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Bu araştırma, İmam-Hatip Lisesi meslek dersleri öğretmenlerinin Kur’an-ı Kerim derslerinde öğrencilerin derse katılımını sağlama yollarını belirlemeyi amaçlayan, nitel yöntemin durum deseninin kullanıldığı bir araştırmadır. Araştırmanın çalışma grubunu, amaçlı örneklem yöntemlerinden ölçüt örnekleme yoluyla seçilen 23 İmam-Hatip Lisesi meslek dersi öğretmeni oluşturmaktadır. Veriler, yarı yapılandırılmış görüşme formu ile toplanmış ve içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda öğretmenlerin öğrencileri derse katma yolları konusundaki görüşlerinin dersin içeriğine göre farklılık gösterdiği tespit edilmiştir. Öğretmenlerin öğrencilerin derse katılımını sağlama yollarından ön plana çıkanlar; okuma seviyesi iyi olan öğrenciden başlayarak rastlantısal olarak derse katma, çalışan/gönüllü öğrencilere öncelik vererek derse katma, toplu olarak derse katma, rastlantısal olarak derse katma şeklindedir. Öğretmenlerin, ezber metinlerini yüzünden okuma derslerinde, okuma seviyesi iyi olan öğrencilerden başlayarak rastlantısal derse katma; ezber metinlerini dinleme derslerinde, “çalışan/gönüllü öğrencilere öncelik vererek derse katma”; yüzünden okuma derslerinde, “okuma seviyesi iyi olan öğrencilerden başlayarak rastlantısal derse katma ve “rastlantısal olarak derse katma”; elif-ba derslerinde “öğrencileri toplu olarak derse katma” yollarını daha fazla kullandıkları belirlenmiştir.
This research is a study in which the status pattern of the quality method is used, aimed at determining the ways in which teachers of the Imam-Hatip High School professional courses in the Qur’an-i Kerim courses allow students to participate in the lesson. The study group consists of 23 Imam-Hatip High School Professional Teachers selected through measurement sampling from targeted sampling methods. The data is collected through a semi-configured interview form and analyzed by content analysis technique. The research has found that teachers’ opinions on the ways of adding students to the lesson differ according to the content of the lesson. The teachers are the leaders of the ways to ensure the participation of the students in the lesson; the students who have a good reading level are in the form of randomly adding the lesson, giving priority to the working/volunteer students, adding the lesson, collectively adding the lesson, randomly adding the lesson. Teachers do not add random lessons in reading classes, starting from students with a good reading level; teachers do not add random lessons in reading classes, starting from students with a good reading level; teachers do not add random lessons in reading classes, starting from students with a good reading level; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes; teachers do not add random lessons in reading classes.
This study is a research aims to determine methods of providing students class attendance by vocational teachers in the Holy Quran classes in Imam Hatip High Schools, using the situational pattern of qualitative methods. The sampling group of the research consists of 23 Imam-Hatip High School vocational teachers selected through criterion sampling method from among purposive sampling methods. The data were collected through semi-structured interviews and analyzed with content analysis technique. As a result of the research, it was determined that the opinions of the teachers about the ways of encouraging the students to attend the lesson differed according to the content of the lesson. It was determined that the views of the teachers on the ways of adding students to the lesson differed according to the content of the lesson. Some of the methods used by the teachers in order to have the students participate in lessons are as follows: Randomly providing the attendance starting from the students whose reading level is of the best, providing the attendance by giving priority to the students who study/are voluntary, providing the collective attendance by students to the lesson, randomly providing the attendance by students to the lesson. It was determined that the teachers used randomly providing the attendance starting from the students whose reading level is of the best in reading lessons of memorized texts of Quran; “providing the attendance by giving priority to the students who study/are voluntary in listening lessons of memorised text of Quran; randomly providing the attendance starting from the students whose reading level is of the best and randomly providing the attendance by students to the lesson in Quran reading lessons; providing the collective attendance by students to the lesson in alif-ba lessons way more.
Alan : İlahiyat
Dergi Türü : Uluslararası
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