CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS

An important part of learning at school are provided with readings. In order to permanent of learning is to make critical challenges. For this reason, training of critical reading education must be the most important aspect of reading education programs. This study aims to examine what kind of descr...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Erol DURAN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	reading critical reading turkish language curriculums Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/88cdaf3d56984e84980e6a17065ffcdf
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:88cdaf3d56984e84980e6a17065ffcdf
record_format	dspace
spelling	oai:doaj.org-article:88cdaf3d56984e84980e6a17065ffcdf2021-11-24T09:21:05ZCRITICAL READING IN TURKISH LANGUAGE CURRICULUMS2148-416310.9761/jasss_571https://doaj.org/article/88cdaf3d56984e84980e6a17065ffcdf2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1736870875_20duranerol_T-351-365.pdf&key=26498https://doaj.org/toc/2148-4163An important part of learning at school are provided with readings. In order to permanent of learning is to make critical challenges. For this reason, training of critical reading education must be the most important aspect of reading education programs. This study aims to examine what kind of description and acquisitions about training of critical reading in the Turkish Language (1-5 and 6-8. classes) Curriculums. In this study, Survey model was used and content analysis was conducted. To collect data primarily, the Programs were reached from the Board of Education website (www.ttkb.meb.gov.tr). Programs were screened aspect of based on the philosophy of the curriculum and the general objectives, basic skills, methods and techniques and acquisition. According to the findings, it can be said that there are adequate and quantity acquisitions in Curriculums for both primary and secondary school students. When critical reading acquisition of the program are analyzed, it is seen that the acquisition are gained through to a text analysis studies. These acquisitions are required to discrimination, conflicts detection, wrong setting, goal setting, related to the non determination, and questioning studies to determine the similarities and differences. In this respect, these acquisitions can contribute to the training of critical reading. It can be expressed that critical reading acquisitions concentrate in elementary school 3. In first and second class of elementary schools, first priority is the development of fluent reading skills of students in grades voice. Therefore, it can be said that most of these acquisitions consider from elementary school 3 classes.Erol DURANFırat Universityarticlereadingcritical readingturkish language curriculumsSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 17, Pp 351-365 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	reading critical reading turkish language curriculums Social Sciences H Social sciences (General) H1-99
spellingShingle	reading critical reading turkish language curriculums Social Sciences H Social sciences (General) H1-99 Erol DURAN CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS
description	An important part of learning at school are provided with readings. In order to permanent of learning is to make critical challenges. For this reason, training of critical reading education must be the most important aspect of reading education programs. This study aims to examine what kind of description and acquisitions about training of critical reading in the Turkish Language (1-5 and 6-8. classes) Curriculums. In this study, Survey model was used and content analysis was conducted. To collect data primarily, the Programs were reached from the Board of Education website (www.ttkb.meb.gov.tr). Programs were screened aspect of based on the philosophy of the curriculum and the general objectives, basic skills, methods and techniques and acquisition. According to the findings, it can be said that there are adequate and quantity acquisitions in Curriculums for both primary and secondary school students. When critical reading acquisition of the program are analyzed, it is seen that the acquisition are gained through to a text analysis studies. These acquisitions are required to discrimination, conflicts detection, wrong setting, goal setting, related to the non determination, and questioning studies to determine the similarities and differences. In this respect, these acquisitions can contribute to the training of critical reading. It can be expressed that critical reading acquisitions concentrate in elementary school 3. In first and second class of elementary schools, first priority is the development of fluent reading skills of students in grades voice. Therefore, it can be said that most of these acquisitions consider from elementary school 3 classes.
format	article
author	Erol DURAN
author_facet	Erol DURAN
author_sort	Erol DURAN
title	CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS
title_short	CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS
title_full	CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS
title_fullStr	CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS
title_full_unstemmed	CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS
title_sort	critical reading in turkish language curriculums
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/88cdaf3d56984e84980e6a17065ffcdf
work_keys_str_mv	AT erolduran criticalreadinginturkishlanguagecurriculums
_version_	1718415238303318016

CRITICAL READING IN TURKISH LANGUAGE CURRICULUMS

Ejemplares similares