The changes and developments of Turkish curri̇culum in the Turkish education system

In this research called, ?The Changes and Developments of Turkish Curriculum in the Turkish Education System?, the Turkish Curriculum of some secondary schools, the aim, content, education and assessment situations from 1940s to the present are practiced. Generally in this research; The questions of ?What kind of changes and developments have become in the secondary schools? Turkish Curriculum, also in the aims and aimed behaviours, content, education and assessment situations?? and ?What are the reflection of educational evolution and development during 1938, 1949, 1962, 1981, 2001 and 2005?? were studied. This research includes five parts: The first part is ?Introduction?, The second part is ?Relevant Publication and Researches?, The third part is ?Method?, The forth part is ?Inventions and Comments?, The fifth part is ?Results and Suggestions?. It is seen that the most detailed and the most comprehensive programme is 2005. The information about 1938, 1949 and 1962 secondary school programmes, aim, content, education and assessment situations is given superficially. Although the details about the aims are found, enough importance is not given to the education and assessment situations. The curriculums of 1981 and 2001 are more detailed from the past curriculums. These programmes aim to reach student-centred programmes, varied subjects and methods. In these programmes, especially the aims and the aimed behaviours of Kemalism and the content items of Kemalism are practiced more concrete and more detailed from the past. The subject of Kemalism begins to become important. The programme of 2005 is the guiding rule for teachers with all its items. It contains lots of activities for the development of students. Compared to the past programmes, the importance is given to the education and assessment situations. This programme bases Constructivism which is suitable to the contemporary education system. The sample activities, assessment tests are leading guide for the teachers who have to adapt the new system. It is clearly seen that in a general view of the programme, Turkish is not a lesson of knowledge, but a skill. The activities which are practiced for Basic Language Acquisitions, selected subjects and assessment situations varies from year to year. The value of student increases after 1938, 1949 and 1962 programmes. The advancement continues in 1981 and 2001 programmes. At the end, the student becomes the centre of the education programme in 2005.