EVALUATION OF FRENCH LANGUAGE TEACHING PROGRAMS IN SECONDARY EDUCATION (1993-2017)

Gülden Kirazlı; Füsun Saraç

Makale detayları

EVALUATION OF FRENCH LANGUAGE TEACHING PROGRAMS IN SECONDARY EDUCATION (1993-2017)

Yazarlar:

Gülden Kirazlı | Füsun Saraç

Yayıncı:

Tekirdag Namik Kemal University

Ana Başlıklar:

Fransız Dili | Edebiyatı ve Kültürü

Dergi:

HUMANITAS - Uluslararası Sosyal Bilimler Dergisi Vol.12 Issue 24, pp.216-238

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001329828

pISSN:

2147-088X

Anahtar kelimeler:

Özet:

 The development and progress of science, technology, transport and communication tools over many years have increased the need for a foreign language in our country and throughout the world. Because of this growing need, communication problems often bring the subject of foreign language learning and teaching to the fore. Foreign language teaching is a multi-dimensional process consisting of a teacher, a student, an institution, a method, course materials and an educational program. In this research, the aim is to examine the programs comparatively in terms of objectives, content, the learning-teaching process and elements of measurement and evaluation of the French course education programs in 1993, 2006, 2011 and 2017 developed and implemented by the Ministry of National Education during the Republican Era. This research was carried out using the qualitative research method. Data were collected using the document analysis technique, which is one of the qualitative research methods. In this study, the secondary education programs published by the Ministry of National Education and the Journal of Communiqués were examined, relevant sources were reviewed and data were collected to reveal the situation of French language curricula in the historical process. According to the results of the study, it was understood that the 1993 program had deficiencies compared to other programs and that these deficiencies were tried to be completed until the 2017 program. It has been determined that all of the programs have a student-centered language teaching perspective. The learner-centered perspective has been transformed in the last program into a perspective that emphasizes the need for students to become more outgoing, socially and culturally self-developed individuals while learning a language. In the 2017 program, it was determined that the student should be evaluated as an individual who has gained a sense of responsibility and is able to use hisher cognitive and psycho-social skills to solve problems and make hisher own decisions.

 The development and progress of science, technology, transport and communication tools over many years have increased the need for a foreign language in our country and throughout the world. Because of this growing need, communication problems often bring the subject of foreign language learning and teaching to the fore. Foreign language teaching is a multi-dimensional process consisting of a teacher, a student, an institution, a method, course materials and an educational program. In this research, the aim is to examine the programs comparatively in terms of objectives, content, the learning-teaching process and elements of measurement and evaluation of the French course education programs in 1993, 2006, 2011 and 2017 developed and implemented by the Ministry of National Education during the Republican Era. This research was carried out using the qualitative research method. Data were collected using the document analysis technique, which is one of the qualitative research methods. In this study, the secondary education programs published by the Ministry of National Education and the Journal of Communiqués were examined, relevant sources were reviewed and data were collected to reveal the situation of French language curricula in the historical process. According to the results of the study, it was understood that the 1993 program had deficiencies compared to other programs and that these deficiencies were tried to be completed until the 2017 program. It has been determined that all of the programs have a student-centered language teaching perspective. The learner-centered perspective has been transformed in the last program into a perspective that emphasizes the need for students to become more outgoing, socially and culturally self-developed individuals while learning a language. In the 2017 program, it was determined that the student should be evaluated as an individual who has gained a sense of responsibility and is able to use hisher cognitive and psycho-social skills to solve problems and make hisher own decisions.

 The development and progress of science, technology, transport and communication tools over many years have increased the need for a foreign language in our country and throughout the world. Because of this growing need, communication problems often bring the subject of foreign language learning and teaching to the fore. Foreign language teaching is a multi-dimensional process consisting of a teacher, a student, an institution, a method, course materials and an educational program. In this research, the aim is to examine the programs comparatively in terms of objectives, content, the learning-teaching process and elements of measurement and evaluation of the French course education programs in 1993, 2006, 2011 and 2017 developed and implemented by the Ministry of National Education during the Republican Era. This research was carried out using the qualitative research method. Data were collected using the document analysis technique, which is one of the qualitative research methods. In this study, the secondary education programs published by the Ministry of National Education and the Journal of Communiqués were examined, relevant sources were reviewed and data were collected to reveal the situation of French language curricula in the historical process. According to the results of the study, it was understood that the 1993 program had deficiencies compared to other programs and that these deficiencies were tried to be completed until the 2017 program. It has been determined that all of the programs have a student-centered language teaching perspective. The learner-centered perspective has been transformed in the last program into a perspective that emphasizes the need for students to become more outgoing, socially and culturally self-developed individuals while learning a language. In the 2017 program, it was determined that the student should be evaluated as an individual who has gained a sense of responsibility and is able to use hisher cognitive and psycho-social skills to solve problems and make hisher own decisions.

 Tüm dünyada olduğu gibi ülkemizde de, uzun yıllardır bilim, teknoloji, ulaşım ve iletişim araçlarının gelişimi ve ilerleyişi, yabancı dile olan ihtiyacı arttırmıştır. Artan bu ihtiyaç ve iletişim sorunları, yabancı dil öğrenimi ve öğretimi konusunu sıklıkla gündeme taşımaktadır. Yabancı dil öğretimi; öğretmen, öğrenci, kurum, yöntem, ders araç gereçleri ve eğitim-öğretim programından oluşan çok boyutlu bir süreçtir. Bu araştırmada, Cumhuriyet döneminde, ortaöğretim Fransızca dersi için Milli Eğitim Bakanlığı tarafından hazırlanıp uygulanan 1993, 2006, 2011 ve 2017 öğretim programlarının biçimsel yapıları, vizyonu, genel amaç ve hedefleri, içerikleri, öğrenme alanları, öğrenme-öğretme süreçleri ve ölçme değerlendirme öğeleri esas alınarak, programların karşılaştırmalı olarak incelenmesi hedeflenmiştir. Araştırma, nitel araştırma deseni benimsenerek gerçekleştirilmiştir. Nitel araştırma yöntemlerinden doküman incelemesi yönteminin kullanıldığı bu çalışmada, temel olarak Milli Eğitim Bakanlığı tarafından yayımlanan ortaöğretim programları ve Tebliğler Dergisi incelenmiş, ilgili kaynaklar taranmış ve Fransızca dersi öğretim programlarının, tarihsel süreçteki durumunun ortaya konmasına yönelik veriler toplanmıştır. Yapılan çalışmanın sonuçlarına göre, 1993 programının diğer programlara göre eksiklerinin olduğu ve sözü edilen eksikliklerin 2017 programına kadar, tamamlanmaya çalışıldığı anlaşılmıştır. Programların tümünde, öğrenci merkezli bir dil öğretimi bakış açısının olduğu belirlenmiştir. Öğrenci merkezli bakış açısı, son programa gelindiğinde, öğrencinin bir yandan dil öğrenirken bir yandan da, daha dışa dönük, sosyal ve kültürel olarak kendini geliştirebilen bir birey haline gelmesi gerektiğini vurgulayan bir bakış açısına dönüşmüştür. 2017 programında, öğrencinin, sorumluluk bilinci kazanmış, bilişsel ve psiko-sosyal becerilerini, problem çözme ve kendi kararlarını verebilme yönünde kullanabilen bir birey olarak değerlendirilmesi gerektiği tespit edilmiştir.

Makale detayları

EVALUATION OF FRENCH LANGUAGE TEACHING PROGRAMS IN SECONDARY EDUCATION (1993-2017)

Yazarlar:

Gülden Kirazlı | Füsun Saraç

Yayıncı:

Tekirdag Namik Kemal University

Ana Başlıklar:

Fransız Dili | Edebiyatı ve Kültürü

Dergi:

HUMANITAS - Uluslararası Sosyal Bilimler Dergisi Vol.12 Issue 24, pp.216-238

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001329828

pISSN:

2147-088X

French courses

Curriculum

Secondary educationFransızca dersi

Öğretim programı

Ortaöğretim

Sayı

Makale detayları

EVALUATION OF FRENCH LANGUAGE TEACHING PROGRAMS IN SECONDARY EDUCATION (1993-2017)

Yazarlar: Gülden Kirazlı | Füsun Saraç

Yayıncı: Tekirdag Namik Kemal University

Ana Başlıklar: Fransız Dili | Edebiyatı ve Kültürü

Dergi: HUMANITAS - Uluslararası Sosyal Bilimler Dergisi Vol.12 Issue 24, pp.216-238

Belge Tipi: Makale

Yayın Tarihi: 10/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001329828

pISSN: 2147-088X

French courses

Curriculum

Secondary educationFransızca dersi

Öğretim programı

Ortaöğretim

Sayı

Yazarlar:

Gülden Kirazlı | Füsun Saraç

Yayıncı:

Tekirdag Namik Kemal University

Ana Başlıklar:

Fransız Dili | Edebiyatı ve Kültürü

Dergi:

HUMANITAS - Uluslararası Sosyal Bilimler Dergisi Vol.12 Issue 24, pp.216-238

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001329828

pISSN:

2147-088X