The practice of a new method in teaching koran in heterogeneous classrooms

This study is to contribute to solution offers about how to overcome several problems affecting the quality of education and confronted in all educational institutions, especially Koran courses in which Koran is taught. The differences between the students in Koran courses in terms of age, educational level and readiness leads to a heterogeneous classroom. It is possible to see it in many daytime courses. Even though there are not any differences in terms of age or educational level in secondary and high schools in which the Koran has been taught, it is likely to see the differences related to readiness. The heterogeneousness of classroom brings about the instructor to address the crowd of students who differs from each other with regards to physical, cognitive, mental and social development. Therefore, it prompts to varied consequences such as comprehending the lesson, putting theory into practice and keeping the learned information in mind. In the process of study, all solution proposals have been implemented and the outcomes have been observed by the researcher herself in her own classroom to overcome the issues. In the study, method and techniques suggested for a productive lecturing and various activities to make comprehending easier and to ensure continuity has not been purposed for only the study. They have been practiced since the first year of the lecturer in teaching and developed step by step. From now on, depending on needs, the studies will be going on in the same manner. The study consists of 3 sections. In the first section, it has been mentioned about methods and techniques used in teaching of letters which are the major points of Koran teaching. In the second part, it has been discoursed on methods and techniques used in particular marks which are placed above the letters that make the text to be read easily. In the third and last section, it has been made a mention of the methods and techniques which are based on in teaching of some curricular principles for Koran's parts. In each section, after clarifying the methods and techniques used in teaching of the subject, it has been given examples of tasks practiced in classroom. It has been paid attention to the aim of the task, then results of assessment and evaluation in the view of the learner and the lecturer has been observed separately. In addition, at times, it is possible to see observations of the lecturer concerning several situations of the students. It draws a conclusion that we can obviate the matters appearing to be disadvantage in teaching the Koran from the point of efficiency in education, and even we can turn these matters into an advantage. It can be made an inference that a successful educator has to make an effort to overcome difficulties to be confronted. Certainly, there will be, has to be, various solution recommendations to propose when it is considered that each lecturer confronts idiosyncratic problems. So, it is supposed to put more effort forth and carry out new studies.