Dersimiz Türkçe

DERSİMİZ TÜRKÇE

Anadolu Liseleri Sınavlarına 5. sınıfta girilen yıllarda Güneş Dershanelerinde uzun yıllar Türkçe derslerine girdim. Bu yıllardaki sınıf içi deneyimlerimi 1992 yılında kitplaştırarak bastırdım. Dersimiz Türkçe kitabı, Milli Eğitim Bakanlığı Talim Terbiye Dairesi tarafından okullarda yardımcı ders kitabı olarak okutulmasını onayladı.

Antalyadaki ilkokullarda öğretmenler Türkçe derslerinde bu kitabı kullandı. Çünkü bu kitap, Türkiye'de ilk kez kavram eğitimi yöntemiyle etkinlikli ders kitabı özelliği tasıyordu. Bu kitabın bir özelliği de ilk kez bir ders kitabında Nazım Hikmet'İn bir şiirine de yer verilmesiydi. Yani bir bakıma Nazım Hikmet ilk kez Milli Eğitim Bakanlığı onayıyla ders kitabına giriyordu. Çünkü "Memleket" şiirini okuma patrçası olarak koymuştum.

Dershanedeki derslerimizi de bu kitapla yapıyorduk. Öğrencilerimiz sonraki yıllarda üniversite sınavlarına girerken bile 5. sınıfta bu kitapla aldıları temelden çok yararlandıklarını söylemeye başladılar. "Hocam ben üniversiteye Güneş'te aldığım derslerle girdim" diyenler bile oldu. 

İkinci baskısı da yapılan Dersimiz Türkçe kitabını, Anadolu Liseslerine giriş sınavlarıı ilkokul 5. sınıftan, ortaokul 8. sınıfa alınıncaya kadar okuttuk. Çünkü temel eğitimin 12 yıla çıkarılmasıyla alınan bu karar aslında eğitim hayatımıza çok büyük bir katkı yapamadı. Daha sonra Türkçe dersi müfredatında sürekli yaplan değişikliklerle dersin içeriği boşaltıldı. Dİlbilgisi öğrenmek ve öğretmek adeta gereksiz bir çabaymış gibi algı yaratıldı. Sınavlarda da hemen hemen dilbilgisi sorularına yer verilmemeye başlandı. Bu nedenle 1990'larda ilkokul 5. sınıflara verdiğimiz bu dersler artık ancak ortaokullarda okutulacak duruma geldi.

Dersimiz Türkçe'yi yeniden düzenleyerek her çocuğun Türkçe başvuru kitabı olacak şekilde yeniden bastırmayı düşünüyorum.

Bu deneyim kişisel olarak bana da çok şey kazandırdı. Hem bilgilerim gelişti hem de gururlandım.

Dersimiz Türkçe 5 

1. Basım 1992

2. Basım 1994

Thesis Type: Doctorate

Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, SINIF EĞİTİMİ ANA BİLİM DALI, Turkey

Approval Date: 2019

Thesis Language: Turkish

Student: MURAT AKDAĞ

Supervisor: Seyit Ateş

In this study, it is emphasized that the practices and thoughts of the teachers about

improving the writing skills of the students during the learning-teaching process of Turkish

course. Also, in terms of the gains in writing skills at the fourth grade level, it is aimed to

determine the time that the teachers devote to writing skill in the fourth-grade Turkish

course learning-teaching process and what kind of writing activities they use during this

time. The study group of the research consists of five classroom teachers teaching fourthgrade

in the 2018-2019 academic year, one in pilot practice and four in the main practice,

and 223 fourth-grade students in 82 pilot practices, 141 of which are in the main practice

classes. All the teachers participating in this study work in public schools in the city center

of tokat province. The teachers who participated in the study were chosen through the

criterion sampling method among the purposeful sampling methods. The research was

carried out through a qualitative approach, and the case study design was adopted for this

study. Within the scope of this study, observation form for classroom observations, semistructured

interview form for the interviews with participants and text writing forms to

collect writing samples from the students were used during the data collection process. In

the analysis of the data, t-test was used for descriptive analysis and related samples. The

general result of the research is that the teachers did not give enough space in terms of

quality and quantity to the writing studies and practices that will improve the writing skills

of the students. In this context, the results reached on the basis of research problems can be

stated as follows: in the study, it was concluded that the teachers did not apply the steps of

writing process and did not devote enough time to writing activities while they were doing

the writing studies during the Turkish course. It is another result of the research that

writing activities were done mostly at the sentence, word and word group level and then at

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paragraph and text level during the teaching process and that most of these studies were

conducted within the scope of the textbook activity. In addition, it was concluded that

informative text, biography, note-taking, dictation, summarizing and writing by looking

were done at the paragraph and text level in the classrooms, but the studies expected to be

written at the paragraph level remained at the sentence level, and the studies expected to be

written at the text level remained at the sentence or paragraph level. In turkish classes, the

writing activities begin with teacher instructions, and continue with formal feedback and

corrections given by the teacher at the time of writing without following the process-based

writing stages, and are finally terminated by reading the written text. Throughout the

process, the teachers often preform in giving instructions and evaluating. The evaluation of

the studies are product-based rather than process-based. Writing activities in classrooms

are carried out largely on the basis of textbooks, and original or different writing activities

are not included in the courses by the teachers. Whereas there was no change in the content

and text elements of the students who were studying in the classrooms where the

observations were made, it was observed that the writing of the students improved in terms

of spelling and punctuation. The wrıtıng studıes where the formal dimension forms the

center has led to an improvement in this direction.

Key Words : Writing, writing skills, teaching writing, Turkish course learning and

teaching process, classroom observation