{"id":2669,"date":"2025-06-17T15:25:45","date_gmt":"2025-06-17T12:25:45","guid":{"rendered":"https:\/\/tarihkursu.com\/?p=2669"},"modified":"2025-06-17T15:25:51","modified_gmt":"2025-06-17T12:25:51","slug":"sene-sonu-tarih-ilce-zumresi","status":"publish","type":"post","link":"https:\/\/tarihkursu.com\/index.php\/2025\/06\/17\/sene-sonu-tarih-ilce-zumresi\/","title":{"rendered":"2024-2025 E\u011fitim \u00d6\u011fretim Y\u0131l\u0131 Sene Sonu \u0130l\u00e7e Tarih Z\u00fcmresi Tutanaklar\u0131"},"content":{"rendered":"\n

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2024-2025 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n sonunun gelmesiyle birlikte,\u00a0tarih il\u00e7e z\u00fcmresi\u00a0<\/strong>olarak bir araya geldik ve e\u011fitim s\u00fcre\u00e7lerimizi daha verimli hale getirmek i\u00e7in \u00f6nemli kararlar ald\u0131k. Bu yaz\u0131m\u0131zdaki,\u00a0y\u0131l sonu tarih il\u00e7e z\u00fcmre toplant\u0131 tutanaklar\u0131n\u0131\u00a0<\/strong>detayl\u0131 olarak inceleyebilir ve al\u0131nan kararlar hakk\u0131nda bilgi sahibi olabilirsiniz.\u00a0\u0130l\u00e7e tarih z\u00fcmre toplant\u0131m\u0131z<\/strong>, tarih il\u00e7e z\u00fcmresi 2025 hedeflerimize ula\u015fmak i\u00e7in \u00f6nemli bir ad\u0131m olmu\u015ftur. Tarih il\u00e7e z\u00fcmre toplant\u0131 tutana\u011f\u0131m\u0131z, Mill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n\u00a0g\u00fcncel e\u011fitim kurumlar\u0131 ve z\u00fcmre y\u00f6nergeleri<\/strong>\u00a0do\u011frultusunda haz\u0131rland\u0131. Tarih il\u00e7e z\u00fcmresi tutana\u011f\u0131m\u0131z yeni maarif model<\/strong> ile uyumludur. \u00a02024- 2025 Sene sonu tarih il\u00e7e z\u00fcmresi<\/strong>\u00a0olarak, ald\u0131\u011f\u0131m\u0131z kararlar\u0131n \u00f6\u011frencilerimizin geli\u015fimine katk\u0131 sa\u011flamas\u0131n\u0131 umuyoruz.\u00a0Tarih il\u00e7e z\u00fcmre toplant\u0131 tutana\u011f\u0131m\u0131z\u0131\u00a0<\/strong>sizlerde d\u00fczenleyerek kullanabilirsiniz. Tarih il\u00e7e z\u00fcmre toplant\u0131 tutanaklar\u0131 <\/strong>ile ilgili daha fazla bilgi i\u00e7in web sitemizi takipte kal\u0131n.<\/p>\n\n\n\n

Y\u0131l Sonu Tarih \u0130l\u00e7e Z\u00fcmre Toplant\u0131 Tutana\u011f\u0131n\u0131 word olarak \u0130ndir<\/h2>\n\n\n\n

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2024-2025 SENE SONU \u0130L\u00c7E Z\u00dcMRE TOPLANTI TUTANA\u011eI (MAAR\u0130F MODEL)<\/strong><\/a>\u0130ndir<\/a><\/div>\n\n\n\n

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2024-2025 E\u011e\u0130T\u0130M \u00d6\u011eRET\u0130M YILI<\/strong><\/p>\n\n\n\n

TOKAT \u0130L\u0130 TURHAL \u0130L\u00c7ES\u0130 TAR\u0130H DERSLER\u0130 SENE SONU Z\u00dcMRE \u00d6\u011eRETMENLER\u0130 TOPLANTI TUTANA\u011eI<\/strong><\/p>\n\n\n\n

TOPLANTI NO:<\/strong>              <\/p>\n\n\n\n

TAR\u0130H:<\/strong><\/p>\n\n\n\n

SAAT:<\/strong><\/p>\n\n\n\n

YER:<\/strong> <\/p>\n\n\n\n

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G\u00dcNDEM MADDELER\u0130<\/strong><\/p>\n\n\n\n

    \n
  1. A\u00e7\u0131l\u0131\u015f yoklama, yeni z\u00fcmre ba\u015fkan\u0131 ile yedek ba\u015fkan\u0131n belirlenmesi.<\/li>\n\n\n\n
  2. Bir \u00f6nceki toplant\u0131da al\u0131nan kararlar.<\/li>\n\n\n\n
  3. Planlamalar\u0131n; e\u011fitim ve \u00f6\u011fretimle ilgili mevzuat, okulun kurulu\u015f amac\u0131 ve ilgili alan\u0131n \u00f6\u011fretim program\u0131na uygun yap\u0131lmas\u0131.<\/li>\n\n\n\n
  4. Atat\u00fcrk\u00e7\u00fcl\u00fckle ilgili konular\u0131n \u00fczerinde durularak \u00e7al\u0131\u015fmalar\u0131n buna g\u00f6re planlanmas\u0131 ile \u00f6\u011fretim programlar\u0131n\u0131n incelenmesi, programlar\u0131n \u00e7evre \u00f6zellikleri de dikkate al\u0131narak amac\u0131na ve i\u00e7eri\u011fine uygun olarak uygulanmas\u0131, y\u0131ll\u0131k plan ve ders planlar\u0131n\u0131n haz\u0131rlanmas\u0131 ve uygulanmas\u0131nda konu ve kazan\u0131m a\u011f\u0131rl\u0131klar\u0131n\u0131n dikkate al\u0131nmas\u0131.<\/li>\n\n\n\n
  5. Derslerin i\u015fleni\u015finde uygulanacak \u00f6\u011fretim y\u00f6ntem ve tekniklerinin belirlenmesi \u00f6\u011fretim programlar\u0131nda yer alan okul temelli faaliyetlere y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131.<\/li>\n\n\n\n
  6. \u00d6zel e\u011fitim ihtiyac\u0131 olan \u00f6\u011frenciler i\u00e7in bireyselle\u015ftirilmi\u015f e\u011fitim programlar\u0131 (BEP) ile ders planlar\u0131n\u0131n g\u00f6r\u00fc\u015f\u00fclmesi, farkl\u0131la\u015ft\u0131r\u0131lm\u0131\u015f uygulamalar kapsam\u0131nda e\u011fitim faaliyetlerinin zenginle\u015ftirilmi\u015f \u00f6\u011frenme ve destekleme yakla\u015f\u0131m\u0131n\u0131 kullanarak y\u00fcr\u00fct\u00fclmesi.<\/li>\n\n\n\n
  7. Z\u00fcmre \u00f6\u011fretmenleri aras\u0131nda, ittifakla al\u0131nacak z\u00fcmre karar\u0131na ba\u011fl\u0131 olarak her e\u011fitim ve \u00f6\u011fretim y\u0131l\u0131nda en az bir kez ders ziyareti yap\u0131lmas\u0131, dersin i\u015fleni\u015fine y\u00f6nelik geri d\u00f6n\u00fctlerin de\u011ferlendirilmesi ile di\u011fer z\u00fcmre ve alan \u00f6\u011fretmenleriyle yap\u0131labilecek i\u015fbirli\u011fi ve esaslar\u0131n\u0131n belirlenmesi.<\/li>\n\n\n\n
  8. \u00d6\u011fretim alan\u0131 ile ilgili akademik ve bilimsel \u00e7al\u0131\u015fmalar\u0131n izlenmesi, teknolojik geli\u015fmelerin takip edilmesi, m\u00fczakere edilmesi, uygulamalara yans\u0131t\u0131lmas\u0131.<\/li>\n\n\n\n
  9. \u00d6\u011frencilerde giri\u015fimcilik bilincinin kazand\u0131r\u0131lmas\u0131na y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n yap\u0131lmas\u0131, \u00f6\u011frencilerin ara\u015ft\u0131rma, geli\u015ftirme ve tasar\u0131m konular\u0131nda bilgi ve becerilerinin geli\u015ftirilmesini.<\/li>\n\n\n\n
  10. Derslerin daha verimli i\u015flenebilmesi i\u00e7in ihtiya\u00e7 duyulan ara\u00e7-gere\u00e7 ve benzeri \u00f6\u011fretim materyallerinin belirlenmesi, derslerin \u00f6\u011fretim program\u0131 ve ama\u00e7lar\u0131na g\u00f6re laboratuvar, k\u00fct\u00fcphane, spor salonu, at\u00f6lye ve benzeri e\u011fitim ortamlar\u0131n\u0131n etkin kullan\u0131m\u0131na y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131.<\/li>\n\n\n\n
  11. Okul ve \u00e7evre imk\u00e2nlar\u0131n\u0131n de\u011ferlendirilerek, yap\u0131lacak deney, proje, anket, ara\u015ft\u0131rma, gezi ve g\u00f6zlemlerin planlanmas\u0131, derslerin konu ve kazan\u0131m uygunlu\u011funa g\u00f6re okul d\u0131\u015f\u0131 \u00f6\u011frenme ortamlar\u0131n\u0131n kullan\u0131lmas\u0131na y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131.<\/li>\n\n\n\n
  12. Ortak yaz\u0131l\u0131 ve uygulamal\u0131 s\u0131navlar sonras\u0131 ile d\u00f6nem sonunda \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131n \u00f6l\u00e7\u00fclmesi ve de\u011ferlendirilmesi, s\u0131nav analizlerinin yap\u0131larak konu ve kazan\u0131m eksikli\u011fi tespit edilen \u00f6\u011frenciler i\u00e7in eylem planlar\u0131n\u0131n haz\u0131rlan\u0131p uygulanmas\u0131, gerekli izleme faaliyetlerinin ger\u00e7ekle\u015ftirilmesi.<\/li>\n\n\n\n
  13. \u00dclke, il ve il\u00e7e geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131navlar d\u0131\u015f\u0131nda okul geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131navlar\u0131n ve mazeret s\u0131navlar\u0131 sorular\u0131n\u0131n konu soru da\u011f\u0131l\u0131m tablosuna uygun olarak dereceli puanlama anahtar\u0131, dereceleme \u00f6l\u00e7e\u011fi\/kontrol listeleri ile birlikte haz\u0131rlanmas\u0131 ve beceri s\u0131navlar\u0131n\u0131n planlanmas\u0131.<\/li>\n\n\n\n
  14. Ulusal ve uluslararas\u0131 d\u00fczeyde kat\u0131l\u0131m sa\u011flanan \u00e7e\u015fitli s\u0131nav ve yar\u0131\u015fmalarda elde edilen sonu\u00e7lara ili\u015fkin ilgili beceri ve bilgilerin kendi dersleri ile ilgisini kurarak, \u00f6\u011frenciler i\u00e7in gerekli tedbirlerin al\u0131nmas\u0131, kat\u0131l\u0131m sa\u011flanmamas\u0131 durumunda ise s\u00f6z konusu s\u0131nav ve yar\u0131\u015fmalara ili\u015fkin raporlar\u0131n incelenmesi, sonu\u00e7lara y\u00f6nelik tespitlerin de\u011ferlendirilmesi, okulun mevcut verileri ile k\u0131yaslan\u0131p z\u00fcmre olarak gerekli eylem plan\u0131n\u0131n haz\u0131rlan\u0131p uygulanmas\u0131.<\/li>\n\n\n\n
  15. G\u00f6rsel sanatlar, m\u00fczik, beden e\u011fitimi dersleriyle uygulamal\u0131 nitelikteki di\u011fer derslerin de\u011ferlendirilmesinde dikkate al\u0131nacak hususlar\u0131n tespit edilmesi; s\u0131navlar\u0131n \u015fekil, say\u0131 ve s\u00fcresiyle \u00fcr\u00fcn de\u011ferlendirme \u00f6l\u00e7eklerin belirlenmesi.<\/li>\n\n\n\n
  16. \u00d6\u011fretim programlar\u0131, okul ve \u00e7evre \u015fartlar\u0131 dikkate al\u0131narak e\u011fitim kurumlar\u0131n\u0131n kademe ve t\u00fcr\u00fcne g\u00f6re proje konular\u0131 ile performans \u00e7al\u0131\u015fmalar\u0131n\u0131n belirlenmesi, planlanmas\u0131 ve bunlar\u0131n \u00f6l\u00e7me ve de\u011ferlendirilmesine y\u00f6nelik \u00f6l\u00e7eklerin haz\u0131rlanmas\u0131.<\/li>\n\n\n\n
  17. \u0130\u015f sa\u011fl\u0131\u011f\u0131 ve g\u00fcvenli\u011fi tedbirlerinin de\u011ferlendirilmesi.<\/li>\n\n\n\n
  18. \u00dclke ve il geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131navlar d\u0131\u015f\u0131nda il\u00e7e geneli yap\u0131lacak ve s\u0131n\u0131f\/alan \u00f6\u011fretmenlerince uygulanacak ortak yaz\u0131l\u0131 s\u0131navlar\u0131n de\u011ferlendirme i\u015flemlerinin yap\u0131lmas\u0131.<\/li>\n\n\n\n
  19. Soru ve cevap anahtarlar\u0131 \u00f6l\u00e7me de\u011ferlendirme merkezi m\u00fcd\u00fcrl\u00fcklerince haz\u0131rlanan \u00fclke ve il geneli yap\u0131lacak mazeret s\u0131navlar\u0131n\u0131n uygulanmas\u0131.<\/li>\n\n\n\n
  20. Okul geneli yap\u0131lan ortak yaz\u0131l\u0131 s\u0131navlar\u0131n mazeret s\u0131navlar\u0131na ait sorular\u0131n ve cevap anahtar\u0131n\u0131n haz\u0131rlanmas\u0131, s\u0131nav\u0131n uygulanmas\u0131 ve de\u011ferlendirilmesi i\u015flemlerinin yap\u0131lmas\u0131.<\/li>\n\n\n\n
  21. \u00d6\u011frencilerin, karar verme, problem \u00e7\u00f6zme ve ele\u015ftirel d\u00fc\u015f\u00fcnmeden olu\u015fan \u00fcst d\u00fczey d\u00fc\u015f\u00fcnme becerileri ile birlikte sosyal ve duygusal becerilerini hayata ge\u00e7irmelerine y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131.<\/li>\n\n\n\n
  22. Mill\u00ee, manevi ve ahlaki de\u011ferlerin, \u00f6rt\u00fck \u00f6\u011frenme yoluyla e\u011fitim ve \u00f6\u011fretim s\u00fcre\u00e7lerinde etkin bir \u015fekilde y\u00fcr\u00fct\u00fclmesine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n planlanmas\u0131, bu do\u011frultuda gerekli \u00f6\u011frenme ortamlar\u0131n\u0131n olu\u015fturulmas\u0131.<\/li>\n\n\n\n
  23. \u00d6nleme, m\u00fcdahale ve y\u00f6nlendirme komisyonunda y\u00fcr\u00fct\u00fclecek \u00e7al\u0131\u015fmalar\u0131n planlanmas\u0131.<\/li>\n\n\n\n
  24. E\u011fitim ve \u00f6\u011fretim s\u00fcre\u00e7lerinin disiplinler aras\u0131 bir yakla\u015f\u0131mla ele al\u0131narak, \u00f6\u011frenme alan\u0131, konu, kazan\u0131m ve \u00f6\u011frenme hedeflerinin bu yakla\u015f\u0131mla belirlenmesi, yap\u0131lacak ortak \u00e7al\u0131\u015fmalar\u0131n takvime ba\u011flanarak uygulanmas\u0131.<\/li>\n\n\n\n
  25. \u00d6\u011frencilerin, \u00e7oklu okuryazarl\u0131k becerilerinin geli\u015ftirilmesine y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131, bedensel, zihinsel, duygusal, sosyal ve ahlaki bak\u0131mdan geli\u015fimine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n y\u00fcr\u00fct\u00fclmesi.<\/li>\n\n\n\n
  26. Sosyal sorumluluk program\u0131 kapsam\u0131nda ders baz\u0131nda y\u00fcr\u00fct\u00fclebilecek faaliyetlerin planlanmas\u0131.<\/li>\n\n\n\n
  27. E\u011fitim ve \u00f6\u011fretim y\u0131l\u0131 i\u00e7erisinde okul i\u00e7i veya okul d\u0131\u015f\u0131 e\u011fitim ortamlar\u0131nda y\u00fcr\u00fctecekleri faaliyetlerde ihtiya\u00e7 duyaca\u011f\u0131 ara\u00e7, gere\u00e7, mali kaynak gibi hususlar\u0131n belirlenmesi.<\/li>\n\n\n\n
  28. Maarif Modelin De\u011ferlendirilmesi<\/li>\n\n\n\n
  29. Kapan\u0131\u015f.<\/li>\n<\/ol>\n\n\n\n

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    G\u00dcNDEM MADDELER\u0130N\u0130N G\u00d6R\u00dc\u015e\u00dcLMES\u0130 VE ALINAN KARARLAR<\/strong><\/p>\n\n\n\n

    1. A\u00e7\u0131l\u0131\u015f, Yoklama ve Yeni Z\u00fcmre Ba\u015fkan\u0131 ile Yedek Ba\u015fkan\u0131n Belirlenmesi:<\/strong> Toplant\u0131, il\u00e7e z\u00fcmre ba\u015fkan\u0131 …………… taraf\u0131ndan a\u00e7\u0131ld\u0131. Yap\u0131lan yoklamada t\u00fcm tarih \u00f6\u011fretmenlerinin toplant\u0131da haz\u0131r bulundu\u011fu tespit edildi. Yukar\u0131daki g\u00fcndem maddeleri, Milli E\u011fitim Bakanl\u0131\u011f\u0131 Orta\u00f6\u011fretim Kurumlar\u0131 Y\u00f6netmeli\u011finin 36. maddesi do\u011frultusunda olu\u015fturularak g\u00f6r\u00fc\u015fmeye ba\u015fland\u0131. Yap\u0131lan oylama sonucu eyl\u00fcl ay\u0131ndan ge\u00e7erli olmak \u00fczere ………….. z\u00fcmre ba\u015fkan\u0131 olarak, …………….\u2019da yedek ba\u015fkan olarak belirlendi.<\/p>\n\n\n\n

    2. Bir \u00d6nceki Toplant\u0131da Al\u0131nan Kararlar\u0131n De\u011ferlendirilmesi:<\/strong> Y\u0131l boyu yap\u0131lan z\u00fcmre toplant\u0131lar\u0131nda al\u0131nan kararlar g\u00f6zden ge\u00e7irildi. ……………., \u00f6nceki kararlar\u0131n \u00e7o\u011funun uyguland\u0131\u011f\u0131n\u0131, ancak \u00f6zellikle 9. s\u0131n\u0131f etkinliklerinin y\u0131ll\u0131k plana g\u00f6re ders saatinin yetersizli\u011fi nedeniyle tam olarak yap\u0131lamad\u0131\u011f\u0131n\u0131 belirtti. ………….., bu t\u00fcr etkinliklerin yap\u0131lmas\u0131nda https:\/\/ogmmateryal.eba.gov.tr\/ sitesinde yer alan dijital kitaplar\u0131n yararl\u0131 olaca\u011f\u0131n\u0131 ifade etti. …………… de, etkinliklerin s\u00fcrelerinin fazla olmas\u0131 nedeniyle \u00f6dev verilmesinin \u00f6\u011frencide b\u0131kk\u0131nl\u0131k yaratt\u0131\u011f\u0131n\u0131 belirtildi. Ayr\u0131ca kalabal\u0131k s\u0131n\u0131flarda etkinliklerin yap\u0131lmas\u0131n\u0131n olduk\u00e7a g\u00fc\u00e7 oldu\u011fu, etkinlik say\u0131s\u0131n\u0131n fazla olmas\u0131n\u0131n \u00f6\u011frenciler i\u00e7in karma\u015f\u0131kl\u0131k yaratt\u0131\u011f\u0131 da ifade edildi.<\/p>\n\n\n\n

    3. Planlamalar\u0131n; e\u011fitim ve \u00f6\u011fretimle ilgili mevzuat, okulun kurulu\u015f amac\u0131 ve ilgili alan\u0131n \u00f6\u011fretim program\u0131na uygun yap\u0131lmas\u0131:<\/strong> ……………, 1. d\u00f6nemde MEB taraf\u0131ndan haz\u0131rlanan \u00e7er\u00e7eve programlara uygun olarak y\u0131ll\u0131k planlara genel olarak uyuldu\u011funu ifade etti. \u00d6\u011fretim programlar\u0131n\u0131n uygulanmas\u0131nda birlik sa\u011flamak amac\u0131yla z\u00fcmre \u00f6\u011fretmenleri aras\u0131nda i\u015f birli\u011finin devam etmesi gerekti\u011fi vurguland\u0131. T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli’nin temel yakla\u015f\u0131m\u0131n\u0131n, \u00fcretken ve aktif vatanda\u015flar olarak yurdumuzun iktisadi, sosyal ve k\u00fclt\u00fcrel kalk\u0131nmas\u0131na katk\u0131da bulunan, temel d\u00fczey beceri ve yetkinlikleri kazanm\u0131\u015f bireyler yeti\u015ftirmek oldu\u011fu belirtildi. Modelin b\u00fct\u00fcnc\u00fcl e\u011fitim yakla\u015f\u0131m\u0131 benimsenerek, \u00f6\u011frencilerin bedensel, zihinsel, duygusal, sosyal ve ahlaki bak\u0131mdan \u00e7ok y\u00f6nl\u00fc geli\u015fiminin desteklenmesinin \u00f6nemine dikkat \u00e7ekildi. \u00d6\u011fretim programlar\u0131nda yer alan k\u00f6k de\u011ferler (adalet, dostluk, d\u00fcr\u00fcstl\u00fck, \u00f6z denetim, sab\u0131r, sayg\u0131, sevgi, sorumluluk, vatanseverlik, yard\u0131mseverlik) derslerde hem kendi ba\u015flar\u0131na hem de ili\u015fkili alt de\u011ferlerle birlikte ele al\u0131narak hayat bulacakt\u0131r. \u00d6\u011fretim programlar\u0131nda belirlenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na (kazan\u0131mlara) ula\u015fmak i\u00e7in t\u00fcm \u00f6\u011fretmenlerin titizlikle \u00e7al\u0131\u015fmas\u0131 gerekti\u011fi vurguland\u0131.<\/p>\n\n\n\n

    4. Atat\u00fcrk\u00e7\u00fcl\u00fckle ilgili konular\u0131n \u00fczerinde durularak \u00e7al\u0131\u015fmalar\u0131n buna g\u00f6re planlanmas\u0131 ile \u00f6\u011fretim programlar\u0131n\u0131n incelenmesi, programlar\u0131n \u00e7evre \u00f6zellikleri de dikkate al\u0131narak amac\u0131na ve i\u00e7eri\u011fine uygun olarak uygulanmas\u0131, y\u0131ll\u0131k plan ve ders planlar\u0131n\u0131n haz\u0131rlanmas\u0131 ve uygulanmas\u0131nda konu ve kazan\u0131m a\u011f\u0131rl\u0131klar\u0131n\u0131n dikkate al\u0131nmas\u0131:<\/strong> ………….., 1. d\u00f6nemde Atat\u00fcrk\u00e7\u00fcl\u00fckle ilgili konular\u0131n (2104 ve 2488 say\u0131l\u0131 Tebli\u011fler Dergilerinde yer alan) \u00fczerinde durularak \u00e7al\u0131\u015fmalar\u0131n buna g\u00f6re planland\u0131\u011f\u0131n\u0131 belirtti. T\u00fcrk Milli E\u011fitiminin temel ama\u00e7lar\u0131n\u0131n, \u00f6\u011frencileri Atat\u00fcrk \u0130lke ve \u0130nk\u0131laplar\u0131 do\u011frultusunda bedenen ve ruhen sa\u011fl\u0131kl\u0131, \u00f6zg\u00fcr ve bilimsel d\u00fc\u015f\u00fcnen, insan haklar\u0131na sayg\u0131l\u0131 ve T.C. kar\u015f\u0131 sorumluluklar\u0131n\u0131 bilen vatanda\u015flar olarak yeti\u015ftirmek oldu\u011fu ifade edildi. Tarih derslerinin bu ama\u00e7 do\u011frultusunda okutuldu\u011fu belirtildi. Ayr\u0131ca, T\u00fcrk \u0130nk\u0131l\u00e2b\u0131’n\u0131n tarihi anlam ve \u00f6neminin kavrat\u0131lmas\u0131, Atat\u00fcrk’\u00fcn liderli\u011finin tan\u0131t\u0131lmas\u0131, Kurtulu\u015f Sava\u015f\u0131’n\u0131n \u00f6nemi ve T\u00fcrkiye Cumhuriyeti’nin temelinin Atat\u00fcrk ilkeleri oldu\u011fu bilincinin olu\u015fturulmas\u0131 gerekti\u011fi vurguland\u0131.<\/p>\n\n\n\n

    5. Derslerin i\u015fleni\u015finde uygulanacak \u00f6\u011fretim y\u00f6ntem ve tekniklerinin belirlenmesi \u00f6\u011fretim programlar\u0131nda yer alan okul temelli faaliyetlere y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131:<\/strong> \u00d6\u011fretim programlar\u0131nda yer alan okul temelli faaliyetlere y\u00f6nelik planlamalar\u0131n y\u0131l boyu uyguland\u0131\u011f\u0131 belirtildi. Okul temelli planlama kapsam\u0131nda etkinliklerde \u00f6\u011frenci kat\u0131l\u0131m\u0131n\u0131 destekleyici, yaparak ve ya\u015fayarak \u00f6\u011frenmeye imk\u00e2n tan\u0131yan \u00e7al\u0131\u015fmalar\u0131n yap\u0131ld\u0131\u011f\u0131 belirtildi. \u00d6\u011frencilerin aktif kat\u0131l\u0131m\u0131n\u0131 sa\u011flamak amac\u0131yla y\u0131l boyu a\u015fa\u011f\u0131daki \u00f6\u011fretim y\u00f6ntem ve tekniklerinin kullan\u0131ld\u0131\u011f\u0131 belirtildi:<\/p>\n\n\n\n

    Anlat\u0131m, soru-cevap, tart\u0131\u015fma, \u00f6zetleme, basitten karma\u015f\u0131\u011fa, kolaydan zora, yak\u0131ndan uza\u011fa, bilinenden bilinmeyene, \u00f6zelden genele, genelden \u00f6zele, somuttan soyuta.<\/p>\n\n\n\n

    Ayr\u0131ca dijital \u00f6yk\u00fcleme, karma \u00f6\u011fretim gibi teknoloji temelli yakla\u015f\u0131mlar\u0131n yan\u0131 s\u0131ra MEB\u0130, EBA, OGM Materyal, \u00d6DS ve ak\u0131ll\u0131 tahta gibi dijital ortamlar\u0131n etkin bir \u015fekilde kullan\u0131ld\u0131\u011f\u0131 ve kullan\u0131laca\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    ……………., teknolojik altyap\u0131 eksiklikleri ve karekod gibi uygulamalar\u0131n teknik sorunlar\u0131 nedeniyle derslerin ak\u0131c\u0131l\u0131\u011f\u0131n\u0131n zorla\u015ft\u0131\u011f\u0131 ve \u00f6\u011fretmenlere esneklik sa\u011flanmas\u0131 gerekti\u011fini belirtti.<\/p>\n\n\n\n

    6. \u00d6zel e\u011fitim ihtiyac\u0131 olan \u00f6\u011frenciler i\u00e7in bireyselle\u015ftirilmi\u015f e\u011fitim programlar\u0131 (BEP) ile ders planlar\u0131n\u0131n g\u00f6r\u00fc\u015f\u00fclmesi, farkl\u0131la\u015ft\u0131r\u0131lm\u0131\u015f uygulamalar kapsam\u0131nda e\u011fitim faaliyetlerinin zenginle\u015ftirilmi\u015f \u00f6\u011frenme ve destekleme yakla\u015f\u0131m\u0131n\u0131 kullanarak y\u00fcr\u00fct\u00fclmesi:<\/strong> ……………., y\u0131l boyu \u00f6zel e\u011fitim ihtiyac\u0131 olan \u00f6\u011frenciler i\u00e7in Bireyselle\u015ftirilmi\u015f E\u011fitim Programlar\u0131 (BEP) dikkate al\u0131narak derslerin i\u015flendi\u011fini belirtti. \u00d6\u011frenci seviyesine uygun BEP planlar\u0131n\u0131n haz\u0131rland\u0131\u011f\u0131 ve derslerin \u00f6\u011frenci seviyesine uygun i\u015flendi\u011fi ifade edildi. ……………, y\u0131l boyu bireyselle\u015ftirilmi\u015f e\u011fitim program\u0131 kapsam\u0131ndaki \u00f6\u011frencilere ayr\u0131 s\u0131navlar\u0131n uyguland\u0131\u011f\u0131n\u0131 belirtti. T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli’nin farkl\u0131la\u015ft\u0131r\u0131lm\u0131\u015f \u00f6\u011fretim yakla\u015f\u0131m\u0131n\u0131 benimsedi\u011fi ve zenginle\u015ftirme ile destekleme uygulamalar\u0131yla \u00f6\u011frencilerin bireysel farkl\u0131l\u0131klar\u0131n\u0131 dikkate ald\u0131\u011f\u0131 vurguland\u0131.<\/p>\n\n\n\n

    7. Z\u00fcmre \u00f6\u011fretmenleri aras\u0131nda, ittifakla al\u0131nacak z\u00fcmre karar\u0131na ba\u011fl\u0131 olarak her e\u011fitim ve \u00f6\u011fretim y\u0131l\u0131nda en az bir kez ders ziyareti yap\u0131lmas\u0131, dersin i\u015fleni\u015fine y\u00f6nelik geri d\u00f6n\u00fctlerin de\u011ferlendirilmesi ile di\u011fer z\u00fcmre ve alan \u00f6\u011fretmenleriyle yap\u0131labilecek i\u015fbirli\u011fi ve esaslar\u0131n\u0131n belirlenmesi:<\/strong> Ders ziyaretlerinin, \u00f6\u011fretmenlerin fark\u0131na varmad\u0131\u011f\u0131 eksiklikleri giderme a\u00e7\u0131s\u0131ndan faydal\u0131 olaca\u011f\u0131 belirtildi. Tarih derslerinin do\u011fas\u0131 gere\u011fi di\u011fer z\u00fcmre \u00f6\u011fretmenleriyle (Edebiyat, Felsefe, Din K\u00fclt\u00fcr\u00fc ve Ahlak Bilgisi, Co\u011frafya) i\u015f birli\u011fi yap\u0131ld\u0131\u011f\u0131 ve bu i\u015f birli\u011finin devam edece\u011fi ifade edildi. \u00d6zellikle Co\u011frafya \u00f6\u011fretmenleri ile tarihi olaylar\u0131n ge\u00e7ti\u011fi mekanlar konusunda, T\u00fcrk Edebiyat\u0131, Din K\u00fclt\u00fcr\u00fc ve Ahlak Bilgisi, Felsefe \u00f6\u011fretmenleri ile k\u00fclt\u00fcr ve medeniyet konular\u0131 i\u015flenirken i\u015fbirli\u011fi yap\u0131lm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

    8. \u00d6\u011fretim alan\u0131 ile ilgili akademik ve bilimsel \u00e7al\u0131\u015fmalar\u0131n izlenmesi, teknolojik geli\u015fmelerin takip edilmesi, m\u00fczakere edilmesi, uygulamalara yans\u0131t\u0131lmas\u0131:<\/strong> Akademik ve bilimsel \u00e7al\u0131\u015fmalar\u0131n takip edilmesi ve teknolojik geli\u015fmelerin (\u00f6rne\u011fin Wordwall, Canva, Kahoot gibi uygulamalar) derslere yans\u0131t\u0131lmas\u0131 gerekti\u011fi belirtildi. MEB\u0130, \u00d6BA, OGM Materyal, \u00d6DS ve EBA gibi platformlar\u0131n s\u00fcrekli takip edildi\u011fi ve etkin bir \u015fekilde kullan\u0131ld\u0131\u011f\u0131 vurguland\u0131. Derslerde etkile\u015fimli tahtadan azami \u00f6l\u00e7\u00fcde faydalan\u0131ld\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    9. \u00d6\u011frencilerde giri\u015fimcilik bilincinin kazand\u0131r\u0131lmas\u0131na y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n yap\u0131lmas\u0131, \u00f6\u011frencilerin ara\u015ft\u0131rma, geli\u015ftirme ve tasar\u0131m konular\u0131nda bilgi ve becerilerinin geli\u015ftirilmesini:<\/strong> \u00d6\u011frencilerin giri\u015fimci bir ruha sahip olmalar\u0131 i\u00e7in derslere kat\u0131l\u0131mlar\u0131n\u0131n te\u015fvik edildi\u011fi, \u00e7ekingenliklerini atmalar\u0131 i\u00e7in \u00e7aba g\u00f6sterildi\u011fi ve s\u0131n\u0131fta rahat bir ortam olu\u015fturuldu\u011fu belirtildi. \u00d6\u011frencilerin ele\u015ftirel, analitik, \u00f6zg\u00fcn ve yenilik\u00e7i d\u00fc\u015f\u00fcnen, sorgulayan, yorum yapan gibi \u00fcst d\u00fczey bili\u015fsel becerilere sahip olmalar\u0131 gerekti\u011fi ve bu becerilerin geli\u015ftirilmesi i\u00e7in daha fazla etkinlik temelli g\u00f6revlerin verilmesi gerekti\u011fi belirtildi.<\/p>\n\n\n\n

    10. Derslerin daha verimli i\u015flenebilmesi i\u00e7in ihtiya\u00e7 duyulan ara\u00e7-gere\u00e7 ve benzeri \u00f6\u011fretim materyallerinin belirlenmesi, derslerin \u00f6\u011fretim program\u0131 ve ama\u00e7lar\u0131na g\u00f6re laboratuvar, k\u00fct\u00fcphane, spor salonu, at\u00f6lye ve benzeri e\u011fitim ortamlar\u0131n\u0131n etkin kullan\u0131m\u0131na y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131:<\/strong> Derslerde harita, yard\u0131mc\u0131 kaynaklar, tahta ve atlaslar\u0131n en etkili \u015fekilde kullan\u0131ld\u0131\u011f\u0131 belirtildi. Ayr\u0131ca Canva, Wordwall, Kahoot gibi teknolojik uygulamalar\u0131n, ders kitaplar\u0131n\u0131n, etkile\u015fimli tahtan\u0131n, EBA, OGM Materyal, Z Kitap ve Yapay Zeka gibi materyallerin kullan\u0131ld\u0131\u011f\u0131 belirtildi. Tarih derslerinin \u00f6\u011fretim program\u0131 ve ama\u00e7lar\u0131na g\u00f6re k\u00fct\u00fcphane ve a\u00e7\u0131k alanda da i\u015flenebilece\u011fi ifade edildi. Okul imkanlar\u0131 ve \u00e7evre de\u011ferlendirilerek derslerin konu ve kazan\u0131m uygunlu\u011funa g\u00f6re okul d\u0131\u015f\u0131 \u00f6\u011frenme ortamlar\u0131n\u0131n kullan\u0131lmas\u0131na y\u00f6nelik planlamalar\u0131n ihtiya\u00e7 duyulmas\u0131 halinde yap\u0131lmas\u0131 kararla\u015ft\u0131r\u0131ld\u0131.<\/p>\n\n\n\n

    11. Okul ve \u00e7evre imk\u00e2nlar\u0131n\u0131n de\u011ferlendirilerek, yap\u0131lacak deney, proje, anket, ara\u015ft\u0131rma, gezi ve g\u00f6zlemlerin planlanmas\u0131, derslerin konu ve kazan\u0131m uygunlu\u011funa g\u00f6re okul d\u0131\u015f\u0131 \u00f6\u011frenme ortamlar\u0131n\u0131n kullan\u0131lmas\u0131na y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131:<\/strong><\/p>\n\n\n\n

    Bu d\u00f6nem gezi yap\u0131lmad\u0131\u011f\u0131 ancak gelecek e\u011fitim \u00f6\u011fretim y\u0131l\u0131nda gezilerin faydal\u0131 olaca\u011f\u0131 belirtildi. Proje konular\u0131 verilirken \u00f6\u011frencilerin ya\u015fad\u0131klar\u0131 \u00e7evredeki tarihi, k\u00fclt\u00fcrel ve do\u011fal kaynaklar\u0131n \u00f6dev olarak verildi\u011fi ifade edildi. Tarihi \u015fahsiyetlerin tan\u0131t\u0131m\u0131, belirli g\u00fcn ve haftalar panosunun haz\u0131rlanmas\u0131 gibi etkinlikler yap\u0131ld\u0131 Ayr\u0131ca okul b\u00fcnyesinde a\u00e7\u0131lan T\u00dcB\u0130TAK sergilerinde de tarih z\u00fcmresi olarak yer ald\u0131\u011f\u0131m\u0131z belirtildi.<\/p>\n\n\n\n

    12. Ortak yaz\u0131l\u0131 ve uygulamal\u0131 s\u0131navlar sonras\u0131 ile d\u00f6nem sonunda \u00f6\u011frenci ba\u015far\u0131s\u0131n\u0131n \u00f6l\u00e7\u00fclmesi ve de\u011ferlendirilmesi, s\u0131nav analizlerinin yap\u0131larak konu ve kazan\u0131m eksikli\u011fi tespit edilen \u00f6\u011frenciler i\u00e7in eylem planlar\u0131n\u0131n haz\u0131rlan\u0131p uygulanmas\u0131, gerekli izleme faaliyetlerinin ger\u00e7ekle\u015ftirilmesi:<\/strong> Sene sonu ba\u015far\u0131 ve ba\u015far\u0131s\u0131zl\u0131klar s\u0131n\u0131f ve \u015fubelere g\u00f6re de\u011ferlendirildi. Genel ba\u015far\u0131 durumunun sevindirici oldu\u011fu, ancak ba\u015far\u0131y\u0131 art\u0131rmak i\u00e7in yeni e\u011fitim \u00f6\u011fretim y\u0131l\u0131nda daha fazla \u00e7al\u0131\u015f\u0131lmas\u0131 gerekti\u011fi vurguland\u0131. Ba\u015far\u0131n\u0131n sa\u011flanmas\u0131nda verimli \u00e7al\u0131\u015fma y\u00f6nteminin \u00f6\u011fretilmesi, haritalar\u0131n kullan\u0131lmas\u0131, \u00f6\u011frencilerin derse haz\u0131rl\u0131kl\u0131 gelmesinin sa\u011flanmas\u0131, okul rehberlik servisi ve velilerle i\u015f birli\u011finin s\u00fcrekli sa\u011flanmas\u0131 gibi tedbirlerin etkili oldu\u011fu belirtildi. S\u0131nav analizlerinin yap\u0131l\u0131p s\u0131n\u0131flarda gerekli a\u00e7\u0131klamalar\u0131n yap\u0131ld\u0131\u011f\u0131 belirtildi. ………….., \u00f6\u011frenme kan\u0131tlar\u0131 olarak \u00f6\u011frenci portfolyolar\u0131, \u00f6devler, projeler, performans g\u00f6revleri, sunumlar, kontrol listeleri, s\u0131navlar, g\u00f6zlem ve g\u00f6r\u00fc\u015fme formlar\u0131, \u00f6z\/akran\/grup de\u011ferlendirmeleri gibi ara\u00e7lar\u0131n kullan\u0131ld\u0131\u011f\u0131n\u0131 belirtti. Kalabal\u0131k s\u0131n\u0131flarda \u00f6\u011frencilerin geli\u015fim takibinin zor olmas\u0131 nedeniyle grup de\u011ferlendirme ara\u00e7lar\u0131n\u0131n kullan\u0131ld\u0131\u011f\u0131 ve \u00f6\u011fretmenlere bu konuda daha fazla esneklik sa\u011flanmas\u0131 gerekti\u011fi vurguland\u0131.<\/p>\n\n\n\n

    13. \u00dclke, il ve il\u00e7e geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131navlar d\u0131\u015f\u0131nda okul geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131navlar\u0131n ve mazeret s\u0131navlar\u0131 sorular\u0131n\u0131n konu soru da\u011f\u0131l\u0131m tablosuna uygun olarak dereceli puanlama anahtar\u0131, dereceleme \u00f6l\u00e7e\u011fi\/kontrol listeleri ile birlikte haz\u0131rlanmas\u0131 ve beceri s\u0131navlar\u0131n\u0131n planlanmas\u0131:<\/strong> ……………, her ders i\u00e7in tek d\u00f6nemde 2 yaz\u0131l\u0131 ve 2 performans notu verildi\u011fini yaz\u0131l\u0131 s\u0131navlar\u0131n en az bir hafta \u00f6nceden duyuruldu\u011funu ifade etti. S\u0131navlar\u0131n klasik (a\u00e7\u0131k u\u00e7lu, k\u0131sa cevapl\u0131) yap\u0131ld\u0131\u011f\u0131 belirtildi. ……………., s\u0131navlarda bakanl\u0131k, il ve il\u00e7e senaryolar\u0131na, soru da\u011f\u0131l\u0131m tablolar\u0131na dikkat edildi\u011fini s\u00f6yledi. Performans \u00f6l\u00e7\u00fct\u00fcnde kitap, defter, \u00f6dev kontrol\u00fc ve derse kat\u0131l\u0131m\u0131n kullan\u0131ld\u0131\u011f\u0131 ve her d\u00f6nem i\u00e7in 2 performans notu verildi\u011fi belirtildi.<\/p>\n\n\n\n

    14. Ulusal ve uluslararas\u0131 d\u00fczeyde kat\u0131l\u0131m sa\u011flanan \u00e7e\u015fitli s\u0131nav ve yar\u0131\u015fmalarda elde edilen sonu\u00e7lara ili\u015fkin ilgili beceri ve bilgilerin kendi dersleri ile ilgisini kurarak, \u00f6\u011frenciler i\u00e7in gerekli tedbirlerin al\u0131nmas\u0131, kat\u0131l\u0131m sa\u011flanmamas\u0131 durumunda ise s\u00f6z konusu s\u0131nav ve yar\u0131\u015fmalara ili\u015fkin raporlar\u0131n incelenmesi, sonu\u00e7lara y\u00f6nelik tespitlerin de\u011ferlendirilmesi, okulun mevcut verileri ile k\u0131yaslan\u0131p z\u00fcmre olarak gerekli eylem plan\u0131n\u0131n haz\u0131rlan\u0131p uygulanmas\u0131: <\/strong>Bu sene okulumuz \u00f6\u011frencilerinin hi\u00e7bir yar\u0131\u015fmaya ve s\u0131nava kat\u0131lmad\u0131\u011f\u0131 belirtildi. ……………, okullarda d\u00fczenlenen T\u00dcB\u0130TAK sergisine tarih dersi \u00f6\u011fretmenleri olarak katk\u0131 sa\u011fland\u0131\u011f\u0131n\u0131 belirtti.<\/p>\n\n\n\n

    15. G\u00f6rsel sanatlar, m\u00fczik, beden e\u011fitimi dersleriyle uygulamal\u0131 nitelikteki di\u011fer derslerin de\u011ferlendirilmesinde dikkate al\u0131nacak hususlar\u0131n tespit edilmesi; s\u0131navlar\u0131n \u015fekil, say\u0131 ve s\u00fcresiyle \u00fcr\u00fcn de\u011ferlendirme \u00f6l\u00e7eklerin belirlenmesi:<\/strong> Tarih derslerinde uygulamal\u0131 s\u0131navlar\u0131n olmad\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    16. \u00d6\u011fretim programlar\u0131, okul ve \u00e7evre \u015fartlar\u0131 dikkate al\u0131narak e\u011fitim kurumlar\u0131n\u0131n kademe ve t\u00fcr\u00fcne g\u00f6re proje konular\u0131 ile performans \u00e7al\u0131\u015fmalar\u0131n\u0131n belirlenmesi, planlanmas\u0131 ve bunlar\u0131n \u00f6l\u00e7me ve de\u011ferlendirilmesine y\u00f6nelik \u00f6l\u00e7eklerin haz\u0131rlanmas\u0131:<\/strong><\/p>\n\n\n\n

    Proje ve performans \u00f6dev konular\u0131 belirlenirken \u00f6\u011frencilerin ihtiya\u00e7lar\u0131, yetenekleri, okul, aile ve \u00e7evre imkanlar\u0131 g\u00f6z \u00f6n\u00fcnde bulunduruldu. Proje ve performans \u00e7al\u0131\u015fmalar\u0131n\u0131n \u00f6l\u00e7me ve de\u011ferlendirilmesine y\u00f6nelik \u00f6l\u00e7ekler haz\u0131rland\u0131.<\/p>\n\n\n\n

    Proje ve performans \u00f6devlerinin; zaman\u0131nda getirmeye 10 puan, konu i\u00e7eri\u011fine 50 puan, tertip, d\u00fczen ve imla kurallar\u0131na uymaya 20 puan, kaynak ve dipnot kullan\u0131m\u0131na 20 puan olmak \u00fczere toplam 100 puan \u00fczerinden de\u011ferlendirildi\u011fi belirtildi. \u00d6\u011frencilerin proje \u00f6devlerinin en ge\u00e7 Nisan ay\u0131n\u0131n ikinci haftas\u0131na kadar teslim etmeleri s\u00f6ylenmi\u015fti. Genel olarak proje ve performans \u00f6devlerinin zaman\u0131nda yap\u0131ld\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    17. \u0130\u015f sa\u011fl\u0131\u011f\u0131 ve g\u00fcvenli\u011fi tedbirlerinin de\u011ferlendirilmesi:<\/strong> \u0130\u015f sa\u011fl\u0131\u011f\u0131 ve g\u00fcvenli\u011fi tedbirlerinin okul y\u00f6netimi taraf\u0131ndan al\u0131nd\u0131\u011f\u0131 belirtildi. \u00d6\u011frencilerin ve \u00f6\u011fretmenlerin bu konuda duyarl\u0131 oldu\u011fu vurguland\u0131. ………….., gerekli tedbirlerin al\u0131nmas\u0131nda tarih z\u00fcmresi olarak idareye yard\u0131mc\u0131 olundu\u011funu belirtti.<\/p>\n\n\n\n

    18. \u00dclke ve il geneli yap\u0131lacak ortak yaz\u0131l\u0131 s\u0131navlar d\u0131\u015f\u0131nda il\u00e7e geneli yap\u0131lacak ve s\u0131n\u0131f\/alan \u00f6\u011fretmenlerince uygulanacak ortak yaz\u0131l\u0131 s\u0131navlar\u0131n de\u011ferlendirme i\u015flemlerinin yap\u0131lmas\u0131:<\/strong> Tarih 9 ve Tarih 10 yaz\u0131l\u0131lar\u0131n\u0131n baz\u0131lar\u0131n\u0131n il geneli ortak yap\u0131ld\u0131\u011f\u0131 belirtildi. ……………., 2. d\u00f6nemde sadece 10. s\u0131n\u0131f tarih dersi 2. yaz\u0131l\u0131s\u0131n\u0131n il genelinde ortak yap\u0131ld\u0131\u011f\u0131n\u0131 ifade etti. Okul geneli ortak s\u0131navlar\u0131n de\u011ferlendirmesinin usul\u00fcne uygun haz\u0131rlanan cevap anahtarlar\u0131na g\u00f6re yap\u0131ld\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    19. Soru ve cevap anahtarlar\u0131 \u00f6l\u00e7me de\u011ferlendirme merkezi m\u00fcd\u00fcrl\u00fcklerince haz\u0131rlanan \u00fclke ve il geneli yap\u0131lacak mazeret s\u0131navlar\u0131n\u0131n uygulanmas\u0131:<\/strong> Baz\u0131 s\u0131n\u0131f seviyelerinde il geneli ortak yap\u0131ld\u0131\u011f\u0131, dolay\u0131s\u0131yla mazeret s\u0131nav\u0131n\u0131n da il geneli yap\u0131ld\u0131\u011f\u0131 ve de\u011ferlendirmenin il cevap anahtar\u0131na g\u00f6re yap\u0131ld\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    20. Okul geneli yap\u0131lan ortak yaz\u0131l\u0131 s\u0131navlar\u0131n mazeret s\u0131navlar\u0131na ait sorular\u0131n ve cevap anahtar\u0131n\u0131n haz\u0131rlanmas\u0131, s\u0131nav\u0131n uygulanmas\u0131 ve de\u011ferlendirilmesi i\u015flemlerinin yap\u0131lmas\u0131:<\/strong> Okul geneli yap\u0131lan ortak yaz\u0131l\u0131 s\u0131navlar\u0131n mazeret s\u0131navlar\u0131na ait sorular\u0131n ve cevap anahtarlar\u0131n\u0131n z\u00fcmre \u00f6\u011fretmenlerince ortak haz\u0131rland\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    21. \u00d6\u011frencilerin, karar verme, problem \u00e7\u00f6zme ve ele\u015ftirel d\u00fc\u015f\u00fcnmeden olu\u015fan \u00fcst d\u00fczey d\u00fc\u015f\u00fcnme becerileri ile birlikte sosyal ve duygusal becerilerini hayata ge\u00e7irmelerine y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131:<\/strong> \u00d6\u011frencilerin \u00fcst d\u00fczey d\u00fc\u015f\u00fcnme becerisi (karar verme, problem \u00e7\u00f6zme, ele\u015ftirel d\u00fc\u015f\u00fcnme) kazanmas\u0131na, sosyal ve duygusal becerilerini (duygular\u0131 y\u00f6netebilme, empati yapabilme, sa\u011fl\u0131kl\u0131 ili\u015fkiler kurabilme) geli\u015ftirmelerine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n derslerde ve sosyal kul\u00fcplerde yap\u0131ld\u0131\u011f\u0131 belirtildi.<\/p>\n\n\n\n

    22. Mill\u00ee, manevi ve ahlaki de\u011ferlerin, \u00f6rt\u00fck \u00f6\u011frenme yoluyla e\u011fitim ve \u00f6\u011fretim s\u00fcre\u00e7lerinde etkin bir \u015fekilde y\u00fcr\u00fct\u00fclmesine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n planlanmas\u0131, bu do\u011frultuda gerekli \u00f6\u011frenme ortamlar\u0131n\u0131n olu\u015fturulmas\u0131:<\/strong> Bu de\u011ferlerin \u00f6\u011frencilere kazand\u0131r\u0131lmas\u0131 i\u00e7in gerekli \u00f6\u011frenme ortam\u0131n\u0131n okulda olu\u015fturuldu\u011fu vurguland\u0131. \u00d6\u011frencilerin d\u00fcr\u00fcst, sayg\u0131l\u0131, adil, sorumluluk sahibi ve yard\u0131msever bireyler olarak yeti\u015fmesi i\u00e7in de\u011ferler e\u011fitiminin derslere entegre edilmesi gerekti\u011fi vurguland\u0131. K\u00f6k de\u011ferler (adalet, dostluk, d\u00fcr\u00fcstl\u00fck, \u00f6z denetim, sab\u0131r, sayg\u0131, sevgi, sorumluluk, vatanseverlik, yard\u0131mseverlik) gerek a\u00e7\u0131k gerekse \u00f6rt\u00fck olarak derslerde verildi\u011fi belirtildi. Tarihi \u015fahsiyetlerin tavsiyeleri ve ki\u015filik \u00f6zellikleri \u00fczerinde derslerde duruldu\u011fu belirtildi. Mustafa Kemal Atat\u00fcrk\u2019\u00fcn ki\u015fisel \u00f6zellikleri T.C. \u0130nk\u0131lap tarihi ve Atat\u00fcrk\u00e7\u00fcl\u00fck dersinde derinlemesine incelendi.<\/p>\n\n\n\n

    23. \u00d6nleme, M\u00fcdahale ve Y\u00f6nlendirme Komisyonu \u00c7al\u0131\u015fmalar\u0131:<\/strong> \u00d6nleme, m\u00fcdahale ve y\u00f6nlendirme komisyonunda y\u00fcr\u00fct\u00fclecek \u00e7al\u0131\u015fmalar\u0131n okul y\u00f6netimince belirlendi\u011fi ve komisyona yard\u0131mc\u0131 olundu\u011fu belirtildi.<\/p>\n\n\n\n

    24. E\u011fitim ve \u00f6\u011fretim s\u00fcre\u00e7lerinin disiplinler aras\u0131 bir yakla\u015f\u0131mla ele al\u0131narak, \u00f6\u011frenme alan\u0131, konu, kazan\u0131m ve \u00f6\u011frenme hedeflerinin bu yakla\u015f\u0131mla belirlenmesi, yap\u0131lacak ortak \u00e7al\u0131\u015fmalar\u0131n takvime ba\u011flanarak uygulanmas\u0131:<\/strong> Disiplinler aras\u0131 yakla\u015f\u0131m\u0131n \u00f6\u011fretim programlar\u0131n\u0131 zenginle\u015ftirdi\u011fi ve \u00f6\u011frencilere b\u00fct\u00fcnc\u00fcl bir bak\u0131\u015f a\u00e7\u0131s\u0131 kazand\u0131rd\u0131\u011f\u0131 ifade edildi. Farkl\u0131 disiplinlerin bilgi ve y\u00f6ntemlerinin derslerde kullan\u0131larak \u00f6\u011frenmenin derinle\u015ftirildi\u011fi belirtildi.<\/p>\n\n\n\n

    25. \u00d6\u011frencilerin, \u00e7oklu okuryazarl\u0131k becerilerinin geli\u015ftirilmesine y\u00f6nelik planlamalar\u0131n yap\u0131lmas\u0131, bedensel, zihinsel, duygusal, sosyal ve ahlaki bak\u0131mdan geli\u015fimine y\u00f6nelik \u00e7al\u0131\u015fmalar\u0131n y\u00fcr\u00fct\u00fclmesi:<\/strong> \u00d6\u011frencilerin \u00e7oklu okuryazarl\u0131k becerilerinin (bilgi okuryazarl\u0131\u011f\u0131, dijital okuryazarl\u0131k, finansal okuryazarl\u0131k, g\u00f6rsel okuryazarl\u0131k, k\u00fclt\u00fcr okuryazarl\u0131\u011f\u0131, vatanda\u015fl\u0131k okuryazarl\u0131\u011f\u0131, veri okuryazarl\u0131\u011f\u0131, s\u00fcrd\u00fcr\u00fclebilirlik okuryazarl\u0131\u011f\u0131 ve sanat okuryazarl\u0131\u011f\u0131) geli\u015ftirilmesine y\u00f6nelik \u00e7al\u0131\u015fmalar yap\u0131ld\u0131\u011f\u0131 belirtildi. Bu kapsamda bedensel geli\u015fim i\u00e7in Tarih temal\u0131 proje ve performans \u00f6devleri, drama etkinlikleri; zihinsel geli\u015fim i\u00e7in tarih bulmacalar\u0131, bilgi yar\u0131\u015fmalar\u0131, harita yerle\u015ftirme \u00e7al\u0131\u015fmalar\u0131; duygusal geli\u015fim i\u00e7in tarihi olaylarla ilgili duygu analizi ve grup tart\u0131\u015fmalar\u0131; ahlaki geli\u015fim i\u00e7in tarihi \u015fahsiyetlerin tavsiyeleri ve k\u00f6k de\u011ferlerin \u00f6\u011fretimi gibi faaliyetlerin y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc belirtildi.<\/p>\n\n\n\n

    26. Sosyal sorumluluk program\u0131 kapsam\u0131nda ders baz\u0131nda y\u00fcr\u00fct\u00fclebilecek faaliyetlerin planlanmas\u0131:<\/strong> \u00d6\u011frencilerin sosyal sorumluluk projelerine kat\u0131l\u0131mlar\u0131 te\u015fvik edildi. Okulumuz, \u0130l\u00e7e Milli E\u011fitim M\u00fcd\u00fcrl\u00fc\u011f\u00fc ve belediyelerce d\u00fczenlen sosyal sorumluluk faaliyetlerine kat\u0131l\u0131m sa\u011fland\u0131.<\/p>\n\n\n\n

    27. E\u011fitim ve \u00f6\u011fretim y\u0131l\u0131 i\u00e7erisinde okul i\u00e7i veya okul d\u0131\u015f\u0131 e\u011fitim ortamlar\u0131nda y\u00fcr\u00fctecekleri faaliyetlerde ihtiya\u00e7 duyaca\u011f\u0131 ara\u00e7, gere\u00e7, mali kaynak gibi hususlar\u0131n belirlenmesi:<\/strong> Derslerin daha verimli i\u015flenebilmesi i\u00e7in ihtiya\u00e7 duyulan kitap, ara\u00e7-gere\u00e7 ve benzeri \u00f6\u011fretim materyallerinin 1. d\u00f6nem belirlendi\u011fi belirtildi. ………….., \u00f6\u011frencilerin k\u00fct\u00fcphaneleri etkin olarak kullanmalar\u0131n\u0131n akademik ba\u015far\u0131lar\u0131na katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 s\u00f6yledi.<\/p>\n\n\n\n

    28. Maarif Modelin De\u011ferlendirilmesi:<\/strong><\/p>\n\n\n\n

    M\u00fcfredat ve \u0130\u00e7erik Y\u00f6n\u00fcnden De\u011ferlendirme:<\/strong><\/p>\n\n\n\n

    Model, \u00f6\u011frenci merkezli ve aktif \u00f6\u011frenmeyi te\u015fvik etme yakla\u015f\u0131m\u0131n\u0131 benimsemektedir. Bu, \u00f6\u011frencilerin sorgulama, analiz etme, neden-sonu\u00e7 ili\u015fkisi kurma gibi \u00fcst d\u00fczey beceriler kazanmas\u0131na katk\u0131 sa\u011flamaktad\u0131r.<\/p>\n\n\n\n

    Disiplinler aras\u0131 yakla\u015f\u0131m, program\u0131n \u00f6nemli bir bile\u015fenidir ve \u00f6\u011frencilerin farkl\u0131 disiplinler aras\u0131nda ba\u011flant\u0131lar kurmas\u0131n\u0131 ama\u00e7lar.<\/p>\n\n\n\n

    Ancak, m\u00fcfredat\u0131n tan\u0131t\u0131m\u0131 ve sahaya sunulmas\u0131 a\u015famas\u0131nda eksiklikler ya\u015fanm\u0131\u015ft\u0131r. \u0130\u00e7eriklerin teorik olarak karma\u015f\u0131k oldu\u011fu ve \u00f6zellikle 9. s\u0131n\u0131f ya\u015f grubundaki \u00f6\u011frencilere uygun olmayan paragraflar ve \u00e7ok fazla bilgi i\u00e7erdi\u011fi belirtilmi\u015ftir.<\/p>\n\n\n\n

    Ders kitaplar\u0131ndaki etkinliklerin ve karekodlar\u0131n tamam\u0131n\u0131n uygulanmaya \u00e7al\u0131\u015f\u0131lmas\u0131 zaman kayb\u0131na neden olmakta, zira bir\u00e7ok etkinlik a\u00e7\u0131klama ve \u00f6rnekleme eksikli\u011fi nedeniyle \u00f6\u011frenci seviyesinin \u00fczerinde kalmakta ve derslerde yap\u0131lmas\u0131 neredeyse imkans\u0131z hale gelmektedir. Bu durum, \u00f6\u011frencilerin derse haz\u0131rl\u0131kl\u0131 gelmeme sorununa yol a\u00e7abilmektedir.<\/p>\n\n\n\n

    \u00d6l\u00e7me ve De\u011ferlendirme Yakla\u015f\u0131m\u0131:<\/strong><\/p>\n\n\n\n

    Model, s\u00fcre\u00e7 odakl\u0131 de\u011ferlendirme yakla\u015f\u0131m\u0131n\u0131 esas almaktad\u0131r. Bu kapsamda \u00f6devler, projeler, performans g\u00f6revleri, sunumlar, kontrol listeleri, s\u0131navlar, g\u00f6zlem ve g\u00f6r\u00fc\u015fme formlar\u0131, grup \u00e7al\u0131\u015fmas\u0131, s\u0131n\u0131f i\u00e7i tart\u0131\u015fmalar\u0131 ve \u00f6z\/akran\/grup de\u011ferlendirmeleri gibi \u00e7ok odakl\u0131 y\u00f6ntemler kullan\u0131lmaktad\u0131r.<\/p>\n\n\n\n

    \u00d6l\u00e7me ve de\u011ferlendirme \u00e7al\u0131\u015fmalar\u0131n\u0131n \u00f6\u011fretim program\u0131n\u0131n t\u00fcm bile\u015fenleri ile uyumlu olmas\u0131 ve kazan\u0131m s\u0131n\u0131rlar\u0131n\u0131 esas almas\u0131 gerekti\u011fi vurgulanm\u0131\u015ft\u0131r. Ayr\u0131ca bireysel farkl\u0131l\u0131klar nedeniyle tek tip bir \u00f6l\u00e7me y\u00f6nteminin uygun olmad\u0131\u011f\u0131 belirtilmi\u015ftir.<\/p>\n\n\n\n

    \u00d6\u011fretmenlere, s\u0131n\u0131f mevcutlar\u0131 ve \u00f6zel e\u011fitim ihtiyac\u0131 olan \u00f6\u011frenciler olup olmamas\u0131na g\u00f6re \u00f6l\u00e7me-de\u011ferlendirme ara\u00e7lar\u0131n\u0131 ve yap\u0131l\u0131\u015f \u015feklini kendilerinin belirlemesi konusunda daha fazla esneklik sa\u011flanmas\u0131 gerekti\u011fi g\u00f6r\u00fc\u015f\u00fc dile getirilmi\u015ftir.<\/p>\n\n\n\n

    Uygulama S\u00fcrecinde Kar\u015f\u0131la\u015f\u0131lan Zorluklar ve \u00c7\u00f6z\u00fcm \u00d6nerileri:<\/strong><\/p>\n\n\n\n

    Uygulama s\u00fcrecinde teknik sorunlar (karekodlar\u0131n a\u00e7\u0131lmamas\u0131 veya ge\u00e7 a\u00e7\u0131lmas\u0131), fiziki ko\u015fullar (kalabal\u0131k s\u0131n\u0131flarda etkinliklerin zorlu\u011fu) ve \u00f6\u011fretmenlere yeterli esnekli\u011fin tan\u0131nmamas\u0131 gibi ba\u015fl\u0131ca zorluklar ya\u015fanm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

    \u00d6\u011fretmenlerin modele uyum sa\u011flama s\u00fcrecinin, yeterli haz\u0131rl\u0131k ve pilot uygulama yap\u0131lmadan \u00e7ok h\u0131zl\u0131 bir \u015fekilde ba\u015flat\u0131lmas\u0131 nedeniyle ba\u015far\u0131yla tamamlanamad\u0131\u011f\u0131 ifade edilmi\u015ftir.<\/p>\n\n\n\n

    \u00c7\u00f6z\u00fcm \u00f6nerileri aras\u0131nda; etkinlik ve \u00f6l\u00e7me-de\u011ferlendirme ara\u00e7lar\u0131n\u0131n se\u00e7iminde \u00f6\u011fretmenlere esneklik sa\u011flanmas\u0131, modelin g\u00fcncellenerek farkl\u0131 okul t\u00fcrlerinde pilot uygulamalar\u0131n\u0131n yap\u0131lmas\u0131, ders kitaplar\u0131ndaki karekodlar\u0131n indirilebilir hale getirilmesi veya fiziksel materyallerin (USB bellek gibi) \u00f6\u011fretmenlere sa\u011flanmas\u0131, s\u0131n\u0131f mevcutlar\u0131n\u0131n azalt\u0131lmas\u0131, ders kitaplar\u0131nda k\u0131sa bilgi ve \u00f6zetlerin bulunmas\u0131, ve okul temelli planlamalar i\u00e7in izin ve evrak s\u00fcre\u00e7lerinin kolayla\u015ft\u0131r\u0131lmas\u0131 yer almaktad\u0131r.<\/p>\n\n\n\n

    Program D\u0131\u015f\u0131 Etkinlikler ve Di\u011fer Bile\u015fenler:<\/strong><\/p>\n\n\n\n

    Model, zihinsel, sosyal-duygusal, fiziksel ve ahlaki geli\u015fimi desteklemek amac\u0131yla sosyal sorumluluk program\u0131 ve hayat boyu \u00f6\u011frenme gibi program d\u0131\u015f\u0131 etkinliklere yer vermektedir. Okul temelli planlama kapsam\u0131nda m\u00fcze gezileri, sanal m\u00fcze turlar\u0131, tarih belgeselleri, sergiler, bilgi yar\u0131\u015fmalar\u0131 gibi etkinlikler planlanm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

    Yapay zeka gibi teknolojik geli\u015fmelerin derslere yans\u0131t\u0131lmas\u0131 ve dijital platformlar\u0131n (EBA, MEB\u0130, OGM Materyal) etkin kullan\u0131m\u0131 te\u015fvik edilmektedir.<\/p>\n\n\n\n

    Bu de\u011ferlendirmeler \u0131\u015f\u0131\u011f\u0131nda, T\u00fcrkiye Y\u00fczy\u0131l\u0131 Maarif Modeli’nin vizyonu ve hedefleri olumlu bulunmakla birlikte, uygulama s\u00fcrecindeki baz\u0131 sorunlar\u0131n giderilmesi ve \u00f6\u011fretmenlere daha fazla esneklik tan\u0131nmas\u0131 modelin ba\u015far\u0131s\u0131 i\u00e7in kritik \u00f6neme sahiptir.<\/p>\n\n\n\n

    29. Kapan\u0131\u015f<\/a>:<\/strong> Z\u00fcmre ba\u015fkan\u0131 ……………, 2024-2025 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131n\u0131n genel olarak iyi ge\u00e7ti\u011fini belirterek toplant\u0131y\u0131 sonland\u0131rd\u0131.<\/p>\n\n\n\n

    2024-2025 E\u011e\u0130T\u0130M \u00d6\u011eRET\u0130M YILI<\/p>\n\n\n\n

    TOKAT \u0130L\u0130 TURHAL \u0130L\u00c7ES\u0130 TAR\u0130H DERSLER\u0130 SENE SONU Z\u00dcMRE \u00d6\u011eRETMENLER\u0130 TOPLANTI \u0130MZA S\u0130RK\u00dcS\u00dc<\/p>\n\n\n\n

     <\/td>Okulu<\/td>Ad\u0131-Soyad\u0131<\/td>\u0130mzas\u0131<\/td><\/tr>
    1<\/td>Ak\u015femseddin Mesleki ve Teknik Anadolu Lisesi<\/td> <\/td> <\/td><\/tr>
    2<\/td>Atat\u00fcrk Anadolu Lisesi  <\/td> <\/td> <\/td><\/tr>
    3<\/td>Cumhuriyet Anadolu Lisesi  <\/td> <\/td> <\/td><\/tr>
    4<\/td>Osman Gazi Mesleki ve Teknik Anadolu Lisesi<\/td> <\/td> <\/td><\/tr>
    5<\/td>Sami Baklac\u0131 Anadolu Lisesi  <\/td> <\/td> <\/td><\/tr>
    6<\/td>\u015eehit Ahmet Atilla G\u00fcne\u015f Mesleki ve Teknik Anadolu Lisesi<\/td> <\/td> <\/td><\/tr>
    7<\/td>\u015eehit Y\u00fczba\u015f\u0131 Erdal Okul Mesleki ve Teknik Anadolu Lisesi<\/td> <\/td> <\/td><\/tr>
    8<\/td>Turhal Anadolu \u0130mam Hatip Lisesi<\/td> <\/td> <\/td><\/tr>
    9<\/td>Turhal \u015eeker Fen Lisesi<\/td> <\/td> <\/td><\/tr>
    10<\/td>Ye\u015fil\u0131rmak Anadolu Lisesi<\/td> <\/td> <\/td><\/tr>
    11<\/td>15 Temmuz \u015eehit Ferhat Ko\u00e7 K\u0131z Anadolu \u0130mam Hatip Lisesi<\/td> <\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

    2024-2025 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n sonunun gelmesiyle birlikte,\u00a0tarih il\u00e7e z\u00fcmresi\u00a0olarak bir araya geldik ve e\u011fitim s\u00fcre\u00e7lerimizi daha verimli hale getirmek i\u00e7in \u00f6nemli kararlar ald\u0131k. Bu yaz\u0131m\u0131zdaki,\u00a0y\u0131l […]<\/a><\/p>\n<\/div>","protected":false},"author":1,"featured_media":1136,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_regular_price":[],"currency_symbol":[],"footnotes":""},"categories":[173],"tags":[215,266],"class_list":["post-2669","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-zumre-toplantilari","tag-tarih-ilce-zumre","tag-tarih-sene-sonu-ilce-zumre"],"post_slider_layout_featured_media_urls":{"thumbnail":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre-150x150.jpg",150,150,true],"post_slider_layout_landscape_large":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre.jpg",640,360,false],"post_slider_layout_portrait_large":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre.jpg",640,360,false],"post_slider_layout_square_large":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre.jpg",640,360,false],"post_slider_layout_landscape":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre-600x360.jpg",600,360,true],"post_slider_layout_portrait":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre-600x360.jpg",600,360,true],"post_slider_layout_square":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre-600x360.jpg",600,360,true],"full":["https:\/\/tarihkursu.com\/wp-content\/uploads\/2024\/09\/tarih-z-C3-BCmre.jpg",640,360,false]},"yoast_head":"\n2024-2025 E\u011fitim \u00d6\u011fretim Y\u0131l\u0131 Sene Sonu \u0130l\u00e7e Tarih Z\u00fcmresi Tutanaklar\u0131 - 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