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Bu amaç doğrultusunda araştırma" /> <title>(PDF) Türkçe ve İlkokul Öğretmenlerinin Okuduğunu Anlama Becerisini Kazandırma Süreçlerine Yönelik Bir Analiz</title> <link rel="canonical" href="https://www.academia.edu/106333435/T%C3%BCrk%C3%A7e_ve_%C4%B0lkokul_%C3%96%C4%9Fretmenlerinin_Okudu%C4%9Funu_Anlama_Becerisini_Kazand%C4%B1rma_S%C3%BCre%C3%A7lerine_Y%C3%B6nelik_Bir_Analiz" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '5639aa774042421bc82977ffa1287a882e92510e'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740159188000); window.Aedu.timeDifference = new Date().getTime() - 1740159188000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Bu araştırmanın amacı, Türkçe ve Sınıf öğretmenlerinin okuduğunu anlama becerisini kazandırma sürecinde takip ettikleri strateji, yöntem ve tekniklere ilişkin genel durumlarının bazı değişkenler açısından incelemektir. Bu amaç doğrultusunda araştırma genel tarama modelinde olup betimsel niteliktedir. Araştırmanın evrenini 2019-2020 eğitim-öğretim yılında, orta Anadolu’da bir il merkezinde görev yapmakta olan Türkçe ve Sınıf öğretmenleri oluşturmaktadır. Örnekleme 57 Türkçe ve 87 Sınıf öğretmeni olmak üzere toplam 144 öğretmen katılmıştır. Araştırma verilerinin toplanmasında Epçaçan ve Erzen (2010) tarafından geliştirilen “Okuduğunu Anlama Becerileri Ölçeği” kullanılmıştır. Veriler, bağımsız t testi, Kruskal Wallis testi ve Mann Whitney-U testi kullanılarak analiz edilmiştir. Araştırma sonucuna göre; Türkçe ve Sınıf öğretmenlerinin okuduğunu anlama becerisini kazandırma sürecinde takip edilen strateji, yöntem ve tekniklerin cinsiyet ve mezun olunan öğretim türüne göre istatistiksel a...","author":[{"@context":"https://schema.org","@type":"Person","name":"metin elkatmis","url":"https://independent.academia.edu/metinelkatmis"}],"contributor":[],"dateCreated":"2023-09-06","datePublished":"2021-01-01","headline":"Türkçe ve İlkokul Öğretmenlerinin Okuduğunu Anlama Becerisini Kazandırma Süreçlerine Yönelik Bir Analiz","image":"https://attachments.academia-assets.com/105559583/thumbnails/1.jpg","inLanguage":"tr","keywords":["Psychology","Mathematics Education","Reading Comprehension","TURKISH","Education Faculty"],"publication":"Erzincan Üniversitesi Eğitim Fakültesi Dergisi","publisher":{"@context":"https://schema.org","@type":"Organization","name":"Erzincan University Journal of Education 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incelemektir. Bu amaç doğrultusunda araştırma genel tarama modelinde olup betimsel niteliktedir. Araştırmanın evrenini 2019-2020 eğitim-öğretim yılında, orta Anadolu’da bir il merkezinde görev yapmakta olan Türkçe ve Sınıf öğretmenleri oluşturmaktadır. Örnekleme 57 Türkçe ve 87 Sınıf öğretmeni olmak üzere toplam 144 öğretmen katılmıştır. Araştırma verilerinin toplanmasında Epçaçan ve Erzen (2010) tarafından geliştirilen “Okuduğunu Anlama Becerileri Ölçeği” kullanılmıştır. Veriler, bağımsız t testi, Kruskal Wallis testi ve Mann Whitney-U testi kullanılarak analiz edilmiştir. Araştırma sonucuna göre; Türkçe ve Sınıf öğretmenlerinin okuduğunu anlama becerisini kazandırma sürecinde takip edilen strateji, yöntem ve tekniklerin cinsiyet ve mezun olunan öğretim türüne göre istatistiksel a...","publisher":"Erzincan University Journal of Education Faculty","publication_date":"2021,,","publication_name":"Erzincan Üniversitesi Eğitim Fakültesi Dergisi"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"Türkçe ve İlkokul Öğretmenlerinin Okuduğunu Anlama Becerisini Kazandırma Süreçlerine Yönelik Bir Analiz","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [8255102]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":105559583,"attachmentType":"pdf"}"><img alt="First page of “Türkçe ve İlkokul Öğretmenlerinin Okuduğunu Anlama Becerisini Kazandırma Süreçlerine Yönelik Bir Analiz”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/105559583/mini_magick20230906-1-nmvuqu.png?1694015387" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Türkçe ve İlkokul Öğretmenlerinin Okuduğunu Anlama Becerisini Kazandırma Süreçlerine Yönelik Bir Analiz</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="8255102" href="https://independent.academia.edu/metinelkatmis"><img alt="Profile image of metin elkatmis" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />metin elkatmis</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2021, Erzincan Üniversitesi Eğitim Fakültesi Dergisi</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">15 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 106333435; 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Bu amaç doğrultusunda araştırma genel tarama modelinde olup betimsel niteliktedir. Araştırmanın evrenini 2019-2020 eğitim-öğretim yılında, orta Anadolu’da bir il merkezinde görev yapmakta olan Türkçe ve Sınıf öğretmenleri oluşturmaktadır. Örnekleme 57 Türkçe ve 87 Sınıf öğretmeni olmak üzere toplam 144 öğretmen katılmıştır. Araştırma verilerinin toplanmasında Epçaçan ve Erzen (2010) tarafından geliştirilen “Okuduğunu Anlama Becerileri Ölçeği” kullanılmıştır. Veriler, bağımsız t testi, Kruskal Wallis testi ve Mann Whitney-U testi kullanılarak analiz edilmiştir. Araştırma sonucuna göre; Türkçe ve Sınıf öğretmenlerinin okuduğunu anlama becerisini kazandırma sürecinde takip edilen strateji, yöntem ve tekniklerin cinsiyet ve mezun olunan öğretim türüne göre istatistiksel a...</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":105559583,"attachmentType":"pdf","workUrl":"https://www.academia.edu/106333435/T%C3%BCrk%C3%A7e_ve_%C4%B0lkokul_%C3%96%C4%9Fretmenlerinin_Okudu%C4%9Funu_Anlama_Becerisini_Kazand%C4%B1rma_S%C3%BCre%C3%A7lerine_Y%C3%B6nelik_Bir_Analiz"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":105559583,"attachmentType":"pdf","workUrl":"https://www.academia.edu/106333435/T%C3%BCrk%C3%A7e_ve_%C4%B0lkokul_%C3%96%C4%9Fretmenlerinin_Okudu%C4%9Funu_Anlama_Becerisini_Kazand%C4%B1rma_S%C3%BCre%C3%A7lerine_Y%C3%B6nelik_Bir_Analiz"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Son tahlilde; Türkçe ve ilkokul öğretmenlerinin okuduğunu anlama becerisini kazandırma sürecine destek olacak strateji, yöntem ve tekniklerle ilgili uygulamalı eğitimler düzenlenebilir. Abstract The main purpose of this study was to examine Turkish and primary school teachers' applications performed in the process of earning reading comprehension skills in terms of some variables. For this purpose, survey research was conducted in a descriptive way. The study group of the study consists of Turkish and primary school teachers working in a city center in central Anatolia in the 2019-2020 academic year. A total of 144 teachers, including 57 Turkish and 87 primary school teachers, participated in the study. The "Reading Comprehension Skills Scale" developed by Epçaçan and Erzen (2010) was used to collect research data. Data were analyzed using the independent t-test, Kruskal Wallis test, and Mann Whitney-U test. The study results showed that there is no statistically significant difference between the strategies, methods, and techniques followed in the process of gaining Turkish and primary school teachers' reading comprehension skills according to gender and the type of education graduated. On the other hand, there is a significant difference in terms of years of service, branch, and socioeconomic variables. In conclusion, some practical training on strategies, methods, and techniques will support the process of gaining the reading comprehension skill of Turkish and primary school teachers can be organized.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe ve İlkokul Öğretmenlerinin Okuduğunu Anlama Becerisini Kazandırma Süreçlerine Yönelik Bir Analiz / An Analysis on Turkish and Primary School Teachers' Process of Earning Reading Comprehension Skill","attachmentId":77811858,"attachmentType":"pdf","work_url":"https://www.academia.edu/66734573/T%C3%BCrk%C3%A7e_ve_%C4%B0lkokul_%C3%96%C4%9Fretmenlerinin_Okudu%C4%9Funu_Anlama_Becerisini_Kazand%C4%B1rma_S%C3%BCre%C3%A7lerine_Y%C3%B6nelik_Bir_Analiz_An_Analysis_on_Turkish_and_Primary_School_Teachers_Process_of_Earning_Reading_Comprehension_Skill","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/66734573/T%C3%BCrk%C3%A7e_ve_%C4%B0lkokul_%C3%96%C4%9Fretmenlerinin_Okudu%C4%9Funu_Anlama_Becerisini_Kazand%C4%B1rma_S%C3%BCre%C3%A7lerine_Y%C3%B6nelik_Bir_Analiz_An_Analysis_on_Turkish_and_Primary_School_Teachers_Process_of_Earning_Reading_Comprehension_Skill"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="12696303" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/12696303/Okudu%C4%9Funu_Anlama_Kazan%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_Dersi_Ba%C5%9Far%C4%B1s%C4%B1na_Etkisinin_%C4%B0ncelenmesi">Okuduğunu Anlama Kazanımının Türkçe Dersi Başarısına Etkisinin İncelenmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="31778698" href="https://erbakan.academia.edu/AkefBeyhan">Ömer Beyhan</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28426481" href="https://independent.academia.edu/OnurK%C3%96KSAL">Prof. Dr. Onur KÖKSAL</a></div><p class="ds-related-work--abstract ds2-5-body-sm">2005-2006 yılı itibari ile uygulamaya başlanan yapılandırmacılık temelli ilköğretim programı kazanım esasına göre geliştirilmiştir. Bu kapsamda Türkçe dersi programında temel beceri olarak belirlenen “okuduğunu anlama” becerisinin ne düzeyde gerçekleştiği ve öğrencilerin başarısına ne düzeyde katkılar sağladığı önem kazanmıştır. Bu araştırma ortaokul öğrencilerinin Türkçe dersi temel becerilerinden okuduğunu anlama becerisinin öğrencinin Türkçe dersi akademik başarısına etkisini tespit etmek amacıyla hazırlanmıştır. Araştırma örneklemini 2011-2012 eğitim öğretim yılı Kilis Mehmet Temel İlköğretim Okulu ve Elbeyli İlköğretim Okulu altı, yedi ve sekizinci sınıf öğrencileri oluşturmaktadır. Araştırmada betimsel tarama modeli kullanılmıştır. Sever (2000) tarafından geliştirilen “okuduğunu anlama ölçeği” veri toplama aracı olarak kullanılmıştır. Öğrencilerin Türkçe dersi yılsonu başarı not ortalamaları başarı değişkeni olarak alınmıştır. Verilerin analizi SPSS (Statistical Package for Social Sciences) for Windows 18,0 programı kullanılarak analiz edilmiştir. Verileri değerlendirilmesinde tanımlayıcı istatistiksel metotları (sayı, yüzde, ortalama, standart sapma), normal dağılım göstermeyen okuduğunu anlama ve Türkçe dersi başarı puanları arasında anlamlı bir fark olup olmadığını belirlemek için Wilcoxon işaretli sıralar testi kullanılmıştır. Araştırma sonucunda okuduğunu anlama düzeyi ile Türkçe dersi akademik başarısı arasında pozitif anlamlı bir fark olduğu sonucuna ulaşılmıştır. Araştırmanın diğer bir sonucu ise öğrencilerin okuduğunu anlama düzeyinin düşük olduğudur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Okuduğunu Anlama Kazanımının Türkçe Dersi Başarısına Etkisinin İncelenmesi","attachmentId":37785226,"attachmentType":"pdf","work_url":"https://www.academia.edu/12696303/Okudu%C4%9Funu_Anlama_Kazan%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_Dersi_Ba%C5%9Far%C4%B1s%C4%B1na_Etkisinin_%C4%B0ncelenmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/12696303/Okudu%C4%9Funu_Anlama_Kazan%C4%B1m%C4%B1n%C4%B1n_T%C3%BCrk%C3%A7e_Dersi_Ba%C5%9Far%C4%B1s%C4%B1na_Etkisinin_%C4%B0ncelenmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="26549872" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26549872/T%C3%BCrk%C3%A7e_Ve_Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylarinin_Okudu%C4%9Funu_Anlama_Ve_Okuma_Stratejiler">Türkçe Ve Fen Bilgisi Öğretmen Adaylarinin Okuduğunu Anlama Ve Okuma Stratejiler</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="955647" href="https://marmara.academia.edu/ahmetbenzer">ahmet benzer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Journal of Academic Social Science Studies, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Okumak, bilginin edinilmesinde en önemli araçlardan biridir. Anlamak ise yalnızca kelimeleri doğru kodlamak veya kodlanmış kelimeleri çözmek değildir; metinde yer verilen düşünceler arasında ilişkiyi ve fikirleri kavramaktır. Kaliteli okuma yapabilen bireyler hem daha hızlı okuyabilmekte hem de daha iyi anlayabilmektedirler. Okuduğunu anlayabilme yalnızca dil dersleri ile sınırlı olmayıp iyi eğitim almış her bireyde aranan bir özelliktir. Araştırma kapsamında fen bilgisi ve Türkçe öğretmen adaylarının okuduğunu anlama düzeylerini ve okuma stratejilerini kullanımlarını bazı değişkenler açısından (üniversiteye giriş puan türü, cinsiyet ve öğrenim görülen bölüm) incelemek amaçlanmıştır. Araştırma nedensel karşılaştırma modelinde tasarlanmış ve verilerin toplanmasında öğretmen adaylarının okuduğunu anlama ile okuma stratejilerini değerlendirmeye yarayan iki ölçek kullanılmıştır. Araştırma sonucunda Türkçe bölümü öğrencilerinin fen bilgisi öğretmenliği bölümündeki öğrencilere göre okuduklarını daha iyi anladıkları tespit edilmiştir. Okuma stratejilerinin ise cinsiyete göre farklılık gösterdiği ve bütün öğrencilerin okuma stratejisi bilgisine yeteri kadar sahip olmadıkları bulunmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Ve Fen Bilgisi Öğretmen Adaylarinin Okuduğunu Anlama Ve Okuma Stratejiler","attachmentId":51406057,"attachmentType":"pdf","work_url":"https://www.academia.edu/26549872/T%C3%BCrk%C3%A7e_Ve_Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylarinin_Okudu%C4%9Funu_Anlama_Ve_Okuma_Stratejiler","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26549872/T%C3%BCrk%C3%A7e_Ve_Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylarinin_Okudu%C4%9Funu_Anlama_Ve_Okuma_Stratejiler"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="76855698" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76855698/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylarinin_Di_ji_tal_Uygulama_Aracili%C4%9Fiyla_Okudu%C4%9Funu_Anlama_Beceri_si_ni_n_%C4%B0ncelenmesi_">Türkçe Öğretmeni̇ Adaylarinin Di̇ji̇tal Uygulama Araciliğiyla Okuduğunu Anlama Beceri̇si̇ni̇n İncelenmesi̇</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="12286817" href="https://mku.academia.edu/O%C4%9FuzhanKaraku%C5%9F">Oğuzhan Karakuş</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">OZET Tum dunyada ve ulkemizde dijital uygulamalar hayatin her alaninda kullanilmaktadir. Kisa zamanda pratik ve hizli bilgi paylasimi saglayan dijital uygulamalar egitim-ogretim faaliyetlerinin her asamasinda ve her alaninda kullanilmaktadir. Bu alanlardan biri olan ana dili egitiminde anlama ve anlatmaya dayali dort temel dil becerisinin gelisiminde dijital uygulamalar kullanilmaktadir. Bu calismanin amaci, Turkce ogretmeni adaylarinin dijital uygulama araciligiyla okudugunu anlama becerisinin incelenmesidir. Son-test kontrol gruplu desene sahip bu arastirma deneysel bir calismadir. Arastirmanin calisma grubunu 64 Turkce ogretmeni adayi 4.sinif ogrencisi olusturmustur. Uygulama, Turkce ogretmeni adaylarina dijital ortamlarda okutulmasi ve okuduklarini ortamlar icin farkli olcme araclari ile okudugunu anlama duzeylerini olcme calismalari ile surdurulmustur. Veriler, “SOCRATIVE” adli dijital uygulama araciligi ile toplanmis analiz edilmistir. Turkce ogretmeni adaylari teknolojik uyg...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Öğretmeni̇ Adaylarinin Di̇ji̇tal Uygulama Araciliğiyla Okuduğunu Anlama Beceri̇si̇ni̇n İncelenmesi̇","attachmentId":84423606,"attachmentType":"pdf","work_url":"https://www.academia.edu/76855698/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylarinin_Di_ji_tal_Uygulama_Aracili%C4%9Fiyla_Okudu%C4%9Funu_Anlama_Beceri_si_ni_n_%C4%B0ncelenmesi_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76855698/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmeni_Adaylarinin_Di_ji_tal_Uygulama_Aracili%C4%9Fiyla_Okudu%C4%9Funu_Anlama_Beceri_si_ni_n_%C4%B0ncelenmesi_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="91644702" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/91644702/Pisa_%C4%B0le_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_m_Programindaki_Okudu%C4%9Funu_Anlama_Kazanimlarinin_%C3%96rt%C3%BC%C5%9Fme_D%C3%BCzeyleri_ni_n_%C4%B0ncelenmesi_">Pisa İle Türkçe Öğreti̇m Programindaki̇ Okuduğunu Anlama Kazanimlarinin Örtüşme Düzeyleri̇ni̇n İncelenmesi̇</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="247290031" href="https://independent.academia.edu/MustafaUluta%C5%9F5">Mustafa Ulutaş</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Journal of Academic Social Science Studies, 2013</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this study is to present to what extent the teaching programs in Turkey can promote the skills which have been measured in PISA applications. For this purpose, the question ‚do the reading comprehension objectives in the 6 th-8 th grade Turkish teaching program overlap the proficiency levels defined in PISA test?‛ is tried to be answered. This study is descriptive and it is based on document analysis. In the study, the summary definitions of the ‚2009 PISA Reading Proficiency Levels‛ of and ‚Turkish Course Reading Proficiency Objectives‛ are reviewed and compared. According to the research, 18 of the 51 objectives of 2006 Primary (6 th , 7 th , 8 th grade) Turkish Reading Proficiency Objectives are observed to overlap the PISA's low level objectives. The fact that Turkish reading proficiency objectives' mostly overlapping to the low-level objectives of PISA is remarkable here. In parallel with this, it has been always a problem to advance students to the up next level. It is also seen that, the objectives Pısa İle Türkçe Öğretim Programındaki Okuduğunu Anlama Kazanımlarının Örtüşme Düzeylerinin İncelenmesi 1550 planned for the Turkish courses are thought to be usually composed that of 3 rd , 4 th and 5 th grade levels. Therefore, it seems hardly possible for the 6 th , 7 th , and 8 th grade students to advance to the next cognitive levels. According to those low-level objectives, it can be said that the students remain at the literacy level. In this sense, when compared to the PISA proficiency levels, the Turkish course objectives are too superficial and also their implementation levels are relative. Hence, the Turkish course objectives should be changed into more measurable, concrete and applicable state and they should be enhanced to the PISA level.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Pisa İle Türkçe Öğreti̇m Programindaki̇ Okuduğunu Anlama Kazanimlarinin Örtüşme Düzeyleri̇ni̇n İncelenmesi̇","attachmentId":94874112,"attachmentType":"pdf","work_url":"https://www.academia.edu/91644702/Pisa_%C4%B0le_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_m_Programindaki_Okudu%C4%9Funu_Anlama_Kazanimlarinin_%C3%96rt%C3%BC%C5%9Fme_D%C3%BCzeyleri_ni_n_%C4%B0ncelenmesi_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/91644702/Pisa_%C4%B0le_T%C3%BCrk%C3%A7e_%C3%96%C4%9Freti_m_Programindaki_Okudu%C4%9Funu_Anlama_Kazanimlarinin_%C3%96rt%C3%BC%C5%9Fme_D%C3%BCzeyleri_ni_n_%C4%B0ncelenmesi_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="39222565" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39222565/BULGAR%C4%B0STANDAK%C4%B0_T%C3%9CRK_%C3%87OCUKLARININ_OKUDU%C4%9EUNU_ANLAMA_VE_YAZILI_ANLATIM_BECER%C4%B0LER%C4%B0N%C4%B0N_DE%C4%9EERLEND%C4%B0R%C4%B0LMES%C4%B0_Mehmet_Emre_%C3%87elik_DOKTORA_TEZ%C4%B0_SOSYAL_B%C4%B0LG%C4%B0LER_VE_T%C3%9CRK%C3%87E_E%C4%9E%C4%B0T%C4%B0M%C4%B0_ANA_B%C4%B0L%C4%B0M_DALI_GAZ%C4%B0_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_E%C4%9E%C4%B0T%C4%B0M_B%C4%B0L%C4%B0MLER%C4%B0_ENST%C4%B0T%C3%9CS%C3%9C_ARALIK_2016">BULGARİSTAN'DAKİ TÜRK ÇOCUKLARININ OKUDUĞUNU ANLAMA VE YAZILI ANLATIM BECERİLERİNİN DEĞERLENDİRİLMESİ Mehmet Emre Çelik DOKTORA TEZİ SOSYAL BİLGİLER VE TÜRKÇE EĞİTİMİ ANA BİLİM DALI GAZİ ÜNİVERSİTESİ EĞİTİM BİLİMLERİ ENSTİTÜSÜ ARALIK, 2016</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4748468" href="https://pamukkale.academia.edu/Do%C3%A7DrMehmetEmre%C3%87elik">Doç. Dr. Mehmet Emre Çelik</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Bulgaristan’daki iki dilli Türk çocuklarının Türkçe okuduğunu anlama ve yazılı anlatım becerileri düzeyini tespit etmeyi amaçlayan bu çalışma, tarama tekniğine dayalı betimsel nitelikli bir araştırmadır. Araştırmanın çalışma grubunu 2014-2015 eğitim-öğretim yılında Bulgaristan’daki Türk nüfusun yoğun yaşadığı Kırcaali ve Şumnu illerinde on iki farklı okulda öğrenim görmekte olan beşinci ve sekizinci sınıf öğrencileri oluşturmaktadır. Ana dili Türkçe ancak eğitim dili Bulgarca olan bu öğrencilere sırasıyla “Kişisel Bilgi Toplama Envanteri”, beşinci ve sekizinci sınıflar için ayrı ayrı “Okuduğunu Anlama Testi” uygulanmış ve öğrencilerin yazılı anlatım becerisi düzeylerini ölçebilmek için beşinci ve sekizinci sınıf öğrencilerine düzeylerine uygun farklı konularda metin yazdırılmıştır. Okuduğunu anlama testlerinin oluşturulmasında ortaokul Türkçe programında yer alan okuma öğrenme alanındaki kazanım maddeleri dikkate alınmıştır. Öğrencilere yazdırılacak metinlerin konularının belirlenmesinde ise uzman görüşüne başvurulmuştur. Araştırmada elde edilen nitel verilerin analizinde SPSS paket programından yararlanılmıştır. Öğrencilerin yazılı anlatım toplam puanları normal dağılım gösterdiği için istatistiksel test tekniklerinden t testi ve ANOVA, öğrencilerin okuduğunu anlama toplam puanları ile kazanımlar düzeyindeki puanları normal dağılım göstermedikleri için Mann-Whitney U ve Kruskall-Wallis H istatistiksel test tekniklerinden yararlanılarak analiz edilmiştir. Değerlendirmede grupların karşılaştırılması için “t” testi kullanılmıştır. İstatistiksel analiz yapılamayan durumlarda ortalamalar ve standart sapmaların bildirilmesi yoluna gidilmiştir. Araştırma sonucunda Şumnu’daki öğrencilerin, Kırcaali’deki öğrencilere oranla hem okuduğunu anlama testleri hem de yazılı anlatım becerilerinde daha yüksek puan aldıkları ve bu farklılığın anlamlı olduğu görülmüştür. Ayrıca araştırmanın tüm basamaklarında kız öğrencilerin erkek öğrencilere oranla daha başarılı oldukları sonucuna ulaşılmıştır. Beşinci sınıf öğrencilerinin okuduğunu anlama testinden elde ettikleri ortalama puan, 100 üzerinden 55.74; sekizinci sınıf öğrencilerinin ise ortalama puanı 41.53 bulunmuştur. Beşinci sınıf öğrencilerinin yazılı anlatım puan ortalaması, 100 üzerinden 53.9; sekizinci sınıf öğrencilerinin ortalaması ise 56.48’dir. Araştırmanın sonunda elde edilen bulgulara bağlı olarak Bulgaristan’daki iki dilli Türk çocuklarının eğitim-öğretim koşullarını ve okuma, yazma becerilerini geliştirmeye yönelik öneriler sunulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"BULGARİSTAN'DAKİ TÜRK ÇOCUKLARININ OKUDUĞUNU ANLAMA VE YAZILI ANLATIM BECERİLERİNİN DEĞERLENDİRİLMESİ Mehmet Emre Çelik DOKTORA TEZİ SOSYAL BİLGİLER VE TÜRKÇE EĞİTİMİ ANA BİLİM DALI GAZİ ÜNİVERSİTESİ EĞİTİM BİLİMLERİ ENSTİTÜSÜ ARALIK, 2016","attachmentId":59352382,"attachmentType":"pdf","work_url":"https://www.academia.edu/39222565/BULGAR%C4%B0STANDAK%C4%B0_T%C3%9CRK_%C3%87OCUKLARININ_OKUDU%C4%9EUNU_ANLAMA_VE_YAZILI_ANLATIM_BECER%C4%B0LER%C4%B0N%C4%B0N_DE%C4%9EERLEND%C4%B0R%C4%B0LMES%C4%B0_Mehmet_Emre_%C3%87elik_DOKTORA_TEZ%C4%B0_SOSYAL_B%C4%B0LG%C4%B0LER_VE_T%C3%9CRK%C3%87E_E%C4%9E%C4%B0T%C4%B0M%C4%B0_ANA_B%C4%B0L%C4%B0M_DALI_GAZ%C4%B0_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_E%C4%9E%C4%B0T%C4%B0M_B%C4%B0L%C4%B0MLER%C4%B0_ENST%C4%B0T%C3%9CS%C3%9C_ARALIK_2016","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39222565/BULGAR%C4%B0STANDAK%C4%B0_T%C3%9CRK_%C3%87OCUKLARININ_OKUDU%C4%9EUNU_ANLAMA_VE_YAZILI_ANLATIM_BECER%C4%B0LER%C4%B0N%C4%B0N_DE%C4%9EERLEND%C4%B0R%C4%B0LMES%C4%B0_Mehmet_Emre_%C3%87elik_DOKTORA_TEZ%C4%B0_SOSYAL_B%C4%B0LG%C4%B0LER_VE_T%C3%9CRK%C3%87E_E%C4%9E%C4%B0T%C4%B0M%C4%B0_ANA_B%C4%B0L%C4%B0M_DALI_GAZ%C4%B0_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_E%C4%9E%C4%B0T%C4%B0M_B%C4%B0L%C4%B0MLER%C4%B0_ENST%C4%B0T%C3%9CS%C3%9C_ARALIK_2016"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="96879075" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96879075/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Anlama_Becerilerinde_%C3%96l%C3%A7me_ve_De%C4%9Ferlendirmeye_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri">Türkçe Öğretmenlerinin Anlama Becerilerinde Ölçme ve Değerlendirmeye Yönelik Görüşleri</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="239690925" href="https://independent.academia.edu/Bet%C3%BClKerayDin%C3%A7el">Betül Keray Dinçel</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ana Dili Eğitimi Dergisi, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmanın amacı; Türkçe öğretmenlerinin Türkçe eğitiminin, okuma becerisinin, dinleme/izleme becerisinin ölçme ve değerlendirmesine ilişkin görüşlerini belirlemektir. Araştırma nitel bir çalışmadır. Çalışma grubu olarak ön uygulamada 5, ana uygulamada 50 öğretmenden görüş alınmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formunda 23 soru yer almaktadır. İçerik analizi yöntemi kullanılarak veriler incelenmiştir. Türkçe öğretmenlerinin Türkçe eğitimi, okuma ve dinleme becerilerinin ölçme ve değerlendirmesine ilişkin görüşleri incelendiğinde genellikle ölçme ve değerlendirme kavramını bilmedikleri, ölçme ve değerlendirmeyi ağırlıklı olarak sürecin sonunda kullandıkları, Türkçe Dersi Öğretim Programı (5, 6, 7 ve 8. sınıflar) ve kitaplardaki ölçme ve değerlendirme araçlarını çoğunun kullanmadığı, öğrenme alanlarına göre ayrı ayrı puanlama yapmadıkları, anlama becerilerinin ölçümüne yönelik başta açık uçlu ve kısa cevaplı olmak üzere aynı soru türlerini kullandıkları, özellikle sınıfların kalabalık olması gibi pek çok sorun belirttikleri ortaya çıkmıştır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkçe Öğretmenlerinin Anlama Becerilerinde Ölçme ve Değerlendirmeye Yönelik Görüşleri","attachmentId":98654394,"attachmentType":"pdf","work_url":"https://www.academia.edu/96879075/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Anlama_Becerilerinde_%C3%96l%C3%A7me_ve_De%C4%9Ferlendirmeye_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/96879075/T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretmenlerinin_Anlama_Becerilerinde_%C3%96l%C3%A7me_ve_De%C4%9Ferlendirmeye_Y%C3%B6nelik_G%C3%B6r%C3%BC%C5%9Fleri"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="87032500" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/87032500/T%C3%BCrkiye_de_Okudu%C4%9Funu_Anlamay%C4%B1_Geli%C5%9Ftirmeye_D%C3%B6n%C3%BCk_%C4%B0lkokul_D%C3%BCzeyindeki_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_Sistematik_%C4%B0ncelenmesi">Türkiye’de Okuduğunu Anlamayı Geliştirmeye Dönük İlkokul Düzeyindeki Çalışmaların Sistematik İncelenmesi</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57943848" href="https://independent.academia.edu/%C3%9Clk%C3%BCSURAL">Ülkü SURAL</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">arasında okuduğunu anlamayı geliştirmek amacıyla gerçekleştirilen çalışmaları belirli ölçütlere göre incelemek ve alandaki genel eğilimi belirlemektir. Çalışma betimsel tarama modeline göre yürütülmüştür. Literatür taraması sonucunda dâhil etme ölçütlerine uyan 51 çalışma incelenmiştir. Araştırmaya dâhil edilen çalışmalar, araştırmacılar tarafından hazırlanan bilgi formu kullanılarak analiz edilmiştir. Çalışmada sistematik inceleme yaklaşımı türlerinden betimsel içerik analizi kullanılmıştır. Araştırma sonucunda okuduğunu anlamayı geliştirmeye dönük çalışmaların çoğunlukla yüksek lisans tezlerinden oluştuğu, örneklem grubunun 4. sınıf düzeyinde yoğunlaştığı, deneysel araştırma modeli ile yürütüldükleri, uygulanan strateji, yöntem ve tekniklerin çeşitlilik gösterdiği ve çoğunlukla okuduğunu anlama becerisinin gelişmesine olumlu etki ettiği görülmüştür. Bunlara ek olarak, katılımcı sayıları ve araştırma sürelerinin kullanılan metodolojiye uygun olduğu, veri analizinde çoğunlukla çıkarımsal analiz yöntemlerine başvurulduğu ve veri toplama araçlarının araştırmacıların kendileri tarafından geliştirilen açık uçlu veya çoktan seçmeli sorulardan oluştuğu sonucuna ulaşılmıştır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türkiye’de Okuduğunu Anlamayı Geliştirmeye Dönük İlkokul Düzeyindeki Çalışmaların Sistematik İncelenmesi","attachmentId":91356443,"attachmentType":"pdf","work_url":"https://www.academia.edu/87032500/T%C3%BCrkiye_de_Okudu%C4%9Funu_Anlamay%C4%B1_Geli%C5%9Ftirmeye_D%C3%B6n%C3%BCk_%C4%B0lkokul_D%C3%BCzeyindeki_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_Sistematik_%C4%B0ncelenmesi","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/87032500/T%C3%BCrkiye_de_Okudu%C4%9Funu_Anlamay%C4%B1_Geli%C5%9Ftirmeye_D%C3%B6n%C3%BCk_%C4%B0lkokul_D%C3%BCzeyindeki_%C3%87al%C4%B1%C5%9Fmalar%C4%B1n_Sistematik_%C4%B0ncelenmesi"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="1796942" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1796942/T%C3%BCrk%C3%A7e_Derslerinde_Metin_Etkinliklerinin_Okuma_Anlama_Kazan%C4%B1mlar%C4%B1n%C4%B1_Ger%C3%A7ekle%C5%9Ftirme_Yeterli%C4%9Fi_Bir_%C3%96yk%C3%BC_%C3%96rne%C4%9Fi">Türkçe Derslerinde Metin Etkinliklerinin Okuma-Anlama Kazanımlarını Gerçekleştirme Yeterliği-Bir Öykü Örneği</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1157938" href="https://istanbulc.academia.edu/%C5%9E%C3%BCkranDilid%C3%BCzg%C3%BCn">Şükran Dilidüzgün</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Kazanımlar, etkinlikler sonucu oluşan davranış ve düşünce değişiklikleridir. Örneğin; 'Ana düşünceyi belirleme' kazanımı, metnin genel anlamını çözümleyici etkinlikler gerektirmektedir. 'Metnin ana düşüncesini bulunuz' sorusu etkinlik niteliği taşımamaktadır. 'Etkinlik' ve 'kazanım' farkındalığı Türkçe öğretiminde düzenleme ve uygulamaları zenginleştirecektir. Türkçe öğretimi sürecinde, öğrencilerin dil kullanımını öğrenerek anlama/anlatma yetilerini geliştirebilmeleri için metinlerin biçimsel yapılarından anlamsal çözümlemelerine götüren etkinlikler düzenlenmelidir. Türkçe programında okuma-anlama kazanımları bu niteliği taşımaktadır; ancak bunun uygulamaya yansıtılması gerekir. Çalışmada, sırasıyla 6.Sınıf Türkçe derslerindeki metin etkinliklerinin İlköğretim Türkçe Dersi Öğretim Programı ve Kılavuzu (6,7,8.Sınıflar)'nda 'okuduğu metni anlama ve çözümleme' kazanımlarıyla örtüşme oranı saptanacak, ders kitabındaki 'Prensi Olmayan Masal Kitabı' öyküsünün anlama etkinlikleri kazanımlar açısından değerlendirilecek ve bu örnekle okuma-anlama kazanımları bağlamında etkinlikler oluşturulacaktır. Her etkinliğin metin anlama sürecinde dayandığı bir amaç olmalıdır. Anahtar sözcükler: Türkçe öğretimi, kazanım, etkinlik, öykü çözümlemesi. ABSTRACT Skills are differences in behaviours and thoughts as a result of particular activities. Finding the main idea requires activities to get the global meaning of the text. 'The question of 'What is the main idea?' can't be regarded as an activity. Therefore, The notions of activity and skill must be examined carefully in Turkish Language Teaching process. Activities to combine form and meaning are required for teaching languge use and 1 Bu makale, Sakarya Üniversitesi, Fen-Edebiyat Fakültesince 15-17 Ekim 2009 tarihlerinde düzenlenen IX. 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