Özet:

The aim of this study is to reveal whether there is a difference between the Turkish textbooks prepared according to the constructivist approach within the framework of changing teaching approaches and the Turkish textbooks before the constructivist approach in the handling of grammar subjects. For this purpose, Turkish textbooks for grades 6-7-8 grade between 1992 and 1995 and Turkish textbooks in 2018 and 2019 were examined by document analysis method. The data obtained were scanned according to the sub-fields of grammar, meaning, sound, form and word, syntax topics and terms, and were presented in tables. As a result, it was understood that grammar terms were intense in the books prepared before 2005, the information was given directly, the grammar topics were concentrated in the 6th and 7th grades, and the grammar topics were repeated in the 8th grade. In the textbooks prepared after 2005, it was understood that grammar subjects were graded and only the necessary information for teaching new grammar subjects was repeated, the relevant information was given directly and this information was included at the end of the activities, and grammar teaching was generally tried to be taught based on semantic knowledge.

Anahtar Kelimeler: