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Türkçe öğretimi ile anlama ve anlatma becerileri gelişmiş, dil bilinci ve duyarlılığına sahip, okuma kültürü edinmiş, millî ve evrensel değerleri içselleştirmiş, düşünen duyarlı bireylerin yetiştirilmesi hedeflenmektedir. Türkçe öğretimi ile yalnız dilsel beceriler değil, düşünme, anlama, sıralama, sınıflama, sorgulama, ilişki kurma, eleştirme, tahmin etme, analiz-sentez yapma, değerlendirme gibi zihinsel becerilerin geliştirilmesi de hedeflenmektedir. Bu becerilerin kazandırılmasında onların ilgi, gereksinim ve dil evrenlerine uygun, Türkçenin anlatım olanaklarının yansıtıldığı metinlerin yeri ve önemi büyüktür. Bu nedenle öğrenciler, ilköğretim birinci sınıftan başlayarak, Türkçenin anlatım gücünü yansıtan, onların dil gelişimlerine ve gereksinimlerine uygun ürünlerle karşılaştırılmalıdır. Ana dili öğretimi bilgiden çok beceri kazandırmayı amaçladığı için hedeflenen beceri ve kazanımların gerçekleştirilmesinde etkinliklerden yararlanılmaktadır. Dört temel dil becerisine yönelik hazırlanacak etkinliklerin bütünsellik içerisinde geliştirilmesi ve öğrencilerin bu becerileri kullanabilecekleri, sınayabilecekleri ortamlar oluşturulmalıdır. Becerilerin tümünün bir denge içinde geliştirilmesi gerekir. Hazırlanan etkinlikler, öğrenci tarafından metnin anlaşılmasını, yorumlanmasını; metinden sonuçlar çıkarıp bu sonuçları yaşamında kullanabilmesini sağlamalıdır. Bu çalışmanın amacı, Türkçe Dersi Öğretim Programı’nda öğrencilere kazandırılmaya çalışılan temel dil beceri alanlarında hedeflenen amaç ve kazanımları gerçekleştirmeye yönelik çocuk edebiyatı metinlerinden hareketle etkinlik oluşturmaktır. Çocuk edebiyatı metinleri doğrultusunda etkinlik tasarlamayı amaçlayan bu çalışmada, nitel araştırma yöntemlerinden belgesel tarama (doküman incelemesi) kullanılmıştır. Belgesel tarama, var olan kayıt ve belgelerden veri toplama tekniğidir. Bu çalışmada, dil becerilerini geliştirmeye yönelik uygulama ve etkinlik örneklerine yer verilmiştir.
The Turkish teaching is aimed at educating advanced understanding and narrative skills, people with language awareness and sensitivity, acquired reading culture, internalized national and universal values, thinking sensitive individuals. The Turkish teaching is not only aimed at the development of linguistic skills, but also the development of mental skills such as thinking, understanding, ranking, classification, questioning, building relationships, criticism, prediction, analysis-sensation, evaluation. The place and importance of the texts in which their interest, needs and language universes are adapted in the acquisition of these skills is great. Therefore, students should be compared, starting from the first class of primary education, with products that reflect the narrative power of Turkish, in accordance with their language development and needs. The main language teaching is used in the realization of targeted skills and achievements because it aims to acquire more skills than knowledge. The activities to be prepared for the four basic language skills must be developed in integrity and create environments in which students can use and test these skills. All skills must be developed in a balance. The prepared activities should ensure that the student understands, interprets the text, and results from the text and can use these results in his life. The objective of this study is to create activity by movement from children's literature texts aimed at achieving the objectives and achievements in the fields of basic language skills that are attempted to be awarded to students in the Turkish Teaching Program. In this study, which aims to design the activity according to children's literature texts, documentary scan (document review) from quality research methods has been used. Documentary scanning is a technique of gathering data from existing records and documents. This study included examples of practice and activity aimed at improving language skills.
It is aimed to educate individuals who have developed comprehension and expression skills with Turkish education, have language awareness and sensitivity, have acquired a reading culture, internalize national and universal values and are sensitive to thinking. It is also aimed to develop mental skills such as thinking, understanding, sorting, classifying, questioning, establishing relationships, criticizing, estimating, analyzing and synthesizing, and evaluating not only linguistic skills but also linguistic skills. In order to gain these skills, the place and importance of texts which are suitable for their interests, needs and language universes, where the expression possibilities of Turkish are reflected. For this reason, students should compare with products that reflect their language development and requirements, starting from the first grade of Primary School. Since teaching mother tongue aims to gain more skill than knowledge, activities are used in realization of targeted skills and acquisitions. Development of the activities for four basic language skills should be integrated and the environments where students can use and test these skills should be established. All of the skills need to be developed in a balance. The activities should enable the student to understand, interpret the text and draw conclusions from the text and use these results in his / her life. The aim of this study is to develop an activity based on children's literature texts aimed at achieving the targeted goals and achievements in the areas of basic language skills that are tried to be acquired for the students in the Turkish language curriculum. In this study, which aims to design activities in line with child literature texts, documentary screening (document review) was used for qualitative research methods. Documentary screening is the technique of collecting data from existing records and documents. In this study, examples of practices and activities aimed at improving language skills are given.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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