Abstract:

In this research, renewed Turkish lesson has been tried to be examined according to 21st century skills in terms of both program gains and applicability of these gains. Three research questions have been identified for this purpose. The study demonstrates the nature of the interpretative paradigm. A document review technique was used as a data collection tool. Research documents are Turkish Language Curriculum (1st to 8th Grades) (2017) and middle school Turkish 5th grade course book. In the analysis of the data, descriptive analysis technique was used. The themes of descriptive analysis are the 21st century skills. Based on the research's data, it was determined that texts reflect 21st century skills more than skills and activities. Looking at the individual achievements in terms of basic language skills, it was determined that the program only served 21st century skills in terms of reading, writing and listening. It is worth noting that there is not a certain ratio in the distribution of the 21st Century skills in these three basic language skills. Especially in writing, it seems that only two acquisitions serve the purpose. In addition, it was concluded that there was inconsistency in skills, text and activities in terms of 21st century skills. Therefore, it is thought that this inconsistency in acquisition, text and events negatively affects the applicability of 21st century skills. The study has reached the conclusion that the skills of learning and renewing the most in the 21st century skills are included and the other two skill areas are neglected. In this respect, while the renewed Turkish Language Curriculum (1-8th Grades) is designed, it is based on 21st century skills but it is not enough to associate these skills with Turkish language teaching process.

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