İlkokulların 4. ve 5. sınıflarında Türkçe ders kitaplarındaki çocuk edebiyatı metinleri üzerine bir inceleme
An examination on the textes of childrens literature in the Turkish textbooks of the fourth and the fifth classes of primary schools
Yazar: HAYRETTİN PARLAKYILDIZ
Danışman: PROF.DR. ABDURRAHMAN GÜZEL
Gazi Üniversitesi / Sosyal Bilimler Enstitüsü / Türk Dili ve Edebiyatı Ana Bilim Dalı / Türkçenin Eğitimi ve Öğretimi Bilim Dalı
Derece: Doktora, 1999
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Ders kitapları = Textbooks ; Ders programları = Curriculum ; Kitaplar = Books ; Türkçe = Turkish ; Çocuk edebiyatı = Children’s literature ; İlkokullar = Primary schools

Özet:
Eğitim sistemimizin temelim oluşturan ilköğretim kademesi çeşitli problemlerin yaşandığı ve bu problemlere çözüm arandığı, bulunan çözümlerin uygulama için çeşitli biçimlerde tartışıldığı bir yerde bulunmaktadır. Tartışılan problemlerden birisi programlar, diğeri de Türkçe derslerinde kullanılan kitap ve onların içinde yer alan araç-metinlerdir. Cumhuriyetin ilânından sonra her alanda olduğu gibi, dil öğretiminde de önemli ve ciddî çalışmalara başlanmış, millî birlik ve bütünlüğün bu yolla kurulabileceği, çağdaş hayat tarzım yakalamanın kültürümüzü gelecek nesillere aktarmanın iyi bir dil eğitimi ile olacağı kabul edilmiştir. Bunun için Türkçe'nin nasıl öğretileceği konulan gündeme gelince yeni programlar düzenlenmiştir. 1924'te ikinci Heyet-i İlmiye'nin hazırladığı program günün şartlan dikkate alındığında aceleye getirildiği ve eksikliklerin fazla olduğu gerekçesiyle 1926'da yeni program hazırlama ihtiyacı duyulmuştur. Bu programda Türkçe dersleri bir bütündür ibaresinin bulunmasına rağmen, her ders için ayn ayn ders saati hazırlanmıştır. Bu dersler elifba, kıraat, inşat, temsil, imlânın yanında şifahi lisan dersleri ve tahrir ile yazı dersidir. Hayat Bilgisi ve Cemiyet derslerinden de faydalanılması istenmiştir. Böylelikle, mihver dersle, ifade ve beceri derslerinin bağlantılı işlenmesi bu programla ilk defa ortaya konmuştur. 1926 programının problemi, mahallî şive ile millî şive kavramlandır. 1936 İlkokul Müfredat Programının hedefleri, büyük ölçüde CHJP.'nin programındaki eğitim kısmından etkilenmiştir. Kuvvetlî cumhuriyetçi, milliyetçi, halkçı, devletçi, lâik ve inkılâpçı yurttaş yetiştirmek hedeflenmiştir. Bu programda okuma, inşat, tahrir ve imlâ gibi dersler ayn ayn dersler yerine, Türkçe dersi adı altında toplanmıştır. 1936 Programının baş problemi Türk Dil İnkılâbıdır. Bu inkılâba bağlı olarak gelen Harf İnkılâbı, ikinci mesele olarak görülmektedir.

Abstract:
The stage of primary education which has formed the basis of our education system exists in the position where many problems are faced with, some solutions are looked for and these solutions are discussed. One of the problems in education system is the elementary school programs, the other is the assistant texts which exist in the books used in Turkish courses. As in every field, there were also serious studies in language teaching after the declaration of republic. It was granted that in order to have a modem life style, introduce our culture to next generation and assemble the national unity and universality, it was necessary to give a good language education. That is why new programs were organised when the subject of "how to teach Turkish" came into existence. The Second Science Committee prepared a program in 1924. However it was so lacking that a new program had to be prepared in 1926. In this program, although there were expression like " Turkish courses can not be seperated", the courses were seperate. These were "The Alphabet, Reading, Poem Reading, Representation, Spelling, Oral Language, Written Expressions and Writing "there were also some beneficial courses like "Life Knowledge and Society". It was the first time that the main courses were treated with expression and ability courses. The problem in 1926 Program was the concepts of national and local accents. The target of the 1936 Elementary School Curriculum were mostly influenced by the program of C.H.P. (Republic Populace Party). The target was to bring up republican, nationalist, populist, favouring state control, laic and revolutionary citizens. In tins program, the former courses were united under the name of "Turkish Course". The main problem in 1936 program was the Turkish Language Revolution. Letter Revolution was regarded as a second program. In 1948 Elementary School Curriculum, targets of education were generalized, removed from politics and for the first time the laws were distributed according to classes. After the experience of 1962 Draft Program, 1968 Elementary School Program helped the main courses to come into existence. However it was far from today's target to develop programs. Thanks to the 1968 Program, analysing method in reading and writing became valid. Of all the programs, it was the best one because it was functional and could be applied easily. The target of the programs are to provide the materials which make children's language developments more effective, to form the style of their behaviours both in intellectual and sensorial aspects, and to affect the development of their characters. These are the books and the assistant texts of them. If we had looked from the point of moral values view, what would have been the profits of children's literature texts in Turkish books read between 1948 and 1968? The answer of this question must be searched in the texts of children's literature in the position of genres and the values of them. In this study, reading texts depending on events were examined and evaluated in the relationship between literature and education. If we think that the texts given in the first stage and the second term are important for comprehension and understanding, it will be impossible to realize all these with the text prepared for adults. Children have their own senses, minds and dreams. That is why it is necessary for children to have a different kind of literature.VI Texts of children's literature came from the oral literature from ancient times. Then some selections from adults literature were seen. That is why the texts in some Turkish books are over the level of children. The ratios of the genres based on events change according to various books. In all books, this genre is more than the others. Choosing the contents according to targets is the most reasonable way in Turkish courses, whichever the texts are, it is necessary for them to be well-selected and moral values be well-determined. The other important thing in the selected tests is the necessity of the understanding of introducing the past, comprehending today and preparing for the future. In the examined books; characteristic, national, moral and universal values of the genres based on events are important for the development of child's character. The method of reading fiction, fable or moral, diary and travel books in the fourth and the fifth classes helped children to gain intellectual and sensorial values. Although the general of the books is composed of national and moral values, character models and universal values is rarely seen. Translation texts have an important role in giving universal values to children. However they should be of reasonable number otherwise children may forget our culture. In the development of child's character, bis family's economical, social and cultural features are not as important as social and moral values. Therefore the texts given to children must be observed in the development of their characters. Atatiirk's "Our national morals must be fed and reinforced with civil foundations and independent thoughts. It's very important, pay attention to this". Sentences must be considered well and national and moral values must be given in texts with independent thoughts."