Abstract:

Educational activities are carried out with the aim of educating and developing individuals on a certain subject and enabling them to acquire new knowledge. In order for these activities to be more efficient by serving the aims targeted in education, they must be implemented within a certain curriculum. Planned practices are carried out in schools in order to provide students with basic language education and language skills through the Turkish Language Curriculum. Textbooks are the primary materials used in these applications. It is aimed to enable the students to acquire the skills in the learning outcomes with the instructive, exciting and demonstrative texts in the textbooks. In this context, the aim of the study is to examine the informative texts in the Turkish Curriculum implemented from past to present (1924- 2019). In the research, among the data collection techniques, document analysis was preferred in qualitative design and descriptive analysis method was used. The data obtained by the categorical analysis technique were divided into units, grouped into categories depending on certain criteria and interpreted. As a result, it was determined that there had been a limited number of types and practices in the curricula within the scope of informative text types from the 1924 High School First Circuit Curriculum until 2006. The first comprehensive study to include detailed information about text types was seen in the 2006 Turkish Language Curriculum. In 2017 and 2018 curricula, it was concluded that some informative text types involved in PISA under the name of unconventional text types were also included in the curriculum.

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