Author(s): Ä°lyas YAZAR

The aim of the study is to discuss the revisions of Turkish Course Curriculum (Classes 1-4), which were formed by constructivism approach, from 2005 to 2018 with the similarities and differences taking into account the Basic Education Turkish Course Curriculum and Guide (Classes 1-4). In this context, Turkish Language Teaching Curriculum (Classes 1-4), the main elements of the target, content, educational status and evaluation under the headings were evaluated by document analysis. It is seen that the changes in the curricula do not make any significant difference in the context of constructivism but they create some differences in terms of application process, profits and learning teaching process. In the 2018 Turkish Curriculum, which is the current curriculum, is given more flexibility to the teacher, and the profits related to the learning areas are classified under different which less sub-headings and converted into more comprehensible and applicable.


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