2014 - Bekir İnce - https://doi.org/10.12780/UUSBD442
Özet:In order for children’s literature texts to be properly understood in Turkish classes and in order for aesthetic codes to be correctly understood; it is essential to conduct high quality reading and comprehension sessions. However, in the sessions concerning the meanings of texts used in these lessons, it is seen that teachers have very strict and fixed boundaries, drawn in context with the book’s view, which prevents the multiple meanings of the text to be understood. Fatih Erdoğan is one of the most significant names of contemporary children’s literature. In this work of “The Story Book without a Prince”, which is also found in Erdoğan’s 6th Grade Turkish lesson textbook, a reader centered approach has been taken and attempt has been made to use decoding techniques of reception aesthetics in order to make it more meaningful. Children’s literary works are usually perceived as text with basic meanings. However, the interpretation efforts for a work that is perceived as basic, actually signifies the depth of the meaning, which is prevalently contained in these works. This and similar work will undoubtedly show new points of views and interpretation opportunities not only to teachers who teach Turkish lessons and to authors of Turkish lesson textbooks, but also to literature readers of all ages.
Anahtar Kelime:Children’s Literature, Reception Aesthetics, Archetype Theory, Consumption Society