Abstract:

In this study, the aim is to study the value analysis approach of the narrative texts found in the primary school 1- 4th class Turkish curriculum books, and to determine the conformity of the texts to this approach. In the research, the document (document) analysis of the quality research methods was used. The study group consists of 73 narrative texts found in the primary school 1-4th class Turkish curriculum books studied in 2017–2018. Storytelling texts in the study group have been evaluated using the Value Analysis Approach section of the scale called the Action Criteria Schedule (ECC) used by Ersoy and Shahin (2012). The data obtained from the evaluation is subject to content analysis. Based on the findings obtained from the study, the following findings were achieved: In these texts, a total of 66 values were processed. None of the narrative texts are completely in accordance with the value analysis approach. 1 . 5 of the 10 narrative texts found in the class Turkish curriculum are partially appropriate according to the value analysis approach, and 5 are not in accordance with the value analysis approach. 2nd 13 of the 22 narrative texts found in the class Turkish curriculum are partially appropriate according to the value analysis approach, and 9 are not in accordance with the value analysis approach. and 3. 12 of the 23 narrative texts found in the class Turkish curriculum are partially appropriate according to the value analysis approach, and 11 are not in accordance with the value analysis approach. The fourth. Of the 18 narrative texts in the class Turkish curriculum, 8 have been found to be partially appropriate according to the value analysis approach, while 10 have not been found to be appropriate according to the value analysis approach.

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