Özet:

The purpose of this study is to examine how sufficient historical texts in the Turkish curriculum books are in the context of providing critical thinking skills according to the criteria determined by Kanmaz (2019). The method of document examination is used in the research methods. The universe of research is the Turkish curriculum books taught in high schools in the 2019-2020 educational year, and the examples of the study are the narrative texts contained in these curriculum books. In the analysis of data, content analysis was used; frequency, percentage values and intensity points were calculated. According to the results of the research, 5. Class Turkish Curriculum contains a sufficient number of critical thinking skills under category; 6. Although the Class MEB and EKOYAY editions of the Turkish Curriculum Books have the same class level, critical thinking subcategories and critical thinking intensity points are different; Class 7 Turkish curriculum books are compatible with critical thinking subcategories and intensity points, and the curriculum books include a sufficient number of categories to develop the critical thinking skills of students. However, when the 8th class Turkish curriculum was studied, it was concluded that a small number of critical thinking skills in narrative texts were included in the subcategory and that narrative texts remained extremely insufficient in the point of developing the critical thinking skills of students. The role of Turkish curricula in providing students with critical thinking skills is studied in this study, where a sufficient number of critical thinking skills are included in the subcategory in the 5.6.7 class class curricula, and there are some deficiencies in the 8th class Turkish curricula. 5.6,7.8 Class Turkish curriculum books have not given sufficient place to the subcategories of critical thinking of the tendency to generalize, delay their judgments, reflection, use of their pre-knowledge.

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