| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Islamıc Turkısh Lıterature | DAO 260 | 4 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | None. |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Doç.Dr. KENAN MERMER |
| Dersi Verenler | |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | To learn the nature and sources of Turkish-Islamic Literature and it´s types of poetry-prose |
| Dersin İçeriği | The development of Turkish-Islamic Literature historically, periods; religious-literary types and poetry-prose analysis |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Understands the process of building of the Turkish-Islamic Literature. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 2 | Knows the properties and resources of the Turkish-Islamic Literature. | Question-Answer, Drilland Practice, Self Study, | Testing, Homework, |
| 3 | Comments the basic works of the Turkish-Islamic Literature partially. | Drilland Practice, Six Hat Methods, Case Study, Self Study, | Testing, Homework, |
| 4 | Knows a religious-literary types in the Turkish-Islamic Literature. | Discussion, Drilland Practice, Group Study, Brain Storming, | Testing, Homework, |
| 5 | Analyzes changing in the centuries of Islamic literature. | Lecture, Drilland Practice, Six Hat Methods, Self Study, | Testing, Homework, |
| 6 | Analyzes prose and verse texts in terms of content arts and literary. | Discussion, Demonstration, Group Study, Brain Storming, Six Hat Methods, Case Study, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the Turkish-Islamic Literature (The nature and characteristics) | |
| 2 | Pre-Islamic of Turkish Literature (Period of Verbal and Written) | |
| 3 | The General Characteristic of the Turkish-Islamic Literature | |
| 4 | Resources of the Turkish-Islamic Literature | |
| 5 | The First Period of Turkish-Islamic Works of Literature and the ?Hikmat? Tradition | |
| 6 | The Literary-Mystical Life in the Anatolian Seljuks (Hadji Bektash-i Veli-Mevlana and Yunus Emre) | |
| 7 | The Religious-Literary Genres (Tawhid, Munacat, al-Asmau Husna, Nat) | |
| 8 | The Religious-Literary Genres (Mewlid, Sirat al-Nabi, Hilya, Shamail, Hadith al-Arbain?) | |
| 9 | Examples of the Religious-Literary Genres | |
| 10 | Periods of the Turkish-İslamic Literature (Overwiew of the XIV-XVI. Ages with Famous Artists and Works) | |
| 11 | Periods of the Turkish-İslamic Literature (Overwiew of the XVII-XIX. Ages Famous Artists and Works) | |
| 12 | Literary Arts (The major examples of the Art and Meaning | |
| 13 | Sample Texts from the Diwan Literature | |
| 14 | Sample Texts from the Sufi and the Folks Literature |
| Kaynaklar | |
|---|---|
| Ders Notu | 1. Cahit Baltacı (2013). İslam Paleografyası, İstanbul: Enderun Kitabevi. |
| Ders Kaynakları | 1. H. İbrahim ŞENER-Alim YILDIZ, Türk-İslâm Edebiyatı, Rağbet Yayınları, İstanbul, 2003. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Recognizes the informations related to religious and moral and uses these informations in Primary Education Religious and Ethics Education. | X | |||||
| 2 | Defines, models and solves the problems of education in the field of Primary Education Religious and Ethics Education. | X | |||||
| 3 | Solves and desings a proces according to a defined target in the field of Primary Education Religious and Ethics Education in educations field definition towards one aim one duration analysis and designing ability | X | |||||
| 4 | Data solutions and implements a special teaching methods in the field of Primary Education Religious and Ethics Education, wins the sociological and psychological perspecti and reviews of social events. | X | |||||
| 5 | Uses the necessary contemporary techniques and calculation tools for education practice. | X | |||||
| 6 | Makes the teamwork in disciplinary and interdisciplinary in education practices. | X | |||||
| 7 | Behaves independently, uses the initiative and creative exhibits behavior in education practices. | X | |||||
| 8 | Gains in life-long learning behavior. | X | |||||
| 9 | Gains in oral and written communication skills. | X | |||||
| 10 | Gains understanding of professional and ethical responsibility. | X | |||||
| 11 | Identifies national and international contemporary issues and indicates sensitive behavior to these issues. | ||||||
| 12 | Defines the subjects of quality and uses these subjects related to the field | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 15 |
| 1. Ödev | 10 |
| 2. Kısa Sınav | 15 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 1 | 16 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 2 | 2 | 4 |
| Assignment | 1 | 6 | 6 |
| Performance Task (Laboratory) | 1 | 8 | 8 |
| Final examination | 1 | 6 | 6 |
| Toplam İş Yükü | 61 | ||
| Toplam İş Yükü / 25 (Saat) | 2,44 | ||
| Dersin AKTS Kredisi | 4 | ||