaction generalizations. The lessons are taught according to the presentation strategy and the student is in a passive position. In this approach, which does not give the student the opportunity to experience, the permanence of the information cannot be ensured. For these reasons, the education system has been renewed and the constructivist education model has been adopted. In the constructivist education model, the student is active and the teacher is the guide. Since the acquisition of knowledge becomes subjective, the way each student acquires knowledge will be shaped according to it's life. Making each student active in the lessons will be possible by using different methods and techniques. Although we have accepted the constructivist model since 2005, this model has not been fully established in our education system. It is seen that the textbooks do not fully support the constructivist approach, as well as the teachers not giving up their old teaching models. In order to get the desired level of efficiency from the textbooks and to reach the target acquisitions, the unit activities should support the constructivist approach and should be in accordance with the curriculum goals. In this study, the activities of Turkish language and literature textbooks in poetry units were examined. Qualitative research method was used as the research method. In the introduction part, the problem status, purpose and importance of the study were mentioned. Then, the unit structure of the Turkish language and literature textbooks, the importance of poetry, the elements that make up the poem, the effective teaching in the constructivist approach and the teaching strategies, methods and techniques of the constructivist approach were drawn. In the third part of the study, previous field studies and in the fourth part, the study method was given. In the findings part, in the activities of the poetry units of the textbooks; The situation of including shape and structure, content, language and expression, period and author gains in poetry, and then the situation of including teaching techniques were determined and classified. The total number of activities in each textbook was determined and the results were tabulated by taking the percentage of the determined sub-goal achievements out of the total number of activities. Percentage tables were examined in terms of the objectives and achievements in the curriculum and evaluations were made. As a result of the evaluations, suggestions that were thought to contribute to field studies were developed.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Edebiyat, Eğitim, Etkinlik, Dil, Şiir, Yöntem, Teknik, Literature, Education, Activity, Language, Poetry, Method, Technical
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Temiz, B. (2022). Türk dili ve edebiyatı ders kitaplarının şiir ünitelerindeki etkinliklerin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
