Inquiring the 2018 Turkish language teaching programs of the 5th, 6th, 7th, and 8th graders with an emphasis on the learning outcomes of the narrated texts

In this study, it was aimed to examine the learning outcomes stated in the Turkish Language Course Curriculums of the 5th, 6th, 7th and 8th graders with a reference to narrative texts, and to describe and interpret the findings. Based on a qualitative research design, document analysis research method was utilized to find out the learning outcomes of narrative texts at the 5th, 6th, 7th and 8th classes. The data obtained through the study were analyzed by content analysis technique, and evaluated, and interpreted by experts to ensure reliability. The text types were grouped under three main categories as Informative, Narrative and Poem (MEB, 2018: 17). Since 2006, the constructivist approach, which constitutes to the basic philosophy of Turkish educational programs, has aimed to use high level cognitive skills in all fields. The narrative texts, which have an important place in all learning areas of the Turkish lessons, are the texts that mobilize the high level cognitive skills of the students, in which the message is not given directly and is left to the reader's interest. The narrative texts, which have an important place in all learning areas of the Turkish lessons, are the texts that mobilize the high level cognitive skills of the students in which the message is not given directly and is left to the reader's interest. In this study, the 5th, 6th, 7th and 8th grade Turkish Language Teaching Curriculums (MEB, 2018) were selected and evaluated. The number of learning outcomes for narrative texts, similarities and differences in the student levels were figured out