Osmanlı'dan Cumhuriyet'e Kur'an öğretim materyali olarak elifbâlar (1824-1928)
Elifbâ used for teach Quran from Ottoman until The Republic period (1824-1928)
Yazar: HATİCE AYAR
Danışman: PROF. DR. İRFAN BAŞKURT
İstanbul Üniversitesi / Sosyal Bilimler Enstitüsü / Felsefe ve Din Bilimleri Ana Bilim Dalı
Derece: Doktora, 2019
Konu: Dilbilim = Linguistics ; Din = Religion ; Eğitim ve Öğretim = Education and Training
Dizin: Alfabe = Alphabet ; Cumhuriyet Dönemi = Republican Period ; Ders kitapları = Textbooks ; Din eğitimi = Religious education ; Kur'an-ı Kerim = Koran ; Osmanlı Dönemi = Ottoman Period ; Ses bilgisi = Phonetic ; Öğretim araçları = Teaching aids ; Öğretim yöntemleri = Teaching methods

Özet:
Bu araştırma sıbyan mektepleri ile ilgili ilk resmi belge olan Tâlîm-i Sıbyan Hakkında Fermân-ı Âlî'nin yayınlanmasından Latin alfabesinin kabulüne kadar (1824-1928) geçen sürede mekteplerde okutulan elifbâ dersinin muhteviyatını ve elifbâlar vasıtasıyla Kur'an'ın nasıl öğretildiğini ortaya koymak amacıyla hazırlanmıştır. Giriş hariç üç bölümden oluşan çalışmamız, nitel bir araştırma olup veri toplama yöntemi olarak doküman analizi kullanılmıştır. Elifbâlar incelenirken harflerin, harekelerin ve işaretlerin nasıl öğretildiğini tespit etmek amacıyla betimsel analiz yapılmış, elde edilen veriler yorumlanarak sonuçlara ulaşılmıştır.
Yapılan inceleme sonucunda elifbâ öğretiminde kurumsal anlamda vakıflar tarafından yönetilen sıbyan mekteplerinden, elifbâ öğreten hocalardan, kullanılan araç ve gereçlerden ve ders materyali olan elifbâlardan kaynaklanan çeşitli sorunlar yaşandığı belirlenmiştir. 1824-1928 yılları arasında söz konusu sorunların farkedildiği, usul-i cedid hareketinin de etkisi ile ortadan kaldırılmasına yönelik öneriler getirildiği ancak sorunların uzun yıllar devam ettiği görülmüştür. Ayrıca araştırmamızda Osmanlı Devleti'nde sıbyan mekteplerinin temel dersi olan elifbâ öğretiminde yüzyıllar boyunca geleneksel yöntemlerin dışına çıkılmadığı, Kur'an'ı daha hızlı, kolay ve doğru olarak öğretebilmek için yeni yöntemler geliştirilmediği ve elifbâlar hazırlanmadığı tespit edilmiştir. İbtidai mekteplerinde yapılan elifbâ öğretiminin ise Osmanlı Türkçesi öğretimi ağırlıklı olduğu belirlenmiştir. Ayrıca bazı elifbâlarda harflerin Osmanlı Türkçesinde kullanılan seslerine vurgu yapılması, Türkçe açısından ses benzerliği olan harflerin, aynı harflermiş gibi öğretilmesi ve çeşitli nesnelerin ilk hecelerinden istifade edilerek öğretilmek istenmesi harflerin asıl mahreçlerinden uzaklaşmasına sebep olduğu için Kur'an öğretimini olumsuz etkilediği tespit edilmiştir. 1911 yılından sonra hazırlanmaya başlanan Kur'an elifbâlarının bazılarında yeni usuller denendiği ancak bu usullerin yaygınlaştırılamadığı sonucuna varılmıştır.

Abstract:
This research is the first official document about the infants' schools of Tiyal-i Sıbyan, aimed the content of the elifbâ course taught in the schools from the publication of Fermân-ı Âlî to the adoption of the Latin alphabet (1824-1928), how to teach the Holy Quran in elifbâ, To reveal the problems and problems encountered during the teaching of the Holy Quran.  Except introduction research of three parts is qualitative research and document analysis was used as data collection. While examining the Elifbâ, descriptive analysis was performed and the results were interpreted. As a result of the examination, it was determined that there were various problems about teaching elifbâ. The causes of these problems; infants' schools managed by foundations, teachers of schools, tools and materials used and elifbâ.  Between 1824 and 1928, that these problems were noticed and suggestions were made to eliminate them with the effect of procedural movement, but the problems continued for long years. 
Until the mid-1800s, a single elifbâ was taught in the classes of Elifbâ, first of the Holy Quran and then of Ottoman Turkish; after 1856, the elifbâ aimed at teaching Ottoman Turkish first and then the Holy Quran began to be taught. The first teaching of Ottoman Turkish enabled the use of new methods in teaching elifbâ. In this context, elifbâs were prepared from 1890 on the basis of sound method. However, these new methods and elifbâ are limited to the teaching of Ottoman Turkısh, it was determined that teaching of the Holy Quran was excluled from these developments. In addition, the importance of the Holy Quran teaching in the newly prepared elifbâ and the lack of sufficient time were negatively affected the reading of the Holy Quran. At the teachers' congress in Thessaloniki in 1911, it was decided to prepare two separate elifbâ, Turkish and Holy Quran elifbâ, to be taught in elifbâ lessons. This is a positive development in terms of starting to prepare an elifbâ that aims to teach Holy Quran only. However, it was seen that most of the Quran elifbâ, which started to be prepared since 1911, could not benefit from the accumulation of approximately 50 years of elifbâ and were prepared on the basis of the letter method.
Until the middle of the 19th century, it was aimed to teach the Holy Quran and thenthe Ottoman Turkish by using the work called Elifbâ Cüzü, whıch was prepared on the basis of the letter method whose author and date was not known in the course of elifbâ. Since elifbâ did not include the letters and rules necessary for reading the Holy Quran and Ottoman Turkısh, it was not sufficiently successful about reading. This situation began to be seen as a problem in the mid-1800s. The fact that the students who enrolled in the newly opened schools due to their renewal activities in education at these years lacking in literacy and that the goverment needs literate educated people made the teaching of Ottoman Turkish important. With the influence of the Usul-i cedid movement, new elifbâ were aimed at teaching the Ottoman Turkish, then the Holy Quran and these new elifbâ have gradually developed over many years.
The first teaching of Ottoman Turkish enabled the use of new methods in teaching elifbâ. In this context, starting from 1890, new elifbâ were prepared based on sound method. However, it was determined that these new methods and elifbâ were limited to the teaching of Ottoman Turkish and that the teaching of the Holy Quran was excluded from these developments. In addition, the importance and lack of sufficient time for the teaching of the Holy Quran in the newly prepared elifbâ affected the Holy Quran learning negatively. At the teachers' congress in Thessaloniki in 1911, it was decided to prepare two separate elifbâ, Turkish and Holy Quran elifbâ, to be taught in elifbâ lessons. This is a positive development in terms of starting to prepare elifbâ who aim to teach Quran only. It was concluded that some of the Quran elifba, which began to be prepared after 1911, tried new methods but these methods could not become widespread.