The contribution of poems in 5th-8th grade Turkish coursebooks to the appropriacy to Turkish education program and the development of students' aesthetic development

Aesthetics, which was a sub branch of philosophy, diverged from and became an independent discipline, has its own regulations, concepts and areas of investigations, in short, " the science of beauty in life and art'' as we can define, is a science branch that can be contacted with poetry which is a sub branch of literature. The possibility of making a contact between poetry and aesthetics, paved a way for our research, making its basis on aesthetics and literature. To achieve goals and gains in curriculum of Turkish, to improve students' vocabulary, to make students gain basic language skills and aesthetic values, to transfer cultural values to the next generation, to educate students who are conscious of their own language and knows cultural aspects of their own language, both texts and in terms of genre; poems choosen for textbooks have crucial roles. Especially, in order to provide students with an aesthetical perspective and sensivity, these poems must be choosen from the most beautiful samples written in Turkish. By this means, a child encounters with the most beautiful and he/she will strive for and search for the most beautiful in the life. The study in question is a qualiative survey. During the survey, sources were scanned and searched which were written in the bibliography section. In this survey, poems from the Turkish textbooks which were published by MEB were analyzed by using documant analyzing technique. As it is known, beginning from 2006, contemporary theories of education such as constructivsm are applied in our country. In the past, students were immediate receivers of the knowledge but with the constructivism, they became students who search, question, attend lessons and produce. The change of students' position made some changes in teachers' methods in teaching. Teachers, instead of providing students with direct knowledge as in the past, they became a guide and made students to perceive the new knowledge. with the help of implication. One of the beneficial sides of the constructivisim is intended for the textbooks in Turkish. It is expected from students to make predictions about texts, to comment and improve themselves in four learning skills by the guidance of textbooks. When Turkish workbooks are examined, It is clearly seen that workbooks include activities directly connected to poetry such as finding central emotion governing the poem in poetic texts, differentiating text types and poem types, determining contributions of phonetical smilarities at the end of verses, writing different kinds of texts by using poems which are being read and detecting which literary arts are used in the poem. The problem sentence in this survey is comprised of that in elementry school from the 5th to 8th grade coursebooks' poems' contribution to students' aestethical development and the question of' What is the suitibility to Turkish Teaching Programme?' Aim of the study being talked about is to analyze poems in Turkish textbooks grades 5, 6, 7, 8, from various aspects and determine whelter components of poems and poems themselves are suitable to acquisitons of turkish student program. In order to achieve those aims; poem analysis headlines which is assigned by Aktaş (2011) and teaching types based on emotions, chapers; assets, adjectives and the headline by Cemiloğlu (2004: 65-67) are used and poems which are written in turkish textbooks are analyzed under the headlines such as ;'' structure, theme, language, headline, assets, adjectives pronouns and adverbs, euphony, to gain habit of express oneself verbally and written and the connection of poems with acqusitions of turkish curriculum. Keywords: Aestethic, beautiful, poem, constructivsm, Turkish textbooks, Turkish curriculum.