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    Dergimizin Eylül 2020 sayısının editörlüğünü Ankara Hacı Bayram Veli Üniversitesi'nden Doç. Dr. Gamze Öksüz yapacaktır. 



    Çalışmalarınızı "Yazım ve Yayın İlkeleri" çerçevesinde Dergipark adresimizden yükleyiniz.


In 2005, two new curricula on Turkish Language and Literature were prepared. This course was separately named as Language and Expression and Turkish Literature. Language and Expression Program and Turkish Literature programs are prepared differently and textbooks are written accordingly. The program, which was implemented in the 2005-2006 academic year and reviewed in 2011, was revised in 2015. This research aims to reveal similarities and differences of Language and Expression which was put into practice in 2011, Turkish Literature Course Curriculum (old programs) and the Turkish Language and Literature Course Curriculum (new program) which was put into practice in 2018 by comparing them in terms of the vision and objectives, the approaches on which they are based, acquirements and units, equipment’s and sources, and measurement and evaluation. This study is a qualitative study and the data were obtained by document analysis technique. The main article of the study consists of 2011 Secondary Education Turkish Literature and Language-Expression Courses Program prepared by Ministry of National Education Board of Education and all the printed sources of 2018 Secondary Education Turkish Language and Literature Course Program. As a result of the study, it has been determined that the Turkish Language and Literature Course Programs were combined in the 9th and 10th grades in the 2017-2018 Academic Year, and that will be done so for the 11th and 12th grades in the 2018-2019 Academic Year. 2011 Language Teaching Program and Turkish Literature Program Curriculum: based on (1) listening, (2) speaking, (3) reading, (4) writing, (5) visual reading and visual presentation. The areas of learning in the 2018 Turkish Language and Literature Program are: (1) oral communication, (2) reading, and (3) writing. In 2018, language and literature education was handled with a focus on language and literature education. It has seen that 2011 programs are prepared with a student-centered and constructivist approach. It is possible to state that the 2018 program was prepared with a kind-oriented and skill-centered approach. The learning teaching process is considered value-oriented. It is thought that the study will contribute to the literature in terms of understanding the differences between the programs and revealing the changes.

Curriculum, literature, language, program development, program evaluation

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