Türkçe ders kitaplarındaki etkinliklerin bütüncül bir anlayışla incelenmesi
Özet
Turkish textbooks are one of the most commonly used tools in Turkish courses. Alongside with texts chosen for books and visuals, examples and questions related to texts, it is of utmost importance that activities are prepared in accordance with objective of teaching. The general aim of this study is to reveal students' opinions on activities in Turkish textbooks, and to examine activities in Turkish textbooks in terms of their suitability for course objectives. A mixed research technique has been used as both qualitative and quantitative data are benefited from. In the beginning phase of the study, a questionnaire, which was prepared by a researcher and fully formed by expert opinion, was conducted to 297 students on the purpose of describing their views on activities in Turkish textbooks. After being gathered, the data from the questionnaire was transferred to computer environment and analysed by using SPSS 24 package program. In the second phase, the data on the activities in grades 1-8 Turkish textbooks being used in 2019-2020 academic year was gathered with document examination method. Content analysis method was used for analysing the data. In the conclusion of the study, it has been perceived that students find these activities unsuitable and unamusing for their levels; and that activities do not challenge them. It has been revealed that activities are unevenly distributed to basic language skills, the number of activities based on skills varies according to class levels, and although they largely meet the learning outcomes of 2019 Turkish Course Curriculum, examples of activities for some learning outcomes are not included in Turkish textbooks. Moreover, it has been concluded that according to Revised Bloom's Taxonomy, activities designed for low-level skills are given more place, and despite the change of activities in the context of Turkish language sensitiveness in years, they are not at the desired level. As inferred from the results of this study, it is suggested that activities in Turkish textbooks must be prepared with the qualities of being done by students with eagerness, of activating and leading students to think and to acquire skills; and of creating language love and sensitiveness.