Abstract:

The process of development and implementation of a curriculum should be carried out on the basis of the various recommendations made with the results of the scientific studies in the field. Therefore, this study aims to evaluate the secondary school Turkish lesson curriculum published in 2018 and updated in 2019 in the context of the writing learning field, to determine the place of planning and writing strategies in the program and to present various recommendations on the implementation process of the program. For this purpose, the research was designed as a quality state research and the data of the research was obtained through the document review of the quality research techniques. At the end of the study, considering the achievements in the field of writing learning found in 2019 TDÖP, a total of 58 achievements were found at the fifth, sixth, seventh and eighth class levels (27 main achievements and 31 sub achievements related to these achievements). These achievements have been studied in four categories: achievements in text type knowledge, achievements in writing process, achievements in linguistics and achievements in supporting text content. When specifically studied planning and writing strategies, it was seen that in each of the five, six, seven and eight classes the word "strategy" was included only as a term, and it applied only one "Writing strategies" at each class level. "It is found that it has been achieved and that this achievement does not indicate the use of strategy. It is also determined that these achievements do not directly include the achievements relating to the pre-writing "planning" phase. Based on the findings of the study, the 2019 TDÖP should be more detailed in terms of the field of writing learning and the conclusion that the achievements included in the program should be increased in order to improve the writing skills and that the program should also be enriched with sufficient achievements for the teaching of strategy.

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