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Bu çalışmanın amacı; iki farklı yayınevi tarafından hazırlanmış olan ortaokul 6.sınıf Türkçe ders kitaplarındaki konuşma yöntem ve tekniklerinin karşılaştırmalı olarak incelenmesidir. Araştırmanın modeli nitel tarama desenlerinden doküman incelemesidir. Bu yönteme dayalı olarak Millî Eğitim Bakanlığı Yayınları ve Ekoyay Yayıncılık tarafından yayımlanan, toplam iki adet 6.sınıf Türkçe ders kitabı 2019 Türkçe öğretim programında yer alan konuşma yöntem ve teknikleri açısından incelenmiştir. Kitaplardaki verileri elde etmek için içerik analizi tekniği kullanılmıştır. Elde edilen veriler frekans hesaplamaları ile ele alınıp tablo haline getirilmiştir. Bu bağlamda araştırma sonuçlarına göre 6.sınıf Türkçe ders kitaplarında ağırlıklı olarak güdümlü konuşma f(23), kelime ve kavram havuzundan seçerek konuşma f(16), yaratıcı konuşma f(8) ve serbest konuşma f(7) yöntem ve tekniklerinin kullanıldığı; en az ikna etme f(1), empati kurma f(4), hafızada tutma f(2) yöntem ve tekniklerine yer verildiği; eleştirel konuşma, katılımlı konuşma ve tartışma yöntem tekniklerine ise hiç yer verilmediği tespit edilmiştir.
The purpose of this study is to compare the methods and techniques of speech in the sixth-class Turkish class lessons prepared by two different publishers. The model of the research is the examination of documents from the quality scan patterns. Based on this method, a total of two Class 6 Turkish curricula published by the Ministry of Education Publications and Ekoyay Publishing has been studied in terms of the methods and techniques of speech included in the 2019 Turkish curriculum. The content analysis technique has been used to obtain data in books. The data obtained was processed with frequency calculations and made tables. According to the results of this study, 6. In the class Turkish curricula, it was found that mainly driven speech f(23), speech f(16), creative speech f(8) and free speech f(7) methods and techniques were used by choosing from the word and concept pool; at least persuasion f(1), empathy f(4), memory retention f(2) methods and techniques were included; critical speech, participating speech and discussion method techniques were not included.
The aim of this study is to present the secondary school 6, which was prepared by two different publishing houses.the aim of this course is to examine the methods and techniques of speaking in class Turkish textbooks. The model of research is document review from qualitative scanning patterns. Based on this method, published by the Ministry of National Education publications and Ekoyay Yayıncılık, a total of two 6.class Turkish Turkish textbook 2019 in terms of speech methods and techniques included in the Turkish teaching program has been examined. The content analysis technique was used to obtain the data in the books. The data obtained is discussed with frequency calculations and tabulated. In this context, according to the results of the research 6.in Turkish textbooks predominantly class-driven speech f(23), the F word and the concept by selecting from the pool of speech(16), creative speech, f(8) f and free speech(7) where methods and techniques are used, at least in persuasion, F(1), empathy F(4) retention f(2) is given to the place where methods and techniques; critical speech, speech discussion attended and it has been determined that any of the techniques are not used in the method.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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