Abstract:

The aim of this study is to evaluate how the teaching of Turkish language knowledge should be carried out with an integrated approach in the first stage of primary education according to the opinions and experiences of classmates. The study was performed by the method of research. The study group was determined by the maximum diversity and measurement of the target sample methods. The study was attended by 32 teachers working in public primary schools throughout Turkey during the spring year 2011-2012. The data of the study was collected through a structured written interview form. The data collected have been visually analyzed and submitted. The teachers who participate in the research from the analysis of data follow ways such as using examples in the teaching of language knowledge, trying to perceive the rules and taking advantage of the activities; they allocate a separate hour of course for the teaching of language knowledge; 1-5. Classes found the Turkish Teaching Program insufficient; they found the content and activities of the teaching set (student curriculum, student workbook and teacher guide) to teaching language knowledge as quantitative and qualitative not sufficient, therefore they were directed to different sources; the insufficiency of the teaching set, the insufficiency of the explanations in the applicable sources, the insufficiency of exercises and examples and the problems arising from the social environment in which the student lives.

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