Research Information System
TURKISH STUDIES - EDUCATIONAL SCIENCES, vol.17, no.4, pp.807-825, 2022 (Peer-Reviewed Journal)
Subjects such as the purpose, scope, teaching, measurement and evaluation of secondary school
Turkish lessons are specified in the curriculum. One of the four skills in the 2019 Turkish Curriculum is
reading. It is the reading skill with the highest number of achievements given for the skills included in the
curriculum. In the historical process, the first of these, Salname-i Nezaret-i Maarif-i Umumiye (Maarif
Yearbook) dated 1316 H (1899/1900 A.D.), which was published in the 2nd Abdulhamid Period, is also a
teaching program in terms of its features. In the Maarif Yearbook, there are Turkish lessons and the reading
skill given in these courses, as well as the reading skill as a separate course. The education-teaching processes
and measurement-evaluation explanations of the reading skill courses, which are included in the course
schedules with different names, are also included. In this study, the secondary school Turkish lesson reading
skill was comparatively examined based on the 1316 H Education Yearbook and the last program, the 2019
Turkish Lesson Curriculum. In the study, which was created by using the document analysis method, the Maarif
Yearbook dated 1316 H, which was published in Ottoman Turkish, was translated into today's Turkish by the
researcher. Secondary schools within the scope of the research, Turkish lessons, detailed explanations of the
lessons, regulations, instructions, etc. Topics were also analyzed with emphasis. A comparative analysis was
made in line with the titles in the 2019 Turkish Language Curriculum. Sources in terms of past and present
secondary schools, Turkish lessons and reading skills were examined, the goal of gaining reading skills was
compared in terms of quality and quantity, and measurement-evaluation approaches were put forward. As a
result, it was seen in the 1316 H Education Yearbook that the Turkish lesson hours in the secondary schools of
the period were less, and it was determined that the Turkish lessons were included in the lesson plans with
different names (such as calligraphy, spelling, reading, inscription). It has been seen that the details given in
terms of technique are more than the 2019 Turkish Course Curriculum, however, the target acquisitions are not
detailed. When examined in terms of assessment and evaluation, a process-oriented evaluation comes to thefore both in the 1316 H Education Yearbook and in the 2019 Turkish Course Curriculum. However, in the
Education Yearbook dated 1316 H, it is clearly seen that the expectation of reading Turkish lessons is at a very
good level in order to be successful in the regulations, the entrance exams of various professions, and the
regulations of the entrance exams of different schools or higher schools. It is thought that such studies, which
compare the past and present educational activities, will contribute to the literature