TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFZ310 |
| Name | Turkish Language Teaching |
| Term | 2025-2026 Academic Year |
| Semester | 6. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Label | C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi AYŞEGÜL KARABAY |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
Realizing the basic concepts and importance of teaching Turkish. Being able to structure the information regarding the theoretical context of teaching Turkish and being able to put the information they have structured into practice at the skill level in developing the basic language skills of their students.
Course Content
The importance of teaching Turkish is the concepts in theoretical context, teaching methods and techniques, language skills (listening, speaking, reading and writing) and the development of these skills, texts and review, examining the Turkish course curriculum and preparing a weekly Turkish course teaching plan.
Course Precondition
Primary reading and writing teaching
Resources
Mevcut İlköğretim (1-4. sınıf) Türkçe Dersi Öğretim Programı Özbay, M. (2009). Türkçe Özel Öğretim Yöntemleri Akyol, H. (2008). Türkçe Öğretim Yöntemleri 1-4. Sınıf Türkçe Ders Kitabı(Metin, etkinlik, metin altı sorular) Makaleler: Çifçi, M. () Dinleme eğitimi ve dinlemeyi etkileyen faktörler. FAKTÖRLER Epçaçan, C. (2013).Temel bir dil becerisi olarak dinleme ve dinleme eğitimi. Göçer, A. (2010). Türkçe öğretiminde yazma eğitimi. Ungan, S. (2007). Yazma becerisinin geliştirilmesi ve önemi. Temizkan, M. (2010). Türkçe öğretiminde yaratıcı yazma becerilerinin geliştirilmesi. Kurudayıoğlu, M. (2003). Konuşma eğitimi ve konuşma becerisini geliştirmeye yönelik etkinlikler. Özbay, M.(). Ana dili eğitiminde konuşma becerisini geliştirme teknikleri. Uçgun, D. (2007). Konuşma eğitimini etkileyen faktörler. Yılmaz, M.(2008). Türkçede okuduğunu anlama becerilerini geliştirme yolları. Epçaçan, C. (2009). Okuduğunu anlama stratejilerine genel bir bakış. Güneş, F. (2013). Yapılandırmacı yaklaşımla dil bilgisi öğretimi Arıcı, A.F. (). Türkçe öğretiminde kullanılan strateji-yöntem ve teknikler
Notes
Lesson plans examples
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains information regarding the theoretical context of teaching Turkish. |
| LO02 | Realizes the importance of teaching Turkish. |
| LO03 | Explains language skills. |
| LO04 | Can select and apply methods and techniques to be used in the development of language skills. |
| LO05 | Evaluates the Turkish course curriculum. |
| LO06 | Prepares and implements a teaching plan for the Turkish course. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 4 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 1 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 2 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 1 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 1 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 1 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 5 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 1 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction, planning of course content, introduction of resources, providing information about the applications to be done | Reading the syllabus | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Basic Concepts | Reading the relevant section from the book | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 3 | General purposes of teaching Turkish, basic principles of teaching Turkish | Reading the relevant section from the book. | Öğretim Yöntemleri: Anlatım, Tartışma |
| 4 | Review of Turkish Course Curriculum | Reading the curriculum | Öğretim Yöntemleri: Soru-Cevap, Grup Çalışması |
| 5 | Comprehension Education 1: Reading Education | Reading the relevant section from the book | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 6 | Comprehension Education : Reading Skill | Reading related articles | Öğretim Yöntemleri: Soru-Cevap, Grup Çalışması, Tartışma |
| 7 | Comprehension Education 2: Listening Education | Reading the relevant section from the book | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 8 | Mid-Term Exam | review | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Writing Education | Reading the relevant section from the book | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 10 | Writing Skill | Reading related articles | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 11 | Speaking Education | Reading the relevant section from the book | Öğretim Yöntemleri: Grup Çalışması, Tartışma |
| 12 | Examining lesson plan examples | Preparing a lesson plan | Öğretim Yöntemleri: Gösteri, Grup Çalışması |
| 13 | Lesson plan example | Create a lesson plan draft | Öğretim Yöntemleri: Grup Çalışması, Gösteri, Soru-Cevap |
| 14 | Lesson plan | Create a lesson plan draft | Öğretim Yöntemleri: Grup Çalışması, Soru-Cevap |
| 15 | lesson plan implementation | Preparing alesson plan | Öğretim Yöntemleri: Grup Çalışması, Gösteri, Tartışma |
| 16 | Term Exams | review | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | review | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 15 | 3 | 45 |
| Out of Class Study (Preliminary Work, Practice) | 5 | 5 | 25 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 5 | 5 | 25 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 1 | 1 |
| Final Exam | 1 | 1 | 1 |
| Total Workload (Hour) | 97 | ||
| Total Workload / 25 (h) | 3,88 | ||
| ECTS | 4 ECTS | ||