Abstract:

This study evaluates 8th-class Turkish curriculum books prepared in accordance with the 2018 Turkish Teaching Program. In this framework, the activities contained in the book are distributed to the fields of reading, writing, speaking and listening and language knowledge and the frequency of use of texts in terms of types. In addition, 8 Turkish teachers who read the book discussed the teachers' opinions about the book. In the study, the data was collected through the document review and a semi-configured interview form. In the analysis of the data obtained, the content analysis of the quality research methods was used. The data is organized according to the subjects that the research questions raise. The findings are identified according to the sub-problems of the research. The study found that the events did not show a regular distribution according to the fields of learning, and that information and narrative texts were more than the type of poetry. In addition, teachers find the book positive in terms of text selection, poetry selection and the theme dictionary; the book is negative in terms of not attracting students interest, not containing current subjects, their theme assessments are simple and the visual content is not rich.