Yenilenen Türkçe öğretim programına göre hazırlanan (2018) ortaokul 5. sınıf Türkçe ders kitabındaki metinlerin/ etkinliklerin duygusal ve sosyal zekâ açısından incelenmesi
Küçük Resim Yok
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Kişinin kendini tanıması, kendi düşüncelerinin, duygularının, güdülerinin farkında olması ve başkalarının duygu, düşünce, bakış açısını anlayabilmesi duygusal ve sosyal zekâ kavramının temelini oluşturmaktadır. Duygusal ve sosyal zekâ Gardner'in çoklu zekâ kuramından doğan bir kavramdır. Gardner, zekânın sekiz ana formu üzerinde durmuştur. Bunlardan kişiler arası zekâ ve kişisel zekânın birleşimine duygusal ve sosyal zekâ adı verilmektedir. Duygusal ve sosyal zekâsı gelişmiş bireylerin özellikleri incelenecek olursa, özelliklerin çoğunun Türkçe dersinin temel amaçları ile örtüştüğü görülmektedir. 2018 yılında hazırlanan Türkçe Öğretim Programında, kendini ifade eden, kendi ilgi alanlarının farkında olan, iş birliği yapan, girişimcilik ve sorun çözme kapasitesi gelişmiş, öz güveni yüksek, çevresi ile uyumlu, etkili iletişim becerilerine sahip bireyler yetiştirmek Türkçe eğitiminin temel amaçları arasında yer almaktadır. Bu beceriler aynı zamanda duygusal ve sosyal zekâsı yüksek olan bireylerde öne çıkmaktadır. Türkçe öğretiminde öğrencilerin duygusal ve sosyal zekâ kapasitesini artırmak mümkündür. Bu çalışmada 2018 yılında yenilenen Türkçe Öğretim Programına uygun olarak hazırlanan 5. sınıf Türkçe ders kitaplarındaki metinler ve etkinlikler duygusal ve sosyal zekâyı geliştirmeleri açısından incelenmiştir. Metinlerde ve etkinliklerde, duygusal ve sosyal zekâ alanlarına ne oranda yer verildiği saptanıp bu zekâ alanlarını geliştirebilecek unsurlara yer verilip verilmediği araştırılmıştır. Çalışma iki bölümden oluşmaktadır. İlk bölümde duygusal ve sosyal zekâ ele alınmıştır. İkinci bölümde ise kitaptaki metinler ve etkinlikler incelenmiştir.
Knowing oneself, being aware of one's own thoughts, feelings, motives and being able to understand others' feelings, thoughts and perspectives constitute the basis of the notion of emotional and social intelligence. Emotional and social intelligence is a concept emerged from Gardner's multiple intelligence theory. Gardner focused on eight main forms of intelligence. The combination of interpersonal intelligence and personal intelligence is called emotional and social intelligence. When the characteristics of individuals with developed emotional and social intelligence are examined, it is seen that most of the characteristics coincide with the main objectives of Turkish course. In the Turkish Curriculum prepared in 2018, raising individuals who are self-expressing, who are aware of their own interests, cooperate, whose capacity for developing entrepreneurship and problem solving has developed, who have high self-confidence, are compatible with their environment and have effective communication skills is among the basic purposes of Turkish education. These skills also are prominent in individuals with high emotional and social intelligence. It is possible to increase the emotional and social intelligence capacity of the students in Turkish teaching. In this study, the texts and activities in the 5th grade Turkish textbooks prepared in accordance with the Turkish Curriculum renewed in 2018 were examined in terms of improving emotional and social intelligence. In the examination, through determining the presence emotional and social intelligent areas in the texts and activities, it was studied whether the components to enhance these areas were present. The study consists of two sections. In the first section, emotional and social intelligence is discussed. In the second section, the texts and activities in the textbook are examined. Keywords: Emotional Intelligence, Social Intelligence, 2018 Turkish Curriculum, 5th Grade Turkish Textbook.
Knowing oneself, being aware of one's own thoughts, feelings, motives and being able to understand others' feelings, thoughts and perspectives constitute the basis of the notion of emotional and social intelligence. Emotional and social intelligence is a concept emerged from Gardner's multiple intelligence theory. Gardner focused on eight main forms of intelligence. The combination of interpersonal intelligence and personal intelligence is called emotional and social intelligence. When the characteristics of individuals with developed emotional and social intelligence are examined, it is seen that most of the characteristics coincide with the main objectives of Turkish course. In the Turkish Curriculum prepared in 2018, raising individuals who are self-expressing, who are aware of their own interests, cooperate, whose capacity for developing entrepreneurship and problem solving has developed, who have high self-confidence, are compatible with their environment and have effective communication skills is among the basic purposes of Turkish education. These skills also are prominent in individuals with high emotional and social intelligence. It is possible to increase the emotional and social intelligence capacity of the students in Turkish teaching. In this study, the texts and activities in the 5th grade Turkish textbooks prepared in accordance with the Turkish Curriculum renewed in 2018 were examined in terms of improving emotional and social intelligence. In the examination, through determining the presence emotional and social intelligent areas in the texts and activities, it was studied whether the components to enhance these areas were present. The study consists of two sections. In the first section, emotional and social intelligence is discussed. In the second section, the texts and activities in the textbook are examined. Keywords: Emotional Intelligence, Social Intelligence, 2018 Turkish Curriculum, 5th Grade Turkish Textbook.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
