Özet:

In the Ottoman Empire, the primary level schools had been called “Sıbyan Mektebi”, local school or stone school. At those schools whose primary aim was to teach the Koran, education of religion and literacy, the most used teaching method had been memorizing. Although those schools established depending on foundations could meet the needs at the first periods of the Ottoman Empire, they couldn't keep pace with the changing situations. Although the reform of the "Sıbyan Mektebi" had been the current issue at the beginnings of the 19th century, the Ottoman primary education system had undergone major changes especially since 1870s. In this process, the “Sıbyan” schools were converted into “İptadie”s; modern teaching methods called “usul-i cedide” (new method) and several new course materials such as desk, black board, chalk, map, globe and teacher lectern were begun to be used. With the Maarif-i Umumiye Regulation accepted in 1869, that courses such as usul-i cedide with elifba, Koran, tecvit, ethics, catechism, writing, calculation, history of the Ottoman, geography, knowledge of public works would take place and that the duration of primary education would be four years were proposed. After that regulation, different programs were prepared as three years for city and for town iptidais and as four years for rural schools. At those programs, lessons such as history, geography, calculation, sarf-ı Osmani, orthography, reading and calligraphy were added and subjects of the lessons were included as well as the explanation of the courses. Thus it is possible to qualify those programs as first detailed primary school programs. With the Act of Tedrisat-ı İptidaiye, in 1913, the duration of the primary school was increased and it became six years. The last primary school programs of the Ottoman according to that law belonged to years 1913-1914. Courses such as handicrafts-art, music, physical education, health education were put into the program for the first time and at that time these changes should be seen as an important step for Ottomans in that time. Also nationalism in education stood out as general character of the period. With courses like language of the Ottoman, history and geography, it was desired that patriotism and nationalism were instilled to children. In the early years of the Republic, the meaning of the primary education was changed and after all it was aimed to educate citizen who was appropriate for the qualifications of the Republic. Accordingly, the programs that complied with the requirements of the period was prepared in 1924, 1926 and 1936. The program prepared in 1924 was such a transitional program. The 1926’s Program was the first program that had been prepared in accordance with the requirements of the Republic. In the content of this such courses as social sciences and civics were added into the program and significant changes were made in the contents of the courses. In addition, principles of modern education such as observation and research were adopted into the program. As for 1936, after the inclusion of the principles of the CHP the program then had a different content. Subjects of the program were arranged as appropriate to the goals of primary education like 1926 primary school program. It is possible to tell that generally periodical political and social characters and needs shaped the preparation of the primary school programs from the latest periods of the Ottoman Empire and the first years of the Turkish Republic. Accordingly, program development works in primary education often became the main topic. In the study, it has been aimed to reveal what kind of changes and needs directed the primary education reforms that started in the last periods of the Ottomans thanks to the Republic and how they were reflected in the programs. In this direction, in this study, advances in primary education, and primary education programs had been discussed from the late Ottoman to the early years of the Republic. In that context, descriptive research method has been used in that work.

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