{"id":2292,"date":"2019-03-01T12:24:55","date_gmt":"2019-03-01T09:24:55","guid":{"rendered":"https:\/\/www.turkcestan.com\/yabancilara-turkce-ogretiminde-coklu-zeka-siniflari-ve-coklu-zeka-siniflarinda-dil-ogretimi\/"},"modified":"2019-03-01T12:24:55","modified_gmt":"2019-03-01T09:24:55","slug":"yabancilara-turkce-ogretiminde-coklu-zeka-siniflari-ve-coklu-zeka-siniflarinda-dil-ogretimi","status":"publish","type":"post","link":"https:\/\/www.turkcestan.com\/en\/yabancilara-turkce-ogretiminde-coklu-zeka-siniflari-ve-coklu-zeka-siniflarinda-dil-ogretimi\/","title":{"rendered":"Yabanc\u0131lara T\u00fcrk\u00e7e \u00d6\u011fretiminde \u00c7oklu Zeka S\u0131n\u0131flar\u0131 ve \u00c7oklu Zeka S\u0131n\u0131flar\u0131nda Dil \u00d6\u011fretimi"},"content":{"rendered":"

E\u011fer \u00f6\u011frenciler, yabanc\u0131 dil olarak T\u00fcrk\u00e7e derslerinden ho\u015flan\u0131rlarsa, bu onlara daha g\u00fc\u00e7l\u00fc motivasyon sa\u011flayabilir. T\u00d6MER’ler i\u00e7in haz\u0131rlanan T\u00fcrk\u00e7e \u00f6\u011fretim kitaplar\u0131 \u00e7o\u011fu zaman bu t\u00fcr s\u0131n\u0131flarda yeterli olmayabilir. Ekstra dok\u00fcman ve etkinlik haz\u0131rlay\u0131n. Derslerin seviyesinin \u00e7ok iyi oldu\u011fundan ve farkl\u0131 \u00e7al\u0131\u015fma t\u00fcrleri i\u00e7erdi\u011finden emin olarak \u00f6\u011frencilerin ilgisini \u00e7ekeceksiniz. Ayr\u0131ca, farkl\u0131 \u00f6\u011frenci tiplerini e\u011fitti\u011finiz i\u00e7in farkl\u0131 zek\u00e2 t\u00fcrlerine hitap eden materyaller \u00f6nemlidir. \u00d6\u011frencilerin farkl\u0131 \u00f6\u011frenme tarzlar\u0131 ve tercihleri vard\u0131r. E\u011fer siz, sadece bir \u00f6\u011frenci tipine hitap edecek olursan\u0131z daha sonra di\u011fer \u00f6\u011frenciler \u00e7ok geride kalacakt\u0131r. Burada \u00f6nemli olan nokta \u00f6\u011frenim \u00e7al\u0131\u015fmalar\u0131 i\u00e7in, sizin yakla\u015f\u0131m terimlerinizdeki farkl\u0131l\u0131klard\u0131r.<\/p>\n

T\u00dcRK\u00c7ESTAN T\u00fcrk\u00e7e \u00d6\u011fretim Merkezi’nde T\u00fcrk\u00e7e \u00f6\u011fretimi yap\u0131l\u0131rken s\u0131n\u0131ftaki farkl\u0131l\u0131klar g\u00f6z \u00f6n\u00fcnde bulundurulur ve haz\u0131rl\u0131klar ona g\u00f6re planlan\u0131r. Genellikle derslerde \u00fc\u00e7 farkl\u0131 T\u00d6MER ders kitab\u0131 kullan\u0131lmaya dikkat edilir.<\/p>\n

\u0130lk derslerde \u00f6\u011frencilerin ilgisi belirlenerek ders materyalleri ona g\u00f6re se\u00e7ilir. A\u015fa\u011f\u0131daki a\u00e7\u0131klamalar T\u00fcrk\u00e7e \u00f6\u011fretenlere fikir verebilir.<\/p>\n

G\u00f6rsel \u00d6\u011frenciler<\/strong><\/p>\n

G\u00f6rsel \u00f6\u011frenciler, g\u00f6rsel kaynaklara sahip olmak isterler. \u00d6rne\u011fin onlar okumay\u0131, yazmaya tercih ederler. \u00c7\u00fcnk\u00fc onlar, bu \u015fekilde daha iyi anlarlar. Onlar okumay\u0131, a\u00e7\u0131klamalar\u0131 dinlemeye tercih ederler.<\/p>\n

\u0130\u015fitsel \u00d6\u011frenciler<\/strong><\/p>\n

\u0130\u015fitsel \u00f6\u011frenciler dinledikleri zaman daha iyi \u00f6\u011frenirler ve daha iyi hat\u0131rlarlar. Bu y\u00fczden onlar, \u00f6\u011fretmenin dersi anlatarak vermesini isterler. Ve onlar okuduklar\u0131 \u015feylere g\u00f6re, dinledikleri \u015feyleri daha kolay hat\u0131rlarlar.<\/p>\n

Kinestetik \u00d6\u011frenciler<\/strong><\/p>\n

Kinestetik \u00f6\u011frenciler, uygulayarak \u00f6\u011frenmeyi severler. Onlar uygulamal\u0131 olarak ders i\u015flemeyi, g\u00f6rsel-i\u015fitsel derse tercih ederler. Kendilerine verilen bir dersi, uygulamal\u0131 olarak yapt\u0131klar\u0131 zaman anlayacaklard\u0131r. Tiyatro \u015feklinde rol yaparak, \u015fema \u00e7izerek, resim yaparak daha iyi \u00f6\u011frenirler. Proje \u00f6devleri, bu t\u00fcr \u00f6\u011frenciler i\u00e7in uygundur.<\/p>\n

Bireysel \u00d6\u011frenciler<\/strong><\/p>\n

Bu \u00f6\u011frenciler yaln\u0131z \u00e7al\u0131\u015fmay\u0131 tercih ederler. \u00c7\u00fcnk\u00fc bu durum, onlar\u0131n konuyu hat\u0131rlamalar\u0131na ve daha etkili \u00e7al\u0131\u015fmalar\u0131na neden olur.<\/p>\n

Grup \u00d6\u011frencileri<\/strong><\/p>\n

Bu \u00f6\u011frenciler; bir grup i\u00e7inde, di\u011fer \u00f6\u011frencilerle beraber \u00e7al\u0131\u015ft\u0131klar\u0131 zaman, daha iyi hat\u0131rlarlar ve daha etkili \u00e7al\u0131\u015f\u0131rlar.<\/p>\n

Somut \u00d6\u011frenciler<\/strong><\/p>\n

Somut \u00f6\u011frenciler, g\u00f6rsel ve uygulamal\u0131 deneyimleri severler. Rutin \u00f6\u011frenim y\u00f6ntemlerinden, yazarak \u00e7al\u0131\u015fmaktan ho\u015flanmazlar. E\u011flenceli derslerden ho\u015flan\u0131rlar. \u00c7abuk, de\u011fi\u015fik ve canl\u0131 \u00f6\u011frenim deneyimlerini isterler.<\/p>\n

Analitik \u00d6\u011frenci<\/strong><\/p>\n

Analitik \u00f6\u011frenciler; problem \u00e7\u00f6zmeyi, tek ba\u015f\u0131na \u00e7al\u0131\u015fmay\u0131 seven, ba\u011f\u0131ms\u0131z \u00f6\u011frencilerdir. Onlar dersin sistematik olarak ve mant\u0131kl\u0131 bir \u015fekilde sunulmas\u0131 i\u00e7in, yeni \u00f6\u011frenim materyallerini severler. Kendilerine ait olan sistemi izlemek isterler. Onlar ciddi ve \u00e7al\u0131\u015fkan \u00f6\u011frencilerdir. Ba\u015far\u0131s\u0131z olduklar\u0131 zaman, \u00e7ok k\u00f6t\u00fc etkilenirler.<\/p>\n

\u0130leti\u015fimsel \u00d6\u011frenciler<\/strong><\/p>\n

\u0130leti\u015fimsel \u00f6\u011frenciler \u00f6\u011frenime kar\u015f\u0131, sosyal bir yakla\u015f\u0131m g\u00f6stermeyi severler. Onlar bir konuyu tart\u0131\u015farak, grup \u00e7al\u0131\u015fmalar\u0131 yaparak, daha iyi \u00f6\u011frenirler. Konu tekrar\u0131na ve etkile\u015fime ihtiya\u00e7lar\u0131 vard\u0131r. Derslerin demokratik bir ortamda yap\u0131lmas\u0131 i\u00e7in, ellerinden gelen her \u015feyi yaparlar.<\/p>\n

Otorite Odakl\u0131 \u00d6\u011frenciler<\/strong><\/p>\n

Otorite odakl\u0131 \u00f6\u011frenciler, geleneksel s\u0131n\u0131fla ilgilidir. \u00d6\u011fretmeni bir otorite unsuru olarak g\u00f6r\u00fcrler. Onlar a\u00e7\u0131k ve net y\u00f6nergeler duymaktan ho\u015flan\u0131rlar. Ve onlar\u0131n \u00f6\u011frendikleri \u015feylerde, yap\u0131sal ve mant\u0131kl\u0131 bir ilerlemeye ihtiyac\u0131 var.<\/p>\n

\u00c7oklu Zek\u00e2 S\u0131n\u0131flar\u0131nda Dersinizi Nas\u0131l Verebilirsiniz?<\/strong><\/p>\n

Geleneksel \u00f6\u011fretim y\u00f6ntemlerinden dolay\u0131, baz\u0131 \u00f6\u011frenciler avantajl\u0131 olabilir. G\u00f6rsel \u00f6\u011frenciler, tek ba\u015f\u0131na \u00e7al\u0131\u015fmay\u0131 seven \u00f6\u011frenciler ve otorite merkezli \u00f6\u011frenciler, \u00f6\u011fretim tekniklerinden dolay\u0131 avantajl\u0131 durumdad\u0131r. \u00c7\u00fcnk\u00fc okullarda \u00f6\u011fretim teknikleri daha \u00e7ok, yaz\u0131l\u0131 anlat\u0131ma ve bireysel \u00e7al\u0131\u015fmaya ba\u011fl\u0131d\u0131r. \u00d6\u011fretmen, s\u0131n\u0131fta otoriter bir role sahip oldu\u011fu i\u00e7in, yukar\u0131da belirtti\u011fimiz \u00f6zellikleri ta\u015f\u0131yan \u00f6\u011frenciler, dersleri daha iyi anlar.<\/p>\n

\u00d6\u011fretmenin kendi \u00f6\u011fretim tarz\u0131 ve \u00f6\u011fretim tercihi, onun \u00f6\u011fretim tekni\u011fini etkileyebilir. E\u011fer \u00f6\u011fretmen de \u00f6\u011frencilik y\u0131llar\u0131nda, yukar\u0131da belirtilen \u00f6\u011frenci tiplerinden birisiydi ise bunu kendi \u00f6\u011fretim tekniklerinde yans\u0131tacakt\u0131r. Bu y\u00fczden yabanc\u0131lara T\u00fcrk\u00e7e \u00f6\u011fretenlerin mutlaka zek\u00e2 t\u00fcrlerini belirleme konusunda bilgiye sahip olmas\u0131 gerekir. T\u00dcRK\u00c7ESTAN T\u00fcrk\u00e7e \u00d6\u011fretim Merkezi seviye s\u0131n\u0131flar\u0131 olu\u015ftururken \u00f6\u011frencilerin farkl\u0131l\u0131klar\u0131n\u0131 da g\u00f6z \u00f6n\u00fcnde bulundurmaya \u00e7al\u0131\u015fmaktad\u0131r.<\/p>\n

A\u00e7\u0131k\u00e7a s\u00f6ylemek gerekirse di\u011fer \u00f6\u011frenme \u015fekillerine sahip olan \u00f6\u011frenciler de dezavantajl\u0131 durumdad\u0131r. \u00c7\u00fcnk\u00fc onlar, yukar\u0131da belirtti\u011fimiz \u00f6\u011fretim teknikleriyle dersi anlayamazlar. Bu y\u00fczden s\u0131n\u0131f\u0131n genel ba\u015far\u0131 durumuna g\u00f6re, listenin en alt s\u0131ralar\u0131nda olabilirler. Bu y\u00fczden s\u0131n\u0131ftaki b\u00fct\u00fcn \u00f6\u011frencilerin, verdi\u011finiz dersi iyi anlamalar\u0131 i\u00e7in, farkl\u0131 \u00f6\u011fretim tekniklerini kullanarak, elinizden geldi\u011fince, \u00f6\u011frencilerinizin \u00f6\u011frenme tarz\u0131na cevap vermeye \u00e7al\u0131\u015fmal\u0131s\u0131n\u0131z.<\/p>\n

Biz \u015fimdi farkl\u0131 \u00f6\u011frenim tarz\u0131na sahip olan \u00f6\u011frencilerimize, dersimizi en iyi \u015fekilde vermek i\u00e7in, farkl\u0131 \u00f6\u011frenim y\u00f6ntemlerine olan farkl\u0131 yakla\u015f\u0131mlar\u0131 inceleyece\u011fiz.<\/p>\n

Dil Bilgisi Dersinin \u0130\u015fleni\u015fi<\/strong><\/p>\n

T\u00fcrk\u00e7e dil bilgisi dersinde, Geni\u015f Zaman konusunu i\u015flemek istiyorsunuz. G\u00fcnl\u00fck rutin i\u015fleri ifade ederken, Geni\u015f Zaman\u0131 kullanacaks\u0131n\u0131z. Kuraca\u011f\u0131n\u0131z c\u00fcmlelerin \u00f6zneleri, \u00fc\u00e7\u00fcnc\u00fc tekil \u015fah\u0131s olacak. Bunu ka\u00e7 farkl\u0131 \u00f6\u011fretim tekni\u011fi ile yapabilirsiniz? Her biri i\u00e7in hangi \u00f6\u011fretim teknikleri uygundur?<\/p>\n

\u015eimdi, a\u015fa\u011f\u0131daki maddeleri okuyun ve kendi fikirlerinizle kar\u015f\u0131la\u015ft\u0131r\u0131n.<\/p>\n

\u00d6nemli bir ki\u015finin resimlerini kullan\u0131n. \u00d6\u011frencilerin ya\u015f oran\u0131na ve ilgi duyduklar\u0131 \u00fcnl\u00fcleri dikkate alarak bunu yapabilirsiniz. Resimlerini kulland\u0131\u011f\u0131n\u0131z ki\u015fi veya ki\u015filer; \u00fcnl\u00fc bir futbolcu, bir sinema oyuncusu, bir tiyatro oyuncusu, bir pop m\u00fczik sanat\u00e7\u0131s\u0131, bir film y\u0131ld\u0131z\u0131 vb.\u00a0 olabilir. Bu resimleri kullanarak, bu \u00fcnl\u00fc ki\u015filerin, bir g\u00fcn boyunca neler yapt\u0131klar\u0131n\u0131 ifade etmeye \u00e7al\u0131\u015f\u0131n. S\u0131n\u0131ftaki b\u00fct\u00fcn \u00f6\u011frencilerin resimleri rahat\u00e7a g\u00f6rebilmesi i\u00e7in resimleri havaya kald\u0131rarak s\u0131n\u0131fa g\u00f6sterin. Yapt\u0131klar\u0131 g\u00fcnl\u00fck rutin i\u015fleri sorun. \u00d6\u011frenciler s\u00f6yleyemezse, siz onlara yard\u0131mc\u0131 olmaya \u00e7al\u0131\u015f\u0131n. C\u00fcmle kurarken, s\u00f6zc\u00fck s\u0131ras\u0131n\u0131 belirtmek i\u00e7in parmaklar\u0131n\u0131z\u0131 kullan\u0131n. \u00d6\u011frencilerden tekrar etmelerini isteyin. Her bir resmi kullanarak birer \u00f6rnek verin. Resimlerle ilgili olarak \u00f6\u011frencilerin de c\u00fcmle kurmalar\u0131n\u0131 isteyin. Resimleri birer birer s\u0131n\u0131f i\u00e7inde elden ele gezdirin. En sonunda c\u00fcmleleri tahtaya yazmadan \u00f6nce bir kez daha tekrar edin.<\/p>\n

Bu \u015fekildeki bir \u00f6\u011fretim y\u00f6ntemi; dinleyerek ve tekrar ederek \u00f6\u011frenmeyi seven i\u015fitsel \u00f6\u011frenciler i\u00e7in uygundur. Bu t\u00fcr bir s\u0131n\u0131f \u00e7al\u0131\u015fmas\u0131; somut, g\u00f6rsel ve pratik \u00f6\u011frenciler i\u00e7in de ilgi \u00e7ekicidir.<\/p>\n

S\u0131n\u0131f i\u00e7inde \u00f6\u011frencilerinizi, s\u0131ra arkada\u015flar\u0131 ile iki\u015ferli gruplara ay\u0131r\u0131n. Her \u00f6\u011frenciye \u00fczerinde, birisinin g\u00fcnl\u00fck, rutin i\u015fleri ile ilgili, birka\u00e7 c\u00fcmlenin yaz\u0131l\u0131 oldu\u011fu bir kart verin. Daha sonra bu kartlara yenilerini ekleyin. Her kartta bir \u00f6nceki kartta ge\u00e7en t\u00fcmceleri tamamlayan bilgiler olmal\u0131. \u00d6rne\u011fin;<\/p>\n

    \n
  1. O, kalkar.<\/li>\n
  2. \u00d6\u011fle yeme\u011fini yer.<\/li>\n
  3. Eve gelir.<\/li>\n
  4. \u0130\u015fe ba\u015flar.<\/li>\n
  5. a) ak\u015fam saat 07: 00\u2019de<\/li>\n
  6. b) sabah saat 07: 30\u2019da<\/li>\n
  7. c) sabah saat 08: 30\u2019da<\/li>\n
  8. d) \u00d6\u011fleden sonra<\/li>\n<\/ol>\n

    \u00d6\u011frenciler bu kartlar\u0131 kullanarak, s\u00f6zc\u00fckleri s\u0131ralayacaklar. Ellerinden geldi\u011fince, d\u00fczenli c\u00fcmle kuracaklar. Bu i\u015flem bittikten sonra siz, c\u00fcmlelerin do\u011fru \u015fekillerini okuyabilirsiniz veya bilgisayar\u0131n\u0131zdan c\u00fcmleleri \u00f6\u011frencilerinize dinletebilirsiniz. \u00d6\u011frenciler c\u00fcmleleri dinler ve gerekti\u011fi yerde hatalar\u0131n\u0131 d\u00fczeltirler. Sonra bu c\u00fcmleleri defterlerine yazarlar.<\/p>\n

    Bu \u00f6\u011fretim y\u00f6ntemi uygulamal\u0131 olarak ve yaz\u0131l\u0131 olarak verildi\u011fi i\u00e7in g\u00f6rsel ve kinestetik (pratik yaparak \u00f6\u011frenmeyi seven) \u00f6\u011frenciler i\u00e7in uygundur. Gruplar i\u00e7inde \u00e7al\u0131\u015fmay\u0131 seven \u00f6\u011frenciler; analitik (\u00e7\u00f6z\u00fcmleyici) ve konu\u015fkan \u00f6\u011frenciler olarak, bu t\u00fcr s\u0131n\u0131f \u00e7al\u0131\u015fmalar\u0131ndan yararlanabilirler.<\/p>\n

    Tahtaya, \u00fcnl\u00fc bir ki\u015finin resmini koyun. Tahtaya belli saatleri g\u00f6steren, bir saat resmi \u00e7izin. Sonra da bu \u00fcnl\u00fc ki\u015finin, belli saatlerde ne yapt\u0131\u011f\u0131n\u0131, jest ve mimiklerle anlat\u0131n. \u00d6\u011frencilerinizin kar\u015f\u0131s\u0131nda, rol yapma yetene\u011finizi kullan\u0131n. Hareketlerinizle olay\u0131 g\u00f6sterirken, geni\u015f zamana g\u00f6re, c\u00fcmlenizi de kurun. Birka\u00e7 kez tekrar edin. Dersin bu b\u00f6l\u00fcm\u00fcnde, \u00f6\u011frenciler sadece dinleyecekler.<\/p>\n

    B\u00fct\u00fcn c\u00fcmleleri dinledikten sonra, \u00f6\u011frencilerinizden, c\u00fcmlelerde ge\u00e7en fiilleri, jest ve mimikleriyle, hareketleriyle g\u00f6stermelerini isteyin. \u00d6nce hareketleri siz g\u00f6sterin. Sonra, \u00f6\u011frencilerinizden tekrar etmelerini isteyin. Sonra siz, c\u00fcmlelerin yerlerini de\u011fi\u015ftirin. Fi\u015fleri kar\u0131\u015ft\u0131r\u0131n. Ondan sonra c\u00fcmleleri birer birer okuyun. Siz c\u00fcmleyi okurken, \u00f6\u011frencileriniz de jest ve mimikleriyle olay\u0131 canland\u0131racak. Bundan sonra bir \u00f6\u011frencinizden bir c\u00fcmleyi okumas\u0131n\u0131 isteyin. Di\u011fer \u00f6\u011frenciler de mimikleriyle olay\u0131 canland\u0131rs\u0131nlar. Ayn\u0131 \u015feyi farkl\u0131 \u00f6\u011frencilerle tekrar edin.<\/p>\n

    Bu \u015fekildeki bir \u00f6\u011fretim tekni\u011fi, uygulamal\u0131 \u00e7al\u0131\u015fmay\u0131 seven kinestetik \u00f6\u011frenciler i\u00e7in, dinleyerek \u00f6\u011frenmeyi seven i\u015fitsel \u00f6\u011frenciler i\u00e7in ve canl\u0131 delilleriyle, dersi yaparak \u00f6\u011frenmeyi seven, somut \u00f6\u011frenciler i\u00e7in cazip bir y\u00f6ntemdir.<\/p>\n

    Tahtaya birka\u00e7 tane \u00f6rnek c\u00fcmle yaz\u0131n ve c\u00fcmlelerin hangi zamanda oldu\u011funu ifade edin. Fiillerin sonundaki zaman\u00a0eklerinin alt\u0131n\u0131 \u00e7izin. \u00d6\u011frenciler; tahtadaki \u00f6rnek c\u00fcmleleri ve onlarla ilgili dil bilgisi a\u00e7\u0131klamalar\u0131n\u0131 defterlerine ge\u00e7irecekler.<\/p>\n

    Bu \u00e7al\u0131\u015fma \u015fekli g\u00f6rerek \u00e7al\u0131\u015fmay\u0131 seven g\u00f6rsel \u00f6\u011frenciler, tek ba\u015f\u0131na \u00e7al\u0131\u015fmay\u0131 seven \u00f6\u011frenciler i\u00e7in uygundur. \u00d6\u011fretmen, geleneksel olarak, bir e\u011fitmen rol\u00fcn\u00fc \u00fcstlendi\u011fi i\u00e7in, bu e\u011fitim y\u00f6ntemi, otorite merkezli \u00f6\u011frenciler i\u00e7in de uygundur.<\/p>\n

    Yukar\u0131da verilen d\u00f6rt \u00f6rnek yabanc\u0131 bir dili \u00f6\u011fretirken, uygulanan en ge\u00e7erli y\u00f6ntemlerden birka\u00e7\u0131d\u0131r. Muhtemelen siz de daha iyi fikirlere sahip olmu\u015fsunuzdur. \u0130\u015fte, burada da g\u00f6rd\u00fc\u011f\u00fcm\u00fcz gibi uygulanan farkl\u0131 \u00f6\u011fretim teknikleri, farkl\u0131 yap\u0131lardaki \u00f6\u011frenci tiplerinin, dersleri daha iyi anlay\u0131p, kavramalar\u0131nda etkili olmu\u015ftur.<\/p>\n

    Farkl\u0131 \u00f6\u011frenci tiplerinin s\u0131n\u0131fland\u0131r\u0131lmas\u0131 \u00fczerine d\u00fc\u015f\u00fcn\u00fcrken dil bilgisi \u00f6\u011fretimindeki tekniklerimizi de\u011fi\u015ftirebilmemiz i\u00e7in, a\u015fa\u011f\u0131daki etkenler de \u00e7ok \u00f6nemlidir.<\/p>\n

    Yaz\u0131l\u0131, g\u00f6rsel, s\u00f6zel ve pratik olarak kullan\u0131lan \u00f6rnekler, yard\u0131mc\u0131 kaynaklar<\/p>\n

    Etkile\u015fim: bireysel \u00e7al\u0131\u015fma, s\u0131n\u0131f \u00e7al\u0131\u015fmas\u0131, grup \u00e7al\u0131\u015fmas\u0131, k\u00fcme \u00e7al\u0131\u015fmas\u0131, iki\u015ferli \u00e7al\u0131\u015fma<\/p>\n

    \u00d6\u011frencilere kurallar anlat\u0131labilir. Bir model verilebilir. Veya \u00f6\u011frencilerden bir \u015feyler yapmalar\u0131 istenebilir.<\/p>\n

    Kurallar verilmeden \u00f6nce, \u00f6rnek c\u00fcmleler kurulabilir. Pratik al\u0131\u015ft\u0131rmalar yap\u0131labilir.<\/p>\n

    \u00d6\u011frencinin rol\u00fc, \u00f6\u011frencinin derse kat\u0131lmas\u0131. Derse kat\u0131lma \u015fekilleri<\/p>\n

    \u00d6\u011frencinin cevap verme \u015fekilleri. \u00d6rne\u011fin: yazarak, s\u00f6zl\u00fc olarak veya pratik olarak.<\/p>\n

    Dersi vermek i\u00e7in, kulland\u0131\u011f\u0131n\u0131z y\u00f6ntemleri de\u011fi\u015ftirerek ve dil bilgisi dersini anlat\u0131rken farkl\u0131 y\u00f6ntemler kullanarak bir \u00e7oklu zek\u00e2 s\u0131n\u0131f\u0131ndaki farkl\u0131 \u00f6\u011frenci tiplerinin ihtiya\u00e7lar\u0131na cevap veriyor olacaks\u0131n\u0131z.<\/p>\n","protected":false},"excerpt":{"rendered":"

    E\u011fer \u00f6\u011frenciler, yabanc\u0131 dil olarak T\u00fcrk\u00e7e derslerinden ho\u015flan\u0131rlarsa, bu onlara daha g\u00fc\u00e7l\u00fc motivasyon sa\u011flayabilir. T\u00d6MER’ler i\u00e7in haz\u0131rlanan T\u00fcrk\u00e7e \u00f6\u011fretim kitaplar\u0131 \u00e7o\u011fu zaman bu t\u00fcr s\u0131n\u0131flarda yeterli [\u2026]<\/span><\/p>\n","protected":false},"author":1,"featured_media":2146,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[28],"tags":[44,45,46,47,48,49,50,51,52],"class_list":["post-2292","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article","tag-analitik-en","tag-bireysel-en","tag-coklu-zeka-en","tag-gorsel-en","tag-grup-en","tag-iletisimsel-en","tag-isitsel-en","tag-kinestetik-en","tag-somu-en"],"yoast_head":"\nYabanc\u0131lara T\u00fcrk\u00e7e \u00d6\u011fretiminde \u00c7oklu Zeka S\u0131n\u0131flar\u0131 ve \u00c7oklu Zeka S\u0131n\u0131flar\u0131nda Dil \u00d6\u011fretimi - Turkcestan<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.turkcestan.com\/en\/yabancilara-turkce-ogretiminde-coklu-zeka-siniflari-ve-coklu-zeka-siniflarinda-dil-ogretimi\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Yabanc\u0131lara T\u00fcrk\u00e7e \u00d6\u011fretiminde \u00c7oklu Zeka S\u0131n\u0131flar\u0131 ve \u00c7oklu Zeka S\u0131n\u0131flar\u0131nda Dil \u00d6\u011fretimi - Turkcestan\" \/>\n<meta property=\"og:description\" content=\"E\u011fer \u00f6\u011frenciler, yabanc\u0131 dil olarak T\u00fcrk\u00e7e derslerinden ho\u015flan\u0131rlarsa, bu onlara daha g\u00fc\u00e7l\u00fc motivasyon sa\u011flayabilir. 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