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EVALUATION OF TURKISH LANGUAGE CURRICULUMS Assoc . Prof. Dr. Eyyup Coşkun Mustafa Kemal University (11.06.2014 – Istanbul ). Curriculums in Education. Text book. Curriculum. POSITIVE POINTS IN TURKISH LANGUAGE CURRICULUMS. Changes in perspective What to do? + How to do ? -

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EVALUATION OF TURKISH LANGUAGE CURRICULUMS

Assoc. Prof. Dr. Eyyup Coşkun

Mustafa Kemal University

(11.06.2014 – Istanbul)

curriculums in education
Curriculums in Education

Textbook

Curriculum

positive points in turkish language curriculums
POSITIVE POINTS IN TURKISH LANGUAGE CURRICULUMS
  • Changesin perspective
    • Whatto do? +
    • How to do ? -
  • Gainsinstead of behaviors
  • Active students
  • Gains of «Visual readingandpresentation»
  • Reduction of grammartopics
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Learning areas? (1-5th Grade)

  • Basic languageskills? (6-8th Grade)
  • Gainareas?
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1-5th Grades

6-8th Grades

  • Listening/ Watching
  • Konuşma
  • Okuma
  • Yazma
  • Dil bilgisi
  • Listening
  • Speaking
  • Reading
  • Writing
  • Visual readingandpresentation
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Problem 2: The gainshave the same coverage

Coveringeachothergains

Samegains

  • with an area of ​​joint gains
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Problem 2: The gainshave the same coverage

(1-5th Grades)

Reading Comprehension

Reading Comprehension

Reading Comprehension

CONSTRUCTING MEANING

1. Construcmeaning in-text

2. Constructmeaningtextoff

3. Constructmeaningintertexual

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(6-8th Grades)

  • Complywiththespellingandpunctuationrules. (Y.1.11)
  • Byunderstandingcomplywiththespellingandpunctuationrules. (Y.6.1)
  • Assessin terms of compliance with the rules of spelling and punctuation. (Y.4.3)
  • Usespunctuation in accordance with the function(Y.6.2)
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Problem 4: Activities are provided as of the gains

  • 1-5th GRADES
  • Aware of theimportance of textsunderlined, highlightedorcolouredwhenreading. (5-O.2.37)
  • Developsvocabularybybenefitingfromvisualmaterials(5-O.4.1)
  • writestocomplete an incompletetext(5-Y.2.33)
  • Writessentencesandtextsbyusingvisualmaterials(5-G.O.S.1.13)
  • Expandsvocabularybyusingvisualmaterials(5-O.4.1)
  • Completesunfinishedtext(5-Y.2.33)
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Problem 4: Activities are provided as of the gains

  • 6-8th GRADES
  • Builds a dictionary of newwordsgainedfromlisteningandobservation(D.4.6)
  • Builds a personalarchive of casetts, CDs, filmsandthelike(D.5.4)
  • İnterpretsevents, feelings, ideasanddreams of individualsbyputting her/himself in theirstead(O.2.22)
  • Providesexamples of wordssimilartoothersbyunserstandingtheimeaning(O.4.1.)
  • Develops a dictionary of wordsfromwordslearnedthroughreading(O.4.4)
  • Arrangesreading time with her family(O.5.8)
  • Recitesshorttexts s/he likes(O.5.9)
  • Findsdifferentheadingsfortexts s/he reads(O.2.31)
  • Preparesarticlesforschoolnewspapersandmanazines(Y.5.7)
  • Takespart in writingcompititions(Y.5.10)
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Problem 5: VagueGains

  • 1-5th GRADES
  • Asksquestions. (Y.2.30)
  • Takesnotes. (Y.3.13)
  • Writestexton a subject that he/shewant (Y.3.15)
  • Takes pleasure in reading by sharing. (O.5.8)
  • 6-8th GRADES
  • Establishesinterest between audio/visual elements andlistening to/watching
  • Searches for solutions to their problems by talking.
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Sorun 6: Interstagedisconnectionandincompatibility in 4+4+4 system

  • Differences in gaindomains
  • Differences in textprocessing
  • İncompatibility in 4+4+4 system
  • Theteacher works classes with two separate system.
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Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzluk

  • Problem 7: Unnecessarydetailsandlength
  • 1-5th Grades 413 pages 84 pagesactivities
  • 6-8th Grades 296 pages132 pagesactivities
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Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzluk

Problem 8: Number of gains is more

(Lowerlevelgains)

  • Samplesfrom 1-5th Grades
  • Differenciatesbetweentherealandmetaphoricalmeaning of words s/he listens
  • Distinguishesthemeaning of wordswithcommonsounds
  • Distinguisheswordswithsameandoppositemeanings
  • İnformsconcernedpersons of her/his wishes, wants, likesandcomplaints
  • Drawscomparisons in her/his speeches
  • Establishesconnectionbetweenreasonandresult
  • Providesjustificationfor his/her dis/agreement
  • Expresses his/her feelings, ideasanddreamsverbally
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Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzluk

Problem 8: Number of gains is more

(Lowerlevelgains)

    • Samplesfrom 1-5th Grades
  • İmagineswhat s/he readsabout
  • Establishesa link betweenreasonandoutcome in what s/he reads
  • Takesnote of expressionsthatenable her/himtothinkdifferently
  • Readsbytakingnote of expressionsdenotingemphasisorimportance
  • Takesnote of analyticalordefiningexpressionswhilereading
  • Readsbytakingnote of expressionsdenotingspecialand general
  • Readsbytakingnote of expressionsthatsupportorclarify
slide18

Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzluk

Problem 8: Number of gains is more

(Lowerlevelgains)

    • Samplesfrom6-8th Grades
  • Identifiesthe link betweenreasonandoutcome in what s/he readsorhears
  • Identifies the link between thegoalandresultsin what s/he reads or hears
  • Usesproverbs, expressionsandwords in what s/he hears, in sentences
  • Buildsup a personalarchivefromcasettes, CDs , filmsetc
  • Identifiedkeywords in texts
  • Decides on whosebehalfexplanationsaremade
  • Aware of the link betweenreason an outcome in texts s/he reads
  • Establishes a link betweenreasonandoutcom in his/her writings
  • Establisheslinksbetweengoalandoutcome in his/her writings
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Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzluk

Problem 9: Problems in Text Processing Process

  • Language Education= Gains+ Activities
  • Language Education= Communicationand
  • languageskillsdevelopment
results of the text process in curriculum
Results of theTextProcess in Curriculum
  • Unnecessaryrepetitions
  • Windingaroundthetext
  • Unrelatedactivities
  • individualwork-shapedwritingactivities
  • Wasteof time
  • Settingup a relationship between the subject and other subjects and disciplines in eachtext.
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Problem 10: TextSelectionCriteria

  • Textqualities
    • 1-5th grades - 23 criterion
    • 6-8th grades - 27 criterion
  • Genrelimitation
    • 1-5th grades (Narrative, İnformative, Poem)
    • 1-5th grades (literarygenres)
  • Author limitation
  • Themelimitation
  • Textnumberlimitation
  • Gainslimitation
  • Grammarsubjectlimitation

POOR QUALITY TEXT

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IMPLICATIONS

  • A new program should be prepared for 1-4 and 5-8.grades.
  • Instead of «learningarea»,«Language skills" or «gainarea» should be used.
  • Fortwostages it would be the samegainareasexcept for grammarin newcurriculum.
  • «Media andCommunication» instead of «Visual reading and presentation» should be included.
slide34

IMPLICATIONS

5. Analysisand text generation-oriented text processing process

6.Text processing should be shorter and more flexible

7. Other courses, Kemalism and disciplines correlating step should be removedfromthetextproccessing.

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IMPLICATIONS

8. Must be removed from the curriculumdetails and should be shortened.

9. Gains have the same scope to be removed, should be rewritten.

10.workload imbalances at gains must be corrected.

11.The gains in the form of the activity should be removed.

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IMPLICATIONS

12. Gainsperformanceindicator weak should be removed.

13. Text selection criteria should be reduced.

14. Theme restrictions should be waived.

15. Italic Handwriting Curriculum should be prepared.

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