Scondary school Turkish language and literature class the education of literaty arts

In this study, the traditional education of literary arts in our country has been examined, alternative methods and techniques have been focused on and the teaching of literary arts whose Turkish names are used and which are supported by caricatures has been compared to the teaching of literary arts at present. Also, the contribution of visual materials to the teaching and the effect of using the Turkish names of the literary arts on the learning have been handled. In order to do this, four groups were formed using the experimental method. To the first group; the Turkish names of the literary arts were taught and the subject was presented with the help of caricatures. To the second group; the Turkish names were, also, given but the subject was taught explicitly using the question & answer technique. The students in the third group were taught the original names of the literary arts, but the subject was told taking support from caricatures. As for the ones in the fourth group, the original names of the arts were given and the subject was treated using the explicit teaching method and the question and answer technique. In the preliminary test which was done in order to clarify the levels of the students, it has been seen that the levels are equal. Between the last and the latest test, the listing from the first to the last is like this: 1 -group, 2.group, 3.group, 4.group. To conclude, it has been clear that the teaching of literary arts enriched by visuals materials and whose terms related to the subject have been given in Turkish has produced more positive outcomes.