Abstract:

Various changes have been applied within the Curriculums of Turkish Courses from past to present. The curriculums prepared for the purpose of enhancing the quality and efficiency of the education to be provided in Turkish courses were sometimes performed fully and sometimes by partially undergoing several changes. Educational curriculums are of utmost importance in terms of quality education since these are the tools of guidance for providing the time and techniques for the skills to be gained. Various social and cultural changes occurring throughout the world along with the innovations in information and data processing technologies have affected educational philosophies and approaches, which then turned it into a necessity to apply various changes within the educational programs. Turkish educational programs were required in order for the Turkish education to be performed in an organized way for certain purposes, and most importantly in a coordinated manner throughout the country. These programs have been practised until today by undergoing changes within the context of various subjects required in different years. The Turkish educational programs were prepared during the years 1924,1927,1929,1938,1949,1981,2006 and finally in 2015, starting from the Republican Period until today. In this study, 2006 and 2015 Turkish course curriculums were comparatively compared. In our country, the arrangement and publication of the curriculum of a certain lesson are among the tasks of the Turkish Education Board. Several changes were planned by The Board of Education and Discipline so as to be applied within the Turkish Course Curriculum prepared in 2006 owing to the striking changes in information technologies, various developments experienced in the world of science and several flaws determined by the practitioners of the current curriculum; and the newly prepared curriculum was presented design for the access of the partners involved in this matter. By suspending the designed curriculum for a certain period of time, the educators were asked to make an evaluation on the involved curriculum. In this study, 2015 Curriculum of the Turkish Courses was evaluated in accordance with the categorical content analysis according to 2006 Curriculum of the Turkish Courses. The basic approaches of these two curriculums were dealt with in the first place. These curriculums were analyzed in terms of general objectives, the structure of the curriculum, learning domains, class acquisitions, themes and topic examples according to class levels as well as the types and distributions of reading and listening texts to be included in the course books. The headings that were examined were tried to be presented in the form of tables, and different aspects of both of these curriculums were displayed. At the end of the study period, the typical characteristics of the Turkish Course curriculums planned to be performed step by step during the educational year 2016-2017 were discussed, as well. The skills planned to be acquired by students during the Turkish classes of the new educational program were also tried to be explained. The study was completed after the suggestions on the subject were offered to the educators who were the practitioners of this curriculum.

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