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Eğitim, insanın yaratılmasından günümüze kadar geçen zamanda her daim önemini ve değerini korumuştur. İlkokula öğretmen yetiştirme düzeni içinde ele alındığında en önemli ve en çok tartışılan model kuşkusuz köy enstitüleridir. Çok eski zamanlardan beri Türk eğitim tarihinde öğretmen yetiştirilme hususu başarılı bir geçmişe sahiptir. Öğretmen yetiştirme sistemi bütün halinde düşünülürse, bu bütünün içinde bulunan Cumhuriyet dönemi öğretmen yetiştirilme politikaları çok önemli bir yer tutmaktadır. Köye öğretmen yetiştirme modeli olarak başarılı, çalışkan, üstün yetenekli köy çocuklarının seçilip köye uygun modern yöntemlerle yetiştirilmesi öngörülüyordu. Hem köyü hem de köylüyü kalkındırmak için köy enstitü mezunlarının kırsala gönderilmesi dönemin şartlarında oldukça kısa vadede başarılı sonuç alınacak bir model olarak öngörülmekteydi. Bu sistemin adı Köy Enstitüleridir. Bu enstitülerin amacı tam donanımlı ve zorlu şartlara adapte olan, köy yaşamını bilen, tarımdan hayvancılıktan, ziraattan anlayan zeki, çalışkan, başarılı öğretmenler yetiştirmektir. Bu çalışma; Köy Enstitülerin açılmasından kapanmasına kadar geçen bütün sürecin incelendiği derleme bir çalışmadır. Çalışmada Köy Enstitülerinin kurulma amacı ve işleyişi incelenmiştir. Bu sistemde yetişen öğretmen ve öğrencilerin nitelikleri üzerinde durulmuş ve sistemin eğitim sistemine etkileri incelenmiştir. Çalışmada Cumhuriyetin ilk dönemlerinden itibaren sürekli gelişen Türk eğitim sisteminin ilerlemesinde önemli adımlar atılmış ve bu ilerlemede önemi azımsanmayacak oranda büyük olan enstitüler detaylı bir şekilde incelenmiştir. Çalışmada Köy enstitülerinin kuruluş amacı, Köy enstitülerinin toplumsal katkıları, Köy enstitülerinin kuruluşu, köy enstitülerinin kapatılışı başlıkları yer almaktadır. Enstitülerde uygulanan öğretim programları deneme aşaması, 1943-1947-1953 öğretim programları alt başlıklarıyla ele alınmıştır. Çalışma sonuç bölümüyle sonlandırılmıştır.
Education has always preserved its importance and value from the creation of man to the present day. The most important and most discussed model when dealt with in the system of teaching teachers in primary school is undoubtedly the rural institutions. Since the very ancient times, the subject of teaching in the Turkish education history has a successful history. If the teacher education system is considered in whole, the Republican education policies that are within this whole hold a very important place. As a model of teaching teachers in the village, successful, working, highly skilled village children were chosen and educated by modern methods that fit the village. For the development of both the village and the peasant, the sending of rural graduates to the countryside in the conditions of the period was predicted as a model to get a successful result in the very short term. The name of this system is Village Institutions. The objective of these institutions is to educate intelligent, working, successful teachers who are fully equipped and adapted to the difficult conditions, who know the rural life, who understand from agriculture to livestock, from ziraat. This study is a collection study of the entire process from the opening to the closure of the village institutes. In this study, the purpose and functioning of the countryside institutions were studied. This system focuses on the qualities of teachers and students grown up and the impact of the system on the educational system has been studied. The study has taken important steps in the progress of the Turkish educational system that has been constantly developing since the early periods of the Republic and the institutions that are so large that the importance of this progress will not be undermined have been thoroughly examined. The study includes the purpose of the establishment of rural institutes, the social contributions of rural institutes, the establishment of rural institutes, the closure of rural institutes. The experimental stage of the teaching programs applied in the institutions, 1943-1947-1953 was addressed with the subtitles of the teaching programs. The work was completed with the result section.
Education has maintained its importance and place from the creation of man to the present day. When considered in the primary school teacher training system, the most important and most discussed model is undoubtedly the village institutes. This work; It is a compilation study examining the whole process from the opening of the Village Institutes to the closing. If the teacher training system is considered as a whole, the teacher training policies of the Republican period have a very important place in this whole. As a teacher training model for the village, it was envisaged that successful, hardworking, gifted village children would be selected and raised with modern methods suitable for the village. In order to develop both the village and the villagers, sending village institute graduates to the countryside was envisaged as a model that would yield successful results in the short term under the conditions of the time. The name of this system is Village Institutes. The aim of these institutes is to train intelligent, hardworking, successful teachers who are fully equipped and adapt to harsh conditions, who know village life, who understand agriculture, animal husbandry and agriculture. This work; It is the examination of the whole process from the opening of the Village Institutes to the closing. In the study, the purpose and operation of the Village Institutes were examined. The qualifications of teachers and students trained in this system are emphasized and the effects of the system on the education system are examined. In the study, important steps have been taken in the progress of the Turkish education system, which has been constantly developing since the first periods of the Republic, and the institutes, which have a significant importance in this progress, have been examined in detail. In the study, there are the titles of establishment of village institutes, social contributions of village institutes, establishment of village institutes, closure of village institutes. The trial phase of the curricula applied in the institutes is discussed under the sub-titles of 1943-1947-1953 curricula. The study was concluded with the conclusion part.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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