Publication: İlkokul 2019 Türkçe dersi öğretim programı kapsamında dil bilgisi öğretimine ilişkin sınıf öğretmenlerinin görüşlerinin incelenmesi
Abstract
Dil, insanların sosyalleşme ve iletişim kurma aracıdır. Dil bilgisi; dilin kurallarının öğretildiği, o dili etkili kullanmayı amaçlayan bilim dalıdır. Güncel programda (2019) ilkokul dil bilgisi konuları Türkçe dersi içinde öğretilmektedir. Dil bilgisi konuları programların düzenlemesiyle dönemin ihtiyaç ve şartlarına göre revize edilmektedir. Mevcut programda dil bilgisi konuları sınırlı şekilde yer almakla birlikte programda bulunmayan birçok dil bilgisi konusunun öğretmenler tarafından derslerde öğretildiği görülmektedir. Bu çalışmanın amacı, 2019 İlkokul Türkçe Dersi Öğretim sınıf)’nda yer almayan dil bilgisi konularının derslerde işlenmesine yönelik sınıf öğretmenlerinin bakış açılarını incelemek, öğretmenlerin programda yer alan dil bilgisi konularının yeterliliği hakkındaki görüşlerini belirlemektir. Ayrıca, öğretmenlerin dil bilgisi öğretiminin faydalarına yönelik tutumları, derslerde kullanılan araç-gereç ve materyallerin etkililiği ve hangi yöntem ve tekniklerin tercih edilmesi gerektiği hakkındaki görüşleri de bu çalışmada yer almaktadır. Araştırmada aşağıdaki sorulara cevap aranmıştır: • İlkokul öğretmenlerinin 2019 Türkçe Dersi Öğretim uygulamaları hakkındaki görüşleri nelerdir? • İlkokul öğretmenlerinin etkili dil bilgisi öğretiminin nasıl yapılması gerektiği hakkındaki görüşleri nelerdir? • İlkokul öğretmenlerinin dil bilgisi öğretiminin faydaları hakkında görüşleri nelerdir? Araştırmanın evrenini, İstanbul Anadolu yakasında devlet okullarında görev yapan sınıf öğretmenleri oluşturmuştur. Örneklem olarak, tabakalı örnekleme kullanılarak 377 sınıf öğretmeni seçilmiştir. Bu çalışmada nicel araştırma yöntemlerinden olan betimsel araştırma modeli kullanılmıştır. Araştırmada veri aracı olarak araştırmacı tarafından hazırlanan “İlkokul Türkçe Dersinde Dil Bilgisi Anketi” ve anketin analizlerinde SPSS kullanılmıştır. Araştırma sonucunda öğretmenler tarafından; dil bilgisi öğretiminin öğrenciler üzerinde olumlu etkisinin olduğu, 2019 Türkçe Dersi Öğretim sınıf)’nda yer alan dil bilgisi konularının eksik görüldüğü, dil bilgisi öğretiminde farklı yöntem-teknik ve materyallerin kullanılması gerektiği, ders kitaplarının dil bilgisi öğretimi açısından yetersiz olduğu ve kaynak kitap kullanımının da programda olmayan dil bilgisi konularının öğretimine teşvik ettiği, programda yer almayan dil bilgisi konularının öğretiminin sınıf seviyesinde karışıklığa yol açtığı belirtilmiştir.
Language is a means of socialization and communication. Grammar is the branch of science that teaches the rules of language and aims to use that language effectively. In the current program (2019), primary school grammar topics are taught in the Turkish course. Grammar topics are revised according to the needs and conditions of the period with the regulation of the programs. There are very few grammar topics in the current program, however, it is seen that grammar topics that are not included in the program are taught by teachers in lessons. The aim of this study is to examine the perspectives of classroom teachers on the teaching of grammar topics that are not included in the 2019 Primary School Turkish Curriculum (grades 1-4) and to determine teachers' views on the adequacy of the grammar topics in the curriculum. In addition, teachers' attitudes towards the benefits of grammar teaching, the effectiveness of the tools and materials used in the lessons, and their opinions on which methods and techniques should be preferred were also included in this study. The following questions were sought to be answered in the study: • What are the opinions of primary school teachers on the grammar topics in the curriculum? • What are the opinions of primary school teachers on grammar teaching and technique and the use of tools and materials? • What are the opinions of primary school teachers on the benefits of grammar teaching? The population of the study consisted of classroom teachers working in public schools on the Anatolian side of ıstanbul. The sample of the study, 377 classrooms teachers were selected using stratified sampling. In this study, descriptive research model, which is one of the quantitative research methods, was used. In the study, 'Language Knowledge in Primary School Turkish Lesson' questionnaire prepared by the researcher was used as a data tool. SPSS program was used for the analysis of the questionnaire. As a result of the research, it was stated by the teachers that grammar has a positive effect on students, the grammar topics in the 2019 Turkish Language Teaching Program are seen as incomplete, different methods-techniques and materials should be used in grammar teaching, textbooks are insufficient in terms of grammar teaching and the use of resource books encourages the teaching of grammar topics that are not in the program, and the teaching of grammar topics not included in the program causes confusion at the classroom level.
Language is a means of socialization and communication. Grammar is the branch of science that teaches the rules of language and aims to use that language effectively. In the current program (2019), primary school grammar topics are taught in the Turkish course. Grammar topics are revised according to the needs and conditions of the period with the regulation of the programs. There are very few grammar topics in the current program, however, it is seen that grammar topics that are not included in the program are taught by teachers in lessons. The aim of this study is to examine the perspectives of classroom teachers on the teaching of grammar topics that are not included in the 2019 Primary School Turkish Curriculum (grades 1-4) and to determine teachers' views on the adequacy of the grammar topics in the curriculum. In addition, teachers' attitudes towards the benefits of grammar teaching, the effectiveness of the tools and materials used in the lessons, and their opinions on which methods and techniques should be preferred were also included in this study. The following questions were sought to be answered in the study: • What are the opinions of primary school teachers on the grammar topics in the curriculum? • What are the opinions of primary school teachers on grammar teaching and technique and the use of tools and materials? • What are the opinions of primary school teachers on the benefits of grammar teaching? The population of the study consisted of classroom teachers working in public schools on the Anatolian side of ıstanbul. The sample of the study, 377 classrooms teachers were selected using stratified sampling. In this study, descriptive research model, which is one of the quantitative research methods, was used. In the study, 'Language Knowledge in Primary School Turkish Lesson' questionnaire prepared by the researcher was used as a data tool. SPSS program was used for the analysis of the questionnaire. As a result of the research, it was stated by the teachers that grammar has a positive effect on students, the grammar topics in the 2019 Turkish Language Teaching Program are seen as incomplete, different methods-techniques and materials should be used in grammar teaching, textbooks are insufficient in terms of grammar teaching and the use of resource books encourages the teaching of grammar topics that are not in the program, and the teaching of grammar topics not included in the program causes confusion at the classroom level.