The suitibility of the past text questions in folk literature texts of primary school secondary course Turkish books to the aimed behaviours in primary education Turkish curriculum

THE SUITIBILITY OF THE PAST TEXT QUESTIONS IN FOLKLITERATURE TEXTS OF PRIMARY SCHOOL SECONDARY COURSETURKISH BOOKS TO THE AIMED BEHAVIOURS IN PRIMARYEDUCATION TURKISH CURRICULUMFulya TOPÇUOĞLUABSTRACTIt can only be possible for a person to understand the world events exactly andcorrectly, express his/her feelings and thoughts completely, interprete what she/helistens to properly, by using and understanding his/her own mother tongue. The firstand most efficient materials for learning mother tongue are the folk literature works.Because mother tongue education and teaching is experiential, using motherlanguage very well is related to having good education and teaching.The most importantpart to accomplish this objective in Turkish teaching behaves textbooks. In thissituation, Turkish textbooks and folk literature texts in these books which are ourresearch subject come into prominence.We have tried to identify the effects of folk literature text in Turkish textbooksand various studies on these texts on Turkish language teaching by examining 3textbooks that one textbook per year 15 texts in these boks and at second grade ofprimary education in addition to many sources related to subject. We have aimed tomake Turkish teachers and textbook authors conscious, come up with scientificapproaches, extend the usage of our language and folk literature. Briefly, we havechosen this subject to attract attention to Turkish language teaching in secondary part ofprimary education when Turkish starts to be given separate course, and to theimportance of folk literature texts which enable the students to have a strong languageconscious and love.Under the scope of these aim and methods, the chosen folk literature texts for 26Turkish textbooks for Second Grade of primary education which are advised to betaught in 2005-2006 academic year have been found deficient due to lack ofqualifications like supporting, facilitating, intensifying the Turkish teaching.Depending on this, it has been deduced that text end questions are not suitable foraimed abilities, attitudes and explanations.