Özet:

The teaching books are one of the important materials of Turkish teaching. The authors of these materials are important in terms of being the program's practitioners because they take into account the principles and principles of the Turkish Teaching Program (2019) in the book writing phase. Therefore, the views of high school Turkish curriculum writers on the skills in TDÖP-2019 are worth considering in terms of the process of writing the curriculum and the effectiveness of Turkish teaching with all stakeholders. The purpose of the research is to study the views of the authors of the secondary Turkish curriculum on the understanding skills in the Turkish Curriculum (2019). The sub-problems of the study are: with the listening/seeing achievements in TDÖP-2019 (5, 6, 7 and 8. What are your opinions about class? What do you think about the reading achievements in TDÖP-2019 (class 5, 6, 7 and 8)? The research was designed as a qualification and discussed with 10 high school Turkish curriculum writers. These writers were noted to be the writers of the 5th, 6th, 7th and 8th class Turkish lesson. For the collection of data, a semi-configured interview form has been developed with expert opinion. The data is analyzed using the content analysis technique. In the study, codes were extracted by conducting a comprehensive content analysis. The general result of the research, obtained the necessary permissions from the Human Research Ethics Board of Zonguldak Bülent Ecevit University, has reached the following judgments: There are problems in the distribution of the earnings of listening and reading skills according to class levels. Some achievements are not suitable for producing activity and require sub-explanation. It is difficult to find the text that fits the achievements in listening and reading skills. There is no measurement of some achievements. The events repeat each other.

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