School of Education
Suresh Gyan Vihar University
Mahal, Jagatpura, Jaipur-302025
Updated Curriculum
B.Ed.
for
Academic Session 2014-15
GYAN VIHAR SCHOOL OF EDUCATION
Teaching and Examination Scheme for B.Ed 1Year Program
Edition 2014
1Year
S.No.
Sem-I
Course
Code
A
Course Name
Credits
Contact Hrs/Wk.
L
S/P/WS/TU
Exam
Hrs.
Weightage(in %)
CIE
ESE
Compulsory Papers
1
ED-101
Essentials of Instructional and
Educational Technology
6
6
-
3
30
70
2
ED-103
Psycho Social Basis of Learning &
Teaching
6
6
-
3
30
70
3
ED-105
Th.-Computer Literacy &
Educational Application
3
3
-
3
30
70
4
B
ED-107
6
6
-
3
30
70
5
ED-109
6
ED-111
7
ED-113
Elective Papers
Methodology of
Science
Methodology of
Mathematics
Methodology of
Studies
Methodology of
8
ED-115
Methodology of Teaching Sanskrit
9
ED-151
2
3
-
3
60
40
10
C
TP-101
Pr.-Computer Literacy &
Educational Application
S/P/WS/TU
Teaching practice
60
40
Seminar/Presentation/WS/Tu.
Discipline & Co Curricular
Activities
Discipline and Co-Curricular
Activities
3
60
40
11
SM-101
D
12
DC-101
Teaching General
Teaching
Teaching Social
Teaching English
Total
5
2
33
-
6
-
100
24
6
-
30
Total Teaching hours
Note:



Students have to select one paper only from the elective papers.
Each student has to complete teaching practice of 20 lessons/elective subject in a semester.
Due to teaching practice in schools 3 to 4 weeks, theory classes in the department will be conducted
nearly for 10-12 weeks only in a semester.
L = Lecture
T = Tutorial
S = Seminar
P = Practical
W= Workshop
CIE = Continuous Internal Evaluation
ESE = End Semester Examination
Page 1 of 49
GYAN VIHAR SCHOOL OF EDUCATION
Teaching and Examination Scheme for B.Ed 1Year Program
Edition 2014
1Year
S.No
Sem-II
Course
Code
Course Name
Contact Hrs/Wk.
Credits
A
1.
ED-102
2.
ED-104
3.
ED106A
4.
ED-106B
5.
ED-106C
B
6.
7.
8.
9.
10.
ED-108
ED-110
ED-112
ED-114
ED-116
11.
12.
ED-118
ED-120
13.
ED-122
C
L
S/P/WS/TU
Exam
(Hrs.)
Weightage (in
%)
CIE
ESE
Compulsory Papers
Education & Emerging Indian
Society
Educational Management & School
Organization
Special Paper: Educational &
Vocational Guidance
Or
Special Paper: Environmental
Education
Or
Elementary Education
6
6
-
3
30
70
6
6
-
3
30
70
6
6
-
3
30
70
6
6
-
3
30
70
-
-
-
Elective Papers
Methodology of
Methodology of
Methodology of
Methodology of
Methodology of
Economics
Methodology of
Methodology of
science
Methodology of
Teaching Chemistry
Teaching Physics
Teaching History
Teaching Civics
Teaching
Teaching Hindi
Teaching home
Teaching Biology
S/P/WS/TU
14.
TP-102
Teaching practice
5
-
15.
SM-102
Seminar/Presentation/WS/Tu.
Total
3
32
24
Total Teaching Hours
Note:
6
6
-
-
-
60
40
60
40
-
30
 Students have to select one paper only from the elective papers and only one paper from special
paper.
 Each student has to complete teaching practice of 20 lessons/elective subject in a semester.
 Due to teaching practice in schools 3 to 4 weeks, theory classes in the department will be
conducted nearly for 10-12 weeks only in a semester.
L = Lecture
T = Tutorial
S = Seminar
P = Practical
W= Workshop
CIE = Continuous Internal Evaluation
ESE = End Semester Examination
Page 2 of 49
EXAMINATION SCHEME-B.Ed. (2014-15)
1. Compulsory Papers & Elective Papers: All compulsory & elective papers shall be evaluated as
follows:Total
Internal (CIE)
External (ESE)
100
30
70
External marks will be awarded at the end semester theory examination.
Internal marks will be awarded on the following basis.
I-Mid Term
10
II- Mid Term
10
Class Test
05
Assignment
05
Total
30
2. Computer Literacy & Educational Application (Pr.):
Computer Literacy & Educational Application Practical Exam shall be evaluated under the
following head:
Practical Exam
Internal (CIE)
External (ESE)
100
60
40
Components of CIE of Computer Literacy & Educational Application (Pr.):
 Mid-Term with viva
30
 Attendance
10
 File work, presentation &
Overall performance
20
60
Components of ESE of Computer Literacy & Educational Application (Pr.):
 Performance of the practical/quiz
30
 Viva-voce
10
40
3. Evaluation of teaching practice:
Total
100
Internal (CIE)
60
Components of CIE of teaching practice:
 Attendance
 Daily lessons
 Criticism
 Block Teaching
External (ESE)
40
10
25
10
15
60
Components of ESE of teaching practice:
 Lesson planning
 Presentation
 Teaching Aids
 Closure of the lesson
15
15
05
05
40
Page 3 of 49
4. Seminar/presentation/ workshop:
Work shall be evaluated on the following topics/ other relevant area:
(a) Instructional planning (lesson plan, unit plan & yearly plan)
(b) Formulation of instructional objectives and content analysis
(c) Teaching skills
(d) Measurement and evaluation
(e) Innovative teaching
Total
100
Internal (CIE)
60
Components of CIE of Seminar /Ws/ Presentation/tutorial:
 Attendance
 Presentation skills
Components of ESE of Seminar /Ws/ Presentation/tutorial:
 Report submission/ File Work
 Report presentation & viva
Page 4 of 49
External (ESE)
40
20
40
60
20
20
40
GYAN VIHAR SCHOOL OF EDUCATION
LIST OF COURSES FOR B.Ed PROGRAM
Edition-2014
Course Code
Course Name
ED-101
Essentials of Instructional and
Educational Technology
Education & Emerging Indian Society
ED-102
ED-103
Psycho Social Basis of Learning &
Teaching
ED-104
ED-106B
Educational Management & School
Organization
Th- Computer Literacy & Educational
Application
Special Paper: Educational & Vocational
Guidance
Special Paper: Environmental Education
ED-106C
Elementary Education
ED-107
ED-108
Methodology of Teaching General
Science
Methodology of Teaching Chemistry
ED-109
Methodology of Teaching Mathematics
ED-110
Methodology of Teaching Physics
ED-111
Methodology of Teaching Social Studies
ED-112
Methodology of Teaching History
ED-113
Methodology of Teaching English
ED-114
Methodology of Teaching Civics
ED-115
Methodology of Teaching Sanskrit
ED-116
Methodology of Teaching Economics
ED-105
ED-106A
Page 5 of 49
ED-118
Methodology of Teaching Hindi
ED-120
Methodology of Teaching Home Science
ED-122
Methodology of Teaching Biology
TP-101
Teaching practice
TP-102
Teaching practice
DC-101
Discipline and Co-Curricular Activities
Page 6 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
ESSENTIALS OF INSTRUCTIONAL AND EDUCATIONAL TECHNOLOGY
I-SEM. B.Ed.
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
[Ed 101]
EVALUATION
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. To develop the understanding of the concept of educational technology.
2. To use information and communication technology for improving teaching learning process.
3. Understanding the importance of feedback devices (Micro Teaching).
4. To select and plan the appropriate method, teaching aids in context of class room situation.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit
Contents of the Subject
No. of
Teaching
Periods
required
1
Technology and Education
12
(i)
Concept, nature and scope of Educational Technology.
(ii)
Role of Educational Technology in teaching learning process.
(iii) Maxims of Teaching.
(iv) Types of Educational Technology
(a) Teaching Technology: Meaning, characteristics, basic assumptions
and contents.
(b) Instructional Technology: Meaning, characteristics, basic
assumptions and contents
(c) Behavioral Technology: Meaning, characteristics, basic
assumptions and contents.
2
3
Designing of instructional system
(i)
Identification of instructional objectives (Bloom’s taxonomy)
(ii) (Writing the objectives in behavioral terms).
(iii) Micro-Teaching: Meaning, steps, characteristics, limitations and
advantages.
(iv) Various skills of micro teaching: Skill of introducing a lesson,
questioning, illustrating (with example), reinforcement, explanation, use
of audio visual aids, stimulus variation, closure, integration of various
skills.
Teaching Strategies
(i)
Programme Instruction, Meaning, Characteristics and Types of
programme instruction: Linear and branching.
(ii) Meaning, assumptions, types, characteristics, elements of teaching
models.
(iii) Types of teaching models: Glaser Model and Concept Attainment Model.
Page 7 of 49
12
12
4
Approaches in Educational technology:
Need, importance and uses of following approaches:
(i)
(ii)
(iii)
(iv)
5
12
Hardware approach and software approach.
Systems approach in educational technology.
Multimedia approach in education.
Electronic media- TV, radio, OHP, computer, E-learning, Satellite
Instructional Television Experiment (SITE).
Communication: A mode of teaching learning process
12
(i)
Concept of communication, principles, features and purpose of
communication
(ii) Communication process, barriers to communication
(iii) Class room communication (Verbal and non-verbal).
(iv) Information technology.
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
Sr.No. Name of Book
1
Technology of teaching
2
Innovation in teaching-learning
process
3
The selections and use of media for
improving classroom teaching and
interactive individualized instruction
4
Instructional technology
Author
Skinner, B.F.
Chauhan, S.S.
Romiszowaski
N.Y.Holt Rinehart and
Winston
New Delhi, Sterling (P) Ltd.
Shankar, T.
Sharma, R.A.
Commonwealth Publishers
R.Lall book depot, Meerut
Oberoi, S.C.
Saxena, N.R. Swaroop
Aggrawal, J.C.
R.Lall book depot, Meerut
Bhatnagar, R.P.
International Pub. House,
Delhi
A.P.H. Publishing Corp.
Rajat Publications, New
Delhi
International Pub. House,
Delhi
International Pub. House,
Delhi
Introduction to educational
technology
6
Models of teaching
7
13
14
Encyclopedia of educational
technology
Encyclopedia of teaching techniques
Technological foundation of
education
Essential & educational technology
management
Educational technology management
& evaluation
Educational technology and
management
Educational technology
Distance education
15
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Sharma, R.A.
16
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Mangal A.K.
10
11
12
Publisher
Appleton Century Crofts
Vikas Publication, New
Delhi
London: Kagan Page
Knork, F.G.
Chillds, T.
Sampath, K.,
Painiselvan, A &
Santhanam, S
Joyace,
Bruce &
Weilmansha
Giridhar, C.H.
5
8
9
60
Rao, V.K.
Pathak, C.K.
Page 8 of 49
New Jersey, Prentice Hall,
Englewood Cliffs
Commonwealth Publishers
Vinod Pustak Mandir, Agra
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
EDUCATION AND EMERGING INDIAN SOCIETY
[Ed 102]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives: To enable the students to understand about:
1. Understanding of education and its philosophical and sociological basis.
2. Understanding of educational implication of Indian and Western philosophies.
3. Education as a subsystem of society.
4. To understand philosophical thoughts of Indian philosophers.
5. Emerging issues in education.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
1
Education and society
1. Meaning, nature and aims of education.
2. Forms of education: formal, informal, and non- formal.
3. Educational provision in the constitution of India.
2
Education and philosophy:
1. Meaning of philosophy relationship between education and
philosophy.
2. Impact of philosophy on education.
3. Philosophical thoughts of Indian thinkers:
(a) Mahatama Gandhi.
(b) Ravindranath Tagore.
(c) Aurovindo.
12
3
Educational implication of western and Indian philosophies:
1. Idealism.
2. Naturalism.
3. Pragmatism.
4. Geeta, Buddhism, Jainism.
12
Page 9 of 49
No. of Teaching
Periods required
12
4
Education and society:
(i) Education as sub system of society.
(ii) Role of education in the process of socialization, social change,
cultural development.
(iii) Role of educational institutions for creating new social order
(preparation for quality life, gender equality, develop national and
international understanding).
12
5
Emerging concerns in education:
(i) Peace education.
(ii) Value education.
(iii) Environment education.
12
Total
Note: Scheme of CIE
 Class tests
 Assignments
 Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S. No. Name of the Author
1.
Bhatia, B.D. (1981)
2.
4.
Bhatia, Kamal Bhatia,
Baldeo (1994)
Grewal, J.S. Gupta B.S.
(1980)
Kakkad, Dr. G.M. (1988)
5.
Krishna Murti, J. (1973)
6.
Mathur, S.S. ( 1973)
7.
Mohanty Jagannath (1994)
8.
Mukherjee, S.N. (1969)
9.
10.
Rawat, P.L. (1965)
Saxena, N.R. Swaroop
(1981)
3.
Name of Book
The theory and practice of education
Publication
Doaba House, Bookseller and
Pub., Delhi
The Philosophical and Sociological
Doaba House, Bookseller
Foundation of Education
and Pub., Delhi
Working with community and teacher Ram Prasad and Sons, Agra
education
Secondary Teacher Education: New
Himalaya Pub. House,
Dimension and Directions
Nagpur.
Education and the significance of life B.I. Pub. Pvt. Ltd., New
Delhi
A Sociological approach to Indian
Vinod pustak mandir,Agra
Education
Indian Education in the Emerging
Sterling publishers, New
Society
Delhi
Education in India: Today and
Baroda, Acharya Book
Tomorrow
Depot., Raipur
History of Indian Education
Ram Prasad and Sons, Agra
Principles of Education
Loyal Book Depot., Meerut
Page 10 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
PSYCHO-SOCIO BASIS OF LEARNING AND TEACHING
[Ed 103]
I-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. To develop an understanding of the basic concepts, methods and principles of Psychology and of
Educational Psychology with reference to learning and teaching.
2. To develop an understanding of the nature and process of learning in the context of various learning
theories and factors.
3. To develop an understanding about the various factors that affect learner like personality,
intelligence, creativity and motivation.
4. To develop necessary skills to evaluate and interpret the learning outcomes.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
1
Educational Psychology:
(i)
Meaning and importance of Educational Psychology.
(ii) Importance of Educational Psychology for Teacher.
(iii) Importance of Educational Psychology for learner.
(iv) Growth and development of learner and its importance for a
teacher.
2
Learning and motivation:
(i)
Concept: Types and Factors Affecting Learning.
(ii) Meaning and role of motivation in the process of learning.
(iii) Theories of learning: Classical Conditioning, Operant
Conditioning, Gestalt, Piaget, Bruner, and Bundura.
12
3
Individual differences
(i)
Concept of individual differences.
(ii) Basis of individual differences:
(a) Personality
(b) Mental abilities
(c) Creativity
(d) Attitude
12
Page 11 of 49
No. of Teaching
Periods required
12
4
Psychology of adjustment of teacher & learner
(i)
Concept of adjustment and mal adjustment.
(ii) Identification and education of mal adjusted children.
(iii) Mechanism of adjustment.
(iv) Psychological behavior of teacher in a class.
12
5
Learners in group:
(i)
Dealing with learners in group.
(ii) Characteristics of class as a group and its impact upon
learning.
(iii) Role of teacher in generating a positive classroom climate.
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.
No.
1.
2.
3.
Name of the Book
Author
Publisher
Essentials of Educational
Psychology
Learning Theories for
Teachers
Educational Psychology
Agarwal.J.C.
Vikas Publishing House Pvt Ltd
Bigge
Harper,N.Y.
Blair,jones and
Simpson
Chauhan,S.S.
Macmillan,N.Y.
Hilgard,E.R.
Lindgren,H.C.
Appleton Century Craft N.Y
Macmillan,N.Y.
Sharma,R.A.
Lal Book Depot, Meerut
Skinner,B.F.
Asia Publishing House,Bombay
Alexander A.
Schneiders
Atkinson, R.L.
Atkinson, R.C., and
Hilgard, E.R
Bhatnagar, R.P.
Bower, G.H.,
Hilgard, E.R.
Cattell, R.B.
Charles E. Skinner
Deshmukh, M.C.
Gatzels, J.W. and
Jackson, P.W.
Kuppuswami, B.
Rinehart and Co. New York,
1993
New York: Harcourt Brace
Jovanovich, Inc.1983.
9.
Advanced Educational
Psychology
Theories of Learning
Educational Psychology in the
classroom
Fundamentals of Educational
Psychology
Essentials of Edcuational
Psychology
Introductory psychology
10.
Introduction to Psychology
11.
12.
Educational Psychology
Theories of Learning
13.
14.
15.
16.
An introduction to personality
Educational Psychology
Creativity in class room
Creativity and intelligences
17.
Advanced Educational
Psychology
Recent Trend in Educational
Psychology
4.
5.
6.
7.
8.
18.
Srivastava, G.N.P.
Page 12 of 49
Vikas Publication House,N.D.
Meenakshi Publications, Kanpur
New Delhi: Prentice Hall of India
Pvt. Ltd. 1981.
London: Hutchison’s House, 1950
Delhi, 1964.
S. Chand & Co. Delhi, 1984
New York Willy: 1962
Jalandhur University Publishers;
1963
Agra: Psychological Research
Cell, Tiwari Kothi, Agra, 1986.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
EDUCATIONAL MANAGEMENT AND SCHOOL ORGANIZATION
[Ed 104]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Acquire knowledge of the concept of Educational Administration and Management.
2. Understanding the role of centre state and local agencies in managing education.
3. Acquire knowledge of administration and supervision of education in Rajasthan.
4. Develop an understanding of the principles and practices of school organization.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
1
Educational administration and management:
(i) Concept, need, Characteristics of Educational Administration and Educational
Management
(ii) Principles of Educational Administration and Educational Management
Authority and Delegation:
(i)
Concept of authority, delegation of power centralization and decentralization.
(ii)
Unity of command. TQM (Total Quality Management).
2
Leadership and Institutional Planning:
(i)
Concept, principles, need of Leadership.
(ii)
Role of school HM/ Principal in School as a Leader.
(iii) Concept, type, aims, need of Institutional planning.
(iv)
School budget, nature, process of preparation, problems and solutions.
Supervision and Inspection:
(i)
Meaning, objectives, principles, problems, remedies of supervision and
inspection.
(ii)
Role of school Headmaster in Supervision and Inspection.
12
3
Objectives, principles, problems & types of the following:
(i)
Time table.
(ii)
Planning co-curricular activities
(iii) School records.
(iv)
Student discipline.
12
Page 13 of 49
No. of
Teaching
Periods
required
12
4
Growth and development of education in India.
(i)
(ii)
(iii)
(iv)
(v)
5
12
Development during British period.
Salient features of Secondary Education Commission 1952-1953.
Major recommendations of Education Commission (1964).
National policy on education 1986, 1992
Right to Education.
Role of Central and State agencies of education
(i)
NCTE, NCERT, CBSE, CABE (Central Advisory Board of Education)
(ii)
State department of education, RBSE, SIERT, DIET.
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.
No.
1.
Name of the Author Name of Book
Publication
Bhatnagar,Suresh
Surya Publication
2.
Gupta,L.D.
3.
4.
Sukhiya,S.P.
Vasheshtha K.K.
5.
8.
Dev Acharya
Mahendra
Agarwal,J.C.
School Administration
Vayas,Harishchandra Sakshik Prabhandha and shiksha ki
samasayaye
Agarwal,J.C.
School Prashasan
9.
10.
11.
12.
Yegendra Jit bhay
Kochhar,S.K.
Kabir Humayun
Mahajan Baldev
13.
Khan Mohd. Sarif
14.
Mahajan, J.S.
6.
7.
Sakshik Prabhandha and shisha ki
samashaye
Uchacha sakshik Prashashan
School Prashasan and Sangathan
School sangathan and bharatiya
shiksha ki samasaye
School Prabhandha
Hariyana Sahitya Aakadami
Chandigarh
Vidon book mandir, Agra
layal book Depot ,meerut.
Rastrvani pakashan delhi
Surya Publication, meerut
shukhapal gupta,arya book
Depot,delhi.
Arya book depot, karol bag,new
delhi
Sakshik and school prashasan
Vinod pustak mandir,Agra.
Secondary School Administration
Sterling publishers, New Delhi
Student Indiscipline
Ministry of Education, Delhi
Educational Administration in
Vikas Publication House Pvt.
Rajasthan
Ltd., New Delhi
Education Administration
Ashish Publishing House, New
Delhi
Supervision Role of School Principal Arya book depot, karol bag,new
delhi
Page 14 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
COMPUTER LITERACY & EDUCATIONAL APPLICATION (THEORY)
Ed 105
I-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-3
CREDITS-3
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. The student teachers will have understanding of computer system and its working.
2. The student teachers will be able to understand and operate window.
3. The student will develop skill in using windows and the applications.
4. The student will be able to understand the educational applications of computer.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Computer Fundamentals
12
1. General awareness about functioning of Computer(a) Characteristics and uses of Computer in Education (Planning,
question paper preparation, evaluation, open learning system)
(b) Block diagram of Computer
(c) Classification of Computer
2. Concept of hardware, software and education software.
3. Input/output devices
4. Primary storage devices & secondary storage devices
5. Computer memory and its units-RAM, ROM bit and byte
2
Operating System
12
1. Basic features of Windows
2. Windows and it’s accessories
(a) Explorer
(b) File Manager
© Paint
(d) Managing Printing
MS-Office
MS-Word-Text Management, Preparation of Resume, Application, Biodata, tables & commands
MS-Excel- Preparation of Table, Chart, formulas & commands
POWER POINT- Preparation of Slides, Paper Presentation &
commands
3
Internet and Multimedia
12
1. Server, Modem, E-Mail, Internet surfing for educational purpose
websites, Search Engines
2. Concept of Multimedia and its educational uses
Page 15 of 49
4
Computer as teaching machine:
(i) Computer Aided Instruction (CAI)-Concept and modes
(ii) Concept of other terms like CMI (Computer Managed Instructions)
CBI (Computer Based Instructions) CALT Computer Assisted
Learning and Teaching)
(iii) Information Technology and Computer (Concept, role, impact on
education system)
5
Computer and education
Role of Computer in Education System (e.g. library Management, Education
Management and research, School management, evaluation distance
education, education of special Children etc)
Total
Note: Scheme of CIE

Class tests
:
5marks

Assignments
:
5marks

Two Mid Terms
:
20marks
30marks
Recommended Books:
S.No.
1.
12
12
60
Author
Reghavan, S.S
Publisher
Mysore R.C.E
2.
Name of the Book
Macro Computer in Science and
Language teaching
An Introduction to Micro Computers
Osborne A
Galgolia Book
Source, New Delhi
3.
Computer
Koor Harjit
4.
Computer ek parichay
Vakatachamal,
S.
5.
An introduction to Computer Science
Balamurali,
Savitha
6.
Computer an introduction
Payal Lotia
and Pradeep
Nair
Aatmaram & Sons,
New Delhi
Pitabar publication
company P.Ltd New
Delhi
Vikas Publishing
House, Pvt.Ltd.New
Delhi
BPB Publication,
New Delhi-110001
Page 16 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
SPECIAL PAPER--EDUCATIONAL & VOCATIONAL GUIDANCE
II-SEM. B.Ed.
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
Ed -106A
EVALUATION
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the basic concept, nature, and scope of educational & vocational guidance.
2. Understand the aims and objectives of educational & vocational guidance.
3. Understand the importance of educational & vocational guidance in the present national scenario.
4. Understand the role and responsibilities of guidance workers in school.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Concept, Nature and Scope of Guidance & Counseling
12
(i) Historical background: abroad & India.
(ii) Nature, scope, objectives and principles of guidance
(iii) Distinction between guidance & counseling, directions & instructions.
(iv) Importance of guidance for individuals and for society
2
3
4
Areas of Guidance
1. Educational Guidance
2. Vocational Guidance
3. Personal Guidance,
Guidance in Present context
1. New trends in guidance and counseling online guidance, extension of
technology in guidance, new concept in evaluation & changes in
counselor's training.
2. Problems related to guidance & guidance workers.
Study of the individual
(i)
Meaning & importance
(ii)
Aspects of various information about individual (Physical Data,
Adjustment, Mental Abilities).
(iii) Techniques of collecting information
(a) Standardized techniques
(b) Non standardized techniques
(iv)
Guidance for individual with regard to individual differences: maladjusted, slow learners, gifted, creative and physically handicapped.
Guidance Services
Introduction of Guidance Services:
(i)
Individual Inventory Service.
(ii)
Information Service.
(iii) Counseling.
(iv)
Follow up service.
(v)
Page 17 of 49
12
12
12
5
Role and responsibilities of guidance workers
(i)
Counselor
(ii)
Principal
(iii) Teachers
(iv)
Career Masters
Testing techniques in Guidance & Counseling:
(i)
General introduction of standardized tests, their importance & uses.
(ii)
Various tests: intelligence, aptitude, personality, interest
Non-standardized testing techniques in Guidance & Counseling:
(i) Interview
(ii) Observation
(iii) Sociometry
12
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
RECOMMENDED BOOKS:
S.No.
1.
Name of the book
A Basic Tent for Guidance Workers
Author
Erickson, Cliffor E
2.
Guidance services in smaller
Schools
The Role of Teacher in Personnel
work
Forclich Clifford P
Appraising Vocational Fitness
Super Donald
3.
4.
Strang, Ruth
Page 18 of 49
Publication
N. Y.Prentics Hill
Inc.1947
New York Mc.Graw
Hill Book Co.
New York Teachers
Colleges Columble
University
New York Harper
and Brothers
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
SPECIAL PAPER- ENVIRONMENTAL EDUCATION
ED. -106B
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the concept of environment and the problems concerning. Environment through multi
disciplinary approach.
2. Develop environmental consciousness in their students.
3. Conduct local surveys; arrange field trips and environmental games and related activities.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
1
Environment
1. Concept of Environment
2. Concept of Ecology, Ecosystem, Components of Ecosystem and
interdependence
Man & Environment
1. Relationship of man and Environment
2. Prsonal & family responsibility about the Environment
2
Problems of modern civilization:
1. Population explosion
2. Pollutions-Air, Water, Noise, Waste and Cultural
Depletion of Natural Resources
1. Depletion of Natural resources: Causes and measures for
conservation of forest and wild life.
2. Water energy and soil management
Environment & Education
1. Meaning objectives, importance and philosophy of
Environmental education
2. Scope of environment education-Multi-disciplinary approach
correlation with other school subjects
3. Environment Education as a subject its curriculum at different
levels
Problems of Environment
(i)
The need for global outlook to solve Environmental problems
(ii) Global warming: Causes & affects.
Methods & Approaches:
(i)
Methods and Approaches: Group discussion, project problems
solving observation.
(ii) Field-trips/excursion, activity method.
(iii) Games and simulation puppet lecture-demonstration.
Ecology:
(i)
Ecology-club
Page 19 of 49
3
4
No. of Teaching
Periods required
12
12
12
12
(ii)
(iii)
5
Ecology laboratory
Library and publications.
Role of Mass-media
(i)
Role of Mass-media in environmental education,
(ii) Films and Audio-visual material in Environmental education.
Role different agencies:
(i)
Role of different agencies: UNEP, W.W.F.
(ii) Friends of tress: N.G.Os and Government organizations
12
Total
60
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
Recommended Books:
1.
Environmental Studies
2.
i;kZoj.k v/;;u
3.
i;kZoj.k v/;;u
4.
i;kZoj.k f'k{kk
5marks
5marks
20marks
30marks
-&
&
&
V.B. Singh
MkW- Hkksiky flag
MkW- th-,l- oekZ
MkW- th-,l- oekZ
Page 20 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING GENERAL SCIENCE
[Ed 107]
I-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the nature, scope, values and objectives of teaching science at secondary level.
2. Develop competence in teaching different topics of science effectively.
3. Develop scientific temper & provide teaching in scientific method of their student.
4. Use various methods with appropriateness of content, level and classroom situation to make pupil's
learning meaningful.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
1
Concept and Meaning of Science
1.
2.
3.
4.
5.
6.
2
Definition and concept of Science.
Place of science in school curriculum
Values of teaching science at school level
Meaning of correlation, correlation of science with other subjects.
Objectives of teaching sciences at Secondary level.
Study of the following scientist : Bhabha, APJ Abdul Kalam, Dhawan, JC
Boss
Curriculum Planning & Science Teacher
1.
2.
3.
4.
5.
6.
3
No. of
Teaching
Periods
required
12
12
Principles of developing science curriculum at secondary level.
Factors affecting the selection and organization of science curriculum.
Characteristics of a good curriculum of science
Developing Unit plan, lesson plan & annual plan in Science.
Qualities and responsibilities of science teacher.
Role of teacher in training students in scientific method and developing
creativity among students.
Methods & Instructional Support Material in Science Teaching
1. Lecture method, Demonstration method, Lab Method, Problem Solving
method, Project method, Inductive & deductive method.
2. Inquiry approach, programmed Instruction, Panel discussion, Team teaching,
work shops and seminar
3. Innovative teaching in General Science.
4. Multi sensory aids:(i) Charts & models, Bulletin board, flannel board.
Page 21 of 49
12
(ii)
(iii)
4
Transparencies, Projectors, Radio, T.V.
Computer, mobile & internet.
Co-curricular activities:
(i) Organization of Science club, Science fair and excursions, use of
12
community resources.
Science Labs:
(i)
(ii)
Planning & equipping science Lab.
Guidelines for organizing practical work care and maintenance of
equipment.
Safety precautions for work in science Lab.
(iii)
Evaluation in Science
5
1.
2.
3.
4.
5.
12
Evaluation: concept and purpose.
Types of Test items-objective type, S.A. & Essay type.
Preparation of blue print and construction of Achievement test.
Planning objective based various test items.
Evaluation of practical work in Science.
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No. Name of the book
1. Teaching Life Sciences
2. Teaching of Science & Life Science
Teaching of Biology
3.
4.
5.
6.
7.
8.
Teaching of life sciences
Modern methods of teaching sciences
Science Education
Science Education in 21st century
Teaching science at High level
Author
Sood,J.K.
Sharma, L.M.
Publisher
Kobli Publishers, Chandigarh
Dhanpat Rai & Sons, Delhi.
Kulsherstha, S.P.
Loyal Book Depot, Meerut.
Anmol publishers,
Daruagaj,Delhi
Vadav, M.S.
Anmol Publisher, Delhi.
Singh, U.K. & Nayab, Common wealth Publishers
A.K.
Daryaganj, New Delhi
Venkataih, S.
Anmol Publishers, Delhi.
Yadav, M.S. (Ed)
Anmol Publishers, Delhi
Yadav, K.
Page 22 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING CHEMISTRY
[Ed 108]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the nature, place, values and objectives of teaching Chemistry at secondary/senior secondary
level.
2. Establish its correlation with other subjects.
3. Use various approaches and methods of teaching chemistry.
4. Acquire the ability to develop instructional support system.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Nature & Objective of Science:
12
1. Nature, scope & historical background of science with special reference to
chemistry.
2. Co-relation of chemistry with other subjects.
3. General & specific objectives of teaching chemistry at secondary/senior
secondary level.
Various issues in science/chemistry teaching
1. Globalization and science education w.r.t chemistry.
2. Environmental science and chemistry.
3. Research and chemistry.
2
Chemistry Teacher:
1. Qualities, role & responsibilities of chemistry teacher.
2. Teacher's role in training students in scientific method & developing
creativity among learners.
Teaching Methods of Chemistry:
(i) Lecture method, Demonstration method, Lab based methods
(ii) Inductive & deductive method, problem solving & Project method.
(iii) Inquiry approach, programmed instruction, Group discussion, self study,
Team teaching, workshop & seminar.
Page 23 of 49
12
3
Chemistry Curriculum & text books:
(i) Principles of developing chemistry curriculum at secondary/senior secondary
level.
(ii) Critical appraisal of chemistry syllabus at secondary/senior secondary level
with special reference to The State Board (e.g. Rajasthan) and C.B.S.E.
(iii) Co-curricular activities: (a) Organization of science club science fair (b)
games & quiz (c) seminar & workshops (d) visits to places of scientific
interest.
(iv) Characteristics of good text books & its evaluation.
4
Use of instruction Material-1
Brief introduction of types & importance of :
(i) Audio-aids: Radio, Tap Recorder
(ii) Visual-aids, chart model, bulletin board,
(iii) Audio visual-aids: TV, videos, projectors
(iv) New emerging trends: computers, calculators, online material, mobiles
(v) Low cost teaching aids & improvised material.
Instructional planning, Evaluation of Chemistry and practical work
1. Instructional planning - Daily lesson plan, unit plan and yearly plan
5
(i)
Evaluation: Concept, Types and purposes.
(ii) Type of test items and their construction.
(iii) Preparation of Blue Print & Achievement Test.
(iv) Diagnostic Testing & Remedial teaching.
Evaluation of practical work in chemistry
(a)
Chemistry Lab: Layout Plans, equipments, furniture, maintenances of
records,
(b)
Repair, care and improvisation of apparatus
(c)
Safety measures in Lab, organization of practical work.
Total
Note: Scheme of CIE

Class tests
:
5marks

Assignments
:
5marks

Two Mid Terms
:
20marks
30marks
12
12
12
60
Recommended Books:
S.No.
1.
Name of the Book
Teaching of chemistry,
Author
Yadav, M.S.
Publisher
Anmol publication, New Delhi.
3.
4.
5.
Teaching science at Higher Level
Chemistry Teaching
Teaching of Chemistry by Modern
Method
Science Teachg in Schools
Science education in 21st Century
Yadav, M.S.
Misra, D.C.
Kherwadkal,
Anjali
Das, R.C
Venkataih,S.
Anmol Publications, New Delhi
Sahitya
Sarup & Sons.New Delhi
World Conference on Science
Education,
Rao,D.B.
Discovery Publishing House, New Delhi
6.
7.
8.
Page 24 of 49
Sterling Publishers Pvt.Ltd., New Delhi
Anmol Publishers, New Delhi
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING MATHEMATICS
I-SEM. B.Ed.
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
[Ed 109]
EVALUATION
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. To enable pupil teachers to understand and appreciate mathematical structure and their isomorphism with
physical realities.
2. To improve their understanding of the basic concepts and make them appreciate their unifying strength
and wide of applicability.
3. To enable them to analyses the school syllabus of mathematics in relation to its objectives.
4. To enable them to see meaningfulness of the school mathematics programme in relation to life situation.
Two questions will be set from each unit and students will be required to answer one question from each unit.
No. of
Teaching
Periods
required
12
Unit
Contents of the Subject
1
Nature & importance of Mathematics
(i)
Nature of mathematics, its importance in the secondary school curriculum.
(ii)
Relationship of mathematics with other subjects
(iii) Contribution of famous mathematicians.
(a) Indian mathematicians: Bhaskracharya, Aryabhatt, Ramanujan
(b) Foreign mathematicians: Euclid, Pythagoras
Aims and objectives of teaching mathematics
(i)
Aims and objectives of teaching mathematics
(ii)
Introduction of Bloom’s Taxonomy of educational objectives
(iii) Writing instructional objectives of teaching mathematics in behavioural terms.
2
Curriculum planning:
(i)
Curriculum: meaning, importance and principles of designing a good
curriculum.
(ii)
Critical evaluation of exiting mathematics curriculum prescribed at secondary
level in Rajasthan Board of Secondary Education & CBSE.
Methods of teaching mathematics:
a. Inductive Deductive, Analytic and Synthetic, Project method, Problem solving,
Heuristic and project, Laboratory method.
12
3
Development of teaching skills:
(i) Techniques of teaching mathematics
 Oral work, Written work, Home assignment , Drill work, Self &
supervised study
(ii) Teaching skills: concept, planning & practicing micro skills
 Questioning , Reinforcement , Explanation , Illustration with examples
& visuals, Stimulus variation
Audio-Visual aids
Page 25 of 49
12
4
5
(i)
AV aids in teaching mathematics
(ii)
Computer and mathematics
(iii)
Preparation of low cost teaching aids
Maths Lab:
(i)
Setting up of mathematics laboratory
(ii)
Practical/laboratory work in teaching of mathematics
(iii)
Use of mathematics laboratory in day to day teaching of mathematics
Text Book:
(i)
Text books in mathematics.
(ii)
Qualities of good mathematics book
Co-curricular activities:
(i)
Meaning and importance of co-curricular activities
(ii)
Organizing quiz and puzzles, riddles, etc
(iii)
Introduction to Vedic Mathematics
(iv)
Shortcuts mentioned in Vedic Mathematics
Evaluation
(i)
Types of test items and their construction
(ii)
Preparation of blue print.
(iii)
Diagnostic test and remedial teaching in mathematics
12
Enrichment Programme
Diagnostic, Remedial and enrichment programme with respect to the following content
areas prescribed in secondary classes of RBSE and CBSE
(a) Set theory and mathematical structures -Sets, Relations and Functions.
(b) Statistics-Graphical representation of the statistical data, measures of central
tendency, dispersion and coefficient of correlation.
(c) Axiomatic development of Geometry. Concepts of ray, line segment, angle of a
triangle, interior and exterior angles of a triangle.
12
Total
60
Note: Scheme of CIE
 Class tests
 Assignments
 Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
2.
5.
6.
7.
8.
9.
Name of the Book
Teaching of Modern mathematics
Teaching of mathematics in the new
education
The teaching of Secondary
mathematics
Sri Bhari Krisna Turthji Vedic
mathematics
Modern mathematics for teachers
Teaching of mathematics
Mathematical Statistic
Teaching of mathematics
Maths Edcuation
10.
Shanti Narayan
3.
4.
Author
Agarwal S.M
Ryangar and
Kuppuswami,N.A.
Butler and Wren
Publisher
Dhanpat Rai and Sons, Delhi
Universal Publication.
Jagadguru Swami
Moti lal Banarsidas Publisher Delhi
Kapur J.N
Mangal,S.K.
Kapoor and Saxena
Sidha,K.S
ShriVastov and
Bhatnagar
Modern Abstract
Algebra
Arya Book Depot,New Delhi
Prakash Brother Ludhiana
S. Chand & Co. New Delhi
Streling pub.Pvt.Ltd,New Delhi
Ramesh Book Depot, Jaipur
Page 26 of 49
McGraw Hill Book company
S. Chand & Co. New Delhi
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING PHYSICS
[Ed -110]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURERS-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the modern concept of physics.
2. Understand aims and objectives of teaching physics.
3. Appreciate the contribution of eminent physicists in connection with the development of physics.
4. Plan curriculum at secondary/senior secondary level.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Nature, Scope and Objectives
12
(i) Meaning, definition & nature of Science, Physics as a fundamental science.
(ii) Objectives and values of Teaching Physics at Senior Secondary Level
Contribution of Indian & foreign physicists
Major milestones in the development of the physics:
(i)
Indian Physicists: Sir C.V. Raman, M.N. Saha, J.C. Bose, H.J. Bhabha.
(ii) Foreign physicists: Archimedes, Newton, Einstein
2
Curriculum
(i) Principles of selection and organization of course content/ Curriculum
planning for senior secondary level physics.
(ii) Characteristics of good physics curriculum. Critical analysis of physics
curriculum of Sr. Sec. Classes of RBSE/CBSE.
(iii) Correlation of physics with other school subjects and its role in daily life.
Planning
(i) Developing unit & lesson plan, annual plan in physics
(ii) Writing of objectives in behavioral terms.
(iii) Content analysis & concept mapping
Page 27 of 49
12
3
Role of Physics teacher
12
(i) Teacher’s role in planning for developing scientific attitude and creativity
among students and for training them in scientific method.
(ii) Qualities & responsibilities of a good physics teacher.
Methods & Approaches of teaching Physics
(i) Lecture method, demonstration method, laboratory method, project method,
problem solving method and assignment method.
(ii) Heuristic approach, Inductive deductive approach.
(iii) Importance of practical work in teaching physics.
(iv) Out of class activities like science club, science fairs and field trips.
4
Instructional Support System
12
Multisensory aids in teaching physics:
(i) Chart, models, over-head projector, flannel board, bulletin board,
transparences, radio, TV, mobile, Internet computer, projectors, low cost
and improvised material.
Physics Laboratory:
(i)
Planning, equipping and organizing physics work in labs.
(ii) Importance of State and national level institutions and laboratories- NPL,
ISRO, CEERI, and BARC.
(iii) Community resources- Science Centers /museums, planetarium and solar
observatory etc.
(iv) Physics Textbooks- Characteristics of a good textbook and its evaluation
criteria.
5
Evaluation
(i)
Evaluation: Concept and purpose
(ii) Type of test items and their construction
(iii) Diagnostic test and remedial teaching in physics
(iv) Preparation of blue print and achievement test
(v)
Evaluation of practical work in physics
12
Total 60
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the book
Modern Science
Author
Hesis, Oburn and Hoffman
2.
Teaching Science in Today'
ssecondary schools
Thurber W. and A Collette
3.
Sadharan Science Siksha
The impact of science Teaching
Magal S.K
Vaiday,N.
4.
Science Teaching in Secondary
School
Modern Science Teaching'
science Education
Richardson S
Aray book Depot,New Delhi
Oxford and IBH Publication
Company, New Delhi 1971
Prentice Hall USA
Sharma,R.C. and Sukla
Taygi S.K. Bhotik
Dhanpat Rai and sons Delhi
Sahitay pakashan,agra
5.
6.
Page 28 of 49
Publisher
The Macmillan Company"
New York
Boston Allyan and Bacon
Inc. New York
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING SOCIAL STUDIES
[Ed 111]
I-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives: To enable the student teacher to:
1. Understand the concept, aims and objectives of social studies
2. Importance of social studies in school curriculum. Critically evaluate the syllabus of social studies
3. Prepare different type of plans: yearly plan, unit plan, and lesson plan for different classes.
4. Apply appropriate methods & techniques of teaching different topics
5. Use different types support material
6. Evaluate the pupils performance
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit Contents of the Subject
No. of Teaching
Periods required
1
Nature, Scope and Objectives of Social Studies
(i)
Concept, nature, scope and importance of Social Studies
(ii) Importance in school curriculum.
(iii) Aims & objectives of teaching Social Studies at different levels
(iv) Co-relation of Social Studies with other school subjects—
Science and language
12
Planning of instructions
(i)
Concept, need & importance of planning.
(ii) Annual plan.
(iii) Unit plan.
(iv) Daily lesson plan.
2
3
Support material in teaching of social studies
Need, importance & types of support material
(i)
Audio.
(ii) Visual.
(iii) Audio visual.
(iv) Multi-media and Community resources.
Methods of teaching social studies
(i)
Story telling
(ii) Supervised study
(iii) Team teaching
(iv) Problem solving
(v) Activity method
12
12
Page 29 of 49
4
5
Curriculum of social studies
1. Meaning, importance and principles of curriculum
2. Characteristics of good social studies curriculum.
3. Critical appraisal of social studies curriculum.
4. Role of social studies teacher.
12
Evaluation
(i) Concept and objectives of evaluation and measurement,
difference between evaluation and measurement.
(ii) Tools and techniques of evaluation in social studies teaching.
(iii) Preparation of Blue Print Test.
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
12
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No. Name of the book
Teaching of Social Studies: A
1.
Practical Approach
2. Modern Methods of Teaching
Teaching the social studies in
3. Secondary School
4.
5.
6.
7.
8.
Teaching of social studies in
Indian School
Teaching of social studies in
Elementary School
Teaching of social studies
Teaching of social studies in
Higher School
Teaching of social studies in
India
Author
Agarwal, J.C. (1989)
Bhatt, B.D. (1995)
Publisher
Vikas Pub. House Pvt. Ltd.,
Delhi
Kanishka Pub., Delhi
Bining, A.C. and Brining, Mc Graw Hill Company, New
D.H. (1952)
York
Bhattacharya and Darji,
D.R. (1966)
Acharya Book Depot., Baroda
Kaushik, Vijay Kumar
Anmol Pub., New Delhi
Sterling Pub. Pvt. Ltd., New
Delhi
Wesley, E.B. & Wronski, D.C. Health and Company,
S.P. (1958)
Boston
Kochher, S.K. (1999)
Yagnik, K.S. (1966)
Page 30 of 49
Orient Longman, Bombay
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING HISTORY
[Ed 112]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives: To enable student teacher to:1. Understand the concept, nature and scope of history.
2. Understand the aims and objectives of teaching history at different levels of the secondary stage.
3. Prepare unit plan, lesson plan, and yearly plan.
4. Evaluate the syllabus of history of secondary level.
5. Select and apply different methods of teaching at secondary stage.
6. Imbibe basic teaching skills (micro skills).
7. Prepare objectives based achievement test.
8. Select and use of relevant teaching aids.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
1
Nature and scope of the subject
(i) Meaning, nature, scope and importance of teaching history.
(ii) Aims of teaching History at secondary level.
(iii) Objectives of teaching History at secondary level (Bloom's Taxonomy)
(iv) Skills of teaching (Micro Teaching).
2
Co-relation and Curriculum
(i)
Co-relation of history with other school subjects: civics, economics,
geography, science and language.
(ii)
Meaning, need and Fundamental principles of formulating curriculum of
History at secondary stage.
(iii) Qualities and role of history teacher.
12
3
Instructional planning and methodology of teaching
(i)
Need and importance of planning: Yearly Plan, Unit Plan, Lesson Plan of
Teaching History.
(ii)
Methods of teaching history: Story telling, Dramatization, Supervised
study, Programme instruction, discovery and source method.
12
4
Instructional and support system
i. Teaching aids: need and importance of the following
(a)
Audio aids.
(b)
Visual aids.
(c)
Audio visual aids.
(d)
Printed material.
(e)
Community resources.
12
Page 31 of 49
No. of
Teaching
Periods
required
12
5
Evaluation in History Teaching:
(i) Concept and purpose of evaluation.
(ii) Types of evaluation: formative and summative.
(iii) Techniques of evaluation: written, oral and practical.
(iv) Preparation of achievement test:
(a) Objective based questions.
(b) Blue print.
(c) Preparation of question paper.
12
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No Name of the Book
.
1.
Teaching of social studies in
secondary school
2.
Creative Teaching of History
3.
6.
Suggestions of Teaching History
in India
Hand book of history teachers
Effective Teaching of History in
India
History teaching
7.
History teaching
8.
History teaching
4.
5.
Author
Publisher
Bining and
Mc Graw Hill Book Co., New York
Bining (1952)
Ghosh, K.D. OUP
(1951)
Ghate, V.D.
------NCERT
Chaudhary,
K.P.
Tyagi,
Gurusharan
Ghate, B.D.
NCERT
NCERT
Rajasthan Hindi Granth Academy,
Jaipur.
Haryana Granth Acadami, Chandigarh
Baghela Dixit Rajasthan Hindi Granth Academy,
Jaipur.
Page 32 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING ENGLISH
[Ed 113]
I-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Develop a good understanding of the basic concepts in second language teaching.
2. Teach basic language skills as listening, speaking, reading and writing and integrate them for
communicative purpose.
3. Critically review and use appropriately different approaches and methods of teaching English as
secondary language.
4. Prepare lesson plans on different and prescribed aspects of English as secondary language.
Two questions will be set from each unit and students will be required to answer one question from each
unit.
Unit
No. of
Teaching
Periods
required
1
(A) Elements of English language:
12
(i)
Types of sentences.
(ii) Articles, modals, prepositions, tag questions.
(iii) Mother-tongue
(iv) Introduction of English language.
(v)
Principles of Second Language.
(vi) English as a Second Language.
(vii) Characteristics of English language.
(B) Place of English in School Curriculum
(i)
What is Curriculum?
(ii) Place of English in India after Independence.
(iii) Place assigned to English in the Educational system in India.
(iv) Problems in teaching English as a second language.
(v) Suggestions to improve the falling standards of English
language.
2
(A) Objectives of Teaching English as a Second language
12
(i)
Skill based (LSRW)
(ii) Prose lesson: components, concept, steps of teaching Prose in
second language.
(iii) Poetry lesson: components, concept, steps of teaching Poetry in
second language.
(iv) Teaching of :
(a) Composition (controlled, guided& integrated)
(b) Grammar (lexical & structural)
(B) Planning for English language Teaching as a Second language
Page 33 of 49
3
4
5
(i) Micro Teaching Skills: Introduction, Questioning, Explanation,
Demonstration (Reading), Black-Board Skills.
(ii) Micro Plan
(iii)Mini Plan
(iv) Unit plan
(v) Daily Lesson Plan
(vi) Annual Plan
Teaching of listening and speaking skills.
(i) The phonemic elements involved in listening at the receptive
level.(Monothongs, diphthongs, consonants, pause, juncture, stress,
accent, intonation, rhythm)
(ii) Role of teaching aids in teaching listening skills.
(iii)The phonemic elements involved in Speaking at the productive level
(Monothongs, diphthongs, consonants, pause, juncture stress, accent,
intonation, rhythm.)
(iv) Use of pronouncing dictionary.
(v) Role of A.V. aids in teaching speaking skills.
(A) Teaching Reading and Writing skills:
(i) Types of Reading: Skimming, Scanning, Silent reading, Reading
aloud, Intensive Reading, Extensive reading, Local and Global
Comprehension.
(ii) Teaching silent reading, intensive reading, and extensive readings.
(iii)Role of course reader and rapid reader.
(iv) Dictionary in teaching Reading skills.
(v) Types of composition: oral, written, controlled guided.
(B)Methods, Approaches and Techniques of Teaching English
Introduction to methods, approaches and techniques of teaching of English
as a second language:
(a) Direct Method
(b) Bilingual Method
(c) Supervised Study Method
(d) Structural Situational Approach
(e) Technique: Language Game: i.e. Crossword, Puzzle, Quiz, Hub wheel,
etc.
Study of the above methods and approaches in the light of:
Characteristics, steps, merits & limitations of the methods.
Techniques are only for practical work (class room environment &
condition)
Resources / Support Material
(i) The Blackboard and the White Board
(ii) Flashcards, Posters and Flip Charts
(iii)Radio Tape-recorder, T.V.
(iv) Language Laboratory
(v) The Overhead Projecter (OHP)
Evaluation in English
Concept of evaluation in English as second language - oral, written,
practical, types of questions.
 Preparation of question paper-its blue print and answer key.
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Page 34 of 49
12
12
12
60
Recommended Books:
S.No.
1.
2.
The English Teacher's Handbook
Author
Bansal, R.K. and
Harrison,J.B
Baruag, T.C.
3.
Teaching English as Second Language
Bright and McGregor
Publication
Madras:Orient
Longman Ltd.
New Delhi Starling
publishing Pvt.Ltd.
Longman
4.
Communicative Methodology in
Language
English Grammar
Brumfit,C.J.
Cambridge: C.U.P
Collins Cobuild
Doff,A
Freeman Diane-Larsen
Gimson A.C.
London:Edward
Hornby A.S.
Oxford : CUP
10.
Teach English
Techniques and Principles in Language
Teaching
An Introduction to the Pronunciation of
English
A Guide to patterns and usage in
English
Language Teaching
Harper
Colling
Publisher India
Cambridge: CUP
Cambridge: CUP
Lado Robert (1971)
11.
English Language Teaching
12.
14.
The Principles of Language Study.
Approaches and Methods in
language Teaching
English Phonetics and Phonology
A Practical Grammar ELBS
Paliwal, A.K. (1988)
Palmer, H.L. (1964-65)
Richards, J.C. and Rodgers,
T.S.
Roach, Peter (1991)
New Delhi : Tata
McGraw Hill
Publishing House
Co. Ltd.
Jaipur:Surbhi
Publication
London : O.U.P.
15.
Principles of Teaching English Delhi
Thomson, A.J. and
Martinet (1998)
Venkateshwaran,S (1995)
16.
Teaching English Through English
Planning Lessons and Courses
Willis, Jane
Woodward, Tessa (2001)
5.
6.
7.
8.
9.
13.
Name Of Book
Spoken English for Indian
Page 35 of 49
Cambridge
C.U.P.
Cambridge
C.U.P.
O.U.P.
Vikas Publishing
House
Pvt. ltd.
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING CIVICS
[Ed 114]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the concept, scope and aims of teaching civics.
2. Established co-relation of civics with other school subjects
3. Prepare unit plan, lesson plan, and yearly plan.
4. Apply appropriate methods in teaching particular topic.
5. Select and use relevant teaching aids.
6. Use of teaching skills.
7. Develop skill to construct test paper to measure various objectives.
8. Develop the ability to critically evaluate existing syllabus.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
1
Contents of the Subject
Meaning nature and scope of Civics
(i)
Concept, scope, nature and aims of teaching Civics.
(ii)
Instructional objectives of teaching civics.
(iii) Co-relation of civics with other school subjects (History, Economics,
Geography and Science).
No. of
Teaching
Periods
required
12
2
Civics curriculum
(i)
Concept of Curriculum.
(ii)
Fundamental principles of formulation of curriculum in Civics.
(iii) Critical appraisal of the existing curriculum of Civics.
12
3
Instructional plan
(i)
Unit plan.
(ii)
Lesson plan.
(iii) Yearly plan.
Methods of teaching Civics
(i)
Problem solving.
(ii)
Brain trust.
(iii) Brain storming.
(iv)
Supervised study.
(v)
Program instruction.
(vi)
Inductive thinking.
12
Page 36 of 49
4
Micro teaching:
Theory and practice of the following skills:
(i)
Introduction.
(ii)
Questioning.
(iii) Use of teaching aids.
(iv)
Explanation with illustration.
(v)
Stimulus variation.
(vi)
Reinforcement.
(vii) Closure.
(viii) Integration of skills.
(ix)
Role of civics teacher.
12
5
Evaluation
(i)
Purpose.
(ii)
Concept.
(iii) Types.
(iv) Techniques of evaluation.
Objective based evaluation:
(i)
Preparation of achievement test.
(ii)
Blue print.
(iii) Various types of questions.
12
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Recommended Books
S.No.
1
Name of Book
Nagrik Shastra Shikshan
2
Nagrik Shastra Shikshan
3
Nagrik Shastra Shikshan
Author
Saxena, Godhika,
Baghel
Gursharan das
Tyagi
M.L. Mittal
4
5
6
Nagrik Shastra Shikshan
Nagrik Shastra Shikshan
Nagrik Shastra Shikshan
Savitri Mathur
Rajni Yadav
Yogesh Kr. Singh
7
Methods of teaching Civics
T. Shankar
Page 37 of 49
Publisher
Vinod Pustak
Mandir
Vinod Pustak
Mandir
International
Publishing House
Astha Prakashan
Astha Prakashan
APH Publishing
Corp.
Commonwealth
Publishers
60
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING SANSKRIT
Unit
1
2
[Ed 115 ]
I-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Contents of the Subject
1r`rh; Hkk"kk f’k{k.k ds fl)kUr egŸo izdkj A
euksoSKkfud ] Hkk"kk;h rFkk f’k{k.k foKku lEcU/kh
fl)kUr A
2
¼v½ Hkk"kk;h dkS’ky&
1 vocks/k dkS’ky
2
vfHkO;fDr
dkS’ky
¼c½ midkS’ky ,ao mudk egŸo
3 r`rh; Hkk"kk ds :Ik esa laLd`r f’k{k.k dsa mÌs’;&
1
ek/;fed Lrj ij
2 mPp ek/;fed Lrj ij
Hkk"kk;h dkS’ky f’k{k.k % lEizR;;] egŸo] fof/k] izfof/kA
1
Jo.k dkS’ky& Loj] O;atu] ckyk?kkr] Lokjk?kkr]
vkjksg] vojksg] y; bR;kfnA
2
dFku dkS’ky& Loj] O;atu] ckyk?kkr] Lokjk?kkr]
vkjksg] vojksg] y; bR;kfn ,oa ekSf[kd vfHkO;fDr A
3
iBu dkS’ky& o.kZ] 'kCn] v{kj igpku] vocks/k]lLoj
okpu
4
ys[ku dkS’ky& vfHkO;fDr dkS’ky] ys[ku rduhd ds
rŸo
Pkjksa dkS’kyksa esa lg&lEcU/k ,oa leUo;kRed
Page 38 of 49
No. of
Teaching
Periods
required
12
12
3
4
f’k{k.kA
r`rh; Hkk"kk ds :Ik esa laLd`r f’k{k.k dh fof/k;ksa ,oa
izfof/k;ksa ds lEizR;;] egŸo] izfdz;k] fo’ks"krk,W ,oa
dfe;kW&
1
izR;{k fof/k
2
laxzUFku mikxe
3
lEiz"sk.k mikxe
4
lexz mikxe
mi;qZDr fof/k;ksa dk fuEukfdra n`f"V ls v/;;u ,oa
iz;ksax
1
r`rh; Hkk"kk vf/kxe euksfoKku
2
laLd`r Hkk"kk dh izd`fr
3
d{kk&d{k okrkoj.k vkSj ifjfLFkfr;kW
4
Hkk"kk dk O;ogkj esa iz;ksx
5
Hkk"kk f’k{k.k ds mÌs’;
6
ekr`Hkk"kk dh HkwfedkA
7
f’k{kd] Nk=] ikB; iqLrd rFkk n`’;&JO; lgk;d
lkexzh
dh HkwfedkA
8
=`fV;kW ,oa mipkjkRed dk;Z
9
ijh{k.k ,oa ewY;kadu
r`rh; Hkk"kk laLd`r f’k{k.k esa n`’;&JO; lkexzh
1 lEizR;;] egŸo] ,oa lko/kkfu;kW
2 fUkEukafdr dk p;u] fuekZ.k ,oa buds iz;ksx ds
fl)kUr
¼v½ ‘’;ke iVV ] fp=] fuekZ.k ,oa buds iz;ksx ds
fl)kUr
dEI;wVj] bUVjusV ,oa vks-,p- ih-A
¼c½ vfHkU;] ;qXe dk;Z] lewg dk;ZA
laLd`r ikB; lkexzh dk f’k{k.k % fuEukafdr dk lEizR;;]
egŸo] iz;ksx] fof/k] izfof/k lkexzh ,oa xq.k& nks"k&
1
O;kdj.k f’k{k.k
2
x|f’k{k.k
3
ukVd f’k{k.k
4
dgkuh fodkl f’k{k.k
5
laokn f’k{k.k
6
i|f’k{k.k
Page 39 of 49
12
12
7
8
5
jpuk f’k{k.k
vuqokn f’k{k.k
ewY;kadu %
1 Hkk"kk esa ewY;kadu dk lEizR;;]vFkZ]
egŸoA
2 r`rh; Hkk"kk esa ewY;kadu dk lEizR;;]
O;kdj.k vuqokn ,oa Hkk"kk dkS’kyksa dk
ewY;kaduA
3 r`rh; Hkk"kk ds :Ik esa laLd`r esa
ewY;kadu& vFkZ] lEizR;;] ,oa egŸo A
4 iz'u i= fuekZ.k Cyw fizUV
funkukRed ,oa mipkjkRed f’k{k.k % lEizR;;] f’k{k.k ,oa
lkexzh fuekZ.k ds fl)kUrA
¼v½ laLd`r esa fuEukafdr dk funkRed ,oa
mipkjkRed f’k{k.k
1
Jo.k lEcU/kh
2
dFku lEcU/kh
3
iBu lEcU/kh
4
ys[ku lEcU/kh
5 O;kdj.k lEcU/kh
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
5marks
5marks
20marks
30marks
Page 40 of 49
12
60
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING ECONOMICS
[Ed 116]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1.
2.
3.
4.
Refresh the knowledge about the meaning, importance, nature, scope and aims of economics.
Acquaint with the aims, objectives and value-outcomes through teaching economics.
Develop ability to plan for suitable instructions in economics.
Develop appropriate attitude towards the subjects and country's economy.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
No. of
Teaching
Periods
required
12
1
Meaning, nature, and scope and curriculum
(i)
Meaning, nature and scope of economics.
(ii) Aims and objectives of teaching economics
(iii) Concept of curriculum and syllabus, Importance of economics
curriculum in school Education.
(iv) Fundamental principles of formulation of economics curriculum.
2
Correlation of economics with other School Subjects
(i)
Meaning and need for correlation.
(ii) Types of correlation.
(iii) Correlation of economics with other school subjects: - History, Civics,
Science, Geography.
(iv) Qualities of Economics Teacher.
12
3
Planning of instruction and Skill Based Teaching
(i)
Meaning and importance of the following
(a) Yearly plan.
(b) Unit plan.
(c) Lesson plan.
(d) Micro Lesson.
(ii) Preparation of the above plan.
(iii) Micro Teaching.
Methods and innovative practices of Economics Teaching
1. Various methods of teaching economics – project method, problem
solving, supervised study, brain storming
2. Use of teaching aids in economics: Audio-Visual, Multi Media and
Community resources.
12
4
Page 41 of 49
12
5
Evaluation in economics:
1. Meaning and significance of evaluation in economics.
2. Evaluation procedure.
3. Preparation of objectives based achievement test.
4. Blue print.
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
Sr.No.
1
2
Name of Book
Teaching of economics
Author
Saxena, N.R.
Mishra, B.K.
Mohanty, P.K.
Aggrawal, J.C.
3
Teaching of economics: A
practical approach
Methods of teaching economics
4
Arithshastra Shikshan
Saxena, Nirmal
5
Arithshastra Shikshan
Gaur, A.K.
6
Arithshastra Shikshan
Singh, Y.K.
7
Teachers manual in economics
Hasan, N.
8
Introduction to economics of
education
The principles and methods of
teaching
Natrajan, S.
9
Tiwari, Deepak
Bhatia & Bhatia
Page 42 of 49
Publisher
R. Lall book depot,
Meerut
Vinod Pustak Mandir,
Agra
Commonwealth
publishers, Delhi
Rajasthan Hindi Granth
Academy, Jaipur
International publishing
house, Delhi
A.P.H. publishing corp.,
Delhi
Regional college of
educational Ajmer
Sterling Publication P.
Ltd., Delhi
Doaba house, Delhi
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING HINDI
[Ed 118]
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
1
2
3
Contents of the Subject
No. of Teaching
Periods required
1- Hkk"kk dk oSKkfud Lo:i ¼o.kZ fopkj] 'kCn
fopkj ,oa okD; fopkj dh n`f"V ls½
2- Hkk"kk;h dkS'kyksa ds fodkl gsrq fuEukafdr
i{kksa ds Lo:i dk f'k{k.k&¼d½ Jo.k ¼[k½
mPpkj.k ¼x½ orZuh ¼?k½ okpu ¼lLoj ,oa
ekSu½ ¼M+½ vfHkO;fDr ¼ekSf[kd ,oa fyf[kr½
1- ekr`Hkk"kk @jk"VªHkk"kk ds :i esa fgUnh
f'k{k.k dh fLFkfr
2- iqLrdky; ,oa okpuky; dk fgUnh Hkk"kk;h fodkl
esa mi;ksx
3- ekr`Hkk"kk dk vU; fo"k;ksa ds lkFk lEcU/k
1- ekr`Hkk"kk vkSj mldk egRo
2- ekr`Hkk"kk f'k{k.k ds mn~ns';
3- ekr`Hkk"kk ds fl)kUr
4- d{kk f'k{k.k ds fl)kUr
fgUnh dh fuEu fo/kkvksa dk f'k{k.k ¼d½ x| f'k{k.k
¼O;kid ,oa xgu ikB :i esa ,oa nqzr ikB :i esa½
¼[k½ i| f'k{k.k ¼jl ikB ,oa cks/k ikB :i esa½ ¼x½
ukVd f'k{k.k ¼okfpd ,oa vfHku;kRed :i esa½
fgUnh dh fuEu fo/kkvksa dk f'k{k.k &
1- jpuk f'k{k.k ¼fucU/k jpuk ,oa dgkuh jpuk½
2- O;kdj.k f'k{k.k
3- fgUnh f'k{k.k esa n`';&JO; lkexzh&lEizR;;]
midj.kksa dk egRo ,oa mi;ksx
4- fgUnh Hkk"kk f'k{k.k esa ikB~;&iqLrd ,oa egRo
ikB~;dze ,oa ;kstuk &
1- ikB~;dze dk vFkZ] lEizR;;] ikB~;dze fuekZ.k ds
vk/kkjHkwr fl)kUr] orZeku ikB~;dze dk
leh{kkRed ewY;kaduA
2- ikB ;kstuk fuekZ.k ,oa izdkj%
Page 43 of 49
12
12
12
okf"kZd ;kstuk] bdkbZ ;kstuk ,oa nSfud ikB
;kstuk
4
fgUnh f'k{k.k es fuEufyf[kr fof/k;ksa dk Kku ,oa
mi;ksx &
12
¼1½ çk;kstuk fof/k
¼2½ i;Zosf{kr v/;;u fof/k
¼3½ vfHkdzfer vuqns'ku
fgUnh f'k{k.k esa fuEufyf[kr fof/k;ksa dk Kku ,oa
mi;ksx rFkk ikB izk:Ik &
5
¼1½ {ks=h; Hkze.k
¼2½ lkeqnkf;d lalk/ku
¼3½ dEI;wVj
¼4½ Hkk"kk iz;ksx'kkyk
fgUnh f'k{k.k esa ewY;akdu &
¼1½ ewY;kadu dk vFkZ ,oa fo’ks"krk,¡] egRo]
O;kdj.k] Hkk"kk dkS'kyksa dk ewY;kadu
¼2½ ikBkUrxZr ikBksijkUr ewY;kadu
¼1½ iz'u&i= fuekZ.k ,oa uhy&i=
¼2½ iz'uksa ds fofHkUu izdkj ,oa jpukA
¼3½ Hkk"kk f'k{k.k lEcU/kh fo"k;&oLrq dk fo'ys"k.k
Total
Note: Scheme of CIE



Class tests
Assignments
Two Mid Terms
:
:
:
12
60
5marks
5marks
20marks
30marks
LkanHkZ xzUFk lwph&
1fgUnh f'k{k.k% je.k fcgkjh yky
2fgUnh Hkk"kk f'k{k.k% HkkbZ ;ksxsUnzthr
3fgUnh f'k{k.k fof/k% j?kqukFk lQk;k
4ekr`Hkk"kk dk f'k{k.k% ds- {kf=;k
5ek/;fed fo|ky;ksa es fgUnh f'k{k.k% fujatu dqekj flag
6fgUnh f'k{k.k i)fr% cStukFk izzlkn oekZ
7fgUnh f'k{k.k% ch-,u 'kekZ
8fgUnh f'k{k.k% jke”'kDy ik.Ms
9fgUnh f'k{k.k% lkfo=h flag
10fgUnh f'k{k.k% f'k[kk prqosZnh
11fgUnh f'k{k.k fof/k% j?kqukFk lQk;k
12fgUnh f'k{k.k i)fr% oSTkukFk izlkn oekZ
13ekr`Hkk"kk f'k{k.k% vkj-ds-'kekZ] oh-ih- mik/;k; rFkk MkW- jkenkl 'kekZ
14fgUnh f'k{k.k% ds'ko izlkn
Page 44 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF HOME SCIENCE TEACHING
Ed -120
II-SEM. B.Ed.
EVALUATION
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives: To enable student teacher to:
1. Understand the nature and importance of home science and its correlation with other school subjects.
2. Understand the aims and objectives of home science teaching at senior secondary stage.
3. Analyses curriculum in relation to its practibility.
4. To utilizes the instructional material in teaching home science
5. Construct test items to measure objectives of teaching home science
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit
Contents of the Subject
No. of
Teaching
Periods
required
1
Nature and Meaning of Home Science
12
(i) Nature and scope of home science.
(ii) Importance of home science to students at higher secondary level.
(iii) Correlation of home science with other school subjects (economics, political
science, history and science)
(iv) Curriculum of home science: concept, principles of curriculum framing at
higher secondary stage.
2
Planning in home science Teaching
(i) Concept, need and importance of planning
(ii) Unit plan
(iii) Lesson plan
(iv) Yearly plan.
(v) Learning objectives of home science teaching.
12
3
Instructional strategies for Home Science Teaching
(i) Lecture-cum-demonstration method.
(ii) Problem solving.
(iii) Project method.
(iv) Team teaching
(v) Program instruction
12
Page 45 of 49
4
Support Material in Home Science Teaching
Need, importance & use of the following:
(i) Audio aids
(ii) Visual aids
(iii) Audio visual aids
(iv) Printed material
12
5
Evaluation in home science
(i) Concept, need, purpose of evaluation
(ii) Criteria of good evaluation
(iii) Types of evaluation, tools and techniques of evaluation
(iv) Preparation of blue print test
12
Total
Note: Scheme of CIE

Class tests

Assignments

Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the Book
Teaching of Home Science
Author
Dass, R.R. and Ray, Binita
Publisher
Sterling Pub. Pvt. Ltd., New
Delhi
2.
Home Science Teaching
Sukhia, S.P.& Mehrotra
Hariyana Sahitya Academy,
Chandigarh
3.
Home Management
Sherry, G.P.
Vinod Pustak Mandir, Agra
4.
Teaching of Home Science
Sherry, G.P. and Saran, D.P. Vinod Pustak Mandir, Agra
Page 46 of 49
The first research oriented University of state
SCHOOL OF EDUCATION
DETAILED SYLLABUS
2014-15
METHODOLOGY OF TEACHING BIOLOGY
II-SEM. B.Ed.
SCHEDULE PER WEEK
LECTURES-6
CREDITS-6
[Ed 122 ]
EVALUATION
EXAMINATION TIME = (3) HOURS
MAX. MARKS = 100
[CIE (30) & ESE (70)]
Objectives:
1. Understand the nature, place, values and objectives of teaching biology at secondary level.
2. Establish its correlation with other subjects.
3. Develop yearly plan, unit plan and lesson plan for senior secondary classes.
Two questions will be set from each unit and students will be required to answer one question from each unit.
Unit Contents of the Subject
No. of
Teaching
Periods
required
1
Nature, Scope and Objective:
12
(i) Nature of science with special reference to Biology.
(ii) Main discoveries and development in Biology.
(iii) Place and values of teaching Biology at secondary/senior secondary level.
(iv) Correlation of Biology with other subjects.
(v)
Objectives of teaching Biology at secondary/senior secondary level.
2
Curriculum and planning:
(i)
Principal of Biology curriculum at secondary/senior secondary level.
(ii)
Modern trends in Biology curriculum: B.S.C.S., chem. Study, Nuffield-O
& A level.
(iii) Critical appraisal of Biology at secondary/senior secondary level
prescribed by Board of secondary education, Rajasthan.
(iv)
Planning daily lesson plan, unit plan & yearly plan.
(v)
Qualities & responsibilities of Biology teacher. Teacher’s role in training
students in scientific method and in developing creativity and scientific
temper among students.
12
3
Methods and approaches:
(i)
Lecture method, Demonstration method, lab based method, inductive and
deductive method, problem solving Heuristic & Project method.
(ii)
Inquiry approach, programmed instruction, group discussion, self study,
team teaching, computer assisted learning, seminars and work shop.
12
4
Instructional support system:
(i) Multi sensory aids: Charts, Models, Specimen, Bulletin-Boards, Flannel
Board, Transparencies, Slides, Projector, OHP, Computer, T.V. Radio etc.
(ii)
Co-curricular Activities: Organization of science club, Science fair trips
and use of community resources.
(iii) Biology Lab: Organization of Biology Laboratory, Arrangement of
Apparatus, Care & Maintenance of equipment & specimen, organization
12
Page 47 of 49
(iv)
(v)
5
of practical work in Biology.
Role of State & National level institutions & Laboratories Research
Centers in Botany, Zoology & Agriculture.
Characteristics of a good text book and Evaluation of a Text Book.
Evaluation in Biology:
(i)
Evaluation: Concept, Types and purposes.
(ii)
Type of test items and their construction.
(iii) Preparation of Blue Print & Achievement Test.
(iv)
Evaluation of practical work in Biology.
12
Total
Note: Scheme of CIE
 Class tests
 Assignments
 Two Mid Terms
:
:
:
60
5marks
5marks
20marks
30marks
Recommended Books:
S.No.
1.
Name of the Book
Teaching Life Sciences
Author
Sood, J.K.
2.
Teaching of Science & Life
Sciences
Teaching of Biology
Sharma, L.M. Dhanpat Rai & Sons, Delhi
3.
4.
5.
6.
Teaching of Life Sciences
Modern Method of Teaching
Sciences
Science education
7.
Science education in 21st century
Publisher
Kohli publishers, Chandigarh.
Kulsherstha,
S.P.
Yadav, K.
Yadav, M.S.
Loyal Book Depot.
Singh, U.K.
Common Wealth Publishers, Daryaganj,
New Delhi
Anmol Publication, New Delhi
Venkataih,S.
Page 48 of 49
Anmol Publication, New Delhi
Anmol Publication, New Delhi