Abstract:

Republic of Turkey with the establishment of the new state began to design the curriculum for courses to be taught in schools through the Ministry of Education. A number of curriculums have been developed for language and literature courses names such as Turkish , and afterTurkish literature and Turkish language and literature in secondary education. The underlying reasons for the renewal of curricula include the change of educational items such as purpose, content, and educational approach. These lectures have always been designed around an intensive and complex curriculum, since language and literature courses formulated for central education in our country since 1924 are both viewed as literary history teaching as well as cultural literacy teaching objectives.These lectures have always been designed on the axis of an intensive and complex curriculum in our country since 1924, since language and literature courses for secondary education are aimed at both cultural values teaching objectives and a literary history teaching process. Because of these qualities, curricula of language and literature courses have become much more open to debate than curricula of other courses.In this study, from 1924 until 2017 to come into force at secondary level language and literature teaching programs in Turkey is discussed in terms of purpose and content. At the end of the investigations, mainly teaching of language and literature in Turkey it is shaped cultural model has been shown to left in the second background art and language training. It is observed that the constructive approach that was passed with 2005 was not fully realized due to the influence created by the cultural model. In the 2017 curriculum, it is seen that the cultural model is still heavier, but linguistic modeling is also being emphasized. Moreover, it seems that adequate guidance on how to apply the linguistic model does not appear in this curriculum.

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