Abstract:

This study also studied the critical thinking elements found in the speeches that are a teaching material. The work is visual and made in the scan model and the data is collected through the document review. The research included all the words in the texts and events in the Turkish curriculum books published by the Ministry of National Education. The vocabulary was first identified by researchers, and then all the vocabulary found were checked from the TDK online dictionary (2018) . Finally, 3 field experts have been approved and the list has been clarified. The study found that all 44 different speeches in the curriculum books contained critical thinking elements. 18 in Turkey. When it is taken into account that there are 838 verses, it is clear how small the number of verses in the books is. In addition to the shortage of the number of speech given, the critical thinking elements in the speech given are also weak, and these speech cannot represent the critical thinking stages sufficiently. The weakness of critical thinking, especially in class 7 and 8, is a negative condition. The speeches in current high school Turkish curricula will not contribute to the student in the transfer of critical thinking to everyday life and in the development of practical critical thinking skills. In high school Turkish curricula, the speeches should be given more place in both texts and events, and these speeches should be carried out by elements of higher-level thinking skills such as critical thinking. Thus, it will be able to be more efficiently exploited from speech that has functions such as cultural translation, cover teaching and giving love to the mother tongue.