Bu çalışmada; Türkçe dersinde çoklu ortama dayalı öğretim ve araçlarının kullanımına yönelik ortaokul 6. sınıf öğrencilerinin görüşleri incelenmiştir. Belirlenen amaca ulaşmak için betimsel tarama yöntemi kullanılmıştır. Veriler nitel araştırma desenlerinden yarı yapılandırılmış görüşme yolu ile elde edilmiştir. Çalışma, MEB’e bağlı Muş ili Bulanık ilçesi Turgut Özal Ortaokulu 6. sınıf Türkçe dersinde yapılmıştır. Çalışma grubu olarak 25 kişilik 6 C sınıfı seçilmiştir. Çalışma, 8 hafta süreyle ortaokul 6. sınıf Türkçe ders kitabının “Toplum Hayatı” ve “Kişisel Gelişim” temalarındaki 1 şiir ve 7 metinle Türkçe dersi işlenirken yapılmıştır. Bunlardan 2 tanesi dinleme metnidir. Çalışma grubunda, Türkçe dersi öğretimi esnasında bilgisayar, projeksiyon, cd, ses sistemi gibi çoklu ortam araçlarından yararlanılmıştır. Bu araçlarla video, animasyon, karikatür, resim, çizgi film, belgesel, müzik, vb. materyaller kullanılarak çoklu ortama dayalı öğretim ortamı hazırlanmış ve hazırlanan bu ortamda çoklu ortama dayalı öğretim yapılmıştır. Çalışma grubundaki öğrencilerin çoklu ortama dayalı öğretim ve araçlarının kullanımına yönelik sorulan sorulara verdikleri cevaplar betimsel analiz yoluyla incelenmiş, analiz sonucunda ulaşılan sonuçlar betimsel bir biçimde yorumlanmıştır. Bu incelemeler sonucunda çalışma grubundaki öğrencilerin çoklu ortama dayalı öğretim ve araçlarından memnun oldukları, derste motivasyonlarının ve dikkatlerinin yüksek seviyede olduğu gözlemlenmiştir. Ayrıca öğrenciler bundan sonraki Türkçe derslerini de çoklu ortama dayalı öğretim yolu ile işlemek istediklerini belirtmişlerdir. Elde edilen bulgular ilgili literatür doğrultusunda tartışılmıştır.

In this study; Based on a multiple-media teaching in Turkish and tools to use for middle school for grade 6 students ' opinions. Determined to achieve descriptive scan method was used. The data is qualitative research has been obtained by way of semi-structured conversation of the pattern. Study sought answers to the following questions: 1 . Eight weeks, Turkish lessons based on the teaching through the arrow çmedia (computer, projector, sound system, tv, phone, using the tools of cd, etc.). Do you think, that's the way you like to be processed? Reasons please write together. 2. Based on a multiple-media teaching (Computer, projector, sound system, tv, telephone, cd, etc.) with text that is rendered in this way is not good if they are understand quicker and your own class? Reasons please write together. 3. Eight hours per week during which the event that affects you the most, and tools? Reasons please write together. 4. An eight-week course that bother you during the event, and what are the tools? Reasons please write together. 5. Based on a multiple-media teaching (Computer, projector, sound system, tv, telephone, cd, etc.) with you to class more in class or when you process time from the book in your classroom? Reasons please write together. 6. You have read and you're listening to Eight weeks in order to better understand it in your classroom, what do you suggest to your teachers about courses Turkish processed? Please write. Students make the most of your free time on the computer so much nowadays. Students interested in the education field and be redirected to, and evaluation of leisure time as well as training will be given, along with popular tools of benefit from that. In this context research, multimedia applications, their effects on students ' teaching of Turkish and Turkish lesson, determination of attitude toward gaining importance. Students ' interest of the State and the success of Turkish class lesson come before all the other classes. Because Turkish is a language lesson. In this lesson, there is a skill all the other lessons. Language training, traditional learning environments is not enough is a condition that is known now. Because the traditional education system, without having to worry about the students, with no information is used to get ready. Students in this case information is ezberlemektedir. In this case, because it does not have an effective and lasting achievements of students learning Turkish class is declining, and thus have a negative attitude toward class students. This study which will be a source of help to work on multimedia application a in education and it is important in terms of being an alternative example. A new perspective to the Turkish education teaching based on multimedia applications, the teaching-learning process in the classroom is expected to contribute positively. It also is though to shed light on the findings of new studies in this area. This situation will be better understood. I f we look at the my work area in thissubject writing: Fındık Dönmez (2013), prepared by the study of Nature and the universe as a teaching material in the workgroup when it is rendered on the theme cartoon used in the control group is used. Turkish cartoon in achieving the targeted achievements using the experimental group compared to the control group, students in the student reading comprehension and writing skills in the areas of more successful when they are concluded. Küçüksavar (2010) study, is in the process of students learning in the workgroup search applied to exams, reading comprehension levels is an important progress. Stars (2009) study, multimedia applications, it's the end of the first and second semesters of voice students read speeds, the Working Group in favour of the control group with no significant difference between the study group that the Working Group of her students to read in less time than the given text is the reason. Küçük (2006) the necessity of