PROBLEMS AND SOLUTION PROPOSALS BE FACED WITH IN TURKISH'S EDUCATION PROCESS

Abstract

Author(s): Esra LULE MERT

The aim of this study is to construct and explain the information in its own right and to use it effectively and beautifully, using critical thinking, creative thinking, communication, problem solving, research, decision making, using information technology, developing entrepreneurial skills, and to try to describe the problems encountered in the course of Turkish education and training, which are aimed at educating individuals who can transfer in a certain way, by screening the literature. In order to capture a holistic viewpoint within this aim, the subject titles were determined by taking into consideration the studies conducted in the field and the problems and sub-problem questions were formed for these titles. In the study, problems related to four basic language skills, grammar teaching, acquiring metacognitive skills, and vocabulary teaching were identified during the education and teaching process of the Turkic. It is also argued that the 100 essential readings were given to the students and lost. The research is in literature review model. The data are analyzed and interpreted and the results are compiled. A good native speaker should be able to effectively use four basic language skills; because the development of these four skill areas shapes the whole life of the student. The communicative competence of the individual is related to the interdependent development of these skills; because the development of a skill affects the development of the other skill. Grammar is an area of study that helps to speak correctly, think correctly and write correctly. By teaching correct and qualified linguistic knowledge, students reveal linguistic capacity, usage areas, boundaries and possibilities. In the 1981 program, a new program was needed because the student was passive, not to be put in the center of education, not to match this understanding with modern education theories and not to get enough efficiency. In the behavioral approach, the deduction method is used. The teacher gives the rules first. Then the examples are reinforced, asking questions and receiving feedback. According to the answers given, it tries to find out how much the learning takes place. This approach creates a system that emphasizes reading, writing skills and student oriented memorization. For this reason, the achievements can not be misled by the student and can only be passed on with test anxiety. The teacher usually uses the method of narration. Vocabulary teaching is regarded as a necessity for language education and this view is defended by experts. However, how to teach vocabulary in programs is not explained adequately. When the applications are examined, it is seen that there are different understandings. Various opinions have been put forward regarding the purpose of word teaching and the choice of words to teach the student. In some applications, words are treated as goals, and students are asked to memorize them by giving them word lists. In some applications, the words are taught to change the behavior and understanding of the text well. In some, the word is treated as a tool, and words are taught that the student can use for life and develop various skills. This situation is also seen in word teaching approaches and methods. In some approaches, students are taught frequently used words that are necessary for everyday communication with the students, while in some the words in the dictionaries are preferred. In some applications, the development and the situation of the student are not taken into consideration at all, and in some cases words are selected according to the needs and priorities of the students, language, mental and social development, interests, level and occupation selection and usage purposes. These practices emphasize the importance of recognizing the word, placing the mind, actively using it, and developing the mental dictionary. As a result of the review of the literature, the main view is that these books are not in line with the principle of relativity to the child. Many children's writers and academics have pointed out that the necessity of reading these books, which are not known to be "basic" or what qualities they are, is wrong.

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