EVALUATION OF 2019 AND 2024 SECONDARY SCHOOL TURKISH COURSE PROGRAMS IN TERMS OF EDUCATION PROGRAM ELEMENTS

Başak Karakoç Öztürk; Aysel Merve Alyaprak

Makale detayları

EVALUATION OF 2019 AND 2024 SECONDARY SCHOOL TURKISH COURSE PROGRAMS IN TERMS OF EDUCATION PROGRAM ELEMENTS

Yazarlar:

Başak Karakoç Öztürk | Aysel Merve Alyaprak

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1122-1158

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001335603

pISSN:

2587-1900

Anahtar kelimeler:

Özet:

 The aim of this research is to compare and evaluate the 2019 Secondary School Turkish Curriculum and the Turkish Curriculum that is deemed appropriate to be implemented in 2024 in terms of the purpose, content, educational status and measurement-evaluation elements of the curriculum. In the research, both programs were examined in terms of four basic elements using the document analysis method. The documents of the research consist of the Turkish Curriculum published in 2019 and 2024. In this context, the special purposes and achievementslearning outcomes for the purposetarget element of the programs and the themes according to the content element were taken into consideration. When the programs are examined in terms of the said elements, it is seen that the subjects mentioned in the 2019 Turkish Curriculum are included in the 2024 Secondary School Turkish Curriculum with expanded content and with explanatory examples. In this case, the role of preparing both programs on the axis of the constructivist approach is important. In particular, issues such as the active construction of knowledge by the student, the importance given to the concept of readiness, and the prioritization of learning by doing rather than a rote-learning approach form the basis of both programs and are reflected in their purpose statements. In the objectives determined specifically for the Turkish course, the perspectives on the importance of the four basic language skills, the spiral structure, and the thematic approach are similar. However, there are also points where the two programs differ. It can also be said that there are topics such as grammarlanguage structures that are positioned in a different place compared to the previous program. According to the educational status element, the application principles of strategy and method teaching and the application principles of production workshops, which are included for the first time in the 2024 OTDÖP, have been taken into consideration. When the 2019 and 2024 TDÖP are examined in terms of measurement and evaluation, which is perhaps the most critical element of a program development process, it is seen that there are intense similarities due to the reflection of the constructivist approach, but sample materials are presented to teachers in the 2024 OTDÖP. As a result of the research, it can be said that the programs have not undergone a radical change in terms of the four basic elements of the curriculum, and although it is thought that there are major changes compared to the implemented program, in fact, only the headings that have been mentioned in the literature for years, such as metacognitive strategies, have been included in the program. However, when the programs are examined as a whole with their different dimensions, it is seen that there are semantic gaps between the sections. As a result of all these, it is concluded that although the 2024 TDÖP is well prepared, in order for it to be functional, the teachers who are the implementers of the program must also have sufficient equipment and the conditions must allow the implementation of what the program says.

 The aim of this research is to compare and evaluate the 2019 Secondary School Turkish Curriculum and the Turkish Curriculum that is deemed appropriate to be implemented in 2024 in terms of the purpose, content, educational status and measurement-evaluation elements of the curriculum. In the research, both programs were examined in terms of four basic elements using the document analysis method. The documents of the research consist of the Turkish Curriculum published in 2019 and 2024. In this context, the special purposes and achievementslearning outcomes for the purposetarget element of the programs and the themes according to the content element were taken into consideration. When the programs are examined in terms of the said elements, it is seen that the subjects mentioned in the 2019 Turkish Curriculum are included in the 2024 Secondary School Turkish Curriculum with expanded content and with explanatory examples. In this case, the role of preparing both programs on the axis of the constructivist approach is important. In particular, issues such as the active construction of knowledge by the student, the importance given to the concept of readiness, and the prioritization of learning by doing rather than a rote-learning approach form the basis of both programs and are reflected in their purpose statements. In the objectives determined specifically for the Turkish course, the perspectives on the importance of the four basic language skills, the spiral structure, and the thematic approach are similar. However, there are also points where the two programs differ. It can also be said that there are topics such as grammarlanguage structures that are positioned in a different place compared to the previous program. According to the educational status element, the application principles of strategy and method teaching and the application principles of production workshops, which are included for the first time in the 2024 OTDÖP, have been taken into consideration. When the 2019 and 2024 TDÖP are examined in terms of measurement and evaluation, which is perhaps the most critical element of a program development process, it is seen that there are intense similarities due to the reflection of the constructivist approach, but sample materials are presented to teachers in the 2024 OTDÖP. As a result of the research, it can be said that the programs have not undergone a radical change in terms of the four basic elements of the curriculum, and although it is thought that there are major changes compared to the implemented program, in fact, only the headings that have been mentioned in the literature for years, such as metacognitive strategies, have been included in the program. However, when the programs are examined as a whole with their different dimensions, it is seen that there are semantic gaps between the sections. As a result of all these, it is concluded that although the 2024 TDÖP is well prepared, in order for it to be functional, the teachers who are the implementers of the program must also have sufficient equipment and the conditions must allow the implementation of what the program says.

 The aim of this research is to compare and evaluate the 2019 Secondary School Turkish Curriculum and the Turkish Curriculum that is deemed appropriate to be implemented in 2024 in terms of the purpose, content, educational status and measurement-evaluation elements of the curriculum. In the research, both programs were examined in terms of four basic elements using the document analysis method. The documents of the research consist of the Turkish Curriculum published in 2019 and 2024. In this context, the special purposes and achievementslearning outcomes for the purposetarget element of the programs and the themes according to the content element were taken into consideration. When the programs are examined in terms of the said elements, it is seen that the subjects mentioned in the 2019 Turkish Curriculum are included in the 2024 Secondary School Turkish Curriculum with expanded content and with explanatory examples. In this case, the role of preparing both programs on the axis of the constructivist approach is important. In particular, issues such as the active construction of knowledge by the student, the importance given to the concept of readiness, and the prioritization of learning by doing rather than a rote-learning approach form the basis of both programs and are reflected in their purpose statements. In the objectives determined specifically for the Turkish course, the perspectives on the importance of the four basic language skills, the spiral structure, and the thematic approach are similar. However, there are also points where the two programs differ. It can also be said that there are topics such as grammarlanguage structures that are positioned in a different place compared to the previous program. According to the educational status element, the application principles of strategy and method teaching and the application principles of production workshops, which are included for the first time in the 2024 OTDÖP, have been taken into consideration. When the 2019 and 2024 TDÖP are examined in terms of measurement and evaluation, which is perhaps the most critical element of a program development process, it is seen that there are intense similarities due to the reflection of the constructivist approach, but sample materials are presented to teachers in the 2024 OTDÖP. As a result of the research, it can be said that the programs have not undergone a radical change in terms of the four basic elements of the curriculum, and although it is thought that there are major changes compared to the implemented program, in fact, only the headings that have been mentioned in the literature for years, such as metacognitive strategies, have been included in the program. However, when the programs are examined as a whole with their different dimensions, it is seen that there are semantic gaps between the sections. As a result of all these, it is concluded that although the 2024 TDÖP is well prepared, in order for it to be functional, the teachers who are the implementers of the program must also have sufficient equipment and the conditions must allow the implementation of what the program says.

 Bu araştırmanın amacı, 2019 Türkçe dersi öğretim programı TDÖP ile 2024 yılında uygulanması uygun görülen Türkiye Yüzyılı Maarif Modelinin eğitim programının amaç, içerik, eğitim durumları ve ölçme-değerlendirme ögeleri açısından karşılaştırılarak değerlendirilmesidir. Araştırmada doküman analizi yöntemi kullanılmış, her iki program da dört temel öge açısından incelenmiştir. Araştırmanın dokümanlarını, 2019 ve 2024 yıllarında yayımlanan Türkçe öğretim programları oluşturmaktadır. Bu kapsamda programların amaçhedef ögesine yönelik özel amaçlar ve kazanımlaröğrenme çıktıları, içerik ögesine yönelik temalar dikkate alınmıştır. Programlar söz konusu ögeler açısından incelendiğinde 2019 TDÖPde sözü edilen konuların 2024 TDÖPde içeriğinin genişletilerek ve açıklamalı örneklerle birlikte yer aldığı görülmektedir. Bu durumda, her iki programın da yapılandırmacı yaklaşım ekseninde hazırlanmasının rolü önemlidir. Özellikle bilginin öğrenci tarafından aktif olarak yapılandırılması, hazırbulunuşluk kavramının önemsenmesi, ezberci bir yaklaşımdan ziyade yaparak yaşayarak öğrenmenin ön planda tutulması gibi hususlar her iki programın da temelini oluşturmakta ve amaç ifadelerine yansımaktadır. Türkçe dersi özelinde belirlenen amaçlarda ise dört temel dil becerisinin önemine, sarmal yapıya, tematik yaklaşıma dair bakış açıları benzerlik göstermektedir. Bununla birlikte önceki programa göre dil bilgisidil yapıları gibi konuların daha farklı bir bakış açısıyla ele alındığı görülmektedir. Eğitim durumları ögesine göre ise 2024 TDÖPde ilk defa yer alan strateji ve yöntem öğretimi uygulama esasları ile üretim atölyesi uygulama esasları başlıkları dikkate alınmıştır. Böylece iki program arasında dikkat çeken farklılıklara ayrıca vurgu yapılmıştır. Bir program geliştirme sürecinin belki de en kritik ögelerinden olan ölçme-değerlendirme ögesi açısından 2019 ve 2024 TDÖPler incelendiğinde ise benzerliklerin yoğunlukta olduğu ancak 2024 TDÖPde yoğun bir içeriğin olduğu ve öğretmenlere örneklerin sunulduğu görülmektedir. Bununla birlikte programlar farklı boyutlarıyla bir bütün olarak incelendiğinde 2024 TDÖPnin işlevsel olabilmesi için programın uygulayıcıları olan Türkçe öğretmenlerinin de yeterli donanıma sahip olması, bu yetkinliğin programda vurgulanan uygulamalara imkân tanıyacak nitelikte olması gerektiği sonucuna ulaşılmaktadır.

Makale detayları

EVALUATION OF 2019 AND 2024 SECONDARY SCHOOL TURKISH COURSE PROGRAMS IN TERMS OF EDUCATION PROGRAM ELEMENTS

Yazarlar:

Başak Karakoç Öztürk | Aysel Merve Alyaprak

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1122-1158

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001335603

pISSN:

2587-1900

2024 Secondary School Turkish Curriculum

2019 Turkish Curriculum

Maarif Model

Elements of the Curriculum2024 Ortaokul Türkçe Öğretim Programı

2019 Türkçe Öğretim Programı

Maarif Modeli

Eğitim Programı Ögeleri

Sayı

Makale detayları

Yazarlar: Başak Karakoç Öztürk | Aysel Merve Alyaprak

Yayıncı: Cukurova University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1122-1158

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001335603

pISSN: 2587-1900

Sayı

Yazarlar:

Başak Karakoç Öztürk | Aysel Merve Alyaprak

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.1122-1158

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001335603

pISSN:

2587-1900