Citation Number
1
Views
61
Downloands
26
Öğretim programları bir dersin öğretiminde hayatî derece önem taşır. Derslerdeki başarı etkili bir şekilde hazırlanmış öğretim programıyla doğrudan ilgilidir. Programda, bir derste kazandırılacak bilgi ve beceriler, öğretim yöntem ve teknikleri, örnek etkinlikler yer alır. Bilginin hızlı değişimi ve eskimesi öğretim programlarını da zorunlu olarak değişime sevkeder. Hemen hemen on yılda bir değişikliğe uğrayan Türkçe ve Edebiyat Ders Programları, günümüze kadar 1939, 1949, 1954 ve 1957 yıllarında düzenlemelere tabi tutulmuştur. Oldukça uzun bir zaman dilimi içerisinde uygulamada kalan 1957 programı, 1992 yılında değiştirilmiştir. Bu program, 9 Kasım 1992 tarih ve 2370 sayılı Tebliğler Dergisi’nde yayımlanmıştır. Bu programa göre Türk Dili ve Edebiyatı dersi “Edebiyat, Türk Dili ve Kompozisyon” başlıklarıyla kendi içinde üç ayrı disiplin olarak düşünülmüş ve dört ayrı döneme göre planlanmıştır. Bu araştırmanın amacı, 1992’de yürürlüğe giren Türk Dili ve Edebiyatı Programının tartışılan hususlarına ilişkin görüşleri incelemek ve ortaya çıkan sonuçlara göre öneriler geliştirmektir. Böylece söz konusu programın eleştirisinden ve bu bağlamda getirilen önerilerden 2005 programının ve hali hazırda yürürlükte olan yeni programın ne nispette etkilendiği de ortaya çıkmış olacaktır. Ayrıca bir öğretim programının değerlendirilme ve incelenmesinde hangi hususların dikkate alınacağı konusu da açıklık kazanacaktır. Buna göre 1992 programı çerçevesinde yapılan tartışmalar bir anlamda amacına ulaşmış hem 2005 hem de 2015 programlarında söz konusu birçok olumsuzluk giderilmiştir. Her iki program da öğrencilerin edebî zevk ve estetik bakış açısı kazanmalarını, dili sözlü ve yazılı ifadelerde daha etkili kullanmalarını merkeze alarak edebiyat tarihi ve tür bilgisi kazandırmayı da amaçlamıştır.
The teaching programs are of vital importance in the teaching of a course. Success in courses is directly related to the effectively prepared curriculum. The program includes the knowledge and skills to be gained in a course, teaching methods and techniques, sample activities. The rapid exchange of knowledge and the age of teaching are also forced to change the curriculum. The Turkish and Literary Curriculum Programs, which have changed almost every decade, have been subject to regulations in 1939, 1949, 1954 and 1957. The 1957 program, which remained in use within a long period of time, was changed in 1992. This program was published on 9 November 1992 and in the Journal of Notifications No. 2370. According to this program, the course of Turkish Language and Literature with the titles "Literature, Turkish Language and Composition" is considered as three separate disciplines and is planned according to four separate periods. The aim of this research is to study the views on the discussed aspects of the Turkish Language and Literature Program, which came into force in 1992, and to develop suggestions according to the results arising. Thus, the criticism of the program in question and the recommendations brought in this context will also show how much the 2005 program and the current new program have been influenced. It will also become clear what aspects will be taken into account in the evaluation and examination of a curriculum. According to this, the discussions under the 1992 programme have reached a goal in a sense, and many of the negative issues in both the 2005 and 2015 programs have been eliminated. Both programs also aimed at gaining students literary pleasure and aesthetic perspective, focusing on the use of language more effectively in verbal and written expressions, and gaining literary history and kind of knowledge.
Teaching programs are of vital importance in teaching course. The success of the courses is directly related to the successful teaching program in all respects. The program includes knowledge and skills to be taught, teaching methods and techniques, sample activities. The rapid change and absolescence programs in the world also necessarily cahnge the curriculum. Curriculums of Turkish and Turkish Literature which undergo a change almost in every ten years, were subjected to changes in 1939, 1949, 1954 and 1957 years until today. The curriculum of 1957 which was in practice for a long period of time, was changed in 1992. It was published in the journal of notices numbered 2370 on November 9, 1992. According to this program, the lesson which was devised as three different disciplines in itself, is planned in accordance with four different terms. The purpose of this study is to investigate the opinions regarding the debated issues about Turkish language and literature curriculum which became valid in 1992 and bring forward proposals according to obtained results. Thus it will become evident how much the programs of 2005 and 2015 was affected from the criticism of 1992 curriculum and obtained suggestions in this context. Furthermore, it will also become clear which issues are taken in consideration in the process of evaluation and investigation of a curriculum. Accordingly, the discussions made within scope of the 1992 program have reached a meaningful purpose and many of the disadvantages have been eliminated in both the 2005 and 2015 programs. Both programs, it can be said that the aim of the students is to acquire literary pleasure and aesthetic point of view, to use language more effectively in oral and written expressions, to gain literary history and genre information.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
Article Detail 
Citation Owners
Similar Articles
Download PDF
Journal Information
Listen Paper
Print This Page
Share
Mendeley
