The problem of teaching Turkish is a series of problems covering related topics in the field of Educational Science and Turkish science. The subjects about teaching Turkish language were processed and evaluated by adhering to traditional methods until the last quarter of the Twentieth Century. In this respect, because of the approaches that were based not on what was necessary, but what was at hand, not on the ideal one, but on the common one, and because of the hidden methods and motivational approaches, learning that was in line with the targeted areas could not be taken as the center, and the teaching subject was considered in a teacher-centered form. In this process, the fact that having a meaningful and functional structure for the Turkish teaching could be achieved with effective and interactive co-existence of the “field of educational science” and the “Turkish language science field” was ignored. The problems related to the field of educational science were approached in a hypothetical manner, and the problems related to the field of “Turkish science” were approached palliatively, and therefore, “knowing the knowledge” and “managing the knowledge” were not achieved. The subjects must be discussed with a synthesizing approach and taught in a content and comprehension that will enable students to examine and study subjects and provide them with mental and spiritual stimuli in Turkish teaching. Similarly, the problems about Turkish teaching must be dealt with in a holistic manner, and the analyses must be made by considering the the formation , practice-implementation, improving and permanent-continuing phases. arranging all kinds of knowledge about the field of Turkish language science using the sources of language and generally accepted; and managing it by making it become correct, systematic and profitable (productive-yielding) must be one of the primary objectives of Turkish teaching.
Turkish, teaching, problem, managing the knowledge
|Author :||Meriç GÜVEN|
|Number of pages:||63-84|