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Ders Tanımı

Ders Kodu Yarıyıl T+U Saat Kredi AKTS
PROFESSION ELEC III: CONTEMPORARY TURKISH STORIES TRE 418 8 3 + 0 3 5
Ön Koşul Dersleri
Önerilen Seçmeli Dersler
Dersin Dili Türkçe
Dersin Seviyesi Lisans
Dersin Türü SECMELI
Dersin Koordinatörü Dr.Öğr.Üyesi MEHMET ÖZDEMİR
Dersi Verenler
Dersin Yardımcıları
Dersin Kategorisi
Dersin Amacı
Ensure the availability of Turkish education
by introducing the story of contemporary Turkish writers and their works.
Dersin İçeriği
The story begins with the Tanzimat literature. Servet-i Fünûn and Millî Edebiyat shows a rapid development period. Showing significant improvements in the Republican era of wealth and diversity of Turkish short story wins. Halikarnas Balıkçısı important names in the Republican era, Abdülhak Şinasi, Samim Kocagöz, A.Hamdi Tanpınar, three Kemal, Tarık Buğra especially after 1960 Sezai Karakoç, Yusuf Atılgan, Afet Ilgaz, Oğuz Atay, Mustafa Kutlu, Sevinç Çokum, Pınar Kür, Sabahat Emir, Nazan Bekiroğlu, Necati Mert nd other selected examples from other story-writers of social development and change in the last period to be taught to students.
Dersin Öğrenme Çıktıları Öğretim Yöntemleri Ölçme Yöntemleri
1 - Learns to recognize the ideas of contemporary Turkish writers of the story. 1 - 2 - 3 - 6 - 14 - A - C -
2 - Understands the stages of development of Turkish modern narration. 1 - 2 - 3 - 10 - 15 - A - C -
3 - Reads and compares the story of contemporary example. 1 - 2 - 3 - 4 - 15 - A - C -
4 - To obtain information about the type of story. 1 - 2 - 3 - 6 - 15 - A - C -
5 - Learns to take advantage of the contemporary narrative texts of Turkish education. 1 - 2 - 3 - 10 - 15 - A - C -
Öğretim Yöntemleri: 1:Lecture 2:Question-Answer 3:Discussion 6:Motivations to Show 14:Self Study 10:Brain Storming 15:Problem Solving 4:Drilland Practice
Ölçme Yöntemleri: A:Testing C:Homework

Ders Akışı

Hafta Konular ÖnHazırlık
1 Content and presentation of the stream of resources.
2 The story of writing a story between innovation problems.
3 Elements that make up the type of story. (Fiction, The plot, Place, Time, the narrator, viewing angle, Party staff, etc.).
4 The story types, examples of narrative history and state.
5 Ahmet Hamdi Tanpınar´s short stories "Rüyalar".
6 Memduh Şevket Esendal, “Eyüp Sultan Yolcusu”, “Otlakçı”.
7 Sait Faik Abasıyanık, “Karanfiller and Domates Suyu”, “Hişt Hişt”.
8 Yakup Çelik, Sait Faik, Oğuz Atay, “Unutulan”.
9 Mid Term
10 Necip Fazıl Kısakürek, Hikâyelerim – Eski Elbiselerin Hafızası.
11 Oğuz Atay, “Unutulan”.
12 Sabahattin Ali, Değirmen.
13 Sabahat Emir, “Botoks”, Mustafa Kutlu, “Huzursuz Bacak” Necati Mert,.
14 Necati Mert.

Kaynaklar

Ders Notu
Ders Kaynakları

Döküman Paylaşımı


Dersin Program Çıktılarına Katkısı

No Program Öğrenme Çıktıları KatkıDüzeyi
1 2 3 4 5
1 To have know academically about description of language, basic concepts of grammar and linguistics, features of World languages, structural and historical features of Turkish language, sound and its changes, suffix and ending, word groups, sentence and its components, sentence forms and types
2 To have know academically Literature knowledge and theories, Kokturk and Uyghur, Classic, Mystic, Folk and New Literature, World literature. X
3 To be well-informed and gain the necessary skills regarding the methods and tecniques in teaching the secondary school learners the Turkish language and literature and the skills of reading, listening, speaking and writing. X
4 To be well informed in the essential topics in teching profession such as classroom management, testing and evaluation, educational psychology, technology and material use, teaching principles and methods, and about the laws that regulade the activities in educational institutions.
5 To be able to show that they can continue to work intepentently at a higher level. X
6 To be able to make decisions buy taking responsibilities in the complex professional activity condition.
7 To be able to use Turkish education’s knowledge and To have a foreing gramer with the aim of communicating with co-worker.
8 To have the ability to use communicating tecnology, data processing, computer’s hardware and software, at the required level of Turkish education.
9 To have to look after social, scientific and ethic values stages; the addition, explication and expositon of data releated Turkish education.
10 To have to cooperate with various institutions and organizations of opinion about the competence of Ataturk and the Turkish language and national values, reflecting the views of families in the regulation of specific activities
11 To have know Turkish teaching activities, teaching methods and techniques to adapt to students with special needs and special educational needs
12 In cooperation with the families and colleagues in the habit of reading a book on the dissemination of in-school and extra-curricular activities will have the competence to regulate. X

Değerlendirme Sistemi

YARIYIL İÇİ ÇALIŞMALARI SIRA KATKI YÜZDESİ
AraSinav 1 50
KisaSinav 1 15
Odev 1 20
KisaSinav 2 15
Toplam 100
Yıliçinin Başarıya Oranı 50
Finalin Başarıya Oranı 50
Toplam 100

AKTS - İş Yükü

Etkinlik Sayısı Süresi(Saat) Toplam İş yükü(Saat)
Course Duration (Including the exam week: 16x Total course hours) 16 3 48
Hours for off-the-classroom study (Pre-study, practice) 16 2 32
Mid-terms 1 10 10
Quiz 2 5 10
Assignment 1 10 10
Final examination 1 10 10
Toplam İş Yükü 120
Toplam İş Yükü /25(s) 4.8
Dersin AKTS Kredisi 4.8
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