Dramayla öykü oluşturma yönteminin ilköğretim ikinci kademe Türkçe öğretimine etkisi
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Dosyalar
Tarih
2010-09-24
Yazarlar
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Yayıncı
Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada ilköğretim ikinci kademe Türkçe dersinin nasıl daha iyi öğretileceği konusunda dramayla öykü oluşturmaya dayalı bir eğitim yöntemi önerilmiştir. Türkçe dersinde bu yöntemin temel dil becerilerinin, yaratıcılık ve hayal gücünün geliştirilmesinde, dil bilgisi öğretiminde etkili olacağı düşünülmektedir. Araştırmanın birinci bölümünde çalışmanın problem durumu üzerinde durulmuş, ikinci bölümünde drama kavramı ve Türkçe eğitimindeki yeriyle ilgili kuramsal bilgilere yer verilmiştir. Üçüncü bölümde araştırmacı tarafından önerilen dramayla öykü oluşturma yöntemi kuramsal çerçevede tanıtılmıştır. Araştırmanın dördüncü ve beşinci bölümlerinde ise çalışmanın uygulama yönü ele alınmıştır. Araştırmanın örneklemini Toprakkale Mehmet Cevlani Önal İlköğretim Okulunda 6, 7 ve 8. sınıflarda okuyan 135 öğrenciyle Osmaniye ilinde görev yapan 44 Türkçe öğretmeni oluşturmaktadır. Araştırmanın Türkçe Dersine Yönelik Tutum Ölçeği kullanılarak yapılan bölümünde deney-kontrol gruplu ön test-son test modeli uygulanmıştır. Yöntem üzerine öğrenci ve öğretmen görüşlerini belirlemeye yönelik anket uygulamasında ise tarama modeli kullanılmıştır. Araştırmada deney ve kontrol grubuna tutum ölçeği ön test ve son test olarak verilmiş, deney grubu öğrencilerine Dramayla Öykü Oluşturma Yöntemi Öğrenci Anketi, Türkçe öğretmenlerine de Dramayla Öykü Oluşturma Yöntemi Öğretmen Anketi uygulanmış, daha sonra da Dramayla Öykü Oluşturma Yöntemi Öğretmen Görüşme Formu ile öğretmenlere açık uçlu sorular sorulmuştur. Altıncı bölüm ise sonuçlar ve öneriler kısmından oluşmaktadır. Bu çerçevede tutum ölçeği sonuçlarına bakıldığında dramayla öykü oluşturma yönteminin uygulandığı deney grubu öğrencilerinin Türkçe dersine yönelik tutum puanları ortalamalarının anlamlı bir düzeyde arttığı gözlenmiştir. Anketlerin verileri ve görüşme formları incelendiğinde bu yöntemin Türkçe dersinde temel dil becerilerinin, yaratıcılık ve hayal gücünün geliştirilmesinde, dil bilgisi öğretiminde, olumlu yönde katkı sağladığı sonucu ortaya çıkmıştır.
In this study an education method based on story formation with drama in the subject of how to teach Turkish lesson better at the second degree of the primary education has been offered. It is thought that this method will be influential in the development of basic linguistic skills, creativity and imagination and grammar teaching in Turkish lesson. In the first part of the research, the problem situation of the study has been considered, and in the second part some theoratical information has been included regarding the concept of drama and its place in Turkish education. In the third section, method of story formation with drama proposed by the researcher has been introduced in a theoratical frame In the fourth and fifth parts of the research, the application aspect of the study has been dealt with. 135 students attending 6th, 7th, 8th grades at Mehmet Cevlani Önal Primary School and 44 Turkish teachers working in Osmaniye city constitute the samples of the research. In the part of the research done by using Attitude Scale Towards Turkish Lesson, pre and post test model with control group was applied. The scanning model is used in a questionnaire for determining students? and teachers? opinions on a model offer. In the research, the attitude scale was given to the sample and control groups as pre and post test model, Student Questionnaire on the Method of Story Formation with Drama for the students in the sample group to whom the method was applied for eight weeks and Teacher Questionnaire on the Method of Story Formation with Drama for Turkish teacher were carried out, in the later part open-ended questions were asked with The Form of Teachers?s Opinions on the Method of Story Formation with Drama to teachers. The sixth section is composed of results and suggestions. Within this framework, when we look at the results of the attitude scale, it was observed that the average attitude points of the sample group students towards Turkish lesson, to whom method was applied, meaningfully increased. When the data from the questionnaires and the interview forms were examined, it was revealed that this model contributed positively to the development of basic linguistic skills in Turkish lesson, creativity and imagination. teaching of grammar.
In this study an education method based on story formation with drama in the subject of how to teach Turkish lesson better at the second degree of the primary education has been offered. It is thought that this method will be influential in the development of basic linguistic skills, creativity and imagination and grammar teaching in Turkish lesson. In the first part of the research, the problem situation of the study has been considered, and in the second part some theoratical information has been included regarding the concept of drama and its place in Turkish education. In the third section, method of story formation with drama proposed by the researcher has been introduced in a theoratical frame In the fourth and fifth parts of the research, the application aspect of the study has been dealt with. 135 students attending 6th, 7th, 8th grades at Mehmet Cevlani Önal Primary School and 44 Turkish teachers working in Osmaniye city constitute the samples of the research. In the part of the research done by using Attitude Scale Towards Turkish Lesson, pre and post test model with control group was applied. The scanning model is used in a questionnaire for determining students? and teachers? opinions on a model offer. In the research, the attitude scale was given to the sample and control groups as pre and post test model, Student Questionnaire on the Method of Story Formation with Drama for the students in the sample group to whom the method was applied for eight weeks and Teacher Questionnaire on the Method of Story Formation with Drama for Turkish teacher were carried out, in the later part open-ended questions were asked with The Form of Teachers?s Opinions on the Method of Story Formation with Drama to teachers. The sixth section is composed of results and suggestions. Within this framework, when we look at the results of the attitude scale, it was observed that the average attitude points of the sample group students towards Turkish lesson, to whom method was applied, meaningfully increased. When the data from the questionnaires and the interview forms were examined, it was revealed that this model contributed positively to the development of basic linguistic skills in Turkish lesson, creativity and imagination. teaching of grammar.
Açıklama
Anahtar Kelimeler
Primary education schools, İlköğretim okulları, Instsruction methods, Öğretim yöntemleri, Teaching aids, Öğretim araçları, Turkish teaching, Türkçe öğretimi, Turkish lesson, Türkçe dersi, Drama
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kara, Ö. T. (2010). Dramayla öykü oluşturma yönteminin ilköğretim ikinci kademe Türkçe öğretimine etkisi. Selçuk Üniversitesi, Yayımlanmış doktora tezi, Konya.
