The comparative evaluation of 6th and 8th classes in Turkish teaching programmes of 1981 and 2005

At the beginning of 1990s, Nationalism Movement that spread out all around the world, had an effect on language. Nationalism senses also had an effect on the breaking and destruction of the Ottoman State.Turkish took an important part in the language of science and in the language of art in that critical period. Especially, intellectual Turks used their mother tongue in their studies. The public was impressed by this case.With the establishment of Turkish Rebuplic, the studies in the education system started. Firstly, the educatin programmes which were the best for systematic schools, took an important role in our education system. Their aims were to prepare education and instruction in a planned way. So as a result of the uniting the education and the instruction programmes, a programme was prepared to teach Turkish in 1924, then in 1924, then in 1926, 1936, 1948, 1968, 1981 an at last in 2005. When necessary some differences were made during their period of usage. .Preparing education programmes is something that needs importance and care. The programmes which are prepared in an irrelevant way to the aim, with the needs of the time and conditions, show that the children who are educated according to these inefficient programmes are not successful. Turkish teaching programmes had an important role to gain the general aims of Ministry of Education.Because of this reason, it is essential to work on the Turkish education programmes carefully.In this thesis study, it is aimed to determine the advantages and disadventages of both programmes in theory and in practise by comparing the teaching programmes of 1981 and 2005, Turkish lessons in Primary schools (for 6th, 7th and 8th classes). For that aim, the study consists of four parts. In the first part the importance of language and teaching programmes and their relation have been explained. The philosophical Fundamentals of 1981 and 2005 Turkish philosophical Fundamentals of 1981 and 2005 Turkish teaching programmes, the reasons for 1981 programme modification have been proposed.In the second part of the study, some information about the Techiniques of searching has been presented while in the third part, the periods of education and instruction have been exemined by comparing the 1981 and 2005 Turkish Teaching Programmes. In the fourth part, Result and Suggestions have been written. The resources that were used while preparing the thesis a written in referances. The general and specific goals of the two programmes are listed in the appendix.