5. Sınıf İngilizce Ders Kitabı İngilizce 5’te Yer Alan Projelerin Özellikleri

Year 2021, Volume: 29 Issue: 3, 729 - 735, 01.09.2021

Ahmet Acar

Abstract

Bu makale, 5. ünitenin sonunda sunulan sözde projenin özelliklerini analiz ederek Türkiye'deki devlet ortaokullarının 5. sınıflarında kullanılan İngilizce 5 İngilizce ders kitabındaki eylem odaklı yaklaşımı (EoY) incelemeyi amaçlamaktadır. Ders kitabının ünite hedeflerinin eylem hedeflerinden ziyade işlevsel-kavramsal hedefler açısından ifade edildiği ve 5. ünitenin sonunda sunulan sözde projenin pedagojik bir projenin özelliklerini taşımadığı iddia edilmektedir. Buna ek olarak, ders kitabının yazarları tarafından yanıltıcı bir şekilde bireysel bir ödev olarak kavramsallaştırılmıştır, süreç boyutundan yoksundur ve yalnızca ünitenin dil içeriğini yeniden kullanmak için bir vasıta işlevi görür. İngilizce 5 ders kitabının her ünitesinin sonunda önceden programlanmış projeleri kullanma girişimi eleştiriye tabidir. Makale, bir projeden beklenebilecek minimum özellikleri karşılayan alternatif bir mini proje önererek, bu ders kitabının nasıl eylem odaklı yapılacağını göstermektedir.

Keywords

Eylem odaklı yaklaşım,, İngilizce ders kitapları,, Mini projeler,, Eğitimsel projeler,, Sosyal eylem temelli öğrenme,

Characteristics of Projects in the 5th Grade English Textbook İngilizce 5

Abstract

This article aimed to investigate the action-oriented approach (AoA) in the English textbook İngilizce 5 used in the 5th grades
of public secondary schools in Turkey by means of analyzing the characteristics of the so-called project presented at the end
of unit 5 Health. It is argued that the unit objectives of the textbook are stated in terms of functional-notional objectives
rather than action objectives and that the so-called project presented at the end of unit 5 does not carry the characteristics
of a pedagogical project. Further to this, it is misleadingly conceptualized as an individual assignment by the authors of the
textbook, it lacks the process dimension and it functions only as a pretext for reusing the language content of the unit. The
attempt to employ pre-programmed projects at the end of each unit of the textbook İngilizce 5 is subject to criticism. By
proposing an alternative mini-project that meets the minimum characteristics that can be expected of a project, the article
illustrated how to make this textbook action-oriented.

Keywords

action-oriented approach, english textbooks, mini-projects, pedagogical projects, social action-based learning

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