Abstract:

This study aims to evaluate the activities in the Turkish lesson books in high school (5, 6, 7 and 8) from various points of view. For this purpose, the question is asked whether the activities in the curriculum books are main text axis and whether visual elements are used in the activities, and which visual types are preferred if used. In the collection of data in the study, the events in the new Turkish curriculum books, which are valid from the 2018-2019 educational year, have been evaluated. In the study, a scan model was used to reveal a situation that exists as a method. According to this scan results; the majority of the total 932 events in Turkish curricula books (64,59) were found to be the main text axis. Another result in the study is that the visual elements are not included in the 99 of the 191 events in the middle school 5th class Turkish curriculum activities; the visual elements are not included in the 233 of the 246 events in the 6th class Turkish curriculum activities; the visual elements are not included in the 223 of the 307 events in the 7th class Turkish curriculum activities; the 8th class Turkish curriculum activities are not included in the 166 of the 188 events. The number of events that the images are not used in these lessons is 721 . According to the findings, a more careful preparation of Turkish lesson books in all aspects, the principles of relativity to the child in the Turkish lesson books activities are also monitored and more visual elements are placed in the recommendations that the activities should not be too distorted from the main texts.