Abstract:

Turkish teaching programs, the Republican era to the present day has continuously developed itself with a variety of change and innovation. The new educational developments in the world and in our country have also been reflected in the education policy. For this reason, each new program has been tried to be prepared according to the current educational system and the requirements of the era according to the previous program. In our country, in the last twelve years three different programs have been prepared in primary education for Turkish lesson. In other words, the renewed and changing understanding of education has been reflected in the programs in a short time. In order to identify these changes, various evaluations of the programs were made after each program was published. In this study, 2015 Turkish Courses (1-8. Classes) Curriculum with 2017 Turkish Language Teaching Program (Primary and Secondary 1, 2, 3, 4, 5, 6, 7 and 8. Classes) 's basic philosophy, the basic approach , basic skills, general aims, structure of programs, learning areas, achievements, text qualities, types and themes of texts, measurement and evaluation and innovations made with the Turkish Language Teaching Program 2017; have been evaluated in terms of common, similar and different aspects. When these comparisons were made, the method of the survey model was used as a method and qualitative research models were used. The obtained data were determined by relational comparison and the changes were tabulated. Along with the changes made into the tables, the differences between the old and new programs are revealed. The aim of the study Mainly, 2017 Turkish Language Teaching Program (Primary and Secondary 1, 2, 3, 4, 5, 6, 7 and 8. Classes) of the 2015 Turkish Course with which aspects (1-8. Classes) Curriculum ' separated from that, what kind of innovation is to identify ways to bring that comparison.

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