GELENEKSEL EĞİTİMDE ALFABE, KIRAAT, YAZI VE İMLA TEDRİS USULÜ
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Tarih
2016
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öz: Eğitim sürecimizdeki temel esaslardan biri iyi okuyan, okuduğunu tam ve doğru olarak anlayan bireyler yetiştirmektir. Aslında birey ilkokuma ve yazmanın sağlıklı bir şekilde edinilmesiyle birlikte düşünme, anlama, sıralama, sınıflama, eleştirme, analiz-sentez yapma ve değerlendirme gibi çeşitli yeteneklerini geliştirerek zihinsel yapılanmanın temelini oluşturmuş olur. İlkokuma ve yazma öğretimi, kavram olarak okuma ve yazma öğretiminden farklılık arz etmektedir. Dil edinim sürecinde ilkokuma ve yazma öğretimi dinleme ve konuşma becerisine göre belirli bir yöntem ve teknikle kazandırılmaktadır. Bu kazanımın hangi yöntem ve teknikler kullanılarak günümüze kadar geldiğinin ortaya konmuş olması, gelecek adına Türkçe eğitimini ve ilkokumayı kurgulamada eğitimcilere çok büyük ipuçları verecektir. Bu araştırmaya konu olan eser, Cumhuriyetin kuruluşundan sonra harf devrine müteakip Millet Mekteplerinde ve Halk Dershanelerinde alfabe, okuma, yazı ve imla eğitimini gerçekleştirmek maksadıyla 1928 yılında Milli Talim ve Terbiye Heyeti tarafından "Alfabe, Kıraat, Yazı ve İmla Tedris Usulü" başlığı altında kaleme alınmıştır. Türkçe öğretimde ilkokuma öğretiminin tarihsel gelişimi ve hangi mahalde hangi yöntem kullanılarak öğretildiğinin tam olarak ortaya konulmamış olması bizi bu eser üzerinde çalışmaya yönlendirmiştir. Latin alfabesinin kabulünden sonra Türkçe ilkokuma ve yazma öğretimi hakkında incelenme yapıp verilerin yorumlanmasını amaçlayan bu araştırma için en uygun yöntemin nitel araştırma yöntemi olduğuna karar verilmiştir. Araştırma verileri Osmanlıca belge tarama, transkript etme, doküman çözümleme ve içerik analiz etme yoluyla elde edilmiştir
Abstract: One of the basic principles in our education is to educate individuals who are well-read and who comprehend exactly what they read. In fact, the individual underpins the basis of mental organization by developing various skills such as thinking, understanding, sorting, classification, criticism, analysis-synthesis and evaluation with the acquisition of primary reading and writing in a healthy way. Primary reading and writing education differs from the concept of reading and writing teaching. In the process of language acquisition, primary reading and written instruction is acquired by a specific method and technique according to listening and speaking skills. The way in which this achievement has been asserted by using the methods and techniques will provide great clues to the educators in constructing the Turkish education of and primary education on behalf of the future. The work which is the subject of this research was written under the title of "The Alphabet, Reading, Text and Method of Teaching Spelling" by the National Board of Education and Discipline in 1928 with the aim of performing the alphabet, reading, writing and spelling education in National Schools and People Training Centers following foundation of the Republic and after the alphabet reform. The historical development of primary reading teaching in Turkish education and the fact that it has not been stated exactly in which place and in which method was used has led us to investigate on this work. After the adoption of the Latin alphabet, it was decided that the most appropriate method for this research, which aims to examine Turkish primary teaching and writing teaching and interpret the data, is qualitative research method. The research data were obtained through Ottoman document scanning, transcription, document analysis and content analysis
Abstract: One of the basic principles in our education is to educate individuals who are well-read and who comprehend exactly what they read. In fact, the individual underpins the basis of mental organization by developing various skills such as thinking, understanding, sorting, classification, criticism, analysis-synthesis and evaluation with the acquisition of primary reading and writing in a healthy way. Primary reading and writing education differs from the concept of reading and writing teaching. In the process of language acquisition, primary reading and written instruction is acquired by a specific method and technique according to listening and speaking skills. The way in which this achievement has been asserted by using the methods and techniques will provide great clues to the educators in constructing the Turkish education of and primary education on behalf of the future. The work which is the subject of this research was written under the title of "The Alphabet, Reading, Text and Method of Teaching Spelling" by the National Board of Education and Discipline in 1928 with the aim of performing the alphabet, reading, writing and spelling education in National Schools and People Training Centers following foundation of the Republic and after the alphabet reform. The historical development of primary reading teaching in Turkish education and the fact that it has not been stated exactly in which place and in which method was used has led us to investigate on this work. After the adoption of the Latin alphabet, it was decided that the most appropriate method for this research, which aims to examine Turkish primary teaching and writing teaching and interpret the data, is qualitative research method. The research data were obtained through Ottoman document scanning, transcription, document analysis and content analysis
Açıklama
Anahtar Kelimeler
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
19
Künye
CAN A,KAVRUK H (2016). GELENEKSEL EĞİTİMDE ALFABE, KIRAAT, YAZI VE İMLA TEDRİS USULÜ. Turkish Studies (Elektronik), 11(19), 523 - 558.
