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1937 yılında köylere öğretmen yetiştirmek amacıyla Köy öğretmen okulu açılmıştır. Daha sonra köy öğretmen okulları, Köy Enstitüleri olarak değiştirilmiştir. Köy enstitülerinde kültür dersleri tüm enstitülerde ortak özelliklerde olmasına rağmen, ziraat dersi ve çalışmalarıyla teknik ders ve çalışmaları her enstitünün kurulduğu bölgenin iklim özellikleri ve bölgenin ihtiyaçlarına göre şekillenmiştir. Aynı zamanda köy enstitülerinde öğrenme ortamı sadece sınıf ve laboratuvar gibi okul içerisindeki alanlarda düşünülmemiş, okulu kapsayan yakın çevreden başlayarak yakın köylere, ilçelere ve bölgelere kadar uzanan doğal, toplumsal ve kültürel bir araştırma ve inceleme alanını oluşturmuştur. Araştırmada tarihsel tarama modeli kullanılmış ve doküman incelemesi yöntemiyle analiz edilmiştir. Araştırmanın sonuçlarına göre köy enstitüsünde verilen eğitim yapısalcı yaklaşım esas alınarak yapılmış ve sınıf dışı öğrenme ortamları ön plana çıkarılmıştır. Köy enstitülerinde ezbercilikten uzak bir eğitim anlayışı görülmüştür. Derslerin günlük hayatta sağladıkları yararlar ve uygulama alanları öğrencilere kavratılarak öğretilmeye çalışılmıştır. Gezi ve gözlemlerle çocuğun doğaya ve hayata dair düşüncelerini harekete geçirmesi bakımından sınıf dışı öğrenme ortamları önemli bir yere sahiptir. Sınıf dışı öğrenme ortamları sayesinde öğrenciler sıkılmadan, yaparak- yaşayarak, kendi öğrenme hızında aktif öğrenmeyi gerçekleştirmiştir.
In 1937, a school was opened to teach teachers in the village. The school was later changed to the school, the school, the school. Although the cultural courses in rural institutions are in common features in all institutions, the technical courses and studies with the Ziraat courses and their studies have been shaped according to the climate characteristics of the region where each institution was established and the needs of the region. At the same time, the learning environment in rural institutions has created a natural, social and cultural area of research and study, ranging from the close environment that covers the school to the nearby villages, districts and regions, which is not only considered in the fields within the school, such as classroom and laboratory. The research used the historical scanning model and was analyzed by the method of document examination. According to the results of the study, the educational approach provided in the village institutes was based on the structural approach and the non-class learning environments were placed in the forefront. In the countryside, there was a distant understanding of education from memory. The benefits and practices of the courses in daily life have been tried to be taught by understanding the students. Out-class learning environments have an important place in the way the child moves his thoughts about nature and life through travel and observations. Thanks to the out-of-class learning environments, students have achieved active learning at their own learning speed without tired, by doing-life.
Village Teacher Training Schools were opened in 1937 to train teachers for villages. Later, these schools were transformed into Village Institutes. While culture courses shared common features in all village institutes, agriculture courses and activities, as well as technical course and activities, were shaped according to the climatic characteristics and needs of the region that each institute was established. At the same time, the learning environment in the village institutes was not considered only within the areas at school like classroom and laboratory and comprised a natural, social and cultural research and examination area extending from immediate surroundings including the school to nearby villages, districts and regions. In the study, the screening model based on document analysis was used. According to the results of the study, education provided in the village institutes was based on the constructivist approach, and out-of-class learning environments were brought into prominence. The village institutes promoted an educational approach that was far from rote learning. They tried to make students comprehend and learn the benefits and application areas of courses in daily life. Out-of-class learning environments had a particular place in terms of materializing children’s ideas on nature and life through trips and observation. Thanks to such learning environments, students engaged in active learning, without getting bored, by doing-experiencing and at their own pace.
Alan : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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