Özet:

The modern understanding of education has revealed that the provision of diversity in the method, technical, material or educational tools used to enhance the quality is an obligation. The educational material that both students and teachers can access easily and easily is the most used in classroom events. From the point of view of Turkish education, the text as educational material comes to the forefront. In the process of text processing, the classical methods of text examination are used where the teacher is active, the student is passivized, and the content is treated in a superconcentric way. It is not possible to reach every detail in the texts addressed by the classic text examination methods. Because it is quickly passed through the known objects, the classic methods always leave missing elements. In this context, it is necessary to take advantage of the possibilities of indication in order to identify the meanings in the text. Because indicators offer the opportunity to objective assessment from a scientific perspective and to thoroughly explore the texts with all the details. In this study, the Ministry of National Education, the President of the Education and Education Council; in the 2017-2018 educational year of primary education 8. One of the recommended Turkish lesson books for classmates was based and the reading texts in this book were subjected to an examination (read) in an indicative context. The study was limited to the 13 narrative reading texts found in the 8th class Turkish curriculum, these texts were analyzed by the method of content analysis, various concepts and relationships were analyzed according to the purpose of the study. The study concluded that the deep and covered structure in text messages can be achieved by the indicative reading method, which can contribute to the provision of basic language skills in Turkish teaching by preparing the ground for the formation of deep learning.

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