ABSTRACT

It is commonly acknowledged that the roots of contemporary education in Turkey have been cultivated following the declaration of the republic in 1923 and previous accounts are rarely mentioned. This mindset is similar for several fields except for areas such as religious education and moral education. The research related to the history of teaching of Turkish mostly focuses on the republic period, ignoring the Ottoman eras. The aim of this study is to reveal the state of Turkish language teaching in general educational institutions from the modernisation of education in Ottoman era to the 1890s. To serve this purpose, programme regulations were fundamentally designated as review materials. In the research, it was deduced that, over the 70 years, an immense teetering and indecisiveness were experienced in Turkish teaching. However, based on the frequency, the education was divided into certain areas in different levels. It was revealed that the teaching focused on alphabet, grammar, writing, and reading in primary education; spelling, grammar, reading, and writing at the elementary level; and writing, spelling, grammar, and literary knowledge in high school teaching.

摘要

人们普遍认为，土耳其当代教育的根源是在 1923 年共和国宣言之后培养起来的，以前的记载很少被提及。除了宗教教育和道德教育等领域外，这种心态在几个领域都是相似的。与土耳其语教学史相关的研究大多集中在共和国时期，忽略了奥斯曼时期。本研究的目的是揭示从奥斯曼时代的教育现代化到 1890 年代普通教育机构的土耳其语教学状况。为达到这一目的，计划条例基本上被指定为审查材料。研究表明，70 年来，土耳其语教学经历了巨大的摇摆不定和优柔寡断。然而，根据频率，教育被划分为不同层次的某些领域。据透露，小学教育的教学重点是字母、语法、写作和阅读；初级水平的拼写、语法、阅读和写作；以及高中教学中的写作、拼写、语法和文学知识。