| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Chıldren’S Lıterature | SNE 205 | 3 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Öğr.Gör.Dr. AYSEL FERAH ÖZCAN |
| Dersi Verenler | Öğr.Gör.Dr. AYSEL FERAH ÖZCAN, |
| Dersin Yardımcıları | Res. Assist. Ebru UZUNKOL |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | Teacher candidate has knowledge about development of children’s literature in Turkey and in the world. He has knowledge about well-qualified books and investigates qualifications of childreen books. |
| Dersin İçeriği | Investigation for qualifications of childreen literature. Identify contribution of the books that are investigated and read by teacher candidates, to children development and suitability of their age. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Has knowledge about well-qualified books | Lecture, Question-Answer, | Testing, Homework, |
| 2 | Choice suitable literature | Drilland Practice, Lecture, | Testing, Homework, |
| 3 | Create child stories suitable for their age. | Drilland Practice, Lecture, | Homework, Testing, |
| 4 | Debate benefits of qualified children´s literature products for children development. | Question-Answer, Lecture, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | The development of children’s literature in Turkey and in the world. | |
| 2 | Importance of facing well qualified books in childhood. | |
| 3 | Importance of giving reading habit. | |
| 4 | By using samples investigation of characteristics of well qualified books in children’s literature (design, content and educational) | |
| 5 | Showing examples of non-qualified books and discussing bad impact of them on children. | |
| 6 | Identification of suitiability of books that are read by children to children’s age and steps of their development. | |
| 7 | The characteristics and examples of child poems, nursery rhyme, puzzle and pattern. | |
| 8 | Investigation of writen child literatures.Child stories, novels and narrativies’s account for child development and patterns. | |
| 9 | Midterm exam | |
| 10 | Characteristics and patterns of fablies. | |
| 11 | Characteristics and examples of epic, memory, life history, travel literature. | |
| 12 | Practicies for techniques of story telling. | |
| 13 | Practicies for techniques of story telling. | |
| 14 | Practicies for techniques of story telling. |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Classroom teachers graduated this program have information and high-level skills about liberal education and fundamental sciences, schoolbook involving actual information, materials and other academic resources. Classroom teachers graduated this program use his/her information and skills. | X | |||||
| 2 | Classroom teachers graduated this program analyze and evaluate concepts, ideas and data about sciences and social sciences by using scientific methods, analyze complex problems and issues, overture about scientific evidence and findings. | X | |||||
| 3 | Classroom teachers graduated this program can characterize and crack problems of education. | X | |||||
| 4 | Classroom teachers graduated this program have skills of learning to learn, self-collocation, critical thinking, creative thinking and can free study in his/her field. | X | |||||
| 5 | Classroom teachers graduated this program know students’ demands, students’ families and student’ atmosphere ; plan, apply and manage learning-teaching process proper to these characteristics, provide students’ active participation to learning process. | X | |||||
| 6 | Classroom teachers graduated this program take responsibilities when he /she encounter with problematic and try to crack. | X | |||||
| 7 | Classroom teachers graduated this program educate students by considering educational problems effect to health, security and environment issues. | ||||||
| 8 | Classroom teachers graduated this program have a foreign language sufficiently. | X | |||||
| 9 | Classroom teachers graduated this program have abilities of verbal and written communication. | X | |||||
| 10 | Classroom teachers graduated this program have professional and ethical responsibility. | X | |||||
| 11 | Classroom teachers graduated this program have ability of making teamwork of interior the discipline and inter the disciplines in the educational applications. | X | |||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 2. Kısa Sınav | 10 |
| 3. Kısa Sınav | 10 |
| 4. Ödev | 40 |
| 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 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 5 | 10 |
| Assignment | 8 | 3 | 24 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 102 | ||
| Toplam İş Yükü / 25 (Saat) | 4,08 | ||
| Dersin AKTS Kredisi | 4 | ||