Examination of secondary school Turkish curriculum and Turkish textbooks in terms of thinking, communication skills

Curriculum aims to provide students with the skills required by the 21st century in the schools. Textbooks used in the classrooms play an active role in skill acquisition by being prepared within the framework of the curriculum. Thinking, communication skills are among the skills that are aimed to be gained through curriculum and textbooks. One of the main courses that aims to improve the individual in all aspects in obtaining the skills to the students in educational institutions is the Turkish course. It is thought that it is important to improve these skills as they gain qualities such as having an inquiring, evaluative and original perspective on concepts, being able to communicate effectively with the environment, producing ideas and making decisions independently of external factors about the concepts such as events, facts, thoughts, advertisements, visuals, politics, etc. that individuals with thinking, communication skills encounter in their environment. In this direction, the aim of this research is to determine the place of thinking, communication skills in the objectives of the 2019 Secondary School Turkish Language Curriculum and the activities in the Secondary School Turkish textbooks. In this study, which was carried out with the qualitative research method, document analysis was used to determine the level of thinking, communication skills in terms of content in the 2019 Secondary School Turkish Language Curriculum achievements and the activities in the Secondary School Turkish textbooks by making an in-depth analysis. In this study, which is important for the development of basic language skills and reflecting the achievements in the skill areas to the content by enriching them in terms of the variables in question and understanding the situation and place of these variables in the curriculum and textbooks, the expression skill area corresponds to the four basic language skills described as the learning area in the curriculum. Since "reading, speaking, writing, listening/watching" skills, which are expressed as "learning areas" in the program, are the basic skills of language teaching, it is considered that it would be a more correct approach to use these concepts as "skill areas". When evaluated in general, although there are achievements and activities for students' thinking, communication skills in the 2019 Secondary School Turkish Curriculum and Turkish textbook activities, these achievements and activities are insufficient in terms of quantity and quality; It was concluded that it was unevenly distributed according to grade levels, themes and skill areas. However, in line with this result, it has been suggested in the research that the acquisitions that will provide thinking, communication skills and the activities in the course book should be distributed to skill areas and themes in a systematic manner with the opinions of domain experts and rearranged in accordance with the improvement of the learners.