{"id":1816,"date":"2024-09-24T13:36:54","date_gmt":"2024-09-24T10:36:54","guid":{"rendered":"http:\/\/mahiye.com\/?p=1816"},"modified":"2024-09-24T13:36:55","modified_gmt":"2024-09-24T10:36:55","slug":"turkce-1-sinif-okuma-yazma-kitabinda-varlik-kaosu-24-9-2024","status":"publish","type":"post","link":"https:\/\/mahiye.com\/index.php\/2024\/09\/24\/turkce-1-sinif-okuma-yazma-kitabinda-varlik-kaosu-24-9-2024\/","title":{"rendered":"T\u00dcRK\u00c7E 1.S\u0131n\u0131f Okuma Yazma Kitab\u0131nda Varl\u0131k Kaosu (24.9.2024)"},"content":{"rendered":"\n

39 Ki\u015filik kadroyla bas\u0131ma haz\u0131rlanm\u0131\u015f kitab\u0131n iki de \u00fcst d\u00fczey sorumlusu var; Milli E\u011fitim Bakan\u0131 Yusuf Tekin (Uzmanl\u0131k alan\u0131 Kamu Y\u00f6netimi) ve Talim Terbiye Kurulu Ba\u015fkan\u0131 Prof.Cihat  Demirli (Uzmanl\u0131k alan\u0131 Bilgisayar) eklersek toplam 41 uzman\u0131n g\u00f6z\u00fc de\u011fdi bu kitaba.<\/p>\n\n\n\n

Giri\u015fteki k\u00fcnyede listeye g\u00f6re; 15 Yazar\u0131, 5 Edit\u00f6r\u00fc, 3 Dil Uzman\u0131, 2 Rehberlik Uzman\u0131, 10 G\u00f6rsel Tasar\u0131mc\u0131,  2 Program Geli\u015ftirme Uzman\u0131, 2 de \u00d6l\u00e7me De\u011ferlendirme Uzman\u0131 var.<\/p>\n\n\n\n

Giri\u015fte yaz\u0131lan \u201cMill\u00ee <\/strong>E\u011fitim Bakanl\u0131\u011f\u0131, Talim ve Terbiye Kurulu Ba\u015fkanl\u0131\u011f\u0131n\u0131n 17.07.2024 tarih ve 110460159 say\u0131l\u0131 yaz\u0131s\u0131 ile e\u011fitim arac\u0131 olarak kabul edilmi\u015ftir\u201d yaz\u0131s\u0131nda g\u00f6r\u00fcyoruz ki \u015fapkal\u0131 \u00ee<\/strong> harfi 2024\u2019de resmen kullan\u0131lmaktad\u0131r.<\/p>\n\n\n\n

Kitab\u0131n \u201cT\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u201d adl\u0131 yeni m\u00fcfredata g\u00f6re haz\u0131rland\u0131\u011f\u0131 belirtiliyor. Buna g\u00f6re de\u011ferlerimiz her konuya serpi\u015ftirilecek ve bilinen kavramlar yeniden de\u011fi\u015ftirilecek.  \u00d6rne\u011fin her derste olur olmaz her \u015feye, \u00e7izime, hayalete, e\u015fyaya, kurda ku\u015fa, ta\u015fa kuma \u201cvarl\u0131k\u201d diyor. Elmalarla armutlar toplatt\u0131r\u0131yor, birim yok art\u0131k, hepsine \u201cvarl\u0131k\u201d demeyi icat ettiler. Ak\u0131l kar\u0131\u015ft\u0131r\u0131c\u0131 silahlar\u0131na bunu eklediler.<\/p>\n\n\n\n

\u00d6nceki m\u00fcfredatta g\u00f6rseller \u00fczerinden \u00e7ocu\u011fun g\u00f6rmesini bozmaya y\u00f6nelik yap\u0131lan perspektif bozuklu\u011fu ve orant\u0131s\u0131zl\u0131k bunda da devam ediyor. \u00c7izgi film karakterlerine ders anlatt\u0131rma, sanal yarat\u0131klarla matematik, ger\u00e7ek hayatta olmayan \u00e7izgi karakterlere \u201cvarl\u0131k\u201dm\u0131\u015f gibi c\u00fcmle kurdurma, masaldan matematik sorusu, hayali oyunlarla \u00e7ocu\u011fu oyalama vb bilim d\u0131\u015f\u0131 tutum bu m\u00fcfredatta daha da fazla yer ald\u0131.<\/p>\n\n\n\n

Kitab\u0131n kapak resminde perspektif yanl\u0131\u015flar\u0131 var. \u0130lk zihin da\u011f\u0131tma silah\u0131 b\u00f6yle ba\u015fl\u0131yor.<\/p>\n\n\n\n

Sayfa 11:<\/strong> Kapaktaki okula ba\u015flama sahnesinde resim hatalar\u0131n\u0131 s\u0131ralayal\u0131m.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

-Okulun pencereleri zeminden tavana kadar uzuyorsa, mimari olarak bu nas\u0131l izah edilir?<\/p>\n\n\n\n

-Okulun giri\u015fi tek basamak olmaz, hemzemin giri\u015f yanl\u0131\u015ft\u0131r.<\/p>\n\n\n\n

-Veliler \u00e7imenlere bas\u0131yor, bu nedir?<\/p>\n\n\n\n

-Atat\u00fcrk b\u00fcst\u00fc \u00e7imenli\u011fin bir ucunda ve e\u011fri \u00e7imenliktedir, burada t\u00f6ren yap\u0131lamaz.<\/p>\n\n\n\n

-Okulun ana kap\u0131s\u0131 \u00e7at\u0131yla birle\u015fmi\u015f ve \u00e7at\u0131da mimari yap\u0131 yok, anormallik var.<\/p>\n\n\n\n

-Sol duvar\u0131n biti\u015fi\u011findeki beton yap\u0131 neyin nesidir, belli de\u011fil.<\/p>\n\n\n\n

-Baban\u0131n bir kolu k\u0131vr\u0131k, annenin i\u00e7 \u00e7ama\u015f\u0131r\u0131 g\u00f6r\u00fcn\u00fcyor, annenin ayakkab\u0131s\u0131 \u00e7imenlikte topuklar\u0131 batar, bacaklar\u0131 orant\u0131s\u0131z,  \u00e7ocu\u011fun kollar\u0131 farkl\u0131 boyda, vb orant\u0131s\u0131zl\u0131klar var.<\/p>\n\n\n\n

-Bayrak dire\u011finin ipi yok. Bayrak \u00f6ylesine kondurulmu\u015f, emanet duruyor.<\/p>\n\n\n\n

-\u00c7ocuk b\u00f6yle bozuk resme bakt\u0131r\u0131lmaz, \u00e7\u00fcnk\u00fc beyninde matematiksel oran kavram\u0131 zedelenir.<\/p>\n\n\n\n

Sayfa 16<\/strong>.\u201cG\u00f6rseldeki (hoparl\u00f6r) sembol\u00fc olan varl\u0131klar\u0131n \u00e7\u0131kard\u0131\u011f\u0131 sesleri<\/strong> dinleyelim. Dinledi\u011fimiz sesi taklit edelim ve sesin kayna\u011f\u0131n\u0131 s\u00f6yleyelim.\u201d (Marakas, Keman, Ba\u011flama, F\u00fcl\u00fct sesleri herhangi bir harfin telaffuzu i\u00e7in taklit edilebilir sesler de\u011fildir.)<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

16.Sayfadaki resimde m\u00fczik aleti \u00e7alan \u00e7ocuklar var. \u00d6\u011frenciden \u00e7alg\u0131 seslerini taklit etmesi isteniyor. Ancak, sesin kayna\u011f\u0131na \u201cvarl\u0131k\u201d diyor. Oysa m\u00fczik aletleri insan eliyle yap\u0131lan e\u015fyalard\u0131r, varl\u0131k de\u011fildir. \u00dcstelik seslerini a\u011f\u0131zla \u00e7\u0131kartmak m\u00fcmk\u00fcn de\u011fildir.<\/p>\n\n\n\n

Sayfa 17<\/strong>: Komutunda \u201cSesleri dinleyelim. Dinledi\u011fimiz seslerin hangi varl\u0131klara ait oldu\u011funu bulal\u0131m ve i\u015faretleyelim\u201d diyor.\u00a0 Oysa, varl\u0131k ba\u015fl\u0131\u011f\u0131 alt\u0131nda yer almayacak resimler bunlar.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Bu sayfada \u00e7izimleri verilen sesler olduk\u00e7a kar\u0131\u015f\u0131k, ak\u0131l kar\u0131\u015ft\u0131r\u0131c\u0131d\u0131r: Kaz\/ Zil \/ Davul\/ Dere \/Helikopter\/ Gitar \/Motorsiklet \/ \u0130nek resimleri var. Her biri farkl\u0131 ba\u015fl\u0131k alt\u0131na yerle\u015ftirilecek g\u00f6rseldir. Elmalarla armutlar\u0131 toplamak gibidir.<\/p>\n\n\n\n

E\u011fitsel not: \u00c7ocuktan \u00e7\u0131kartmas\u0131n\u0131 istedi\u011fimiz sesler gruplayarak sorulmal\u0131d\u0131r. \u00d6rne\u011fin, hayvan sesleri, ta\u015f\u0131t sesleri, \u00e7alg\u0131 sesleri, do\u011fa sesleri, gibi. E\u011fer her \u015feye \u201cvarl\u0131k\u201d dersek \u00e7ocuk bilimsel tasnif yapmay\u0131 \u00f6\u011frenemez. Bu a\u00e7\u0131dan bakt\u0131\u011f\u0131m\u0131zda, \u201cy\u00fczy\u0131l\u0131n maarif modeliyle \u00e7ocuklar zihinsel kaosa itiliyor, bilimsel tasnif yapamaz hale getiriliyor\u201d diye bir tespit yapabiliriz.<\/p>\n\n\n\n

\u0130nsan beyni t\u0131pk\u0131 bilgisayar gibi bilgiyi tasnifleyerek depolama \u00f6zelli\u011findedir. E\u011fitim buna g\u00f6re konular\u0131 belirler. Her \u015feyi varl\u0131k dosyas\u0131na koymaya kalkmak \u00e7ocu\u011fun beynini harabeye \u00e7evirmektir.<\/p>\n\n\n\n

Sayfa 75<\/strong>: \u201cana\u201d ile ba\u015flamak neden yanl\u0131\u015ft\u0131r? Cevap: Kelimenin do\u011frusu \u201canne\u201d oldu\u011fu i\u00e7in!<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Havada u\u00e7u\u015fan harfler ve anlams\u0131z heceler aras\u0131nda \u00e7ocuktan \u201cana\u201dy\u0131 boyamas\u0131 isteniyor;  oysa da\u011f\u0131n\u0131kl\u0131k e\u011fitsel beceri vermez, \u00e7ocu\u011fun akl\u0131 da\u011f\u0131l\u0131r.<\/p>\n\n\n\n

\u0130leri sayfalarda (s.90) \u201cnene\u201d \u00f6\u011frettikten sonra \u201canne\u201d \u00f6\u011fretiliyor. \u00dcst \u00fcste iki yanl\u0131\u015f g\u00f6r\u00fcyoruz.  \u0130nsan beyni ilk \u00f6\u011frendi\u011fini do\u011fru kabul ederek haf\u0131zas\u0131na kaydeder. Sonradan bunu de\u011fi\u015ftirmek zihinsel kaos yarat\u0131r.<\/p>\n\n\n\n

Yerel \u015fivelerle okuma yazma \u00f6\u011fretimi diye bir \u015fey yoktur. Resmi devlet dilimiz kurallar\u0131 belirlenmi\u015f olan \u0130stanbul T\u00fcrk\u00e7esidir. Her y\u00f6reye g\u00f6re bir ba\u015flang\u0131\u00e7 belirlenemez, \u00e7\u00fcnk\u00fc her yerel \u015fivenin g\u0131rtlak yap\u0131s\u0131na ba\u011fl\u0131 olarak ses t\u0131n\u0131s\u0131 farkl\u0131d\u0131r. Yerel \u015fiveyle okuma yazma olacak \u015fey de\u011fildir, T\u00fcrk\u00e7e berbat hale gelir, zihinsel kaosa yol a\u00e7ar, giderek dilde birlik de biter.<\/p>\n\n\n\n

Sayfa 89<\/strong>: Benzer \u015fekilde, \u201cnine\u201d yerine \u201cnene\u201d diyerek ba\u015flamak da yanl\u0131\u015ft\u0131r. Nene dedikten sonra \u201canne\u201d \u00f6\u011fretiliyor, bu da ilgin\u00e7tir, \u00e7ocuk ikisini birbirine kar\u0131\u015ft\u0131rabilir.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Sayfa 90<\/strong>: \u00c7ocu\u011fun annesine yapmac\u0131k sar\u0131ld\u0131\u011f\u0131 bir g\u00f6rselde, annesinin \u00e7ocu\u011funa sevgiyle bakmad\u0131\u011f\u0131 bir resim hi\u00e7 bu sayfaya yak\u0131\u015fm\u0131yor.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Anne \u00f6\u011fretiyoruz ama \u00e7ocukla annesi aras\u0131ndaki s\u0131cakl\u0131k yok olmu\u015f! \u00c7ok hazin bir anne-\u00e7ocuk resmi! De\u011ferler e\u011fitimi bu mu \u015fimdi?<\/p>\n\n\n\n

Maalesef T\u00fcrk\u00e7emiz bu m\u00fcfredatla yerel sokak dillerine do\u011fru rotas\u0131n\u0131 \u00e7evirmi\u015ftir. T\u00fcrk \u00e7ocuklar\u0131 bu \u015fekilde bilim dili de \u00f6\u011frenemez aile sevgisini de \u00f6\u011frenemez.<\/p>\n\n\n\n

Ne \u00f6\u011fretiyoruz \u00e7ocuklara ki ne bekleyece\u011fiz bu \u00e7ocuklardan, hazin \u00e7\u00fcr\u00fcm\u00fc\u015fl\u00fck sard\u0131 her yan\u0131.<\/p>\n\n\n\n

Yeni program eskinin pedagojik sald\u0131r\u0131 silahlar\u0131n\u0131 katlad\u0131. 21 ya\u015f\u0131nda 15 su\u00e7a bula\u015fm\u0131\u015f bir katil ancak o m\u00fcfredattan\u00a0\u00e7\u0131kard\u0131, \u015fimdikinden hapisane end\u00fcstrisine k\u00f6le mahk\u00fcm i\u015f\u00e7ilik sistemine ge\u00e7irilece\u011fiz. Eski yaz\u0131lar\u0131m\u0131 ve e\u011fitim kitaplar\u0131m\u0131 yeniden g\u00f6zden ge\u00e7irin derim. <\/p>\n\n\n\n

Mahiye Morg\u00fcl\u00a0 -Rize<\/p>\n","protected":false},"excerpt":{"rendered":"

39 Ki\u015filik kadroyla bas\u0131ma haz\u0131rlanm\u0131\u015f kitab\u0131n iki de \u00fcst d\u00fczey sorumlusu var; Milli E\u011fitim Bakan\u0131 Yusuf Tekin (Uzmanl\u0131k alan\u0131 Kamu Y\u00f6netimi) ve Talim Terbiye Kurulu…<\/p>\n

Devam\u0131n\u0131 OkuT\u00dcRK\u00c7E 1.S\u0131n\u0131f Okuma Yazma Kitab\u0131nda Varl\u0131k Kaosu (24.9.2024)<\/span><\/a><\/div>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[1],"tags":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/posts\/1816"}],"collection":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/comments?post=1816"}],"version-history":[{"count":1,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/posts\/1816\/revisions"}],"predecessor-version":[{"id":1823,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/posts\/1816\/revisions\/1823"}],"wp:attachment":[{"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/media?parent=1816"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/categories?post=1816"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mahiye.com\/index.php\/wp-json\/wp\/v2\/tags?post=1816"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}