Abstract:

Teaching books are the most important educational-learning material used in schools. Basic language skills come from the skills acquired in primary schools, which are the basic level of education. These skills are gained through Turkish lessons in the course of Turkish lessons. The Turkish curriculum, which has an important place in the development of language skills, must be in accordance with the requirements of the age and qualified. The class teacher’s evaluation of the lesson books from a comprehensive perspective will be a guide to the improvement of the quality of these books. In this direction, the purpose of the research is to evaluate the primary Turkish curriculum in accordance with the opinions of class teachers with an integrated approach. The research methods are used by research methods. Participants are 43 class teachers who are working in primary schools in the Army or Altınordu district during the 2020-2021 educational year, determined by the easy-to-access sample management of the purposes of sampling. A semi-configured conversation form developed by researchers as a data collection tool has been used. In the analysis of data, content analysis is used. The results of the study show that the physical structure of books in general is well designed, the quality of the papers, the image and point size are sufficient, the positive opinions are achieved, the text is long and boring, the negative opinions are not sufficient for the production of the main idea, and the additional activities are required. In addition, classmates have suggested that books should be in fassicles or in two periods in the form of two books, that the texts should be simpler, short, interesting, and that linguistic knowledge should be more placed in the activities.

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