Publication: Öğretmen görüşlerine göre ortaokul Türkçe derslerinde yazım ve noktalama uygulamaları
Abstract
Bu araştırma, durum çalışması deseni ile yapılandırılmış nitel bir araştırmadır. Araştırmanın çalışma grubunu İstanbul’daki devlet okullarında görev yapan 235 Türkçe öğretmeni oluşturmaktadır. Çalışma nesnesi ise Türkçe Dersi Öğretim retim yılı ortaokul Türkçe ders kitaplarıdır. Türkçe Dersi Öğretim yazım ve noktalama ile ilgili kazanımlar kapsamında; Türkçe ders kitapları ise ilgili etkinlik örnekleri kapsamında incelenmiştir. Öğretmenlerin görüşlerini almak ve uygulamalarını belirlemek amacıyla açık uçlu sorulardan oluşan “Yarı Yapılandırılmış Görüşme Formu” hazırlanmıştır. Beş öğretmen ile internet üzerinden görüntülü görüşme gerçekleştirilmiş, geriye kalan 230 öğretmenin cevapları yazılı olarak alınmıştır. Elde edilen veriler içerik analiziyle incelenmiştir. Araştırmada ulaşılan sonuçlar şu şekildedir:Yazım ve noktalama hususunda Türkçe Dersi Öğretim ortaokul kazanımlarının sarmal olmadığı; 6, 7 ve 8. sınıf kazanımlarının yetersiz ve yüzeysel olduğu tespit edilmiştir. Ortaokuldaki diğer sınıflara göre 5. sınıfta bu konuda daha fazla kazanıma yer verildiği ancak belirtilen noktalama işaretlerinin sınırlarının çizilmediği görülmüştür. Kazanımların dağılımına uygun olarak 6, 7 ve 8. sınıf Türkçe ders kitaplarında -Özgün Yayınları 7. Sınıf Türkçe Ders Kitabı hariç- yazım ve noktalamayla ilgili çok az etkinliğe yer verildiği; 5. sınıf kitabında ise özellikle noktalama işaretleriyle ilgili, çok sayıda etkinlik bulunduğu tespit edilmiştir. Türkçe öğretmenlerinin %78,7’sinin (185) ncelediği, inceleyenlerin çoğunun (%59,5) olumsuz görüşte olduğu belirlenmiştir. Yazım ve noktalama hususunda öğretmenlerin büyük bir kısmının (%81,4) Türkçe ders kitapları ile ilgili görüşlerinin olumsuz yönde olduğu, çoğunun (%65) 5. sınıfta bu konuyu kısmi olarak ele aldığı, öğrencilerini liseye hazırlarken en çok (%32,7) çoktan seçmeli soruları kullandığı, neredeyse hepsinin (%97,4) dönüt verdiği, çoğunun (%60,5) sözlü dönütler verdiği, çoğunun (%70,6) fakültede aldığı eğitimi yetersiz bulduğu ve EBA’nın kullanımına ilişkin ulaşılan kodların çoğunun (%46,9) olumsuz yönde olduğu tespit edilmiştir. Yazım kuralları öğretimiyle ilgili öğretmenlerin 5. sınıfta en çok (%31,8) ders kitabı etkinliklerinden yararlandığı; 6, 7 ve 8. sınıfta çoğunun (%74,6) etkinlik hazırladığı; 6, 7 ve 8. sınıfta çoğunun (%61,3) hem kuralları dikte ettirdiği hem de çalışma kâğıtları kullandığı; ölçme-değerlendirme için en çok (%25,1) çoktan seçmeli sorulardan yararlandığı ulaşılan kodlardan anlaşılmıştır. Noktalama işaretleri öğretimiyle ilgili öğretmenlerin 5. sınıfta en çok (%34,2) ders kitabı etkinliklerinden yararlandığı; 6, 7 ve 8. sınıfta çoğunun (%74,8) etkinlik hazırladığı; 6, 7 ve 8. sınıfta çoğunun (%65,1) hem kuralları dikte ettirdiği hem de çalışma kâğıtları kullandığı; ölçme-değerlendirme için en çok (%21,7) çoktan seçmeli sorulardan yararlandığı ulaşılan kodlardan anlaşılmıştır.Çalışma sonuçları alandaki diğer çalışmaların sonuçlarıyla tartışılmış ve Türkçe dersleri kapsamında yazım ve noktalama kuralları eğitiminin daha etkili gerçekleşebilmesi için önerilerde bulunulmuştur.
This research is a qualitative study using the case study design. The study group of the research consists of 235 Turkish teachers working in public schools in Istanbul. The study objects are the Turkish course curriculum of 2019 and the 2020-2021 academic year secondary school Turkish textbooks. Curriculum, spelling and punctuation learning outcomes and approach to the subject; textbooks were examined with document analysis in line with these learning outcomes. A Semi-Structured Interview Form consisting of open-ended questions was prepared in order to get the opinions of the teachers and determine their practices. Video interviews were conducted with five teachers online, and the answers of the remaining 230 teachers were taken in written form. The obtained data were analyzed by content analysis. The results of the study are as follows: As a result of the study, it has been determined that the Turkish course curriculum of 2019 secondary school spelling and punctuation outcomes are not spiral in terms of spelling and punctuation; It was determined that the 6th, 7th, and 8th grade outcomes were insufficient and shallow. Compared to other classes in secondary school, It was observed that more outcomes acquisitions on this subject were included in the 5th grade, however, the boundaries of the specified punctuation marks were not clear. In accordance with the distribution of the outcomes, very few activities related to spelling and punctuation were included in the 6th, 7th, and 8th grade Turkish textbooks except for the 7th Turkish Textbook of Özgün Publishing; On the other hand in the 5th grade book, it is observed determined that there are quite a few activities, especially on punctuation marks. The study showed that out of the 78.7% (185) of Turkish Language teachers who evaluated the program most (59.5%) gave a negative opinion about it. In terms of spelling and punctuation, majority of the teachers (81.4%) had negative opinions about Turkish textbooks, many of them (65%) discussed this issue partially in the 5th grade, and mostly used multiple-choice questions (32.7%) when preparing their students for high school, almost all of them (97.4%) gave feedback, and several of the (60.5%) among them gave verbal feedback, most (70.6%) found the education they received at the faculty insufficient, and most of the codes (46.9%) related to the use of EBA were found to be negative. It was found that the teachers related to spelling rules mostly benefited from textbook activities (31.8%) in 5th grade; Most of them (74.6%) prepared extra activities in the 6th, 7th and 8th grades; In the 6th, 7th and 8th grades, many of them (61.3%) both dictated the rules and used worksheets to teach the subject; It was understood from the codes reached that multiple choice questions were the most preferred type of questions for assessment and evaluation.(25.1%). Teachers concerned about teaching punctuation marks mostly benefited from textbook activities (34.2%) in 5th grade; majority of them (74.8%) prepared extra activities in the 6th, 7th and 8th grades; In the 6th, 7th and 8th grades, most of them (65.1%) both dictated the rules and used worksheets; It was understood from the codes reached that the multiple choice questions were the most used method for assessment and evaluation (21.7%).The results of the study were discussed with the results of other studies in the field and suggestions were made to make spelling and punctuation rules training more effective within the scope of Turkish lessons.
This research is a qualitative study using the case study design. The study group of the research consists of 235 Turkish teachers working in public schools in Istanbul. The study objects are the Turkish course curriculum of 2019 and the 2020-2021 academic year secondary school Turkish textbooks. Curriculum, spelling and punctuation learning outcomes and approach to the subject; textbooks were examined with document analysis in line with these learning outcomes. A Semi-Structured Interview Form consisting of open-ended questions was prepared in order to get the opinions of the teachers and determine their practices. Video interviews were conducted with five teachers online, and the answers of the remaining 230 teachers were taken in written form. The obtained data were analyzed by content analysis. The results of the study are as follows: As a result of the study, it has been determined that the Turkish course curriculum of 2019 secondary school spelling and punctuation outcomes are not spiral in terms of spelling and punctuation; It was determined that the 6th, 7th, and 8th grade outcomes were insufficient and shallow. Compared to other classes in secondary school, It was observed that more outcomes acquisitions on this subject were included in the 5th grade, however, the boundaries of the specified punctuation marks were not clear. In accordance with the distribution of the outcomes, very few activities related to spelling and punctuation were included in the 6th, 7th, and 8th grade Turkish textbooks except for the 7th Turkish Textbook of Özgün Publishing; On the other hand in the 5th grade book, it is observed determined that there are quite a few activities, especially on punctuation marks. The study showed that out of the 78.7% (185) of Turkish Language teachers who evaluated the program most (59.5%) gave a negative opinion about it. In terms of spelling and punctuation, majority of the teachers (81.4%) had negative opinions about Turkish textbooks, many of them (65%) discussed this issue partially in the 5th grade, and mostly used multiple-choice questions (32.7%) when preparing their students for high school, almost all of them (97.4%) gave feedback, and several of the (60.5%) among them gave verbal feedback, most (70.6%) found the education they received at the faculty insufficient, and most of the codes (46.9%) related to the use of EBA were found to be negative. It was found that the teachers related to spelling rules mostly benefited from textbook activities (31.8%) in 5th grade; Most of them (74.6%) prepared extra activities in the 6th, 7th and 8th grades; In the 6th, 7th and 8th grades, many of them (61.3%) both dictated the rules and used worksheets to teach the subject; It was understood from the codes reached that multiple choice questions were the most preferred type of questions for assessment and evaluation.(25.1%). Teachers concerned about teaching punctuation marks mostly benefited from textbook activities (34.2%) in 5th grade; majority of them (74.8%) prepared extra activities in the 6th, 7th and 8th grades; In the 6th, 7th and 8th grades, most of them (65.1%) both dictated the rules and used worksheets; It was understood from the codes reached that the multiple choice questions were the most used method for assessment and evaluation (21.7%).The results of the study were discussed with the results of other studies in the field and suggestions were made to make spelling and punctuation rules training more effective within the scope of Turkish lessons.