İlköğretim okulları 1-5. sınıf Türkçe ders kitaplarında yer alan metinlerin türlerine göre yapılarının değerlendirilmesi
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Dosyalar
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Ana dili eğitiminde Türkçe ders kitaplarında yer alan metinler önemli bir yer tutmaktadır. İlköğretimin ilk basamaklarından itibaren ana dilini etkili kullanma becerisi, metinler aracılığıyla kazandırılmaya başlanır. Türkçe ders kitaplarında yer alan metinlerin türlerine göre yapılarında bulunması gereken unsurları taşımaları gerekir. Bu nedenle ilköğretim Türkçe ders kitaplarında yer alan metinlerin türlerine göre yapılarında bulunması gereken unsurları taşıyıp taşımadıklarının incelenmesi ve değerlendirilmesi, nitelikli bir Türkçe öğretimi için bir zorunluluk olarak karşımıza çıkmaktadır. Bu araştırmanın amacı, İlköğretim 1-5. Sınıf Türkçe ders kitaplarında yer alan metinlerin türlerine göre yapılarını değerlendirmektir. Betimsel nitelik taşıyan bu araştırmada genel tarama modeli kullanılmıştır. Milli Eğitim Bakanlığı tarafından 2007 yılında ilköğretim 1-5. sınıflarda okutulmasına karar verilen, Türkçe ders kitapları bu araştırmanın evrenini oluşturmaktadır. Kabul edilen ders kitaplarından her sınıf seviyesi için rastgele 3 adet ders kitabı seçilmiştir. Toplamda 15 adet ders kitabında yer alan hikâye edici ve bilgi verici metinler araştırmanın örneklemini oluşturmaktadır. Veri toplama aracı olarak hikâye edici metinlerin yapılarını değerlendirme formu ve bilgi verici metinlerin yapılarını değerlendirme formu kullanılarak 432 metin, türleri açısından tek tek incelenmiş, türlerine göre dağılımına ve yapı unsurlarını ne oranda taşıdıklarına bakılmıştır. Ayrıca metinler, Talim Terbiye Kurul Başkanlığı (T.T.K.B.) tarafından hazırlanan ders kitaplarını inceleme ve değerlendirme ölçütlerinden metin türleri ile ilgili olanlara göre değerlendirilmiştir. Toplanan verilerin frekans ve yüzde hesaplamaları yapılmış ve sonuçlar tablolaştırılmıştır. Araştırmada elde edilen bulgulara göre; 432 metnin 143'ünün hikâye edici, 158'inin bilgi verici, 131'inin ise şiir türünde olduğu tespit edilmiştir. Hikâye edici metinlerin hepsinde ?sahne? ve ?ana karakter? unsurların bulunduğu fakat diğer hikâye unsurlarının (başlangıç olayı, problem, problemi çözme teşebbüsleri, sonuç, ana fikir, tepki) bu oranda bulunmadığı görülmüştür. Bilgi verici metinlerin genelinde ?tanımlama? türü metinlere yer verildiği görülmüş; diğer türlerin (kronolojik sıralama, sebep-sonuç, karşılaştırma-kıyaslama, problem çözme) yeteri kadar ders kitaplarında yer almadığı belirlenmiştir. Bilgi verici metin unsurlarından yazarın amacı, konu, ana fikir ve yardımcı fikirler unsurlarına bazı metinlerde ulaşılamamıştır. T.T.K.B. tarafından hazırlanan ders kitaplarını inceleme ve değerlendirme ölçütlerinden, temalarda bulunması gereken metin türleri ile ilgili kriterler göz önüne alındığında, incelenen bazı temaların bu kriterleri yerine getirmediği belirlenmiştir. Bu temalar metin türlerinin dağılımı bakımından problemli olarak değerlendirilmiştir. Araştırmanın sonucunda, Türkçe 1-5. sınıf ders kitaplarında yer alan metinlerin çoğunluğunun türlerine göre yapılarının gerektirdiği unsurları taşımadıkları sonucuna ulaşılmıştır
In the education of mother tongue, the texts taking place in the text book?Turkish? holds an important place. From the beginning of the first steps of the primary school, the skill of effectively use the mother language begins to be acquired through the texts. The texts taking place in the textbooks Turkish should carry the elements, which are necessary to be included in their structure, according to their sorts. Therefore, to examine and evaluate whether or not the texts taking place in the textbooks Turkish carry the elements, which are necessary to be included in their structures, according to their sorts come to scene as an obligatory. The aim of this study is to evaluate the structures of the texts taking place in the Textbook Turkish, Grades 1 ? 5, according to their sorts. In this study, which possesses a narrative feature, general combing model was used. The universe of this study consists of the textbooks Turkish made a decision by National Educational Ministry to be studied in the grades 1 ? 5 of the primary schools. From the text books, 3 textbook for each grade level was randomly selected The narrative and informative texts taking place In totally 15 books form the sample population of the study. As a data collecting tool, using an evaluation form the structures of the narrative texts and an evaluation form the structures of the informative texts, 432 texts were examined one by one in terms of their sorts and looked at their distribution according to their sorts and at what rates they possess the structural elements. Also, the texts were evaluated according to those interested in text sorts, from the criteria for examining and evaluating the textbooks prepared by Chairmanship for Teaching and Education Board (TTKB). The frequency and percentage calculation of the data collected were done and the results were tabulated. According to the findings obtained during study, it was determined that 143 of 432 texts were narrative, 158 informative and 131 poems. In all narrative texts, it was seen that there were the elements of stage and main character, but that there was no the other narrative elements (beginning event, problem, the attempts for solving the problem, conclusion, main idea, reaction) in this rate. Generally, in all of informative texts, it was determined that descriptive sort of texts were included and that the other sorts (Putting in order chronologically, cause ? effect, comparison ? Making an analogy, solving problem) were not included adequately in the textbooks. The elements such as the aim of the author, subject, main idea, auxiliary ideas, which are from the elements of informative texts, were not reached in some texts When taking into consideration the criteria interested in text sorts, which are necessary to be included in themes, all of which are of the criteria of examining and evaluating the textbooks prepared by TTKB, it was determined that some themes examined did not meet these criteria. These themes wee determined as problematic in terms of distribution of textual sorts. As a consequence of the study, it was concluded that most of the texts taking place in the textbooks Turkish 1 ? 5 did not possess the elements required by their structure according to their sorts.
In the education of mother tongue, the texts taking place in the text book?Turkish? holds an important place. From the beginning of the first steps of the primary school, the skill of effectively use the mother language begins to be acquired through the texts. The texts taking place in the textbooks Turkish should carry the elements, which are necessary to be included in their structure, according to their sorts. Therefore, to examine and evaluate whether or not the texts taking place in the textbooks Turkish carry the elements, which are necessary to be included in their structures, according to their sorts come to scene as an obligatory. The aim of this study is to evaluate the structures of the texts taking place in the Textbook Turkish, Grades 1 ? 5, according to their sorts. In this study, which possesses a narrative feature, general combing model was used. The universe of this study consists of the textbooks Turkish made a decision by National Educational Ministry to be studied in the grades 1 ? 5 of the primary schools. From the text books, 3 textbook for each grade level was randomly selected The narrative and informative texts taking place In totally 15 books form the sample population of the study. As a data collecting tool, using an evaluation form the structures of the narrative texts and an evaluation form the structures of the informative texts, 432 texts were examined one by one in terms of their sorts and looked at their distribution according to their sorts and at what rates they possess the structural elements. Also, the texts were evaluated according to those interested in text sorts, from the criteria for examining and evaluating the textbooks prepared by Chairmanship for Teaching and Education Board (TTKB). The frequency and percentage calculation of the data collected were done and the results were tabulated. According to the findings obtained during study, it was determined that 143 of 432 texts were narrative, 158 informative and 131 poems. In all narrative texts, it was seen that there were the elements of stage and main character, but that there was no the other narrative elements (beginning event, problem, the attempts for solving the problem, conclusion, main idea, reaction) in this rate. Generally, in all of informative texts, it was determined that descriptive sort of texts were included and that the other sorts (Putting in order chronologically, cause ? effect, comparison ? Making an analogy, solving problem) were not included adequately in the textbooks. The elements such as the aim of the author, subject, main idea, auxiliary ideas, which are from the elements of informative texts, were not reached in some texts When taking into consideration the criteria interested in text sorts, which are necessary to be included in themes, all of which are of the criteria of examining and evaluating the textbooks prepared by TTKB, it was determined that some themes examined did not meet these criteria. These themes wee determined as problematic in terms of distribution of textual sorts. As a consequence of the study, it was concluded that most of the texts taking place in the textbooks Turkish 1 ? 5 did not possess the elements required by their structure according to their sorts.
Açıklama
Anahtar Kelimeler
Metin, Text, Metin sınıflandırma, Text categorization, Eğitim ve öğretim, Education and training
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Sulak, S. E. (2009). İlköğretim okulları 1-5. sınıf Türkçe ders kitaplarında yer alan metinlerin türlerine göre yapılarının değerlendirilmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
