{"id":3530,"date":"2024-05-28T10:18:56","date_gmt":"2024-05-28T07:18:56","guid":{"rendered":"https:\/\/kuzeyinsesi.com\/index.php\/2024\/05\/28\/kibris-sorunu-da-turkiyede-yeni-mufredatta\/"},"modified":"2024-05-28T10:18:56","modified_gmt":"2024-05-28T07:18:56","slug":"kibris-sorunu-da-turkiyede-yeni-mufredatta","status":"publish","type":"post","link":"https:\/\/kuzeyinsesi.org\/index.php\/2024\/05\/28\/kibris-sorunu-da-turkiyede-yeni-mufredatta\/","title":{"rendered":"\u201cK\u0131br\u0131s sorunu\u201d da T\u00fcrkiye\u2019de yeni m\u00fcfredatta\u2026"},"content":{"rendered":"<div>\n<div class=\"mariselle-image-container center\">\n                                            <\/div>\n<p> T\u00fcrkiye Milli E\u011fitim Bakan\u0131 Yusuf Tekin\u2019in onaylad\u0131\u011f\u0131 T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli kapsam\u0131nda haz\u0131rlanan yeni m\u00fcfredat, 2024-2025 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n ba\u015flayaca\u011f\u0131 9 Eyl\u00fcl 2024\u2019ten itibaren okul \u00f6ncesi, ilkokul 1. s\u0131n\u0131f, ortaokul 5. s\u0131n\u0131f ve lise 9. s\u0131n\u0131ftan ba\u015flamak \u00fczere kademeli \u015fekilde uygulanmaya ba\u015flanacak.<\/p>\n<p>AA muhabirinin derledi\u011fi ve Bakanl\u0131k yetkililerinden ald\u0131\u011f\u0131 bilgilere g\u00f6re, TC Milli E\u011fitim Bakanl\u0131\u011f\u0131nca (MEB) kamuoyunun g\u00f6r\u00fc\u015f\u00fcne a\u00e7\u0131ld\u0131ktan sonra Talim ve Terbiye Kurulu Ba\u015fkanl\u0131\u011f\u0131n\u0131n ard\u0131ndan Bakan Tekin\u2019in onay\u0131ndan ge\u00e7en yeni m\u00fcfredat, MEB Orta\u00f6\u011fretim Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc koordinesinde geli\u015ftirildi.<\/p>\n<p>Bu kapsamda T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u2019ne uygun 9 ortak dersin \u00f6\u011fretim program\u0131 ile bir ortak metin, Temel E\u011fitim Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fcnce 9 zorunlu dersin \u00f6\u011fretim program\u0131 ile okul \u00f6ncesi e\u011fitim program\u0131, Din \u00d6\u011fretimi Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fcnce 2 zorunlu dersin \u00f6\u011fretim program\u0131 ile 4 se\u00e7meli dersin \u00f6\u011fretim program\u0131 ve 1 anadolu imam hatip lisesi meslek dersi \u00f6\u011fretim program\u0131 g\u00fcncelleme ve sadele\u015ftirmeler yap\u0131larak haz\u0131rland\u0131.<\/p>\n<p><strong>\u2013 Sadele\u015ftirilmi\u015f i\u00e7erik<\/strong><\/p>\n<p>Yeni m\u00fcfredat \u00e7al\u0131\u015fmalar\u0131nda \u00fclke bazl\u0131 yap\u0131lan kar\u015f\u0131la\u015ft\u0131rmalarda mevcut m\u00fcfredat\u0131n muadillerinden iki kata yak\u0131n bir d\u00fczeyde daha a\u011f\u0131r oldu\u011fu belirlendi. Bilgi eri\u015fiminin zor oldu\u011fu d\u00f6nemlerde yap\u0131lan m\u00fcfredatlar\u0131n d\u00fcnya genelinde de revize edildi\u011fi ve bilgi edinmedeki kolayl\u0131klardan hareketle seyreltilmeye gidildi\u011fi tespiti yap\u0131ld\u0131.<\/p>\n<p>Yap\u0131lan incelemelerde mevcut m\u00fcfredat\u0131n \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n incelenen \u00fclkelere g\u00f6re y\u00fczde 50 fazla oldu\u011fu belirlendi. Bu kapsamda yeni m\u00fcfredatta y\u00fczde 35 oran\u0131nda \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131nda seyreltme ger\u00e7ekle\u015ftirildi.<\/p>\n<p>B\u00f6ylece, \u00f6\u011frenciye bili\u015fsel y\u00fck olu\u015fturan ve ya\u015fam becerilerinin geli\u015fimine katk\u0131 sa\u011flamaktan uzak i\u00e7erikler, yeni \u00f6\u011fretim programlar\u0131nda kald\u0131r\u0131ld\u0131.<\/p>\n<p><strong>\u2013 \u201cOrtak Metin\u201d olu\u015fturuldu<\/strong><\/p>\n<p>T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u2019nde, t\u00fcm \u00f6\u011fretim programlar\u0131n\u0131n genel \u00e7er\u00e7evesini ve bile\u015fenlerini ihtiva eden \u201cOrtak Metin\u201d olu\u015fturuldu.<\/p>\n<p>Yeni m\u00fcfredatta d\u00fcnyada de\u011fi\u015fen durum ve ihtiya\u00e7lara g\u00f6re yeniden d\u00fczenlenebilecek \u015fekilde esnek bir yap\u0131 benimsendi. Bu kapsamda t\u00fcm derslerin \u00f6\u011fretim program\u0131nda g\u00fcncel bilim ve teknolojik geli\u015fmelerin \u00f6\u011frenme ortamlar\u0131na daha kolay yans\u0131t\u0131labildi\u011fi bir anlay\u0131\u015f benimsendi.<\/p>\n<p><strong>\u2013 \u201cErdem-De\u011fer-Eylem Modeli\u201d<\/strong><\/p>\n<p>Bir\u00e7ok bile\u015fenden olu\u015fan yeni \u00f6\u011fretim programlar\u0131n\u0131n en \u00f6nemli bile\u015feni \u201cErdem-De\u011fer-Eylem Modeli\u201d oldu. Modelin ana hedefi, eylemlerden de\u011ferlere, de\u011ferlerden erdemli insana, erdemli insandan ise nihai hedef olan \u201chuzurlu aile ve toplum\u201d ile \u201cya\u015fanabilir \u00e7evrede huzurlu insana ula\u015fmak\u201d olarak belirlendi.<\/p>\n<p><strong>\u2013 B\u00fct\u00fcnc\u00fcl E\u011fitim Yakla\u015f\u0131m\u0131<\/strong><\/p>\n<p>T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli \u00f6\u011fretim programlar\u0131 ile \u00f6\u011frenciyi bili\u015fsel, sosyal, duygusal, fiziksel ve ahlaki a\u00e7\u0131dan bir b\u00fct\u00fcn olarak g\u00f6ren \u201cB\u00fct\u00fcnc\u00fcl E\u011fitim Yakla\u015f\u0131m\u0131\u201d benimsendi.<\/p>\n<p>Programlar ile bilgi ve beceriyi sentezleyen, soyut zihinsel s\u00fcre\u00e7leri somutla\u015ft\u0131ran, milli, manevi ve evrensel de\u011ferleri \u00f6z\u00fcmseyen ve uygulayan aktif, \u00e7evresiyle etkile\u015fim i\u00e7erisinde bireyler yeti\u015ftirmek ama\u00e7land\u0131.<\/p>\n<p>Ayr\u0131ca, g\u00fcnl\u00fck hayatta ihtiya\u00e7 duyulan okuryazarl\u0131k becerileri, sistem d\u00fc\u015f\u00fcncesi etraf\u0131nda \u00f6\u011fretim programlar\u0131na yans\u0131t\u0131ld\u0131.<\/p>\n<p>Ba\u011flamsal ve \u00e7evresel \u00f6zelliklerin dikkate al\u0131nmas\u0131 ilk kez okul temelli planlama bile\u015feni yoluyla \u00f6\u011fretim programlar\u0131nda yer buldu.<\/p>\n<p>\u00d6\u011fretmen geribildirimleri yoluyla \u00f6\u011fretim programlar\u0131n\u0131n s\u00fcrekli de\u011ferlendirilmesi anlay\u0131\u015f\u0131 geli\u015ftirildi. Uygulamaya d\u00f6n\u00fck s\u00fcre\u00e7 ve durum temelli \u00f6l\u00e7me ve de\u011ferlendirme anlay\u0131\u015f\u0131 benimsendi.<\/p>\n<p>\u2013 Farkl\u0131la\u015ft\u0131r\u0131lm\u0131\u015f e\u011fitim<\/p>\n<p>\u00d6\u011frenci farkl\u0131l\u0131klar\u0131n\u0131n g\u00f6z ard\u0131 edilmesinin \u00f6n\u00fcne ge\u00e7ilerek farkl\u0131la\u015ft\u0131rma etkinlikleri olu\u015fturuldu. B\u00f6ylece e\u011fitimde imkan ve f\u0131rsat e\u015fitli\u011finin sa\u011flanmas\u0131 ama\u00e7land\u0131. Bu kapsamda yeni m\u00fcfredatta ilk kez s\u0131n\u0131flarda farkl\u0131 yeteneklere ve ilgilere sahip \u00f6\u011frencilere y\u00f6nelik \u201czenginle\u015ftirilmi\u015f\u201d ve \u201cdestekleyici\u201d e\u011fitimlerin sunulaca\u011f\u0131 \u201cfarkl\u0131la\u015ft\u0131r\u0131lm\u0131\u015f e\u011fitim\u201d yakla\u015f\u0131m\u0131 kapsaml\u0131 \u015fekilde yans\u0131t\u0131ld\u0131.<\/p>\n<p><strong>\u2013 Okul \u00f6ncesi e\u011fitim program\u0131<\/strong><\/p>\n<p>Okul \u00f6ncesi e\u011fitim program\u0131nda \u00e7ocuklar\u0131n i\u00e7inde bulundu\u011fu d\u00f6nemler dikkate al\u0131narak \u201cgeli\u015fim alan\u0131\u201d yakla\u015f\u0131m\u0131ndan \u201c\u00f6\u011frenme alan\u0131\u201d yakla\u015f\u0131m\u0131na ge\u00e7ildi.<\/p>\n<p>Ayr\u0131ca, okul \u00f6ncesi e\u011fitimin mevcut program\u0131ndaki yo\u011funluk giderilmeye \u00e7al\u0131\u015f\u0131ld\u0131. Bile\u015fen say\u0131s\u0131n\u0131n azalt\u0131ld\u0131\u011f\u0131 program, her bir alanda ortalama y\u00fczde 50 oran\u0131nda sadele\u015ftirildi.<\/p>\n<p>Ortak metinde yer alan t\u00fcm bile\u015fenler, okul \u00f6ncesi e\u011fitim program\u0131na uyarland\u0131. Bunun yan\u0131nda, de\u011ferler ve bunun eylemleri \u00e7ocuklar\u0131n geli\u015fimsel \u00f6zellikleri g\u00f6z \u00f6n\u00fcne al\u0131narak yeniden yaz\u0131ld\u0131.<\/p>\n<p>De\u011ferlerin uygulanmas\u0131nda \u00f6\u011fretmenlere rehberlik etmek ve de\u011ferlerin ba\u011flay\u0131c\u0131l\u0131\u011f\u0131n\u0131 vurgulamak \u00fczere s\u00f6z konusu ba\u015fl\u0131k alt\u0131nda \u00f6\u011fretmenlerin ayl\u0131k planda en az 4 de\u011fere yer vermesi, bu de\u011ferleri ayl\u0131k plan takip \u00e7izelgesine i\u015flemesi, \u00e7ocuklar\u0131n de\u011ferlere ili\u015fkin becerilerini izlemek \u00fczere her e\u011fitim \u00f6\u011fretim y\u0131l\u0131nda iki\u015fer kez olmak \u00fczere \u201cbeceri g\u00f6zlem formu\u201d ve \u201cbeceri edinim raporu\u201dnun doldurmas\u0131 zorunlu tutuldu.<\/p>\n<p><strong>\u2013 T\u00fcrk\u00e7e derslerinde \u201cD\u00f6rt Dil Becerisi\u201d odakl\u0131 k\u00f6kl\u00fc de\u011fi\u015fiklik<\/strong><\/p>\n<p>T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u2019nde T\u00fcrk\u00e7e\u2019nin b\u00fct\u00fcn zenginli\u011fiyle toplumun birbiriyle ileti\u015fimine, bu ileti\u015fimi anlamland\u0131rma \u00e7abalar\u0131na ve k\u00fclt\u00fcr unsurlar\u0131n\u0131 nesilden nesile aktar\u0131lmas\u0131na \u00f6nc\u00fcl\u00fck ve e\u015flik etti\u011fine vurgu yap\u0131ld\u0131.<\/p>\n<p>Bu nedenle T\u00fcrk\u00e7enin \u00f6\u011fretimi ve \u00f6\u011frencilerin dil becerilerinin geli\u015ftirilmesi, e\u011fitim sisteminde temel bir politika olarak yer ald\u0131.<\/p>\n<p>T\u00fcrk\u00e7enin etkili kullan\u0131lmas\u0131na y\u00f6nelik becerilerin kazand\u0131r\u0131lmas\u0131 da t\u00fcm derslerin ortak hedefi olarak belirlendi. T\u00fcrk\u00e7e \u00f6\u011fretiminde d\u00f6rt dil becerisinin geli\u015ftirilmesine y\u00f6nelik kademeler aras\u0131nda b\u00fct\u00fcnl\u00fck sa\u011fland\u0131.<\/p>\n<p>T\u00fcrk\u00e7e, T\u00fcrk dili ve edebiyat\u0131 dersi \u00f6\u011fretim programlar\u0131nda sanat odakl\u0131 yakla\u015f\u0131m benimsendi.<\/p>\n<p>Bu derslerin \u00f6\u011fretim programlar\u0131nda yer alan \u201c\u00fcretim at\u00f6lyeleri\u201d ve \u201cedebiyat at\u00f6lyeleri\u201d b\u00f6l\u00fcmleri ile ara\u015ft\u0131ran, \u00f6\u011frenen, analiz eden, \u00fcreten ve kendini ifade edebilen bireyler hedeflendi.<\/p>\n<p><strong>\u2013 \u00c7ocuklar ilk olarak \u201canne\u201d yazacak<\/strong><\/p>\n<p>\u0130lkokul T\u00fcrk\u00e7e Dersi \u00d6\u011fretim Program\u0131\u2019nda harflerin verili\u015f s\u0131ras\u0131 \u201cSes Esasl\u0131 \u0130lk Okuma Yazma \u00d6\u011fretimi\u201d ilkelerine uygun bi\u00e7imde, kolaydan zora, yak\u0131ndan uza\u011fa olarak tasarland\u0131.<\/p>\n<p>Ses gruplar\u0131n\u0131n olu\u015fturulmas\u0131nda kolay sesletim, kullan\u0131m s\u0131kl\u0131\u011f\u0131, yaz\u0131m kolayl\u0131\u011f\u0131, s\u00f6zc\u00fck \u00fcretimi, harflerin sesleri ve formlar\u0131 dikkate al\u0131nd\u0131. \u0130lk olu\u015fturulan hece ve kelimelerin \u201can\u201d, \u201cana\u201d ve \u201canne\u201d olmas\u0131n\u0131n da \u00e7ocu\u011fun yak\u0131n \u00e7evresinden \u00f6rnekler verebilmesine imkan tan\u0131yaca\u011f\u0131 belirtildi.<\/p>\n<p>Harflerin kullan\u0131m s\u0131kl\u0131\u011f\u0131 dikkate al\u0131narak anlam\u0131 bilinen hece ve s\u00f6zc\u00fcklere ula\u015fma yoluyla okudu\u011funu anlama becerisini desteklemek ama\u00e7land\u0131.<\/p>\n<p>Ezberden uzak ve anlaml\u0131 \u00f6\u011frenmenin sa\u011flanmas\u0131 i\u00e7in sadece anlaml\u0131 hece ve s\u00f6zc\u00fcklerle \u00e7al\u0131\u015f\u0131lmas\u0131 gerekti\u011fi a\u00e7\u0131k\u00e7a vurgulanarak, harflerin \u00f6\u011fretiminde uyulmas\u0131 gereken s\u00fcreler programda belirtildi.<\/p>\n<p><strong>\u2013 T\u00fcrkiye\u2019nin kalk\u0131nma hamleleri yeni m\u00fcfredatta<\/strong><\/p>\n<p>Yeni m\u00fcfredattaki baz\u0131 derslerde T\u00fcrkiye\u2019nin kalk\u0131nma projelerine dair \u00e7e\u015fitli i\u00e7eriklere de yer verildi. T.C. \u0130nk\u0131lap Tarihi ve Atat\u00fcrk\u00e7\u00fcl\u00fck dersinde, Mustafa Kemal Atat\u00fcrk\u2019\u00fcn hayat\u0131 ve T\u00fcrkiye Cumhuriyeti\u2019nin kurulu\u015f tarihinin yan\u0131 s\u0131ra milli sanayi hamleleri de yer alacak. Biyoloji dersinde T\u00fcrkiye\u2019nin a\u015f\u0131 geli\u015ftirme projeleri, bor madeniyle y\u00fcr\u00fct\u00fclen \u00e7al\u0131\u015fmalar, \u201cS\u0131f\u0131r At\u0131k Projesi\u201d, co\u011frafya dersinde \u201cMavi Vatan\u201d ve \u201cG\u00f6k Vatan\u201d kavramlar\u0131 ele al\u0131nacak. T\u00dcB\u0130TAK UZAY ve TUA, T\u00fcrkiye\u2019nin ilk uzay yolcusu Alper Gezeravc\u0131, ilk yerli otomobil TOGG ve milli kalk\u0131nmada etkili olan di\u011fer projeler de m\u00fcfredatta yer ald\u0131.<\/p>\n<p><strong>\u2013 \u201cUlusal ve uluslararas\u0131 sular\u0131n gelecekteki durumu\u201d yeni m\u00fcfredatta<\/strong><\/p>\n<p>Co\u011frafya dersi \u00f6\u011fretim program\u0131nda ise T\u00fcrkiye\u2019nin kara, deniz ve hava egemenlik alan\u0131yla bir b\u00fct\u00fcn olarak vatan \u015feklinde alg\u0131lat\u0131lmas\u0131 sa\u011fland\u0131.<\/p>\n<p>B\u00f6ylece programda \u00fclkenin kara, deniz ve hava sahas\u0131n\u0131 da i\u00e7eren b\u00fct\u00fcnc\u00fcl bir co\u011frafya \u00f6\u011fretiminin verilmesi ama\u00e7land\u0131. Programda T\u00fcrkiye ve T\u00fcrk d\u00fcnyas\u0131n\u0131 merkeze alan ve bu pencereden d\u00fcnyan\u0131n tarihi, siyasi, hukuki, ekonomik, sosyal ve k\u00fclt\u00fcrel a\u00e7\u0131dan yorumlanmas\u0131n\u0131 ve a\u00e7\u0131klanmas\u0131n\u0131 temel alan bir yakla\u015f\u0131m izlendi.<\/p>\n<p>T\u00fcrkiye\u2019nin KKTC ve di\u011fer T\u00fcrk devletleri ba\u015fta olmak \u00fczere b\u00f6lgesel a\u00e7\u0131dan tarihi, k\u00fclt\u00fcrel ve jeopolitik ba\u011flar\u0131 daha kapsaml\u0131 ele al\u0131nd\u0131.<\/p>\n<p>Ayr\u0131ca, \u00fclkenin Mavi Vatan\u2019da ger\u00e7ekle\u015ftirdi\u011fi hidrokarbon (enerji) aramalar\u0131 ile denizlerdeki co\u011frafi ve hukuki haklar, ulusal ve uluslararas\u0131 sular\u0131n gelecekteki durumu ve \u00fclke i\u00e7in \u00f6nemi vurguland\u0131.<\/p>\n<p>Jeopolitik y\u00f6n\u00fcyle denizlerin ve ulusal hava sahas\u0131n\u0131n T\u00fcrkiye, T\u00fcrk d\u00fcnyas\u0131, b\u00f6lge devletler ve di\u011fer d\u00fcnya devletleri i\u00e7in \u00f6nemine yer verildi.<\/p>\n<p>\u00dclkede ger\u00e7ekle\u015ftirilen uzay \u00e7al\u0131\u015fmalar\u0131, Antarktika\u2019daki faaliyetler, yurt d\u0131\u015f\u0131nda ve yurt i\u00e7inde ger\u00e7ekle\u015ftirdi\u011fi milli \u00fcretim faaliyetleri de yeni \u00f6\u011fretim programlar\u0131nda yer ald\u0131.<\/p>\n<p>Bunlar\u0131n yan\u0131 s\u0131ra, co\u011frafya ve ilgili \u00f6\u011fretim programlar\u0131nda afetlerden korunma y\u00f6ntemlerine ve afetlerden etkilenme riski y\u00fcksek olan savunmas\u0131z gruplar (\u00e7ocuklar, ya\u015fl\u0131lar, \u00f6zel ihtiya\u00e7l\u0131 bireyler vb.) ile afet ve acil durumlarda \u00e7ocuk haklar\u0131na yer verildi.<\/p>\n<p><strong>\u2013 \u201cK\u0131br\u0131s sorunu\u201d  ve \u201cFilistin Meselesi\u201d de yeni m\u00fcfredatta<\/strong><\/p>\n<p>T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli m\u00fcfredat\u0131nda \u201cbilgi aktar\u0131m\u0131\u201d odakl\u0131 \u00f6\u011fretimden \u201ctarihsel d\u00fc\u015f\u00fcnme becerilerini\u201d merkeze alan tarih \u00f6\u011fretimine ge\u00e7ildi.<\/p>\n<p>Orta\u00f6\u011fretim 9, 10 ve 11. s\u0131n\u0131f tarih ile orta\u00f6\u011fretim 12. s\u0131n\u0131f T.C. \u0130nk\u0131lap Tarihi ve Atat\u00fcrk\u00e7\u00fcl\u00fck dersleri program taslaklar\u0131n\u0131 ve e\u011fitim uzmanlar\u0131n\u0131n g\u00f6r\u00fc\u015flerini derledi.<\/p>\n<p>Bu kapsamda liselerde haftada 2 ders saati olarak okutulan tarih dersi program\u0131nda, insan\u0131 ve onun faaliyetlerini ge\u00e7mi\u015f, bug\u00fcn ve gelecek ba\u011flam\u0131nda anlamland\u0131rabilmek i\u00e7in gerekli bilgi, beceri ve de\u011ferlerle donanm\u0131\u015f \u201ctarih okuryazar\u0131\u201d bireyler yeti\u015ftirmek ama\u00e7land\u0131.<\/p>\n<p>Bunlar\u0131n yan\u0131 s\u0131ra, tarih dersi arac\u0131l\u0131\u011f\u0131yla \u00f6\u011frencilerin, T\u00fcrk milletinin insanl\u0131\u011fa katk\u0131lar\u0131na dair kan\u0131tlar g\u00f6stermeleri, T\u00fcrk tarihini ve k\u00fclt\u00fcr\u00fcn\u00fc olu\u015fturan temel \u00f6ge ve s\u00fcre\u00e7leri a\u00e7\u0131klamalar\u0131, milli kimli\u011fin olu\u015fum s\u00fcrecini \u00e7\u00f6z\u00fcmlemeleri, medeniyetin dayand\u0131\u011f\u0131 milli ve manevi de\u011ferleri davran\u0131\u015flar\u0131na yans\u0131tmalar\u0131 ve insanl\u0131\u011f\u0131n ortak miras\u0131n\u0131n korunmas\u0131nda ve ya\u015fat\u0131lmas\u0131nda duyarl\u0131l\u0131k g\u00f6stermeleri hedeflendi.<\/p>\n<p>Lise 12. s\u0131n\u0131flardaki T.C. \u0130nk\u0131lap Tarihi ve Atat\u00fcrk\u00e7\u00fcl\u00fck dersi \u00f6\u011fretim program\u0131n\u0131n temel amac\u0131, T\u00fcrk milletinin yak\u0131n tarihte g\u00f6sterdi\u011fi milli birlik, beraberlik ve dayan\u0131\u015fmay\u0131 kavrayarak T\u00fcrk ink\u0131lab\u0131n\u0131n ruhunu ve ama\u00e7lar\u0131n\u0131 geli\u015ftirecek bilgi, beceri ve de\u011ferlere sahip bireyler yeti\u015ftirmek olarak yer ald\u0131.<\/p>\n<p>Ders arac\u0131l\u0131\u011f\u0131yla \u00f6\u011frencilerin, Atat\u00fcrk\u2019\u00fcn ki\u015filik \u00f6zelliklerini ve yeteneklerini \u00f6rnek almalar\u0131, Atat\u00fcrk\u2019\u00fcn ve T\u00fcrk milletinin insanl\u0131\u011fa katk\u0131lar\u0131na dair kan\u0131tlar g\u00f6stermeleri, Milli M\u00fccadele\u2019nin ve T\u00fcrk ink\u0131lab\u0131n\u0131n anlam\u0131n\u0131 ve \u00f6nemini yorumlamalar\u0131, T\u00fcrk modernle\u015fmesi ile Atat\u00fcrk ilke ve ink\u0131laplar\u0131 aras\u0131ndaki ili\u015fkiyi \u00e7\u00f6z\u00fcmlemeleri, T\u00fcrkiye\u2019nin jeopolitik \u00f6nemini b\u00f6lgesel ve k\u00fcresel etkileri a\u00e7\u0131s\u0131ndan de\u011ferlendirmeleri hedeflendi.<\/p>\n<p>T.C. \u0130nk\u0131lap Tarihi ve Atat\u00fcrk\u00e7\u00fcl\u00fck Dersi \u00d6\u011fretim Program\u0131\u2019na g\u00f6re \u00f6\u011frenciler, 2. D\u00fcnya Sava\u015f\u0131\u2019n\u0131n neden ve sonu\u00e7lar\u0131n\u0131 siyasi, sosyal ve ekonomik ba\u011flamda s\u0131n\u0131fland\u0131rma yetisi edinecek, sava\u015f sonras\u0131nda So\u011fuk Sava\u015f D\u00f6nemi\u2019nin ba\u015flamas\u0131, Birle\u015fmi\u015f Milletler ve IMF\u2019nin kurulu\u015fu, siyonist hareketler, Filistin meselesi ve s\u00f6m\u00fcrgecili\u011fin \u015fekil de\u011fi\u015ftirmesi hususlar\u0131n\u0131 kendi c\u00fcmleleriyle ifade edebilecek.<\/p>\n<p>Yeni m\u00fcfredatta \u201cSo\u011fuk Sava\u015f\u201d d\u00f6nemi\u2019nin ba\u015flamas\u0131, Birle\u015fmi\u015f Milletler ve IMF\u2019nin kurulu\u015fu, Filistin Meselesi ve s\u00f6m\u00fcrgecili\u011fin \u015fekil de\u011fi\u015ftirmesi konular\u0131na da yer verilecek; K\u0131br\u0131s sorunu, Pontus ve Ermeni iddialar\u0131n\u0131n as\u0131ls\u0131zl\u0131\u011f\u0131 gibi konularla ilgili kitaplar okuma listesine dahil edilecek.<\/p>\n<p>\u00d6\u011frenciler, \u00f6rnek metin ve olaylardan hareketle siyonist faaliyetleri ve Filistin meselesini hakkaniyetli davranman\u0131n \u00f6nemi bak\u0131m\u0131ndan de\u011ferlendirecek.<\/p>\n<p>\u00d6\u011frencilerden 2. D\u00fcnya Sava\u015f\u0131\u2019n\u0131n neden ve sonu\u00e7lar\u0131n\u0131 de\u011ferlendirilebilmeleri amac\u0131yla verilen neden-sonu\u00e7 formunu doldurmalar\u0131 istenecek. \u00d6\u011frenciler, So\u011fuk Sava\u015f D\u00f6nemi\u2019nin ba\u015flang\u0131c\u0131ndan itibaren T\u00fcrkiye\u2019deki siyasi geli\u015fmelerin g\u00f6sterildi\u011fi infografi\u011fi inceleyebilecek.<\/p>\n<p><strong>\u2013 Matematik ve fen bilimleri \u00f6\u011fretim program\u0131<\/strong><\/p>\n<p>Matematik ve fen \u00f6\u011fretiminde g\u00fcnl\u00fck hayatla ilgili becerilere a\u011f\u0131rl\u0131k verildi.<\/p>\n<p>Matematik alan becerileri ilkokul, ortaokul ve lise d\u00fczeyini kapsayan ve s\u00fcre\u00e7 bile\u015fenleri ile modellenebilen beceriler dikkate al\u0131narak belirlendi. Yeni m\u00fcfredatta yer verilen be\u015f matematik alan becerisi, matematiksel muhakeme, matematiksel problem \u00e7\u00f6zme, matematiksel temsil, veri ile \u00e7al\u0131\u015fma ve veriye dayal\u0131 karar verme, matematiksel ara\u00e7 ve teknoloji ile \u00e7al\u0131\u015fma olarak planland\u0131.<\/p>\n<p>Matematik dersi \u00f6\u011fretim programlar\u0131nda, mevcut \u00f6\u011fretim programlar\u0131nda yer almayan \u201csayma ve algoritma, algoritma ve bili\u015fim, istatiksel ara\u015ft\u0131rma s\u00fcreci\u201d temalar\u0131na yer verildi.<\/p>\n<p>T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli\u2019nde 13 farkl\u0131 fen bilimleri alan becerisi tan\u0131mland\u0131. Fen bilimleri alan becerileri, bilimsel g\u00f6zlem, s\u0131n\u0131fland\u0131rma, bilimsel g\u00f6zleme dayal\u0131 tahmin, bilimsel veriye dayal\u0131 tahmin, operasyonel tan\u0131mlama, hipotez olu\u015fturma, deney yapma, bilimsel \u00e7\u0131kar\u0131m yapma, bilimsel model olu\u015fturma, t\u00fcmevar\u0131ma dayal\u0131 ak\u0131l y\u00fcr\u00fctme, t\u00fcmdengelime dayal\u0131 ak\u0131l y\u00fcr\u00fctme, kan\u0131t kullanma ve bilimsel sorgulama becerilerinden olu\u015ftu.<\/p>\n<p>Fen bilimleri alan becerilerinin tamam\u0131 birbiriyle ili\u015fkili, baz\u0131lar\u0131 ise birden fazla beceriyi kapsayacak bi\u00e7imde yap\u0131land\u0131r\u0131ld\u0131.<\/p>\n<p>Fen bilimleri \u00f6\u011fretim programlar\u0131nda ilk defa \u201ctopra\u011f\u0131 tan\u0131yorum, tar\u0131m\u0131 ke\u015ffediyorum\u201d \u00fcnitesi \u00f6\u011fretim program\u0131na 3. s\u0131n\u0131f d\u00fczeyinde eklendi. Bu yolla \u201ctoprak ve tar\u0131m\u201d konusunda fark\u0131ndal\u0131\u011f\u0131 art\u0131racak bir temel olu\u015fturulmas\u0131 ama\u00e7land\u0131.<\/p>\n<p><strong>\u2013 Sosyal bilimler i\u00e7in 17 alan becerisi belirlendi<\/strong><\/p>\n<p>Yeni m\u00fcfredatta sosyal bilimler alan becerileri kapsam\u0131nda yerli ve yabanc\u0131 literat\u00fcr, alan\u0131n kendine \u00f6zg\u00fc yap\u0131s\u0131 ve \u00e7a\u011f\u0131n gereklilikleri g\u00f6z \u00f6n\u00fcnde bulundurularak, 21. y\u00fczy\u0131l becerileri ile de g\u00fc\u00e7l\u00fc ili\u015fkileri olan 17 alan becerisi belirlendi.<\/p>\n<p>Bunlar, \u201czaman\u0131 alg\u0131lama ve kronolojik d\u00fc\u015f\u00fcnme\u201d, \u201ckan\u0131ta dayal\u0131 sorgulama ve ara\u015ft\u0131rma\u201d, \u201ctarihsel empati\u201d, \u201cde\u011fi\u015fim ve s\u00fcreklili\u011fi alg\u0131lama\u201d, \u201csosyal kat\u0131l\u0131m\u201d, \u201cgiri\u015fimcilik\u201d, \u201cmekansal d\u00fc\u015f\u00fcnme\u201d, \u201cco\u011frafi sorgulama\u201d, \u201cco\u011frafi g\u00f6zlem ve saha \u00e7al\u0131\u015fmas\u0131\u201d, \u201charita\u201d, \u201ctablo, grafik, \u015fekil ve diyagram\u201d, \u201cmant\u0131ksal muhakeme\u201d, \u201cfelsefi sorgulama\u201d, \u201cfelsefi muhakeme\u201d, \u201cfelsefi d\u00fc\u015f\u00fcnce ortaya koyma\u201d, \u201cele\u015ftirel sosyolojik d\u00fc\u015f\u00fcnme\u201d, \u201ctarihsel sorun analizi ve karar verme\u201d becerileri olarak s\u0131raland\u0131.<\/p>\n<\/p><\/div>\n<p><script async\n                    defer\n                    crossorigin=\"anonymous\"\n                    src=\"https:\/\/connect.facebook.net\/tr_TR\/sdk.js#xfbml=1&#038;version=v3.3\"\n            ><\/script><\/p>\n","protected":false},"excerpt":{"rendered":"<p>T\u00fcrkiye Milli E\u011fitim Bakan\u0131 Yusuf Tekin\u2019in onaylad\u0131\u011f\u0131 T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli kapsam\u0131nda haz\u0131rlanan yeni m\u00fcfredat, 2024-2025 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n ba\u015flayaca\u011f\u0131 9 Eyl\u00fcl 2024\u2019ten itibaren okul \u00f6ncesi, ilkokul 1. s\u0131n\u0131f, ortaokul 5. s\u0131n\u0131f ve lise 9. s\u0131n\u0131ftan ba\u015flamak \u00fczere kademeli \u015fekilde uygulanmaya ba\u015flanacak. AA muhabirinin derledi\u011fi ve Bakanl\u0131k yetkililerinden ald\u0131\u011f\u0131 bilgilere g\u00f6re, TC Milli E\u011fitim Bakanl\u0131\u011f\u0131nca [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":3531,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":[],"jnews_primary_category":[],"jnews_social_meta":[],"jnews_override_counter":[],"footnotes":""},"categories":[5],"tags":[],"class_list":["post-3530","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-turkiye"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u201cK\u0131br\u0131s sorunu\u201d da T\u00fcrkiye\u2019de yeni m\u00fcfredatta\u2026 - Kuzeyin Sesi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/kuzeyinsesi.org\/index.php\/2024\/05\/28\/kibris-sorunu-da-turkiyede-yeni-mufredatta\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u201cK\u0131br\u0131s sorunu\u201d da T\u00fcrkiye\u2019de yeni m\u00fcfredatta\u2026 - Kuzeyin Sesi\" \/>\n<meta property=\"og:description\" content=\"T\u00fcrkiye Milli E\u011fitim Bakan\u0131 Yusuf Tekin\u2019in onaylad\u0131\u011f\u0131 T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli kapsam\u0131nda haz\u0131rlanan yeni m\u00fcfredat, 2024-2025 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n ba\u015flayaca\u011f\u0131 9 Eyl\u00fcl 2024\u2019ten itibaren okul \u00f6ncesi, ilkokul 1. s\u0131n\u0131f, ortaokul 5. s\u0131n\u0131f ve lise 9. s\u0131n\u0131ftan ba\u015flamak \u00fczere kademeli \u015fekilde uygulanmaya ba\u015flanacak. 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