ÇOKLU ORTAMA DAYALI TÜRKÇE ÖĞRETİMİNE VE ÇOKLU ORTAM ARAÇLARINA YÖNELİK ÖĞRENCİ GÖRÜŞLERİ
| dc.contributor.author | Akın, Erhan | |
| dc.contributor.author | Çeçen, Mehmet Akif | |
| dc.date.accessioned | 2020-12-06T11:00:32Z | |
| dc.date.available | 2020-12-06T11:00:32Z | |
| dc.date.issued | 2015 | |
| dc.department | İnönü Üniversitesi | en_US |
| dc.description.abstract | Öz: Bu çalışmada; Türkçe dersinde çoklu ortama dayalı öğretim ve araçlarının kullanımına yönelik ortaokul 6. sınıf öğrencilerinin görüşleri incelenmiştir. Belirlenen amaca ulaşmak için betimsel tarama yöntemi kullanılmıştır. Veriler nitel araştırma desenlerinden yarı yapılandırılmış görüşme yolu ile elde edilmiştir. Çalışma, MEB'e bağlı Muş ili Bulanık ilçesi Turgut Özal Ortaokulu 6. sınıf Türkçe dersinde yapılmıştır. Çalışma grubu olarak 25 kişilik 6 C sınıfı seçilmiştir. Çalışma, 8 hafta süreyle ortaokul 6. sınıf Türkçe ders kitabının "Toplum Hayatı" ve "Kişisel Gelişim" temalarındaki 1 şiir ve 7 metinle Türkçe dersi işlenirken yapılmıştır. Bunlardan 2 tanesi dinleme metnidir. Çalışma grubunda, Türkçe dersi öğretimi esnasında bilgisayar, projeksiyon, cd, ses sistemi gibi çoklu ortam araçlarından yararlanılmıştır. Bu araçlarla video, animasyon, karikatür, resim, çizgi film, belgesel, müzik, vb. materyaller kullanılarak çoklu ortama dayalı öğretim ortamı hazırlanmış ve hazırlanan bu ortamda çoklu ortama dayalı öğretim yapılmıştır. Çalışma grubundaki öğrencilerin çoklu ortama dayalı öğretim ve araçlarının kullanımına yönelik sorulan sorulara verdikleri cevaplar betimsel analiz yoluyla incelenmiş, analiz sonucunda ulaşılan sonuçlar betimsel bir biçimde yorumlanmıştır. Bu incelemeler sonucunda çalışma grubundaki öğrencilerin çoklu ortama dayalı öğretim ve araçlarından memnun oldukları, derste motivasyonlarının gözlemlenmiştir. Ayrıca öğrenciler bundan sonraki Türkçe derslerini de çoklu ortama dayalı öğretim yolu ile işlemek istediklerini belirtmişlerdir. Elde edilen bulgular ilgili literatür doğrultusunda tartışılmıştır | en_US |
| dc.description.abstract | Abstract: In this study; Based on a multiple-media teaching in Turkish and tools to use for middle school for grade 6 students ' opinions. Determined to achieve descriptive scan method was used. The data is qualitative research has been obtained by way of semi-structured conversation of the pattern. Study sought answers to the following questions: 1 . Eight weeks, Turkish lessons based on the teaching through the arrow çmedia (computer, projector, sound system, tv, phone, using the tools of cd, etc.). Do you think, that's the way you like to be processed? Reasons please write together. 2. Based on a multiple-media teaching (Computer, projector, sound system, tv, telephone, cd, etc.) with text that is rendered in this way is not good if they are understand quicker and your own class? Reasons please write together. 3. Eight hours per week during which the event that affects you the most, and tools? Reasons please write together. 4. An eight-week course that bother you during the event, and what are the tools? Reasons please write together. 5. Based on a multiple-media teaching (Computer, projector, sound system, tv, telephone, cd, etc.) with you to class more in class or when you process time from the book in your classroom? Reasons please write together. 6. You have read and you're listening to Eight weeks in order to better understand it in your classroom, what do you suggest to your teachers about courses Turkish processed? Please write. Students make the most of your free time on the computer so much nowadays. Students interested in the education field and be redirected to, and evaluation of leisure time as well as training will be given, along with popular tools of benefit from that. In this context research, multimedia applications, their effects on students ' teaching of Turkish and Turkish lesson, determination of attitude toward gaining importance. Students ' interest of the State and the success of Turkish class lesson come before all the other classes. Because Turkish is a language lesson. In this lesson, there is a skill all the other lessons. Language training, traditional learning environments is not enough is a condition that is known now. Because the traditional education system, without having to worry about the students, with no information is used to get ready. Students in this case information is ezberlemektedir. In this case, because it does not have an effective and lasting achievements of students learning Turkish class is declining, and thus have a negative attitude toward class students. This study which will be a source of help to work on multimedia application a in education and it is important in terms of being an Çoklu Ortama Dayalı Türkçe Öğretimine ve Çoklu Ortam Araçlarına Yönelik… 53 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 alternative example. A new perspective to the Turkish education teaching based on multimedia applications, the teaching-learning process in the classroom is expected to contribute positively. It also is though to shed light on the findings of new studies in this area. This situation will be better understood. I f we look at the my work area in thissubject writing: Fındık Dönmez (2013), prepared by the study of Nature and the universe as a teaching material in the workgroup when it is rendered on the theme cartoon used in the control group is used. Turkish cartoon in achieving the targeted achievements using the experimental group compared to the control group, students in the student reading comprehension and writing skills in the areas of more successful when they are concluded. Küçüksavar (2010) study, is in the process of students learning in the workgroup search applied to exams, reading comprehension levels is an important progress. Stars (2009) study, multimedia applications, it's the end of the first and second semesters of voice students read speeds, the Working Group in favour of the control group with no significant difference between the study group that the Working Group of her students to read in less time than the given text is the reason. Küçük (2006) the necessity of Using Multimedia in primary education and computer in his work as a result of training, the teachercentered method of processing is inadequate and the classic course in parallel with technology, students used computer and multi-centred environment course methods of processing should be used. Ali Çatak (2006) survey as a result of the material read prepared PowerPoint presentation program developed the reading comprehension skills. According to Yaman (2005) according to Mayer's research on the basis of the theory of multiple media images and text belong to this picture, a combination of understanding and problem-solving ability of the animation contributes. Labour, Ministry of Education, which is connected to the Mus province Bulanık County Turgut Ozal secondary school 6. the class was conducted in Turkish. As a group of 25 people work 6 C class. The study, for a period of 8 weeks middle school 6. class life of the "Community" and Turkish textbook "personal development" theme in Turkish lessons with the text when rendering poetry and 7 1. One of them is the text to listen to 2 of them. Working Group, during the teaching of Turkish lessons computer, projector, cd, sound system, multimedia tools. This means video, animation, cartoon, picture, cartoons, documentaries, music, etc. based on a multiple-media teaching environment by using the materials prepared and made multiple environment-based education that prepared environment. Turkish lessons based on the teaching of multimedia applications and tools in order to determine their views related to the researcher by structured interview form questions pool. That is the question pool İnönü University faculty member, Fuzzy Süleymanpaşa the research school two and a Brookswood secondary school Turkish teacher by 54 Erhan AKIN – Mehmet Akif ÇEÇEN Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 examined and prepared six-question interview form. This meeting form with students based on teaching multimedia applications used and the means of assessment of misconduct Based on multiple students in a workgroup environment the instruction and tools use the answers to their questions descriptive analysis can be reached as a result of the analysis were examined through the results in a way that is descriptive. The working group based on a multiple-media teaching and tools students opinions regarding the examined; students, eight weeks based on a multiple-media teaching Turkish lessons (through computer, projector, sound system, tv, telephone, cd, etc., using the tools of) Isbecause they're perfectly content and tools ofleme thanks to Turkish lessons more love and better understand their reading in class. Based on a multiple-media teaching with different, more fun, and for that the mechanics of Turkish lessons increased their success. The students, all of them based on a multiple-media teaching (computer, projector, sound system, tv, telephone, cd, etc.) text that is rendered with the quicker and better understand. This is one of the biggest causes of Visual and auditory tools with text as given in class. Thus the text contents, quicker and better understand the main idea. Eight-week course during processing, the most affecting thing themselves for the most part; Leukemia is describing her brother's hair cut that video as. Some are storks associated with animation. You can get specific information about the dramatic text as demonstration vehicles while tracking down fetched amplifier (sound system) in the specified class. Eight-week course during processing as the event that bothers themselves from time to time, electricity and İnternet connection to be dropped. Tools does not specify any discomfort. Based on a multiple-media teaching (computer, projector, sound system, tv, telephone, cd, etc.) we have participated in courses with more class of vurgulamışlar. The largest is the cause of this is that the majority of videos and other tools they show the positive impact to understand the text. Some of them; that's why the text in earlier modules they were alienated from participating more in class. The Web pages based on multiple media are suffering difficulties in understanding the text in class that can be processed at once with the help of the other cars started to understand more quickly read. Information class a tentative details about the Turkish processed lesson could not be said. Most students want it to be like this all of course have expressed. While some classes of projection device. A few in the Turkish courses regarding processing of information as the end of the year class of opinion. Based on teaching students multiple workgroup environment with Turkish lesson recommendations is as follows: Based on a multiple-media teaching students in the workgroup with the Turkish lesson, have demonstrated an extreme request against. This situation sometimes do you think of retiring from the purpose for which it was designed. In order to prevent this, students Çoklu Ortama Dayalı Türkçe Öğretimine ve Çoklu Ortam Araçlarına Yönelik… 55 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 think all purpose and activities in this direction should be provided for. Multiple environment-based instruction is applied to the result of interviews conducted with students in the workgroup, discomfort when they are disconnected from the İnternet and sometimes as electric as indicated. That the necessary measures can be taken to. Multiple environment-based instruction is applied to the result of interviews conducted with students in the workgroup, discomfort when they are disconnected from the İnternet and sometimes as electric as indicated. That the necessary measures can be taken to. Based on the information available in schools classes, multiplemedia teaching can be done comfortably way of application infrastructure you need to heal. | en_US |
| dc.identifier.citation | AKIN E,ÇEÇEN M. A (2015). ÇOKLU ORTAMA DAYALI TÜRKÇE ÖĞRETİMİNE VE ÇOKLU ORTAM ARAÇLARINA YÖNELİK ÖĞRENCİ GÖRÜŞLERİ. Turkish Studies (Elektronik), 10(7), 51 - 72. | en_US |
| dc.identifier.endpage | 72 | en_US |
| dc.identifier.issn | 1308-2140 | |
| dc.identifier.issue | 7 | en_US |
| dc.identifier.startpage | 51 | en_US |
| dc.identifier.trdizinid | 254779 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11616/19030 | |
| dc.identifier.uri | https://search.trdizin.gov.tr/yayin/detay/254779 | |
| dc.identifier.volume | 10 | en_US |
| dc.indekslendigikaynak | TR-Dizin | en_US |
| dc.language.iso | tr | en_US |
| dc.publisher | Turkish Studies (Elektronik) | en_US |
| dc.relation.ispartof | Turkish Studies (Elektronik) | en_US |
| dc.relation.publicationcategory | Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.title | ÇOKLU ORTAMA DAYALI TÜRKÇE ÖĞRETİMİNE VE ÇOKLU ORTAM ARAÇLARINA YÖNELİK ÖĞRENCİ GÖRÜŞLERİ | en_US |
| dc.title.alternative | BASED ON MULTIPLE MEDIA ENGLISH TO AND MULTIMEDIA TOOLS FOR STUDENT FEEDBACK | en_US |
| dc.type | Article | en_US |
