Tarih Öğretiminde Menkıbelerin Kullanılması

Son yıllarda eğitim ve öğretim teknikleri alanında yapılan araştırmalarda büyük artışlar meydana gelmiştir. Tarih öğretimi alanında da bu gelişmelere paralel olarak bir takım yeni araştırmaların yapıldığıve anketlerin uygulandığıgörülmektedir. Yeni araştırmalarla, eskiden beri kullanılan öğretim metotlarının veriminin arttırılmasıile birlikte yeni metotların da geliştirilmesi hedeflenmektedir. Tarih öğretiminde farklıöğretim metot ve teknikleri kullanılmaktadır. Düz anlatım, soru-cevap gibi klasik metotlarla öğrenciler derslere aktif olarak katılamamaktadırlar. Modern araştırmalarda öğrencilerin derse aktif olarak katılımının öğrenci başarısınıbüyük ölçüde arttırdığıortaya konulmuştur. Tarih öğretiminde de öğrencilerin derse aktif olarak katılımınısağlayacak bilimsel metotların kullanılmasıgerekmektedir. Benzetişim, örnek olay çalışması, alan gezileri gibi metotların kullanımıöğrencilerin tarih dersine katılımınısağlayacak, başarılarınıda arttıracaktır. Örnek olay çalışmasıolarak anlatılacak bir fıkra, menkıbe öğrencilerin derse ilgisini çekecek, onların daha aktif olmalarınısağlayacaktır. Ders esnasında anlatılacak bir menkıbe veya olağanüstü olay, soru-cevap metodu ile değerlendirildiği gibi anlatılan menkıbe ve olağanüstü olayın öğrenciler tarafından canlandırılmasıgibi etkinlikler öğrencilerin kendine güven duygusunu geliştirecektir. Bu tür tarih öğretim metot ve tekniklerini kullanmak aynızamanda öğrencilerde tarihe karşıilgi ve sevgiyi de arttıracaktır. Lise tarih dersleri müfredatında ve Mili Eğitim Bakanlığı’nın yayınlamışolduğu yönetmeliklerde de örnek olay çalışmasıbaşta olmak üzere farklımetot ve öğretim tekniklerinin tarih öğretmenlerince derslerde kullanılmasıistenmektedir. Lise öğrencileri, menkıbe ve olağanüstü olaylara karşıilgi duymaktadır. Bu sebeple tarih öğretmenleri derslerde tarih öğretiminde konu ile ilgili menkıbe ve olağanüstü olaylara yer vermelidirler. Tarih derslerinin monoton yapısından kurtarılmasıiçin ders esnasında birden fazla metot kullanılmalıdır. Tarih öğretmenleri modern tarih öğretim metot ve tekniklerini kullanarak öğrencileri aktif olarak derse katmalıdırlar. Bu makalede tarih öğretiminde kullanılan örnek olay çalışmasında bir öğretim materyali olarak menkıbe ve olağanüstü olayların kullanılmasıdeğerlendirilmiştir.

Cirriculum includes history subject forth class of primary education to third class of high school education in Turkey. History subject is involved in Social Science lessons as a unit, as a lesson in high school but teaching history isn’t intended level in Turkey. There are some problems in teaching history. History couldn’t been taught intended level in National Education. Some people can be seen don’t know history or haven’t got the national identity. If history teachers use only clasical teaching history methods and techniques all the time it couldn’t be productive. Students won’t listen to the teachers so that they can’t learn the subject which was told by the teacher. It is a problem How can we teach history to the students as well ? How can we give the national conscious to the students? Because one of history lesson’s aim is to give national sense an conscious to the students whom are in primary education and high school. If a nation can’t teach history to citizens they forget their national sense and culture. After some times the nation disappear so that history is very important for nations to continue to enternally. Great increases had been in the techniques of trainning and education field in last years. It’s seen that making new researches and doing questionnaires in teaching history at the same paralel. It’s aimed that getting higher the out puts of methods which has been used before and to improve new methods in last researches. Different teaching methods and techniques is being used in teaching history field. Students couldn’t join into the lessons with clasical methods like expression, question and answer as an active person in history lessons. It’s put forward to student’s joinning into the lessons as an active person get their’s success in great measures in modern researchs. It’s necesseray that to use scientific methods which makes students active in history lessons. Using the methods like simulation, example case, field trip get increase student’s success and join them into the history lessons. History teachers usually use clasical teaching history methods but they need to use modern teaching history methods and tecniques in history lessons. Also they need to use technical equipments like computer in their lessons. If history teachers use a lot of teaching history methods together it can be more usefull for students to undersand the subject which was told in history lessons. In last researchs out puts show that ten per cent of heard, fifteen per cent of seen, twenty per cent of seen and heard, forty per cent of argued, eighty per cent of joinnig in and controlling by themselves, ninety per cent of taught to another can be rememberd and learned better. So that if history teachers use more and different teaching history methods and techniques together high school students will learn history better than the clasical techniques. Students must be an active person in history lessons so that history teachers need to give some examples to high school students who are interest in the legends and extraordinary events. For this reason history teachers can use legends and extraordinary events which are concerned with the lesson’s subject. Students get bored history lessons after ten or twenty minutes. They don’t listen to subject which is told by teacher from now on they will start to speak eachother, interest in other subject or look out of the windows. When history teachers see a situation like this if they tell a comic, a legend or an extraordinary events in example case methods get their adress to history lessons and get them as an active students. Telling a legend or an extraordinary events in the history lessons evaluating with the methods of question and answer and acting the legend or extraordinary events by the students get improves their’s take care of themselves. Using methods and techniques like this will get improve students sense with interesting and loving the history. At the same time the usage of different methods and techniques at the beginning the example case method required in high school history cirriculum and written regulations Ministry of Naitonal Education. When history teachers want to use example case method in their lessons they must use some order. If they don’t use an order when using this methods can’t be productive. This method be a clasical method in time. The legend or extraordinary events must be connected with the subject which was told in history lessons. For example, first off all, history teachers can give some text in which the legend or extraordinary events written in. After that some time can be given to students for reading the text. At the same time teachers must correct student’s pronunciation of Turkısh beacuse student must speak fluent Turkısh. History teachers ask some questions cocern with the legend or extraordinary events. They can also show some pictures or some goods which is dated the same time with the legend or extraordinary events. For example in 9’th to 11’th class of high school history cirriculum history teachers can arrange trips to field where the event or legend occured. The trip of museum can be arranged by history teachers. For example history teachers who are living in Konya, can arrange trips to Mavlana Museum in history lessons or if they are living in Çanakkale they can arrange trips to field where The War of Çanakkale had occured. Also using legend and extraordinary events in history lessons improve high school student’s national sense. Giving as an example historical great important persons in history lessons get improve turst to themselves. As a result high school students can learn their history as well. Not only high school history teachers can use this teaching method altough other teachers who were working in primary schools can use. Teaching history method and techniques were told first. After that legend and extraordinary event concepts were explained according to Muslım and Non- Muslım cultures. The using of legends and extraordinary events as a teaching history method in the case method had evaluated in this article