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Türkçe eğitimi metin odaklıdır ve edebî metinler, dolayısıyla da şiir, Türkçe eğitiminde metin odaklı öğrenme süreçlerinin başlıca eğitim araçlarından biridir. Edebî metinler, doğrudan yaratıcılık, yaratıcı düşünme ve yüksek hayal gücü içeren bir olgudur ve çocuğun doğasına uygundur. Ortaokul düzeyinde Türkçe eğitiminde, farklı türlerden birçok edebî metin (masallar, şiirler, romanlar, hikâyeler, tiyatrolar, vb.) hedef kitlenin gelişim özelliklerine bağlı olarak anlama becerilerinin geliştirilmesine yönelik araçlar olarak kullanılmaktadır. Ayrıca, çocukların anlatma becerilerini geliştirmek için çeşitli edebi metinler oluşturmaları teşvik edilir. Türkçe eğitiminde kullanılan edebî metinler, çocuklar için yaratıcı duygular, düşünceler ve hayallerle doludur ve çocuklar için yaratıcı hayal gücü ve yaratıcı düşünme için çok yönlü bir ilham kaynağıdır. Şiir de özellikle dil özellikleri itibariyle yaratıcı düşünmeyle doğrudan ilintilidir. Bu çalışmada, şiirin Türkçe eğitiminde yaratıcı düşünmeye açılan bir kapı olduğuna dikkat çekilmektedir. Çalışma, konuyu Türkçe eğitiminin belirli bir alanında somutlaştırmak amacıyla ortaokul seviyesiyle sınırlı tutulmuştur. Bu bakımdan konu, 2018-2019 eğitim-öğretim yılında okutulan, Millî Eğitim Bakanlığı yayını, ortaokul Türkçe dersi ders kitaplarından örnekler de verilerek ele alınmaktadır. Şiiri, yaratıcı düşünmeye açılan bir kapı olarak görmek, öğrenme süreçlerini de yaratıcı düşünme yönünde şekillendirmek, bu yönde bir farkındalıkla hareket etmek bakımından da bir gerekliliktir. Şiirin özellikle yaratıcı dil kullanımı bağlamında, öğrencilerin yaratıcı düşünme yeterliliklerini geliştirmek adına önemli bir işlevi yerine getirdiği gözden kaçırılmamalıdır. Bu bağlamda çalışmada, şiir ile ‘yaratıcılık’, ‘yaratıcı düşünme’ arasındaki ilişkiler irdelenmektedir. Şiir türünden metinlerin söz sanatları, metaforlar, imgesellik, alışılmamış bağdaştırmalar, çağrışımsallık gibi dil özellikleri ile ‘yaratıcı düşünme’ arasındaki ilişkiler ortaya konulmaktadır.
Turkish education is text-oriented and literary texts, therefore poetry, are one of the main educational tools of text-oriented learning processes in Turkish education. Literary texts are a phenomenon that contains direct creativity, creative thinking and high imagination and is suitable for the nature of the child. At the high school level in Turkish education, many literary texts of different kinds (tales, poems, novels, stories, theatres, etc.) It is used as tools for developing understanding skills depending on the development characteristics of the target audience. Also, children are encouraged to create a variety of literary texts to develop their narrative skills. The literary texts used in Turkish education are filled with creative emotions, thoughts and dreams for children and are a versatile source of inspiration for children’s creative imagination and creative thinking. Poetry is also directly linked to creative thinking, especially in terms of language characteristics. In this study, it is noted that the poetry is a door open to creative thinking in Turkish education. The study was limited to the high school level in order to concrete the subject in a specific field of Turkish education. In this regard, the subject is discussed by giving examples of the publication of the Ministry of Education, which was taught in the 2018-2019 educational year, the secondary school Turkish lesson curriculum books. To see poetry as a gateway to creative thinking, to shape learning processes in the direction of creative thinking, is also a necessity in terms of moving in this direction with a consciousness. It should not be overlooked that poetry, especially in the context of creative language use, plays an important function in order to improve students’ creative thinking skills. In this context, the study reflects the relationships between poetry and ‘creativity’, ‘creative thinking’. From the poem type, the relationships between the vocal arts of the texts, the metaphors, the imagery, the unusual adaptations, the vocality and the 'creative thinking' are revealed.
Turkish education is text-focused and literary texts, and thus poetry, is one of the main educational tools of text-focused learning processes in Turkish education. Literary texts are a phenomenon that include direct creativity, creative thinking, and high imagination and is appropriate for the nature of the child. In Turkish education at secondary school level, many literary texts of different genres (fairy tales, poems, novels, stories, theaters, etc.) are used as tools for the development of comprehension skills depending on the development characteristics of the target audience. In addition, children are encouraged to create various types of literary texts to improve their narrative skills. The literary texts used in Turkish education are full of creative emotions, thoughts and imaginations for children and are a multifaceted inspiration for creative imagination and creative thinking for children. Poetry is also directly related to creative thinking, especially in terms of language features. In this study, it is pointed out that poetry is a gateway to creative thinking in Turkish education. The study was limited to secondary school level in order to concretize the subject in a certain area of Turkish education. In this respect, the subject is handled by giving examples from the textbooks of the secondary school Turkish course published by the Ministry of National Education in the 2018-2019 academic year. It is also a necessity to see poetry as a gateway to creative thinking, to shape learning processes in the direction of creative thinking and to act with awareness in this direction. It should not be overlooked that poetry plays an important role in developing creative thinking skills of students, especially in the context of creative language use. In this context, in this study, the relationship between poetry and ‘creativity’/‘creative thinking is examined. The relationships between ‘creative thinking’ and languages features of poetry texts such as rhetorical arts, metaphors, imagination, uncommon reconciliations, associativity are revealed.
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