Türkçe Dersi Öğretim Programında Sosyal-Duygusal Öğrenme Becerilerinin Kapsamının Belirlenmesi

Year 2021, , 205 - 224, 01.04.2021

Hanife Esen Aygün , Çiğdem Şahin Taşkın

https://doi.org/10.30964/auebfd.797377

Cited By: 2

Abstract

Bireylerin içinde bulunduğu ortama uyum sağlayarak diğer insanlarla iletişim kurma ve kendini ifade etmesinde önemli rolü olan dil becerileri sosyal-duygusal becerileri ile ilişkilidir. Sosyal-duygusal becerileri gelişmiş olan bireylerin sosyal yaşantıları ve duygu dünyasının yanında bilişsel ve dil gelişimlerinin de olumlu etkilendiği bilinmektedir. Bu doğrultuda Türkçe dersi kapsamında sosyal-duygusal becerilere yer verilmesi, bu becerilerin öğrencilere kazandırılmasının yanında dil gelişimini destekleme bakımından da önemlidir. Ancak ülkemizde sosyal-duygusal öğrenme becerileri ile dil becerileri arasındaki ilişkiye odaklanan sınırlı sayıda çalışma bulunmaktadır. Bu araştırmada Türkçe Dersi Öğretim Programı’nın özel amaçları, temaları ve kazanımları sosyal-duygusal öğrenme becerilerini kapsaması bakımından incelenmiştir. Programın sosyal-duygusal öğrenme ögeleri açısından değerlendirilmesi, Türkçe dersinin sosyal-duygusal ve dil becerilerinin karşılıklı gelişimine ne ölçüde fırsat sağladığının anlaşılması bakımından önemlidir. Bu araştırmada CASEL’in sosyal-duygusal öğrenme tanımı göz önünde bulundurulmuştur. Araştırma durum çalışması deseninde tasarlanmıştır. Araştırma verileri doküman incelemesi yoluyla elde edilmiştir. Veriler tümdengelimsel içerik analizi tekniği ile çözümlenmiştir. Araştırma bulgularına bağlı olarak Türkçe Dersi Öğretim Programı’nın sosyal-duygusal öğrenme becerilerine zaman zaman yer verdiği görülmektedir. Bununla beraber, öğrencilerin sosyal-duygusal becerilerini nitelikli bir biçimde geliştirmek amacıyla programın bu becerileri daha kapsamlı içerecek biçimde düzenlenmesine gereksinim olduğu düşünülmektedir.

Keywords

Sosyal-duygusal öğrenme, Türkçe dersi öğretim programı, Türkçe dersi

Identifying Social-Emotional Learning Skills in Turkish Language Curriculum

Abstract

Language skills are essential for individuals to communicate with other people and express themselves orally and in written by adapting themselves to the environment they are in. They are also related to social-emotional skills. Developing individuals’ social-emotional skills positively influences their cognitive and language development as well as their social life and emotional world. Accordingly, involving social-emotional skills within the scope of Turkish course in primary education has an important role in supporting language development as well as social-emotional skills. However, there are a limited number of studies focusing on the relationship between social-emotional learning skills and language skills in our country. In this study, the special aims, themes and acquisitions of the Turkish course curriculum were examined in terms of covering social-emotional learning skills. The evaluation of the Turkish course curriculum in terms of social-emotional learning elements is important in terms of understanding to what extent the Turkish course provides an opportunity for the mutual development of social-emotional and language skills. In this study, CASEL's definition of social-emotional learning was taken into consideration. In this direction, self-awareness, self-management, social awareness, relationship building and decision-making skills were taken into account. In this study, special aims, themes and learning outcomes of the Turkish curriculum were examined in terms of social-emotional learning skills. The sase study design is utilized in this research. Research data were obtained through document analysis. Deductive content analysis was administered in order to analyze the data. Findings of this research revealed that special aims, themes and learning outcomes of the Turkish curriculum can be associated with social-emotional learning skills. However, considering these findings, the researchers suggest that the Turkish course curriculum needs to be restructured in a more comprehensive way to develop students’ language and social-emotional skills effectively.

Keywords

Social-emotional learning, Social-emotional skills, Turkish course curriculum

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