ANALYSIS OF THE FIRST GRADE TURKISH LANGUAGE TEXTBOOK FROM THE PERSPECTIVE OF REVISED COMPETENCIES

Abstract

This paper presents a qualitative content analysis and documentary analysis of the Turkish Language textbook for the first grade, with the aim of assessing its alignment with the curriculum, contemporary educational approaches, and the expected learning outcomes. The research is based on the criteria defined in the Textbook Concept and the Law on Textbooks, as well as on the competences that students are expected to acquire during the first school year. Through systematic examination of the content, illustrations, proposed activities, and formative assessment methods, the paper indicates that the textbook “Türkçe 1” enables the holistic development of students in the cognitive, affective, and psychomotor domains. The textbook contributes to the development of the mother tongue through the integration of intercultural values, inclusion, and gender equality. Based on the analysis, it is concluded that the textbook is an adequate educational resource for this age group, although there is room for further improvement, particularly in enhancing students’ digital literacy and critical thinking