PACIFIC UNIVERSITY
Created by Rajasthan Legislative Assembly as per Sec. 2 F of the UGC Act 1956)
P.B-12 Pacific Hills, Airport Road,
Pratap Nagar Extension, Debari,
Udaipur-313024 (Rajasthan) INDIA
Web Site – www.pacific-university.ac.in
Mail: info@pacific-university.ac.in
B.Ed.
SYLLABUS
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PACIFIC UNIVERSITY
B.Ed. Programme is a full time, one academic year programme
Introducation :- Enlightened,
emancipated and empowered teachers lead
communities and nation towards better and higher quality of life. Teachers are
expected to create social cohesion, national integration and a learning society.
They disseminate knowledge and also generate new knowledge therefore it
becomes essential for any nation to give necessary professional imputs to its
teachers PAHER University pursues the following curriculum for its pre-service
teacher training programme.
Bachelor of Education (B.Ed.).
Provision for Admission to B.Ed. Course
Selection of
Candidates
for
admission to
B.Ed. course shall be made in
accordance with the Result of PAHAR University Eiligibily test only.
Objectives of the course:
1
To help prospective teachers to develop competence to teach subjects of
their specialization on the basis of an adequate theory of learning and a sound
knowledge of the subjects.
2
To develop interest, attitude and knowledge which will enable them
(i) to foster the all-round growth and development of children under their care
and
(ii) to provide guidance to individual pupils.
3
To develop an understanding of the aims and objectives of education
in the Indian background and to promote an awareness of the role of the
school and the teacher in realizing these aims and ideals.
4
To develop an understanding of the close relation-ship between society
and the school, between life and school work.
5
To build up professional consciousness.
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The objectives of Practical Work prescribed for the B.Ed.course are as follow:
To develop the ability and self-confidence of pupil teachers to1234567891011121314151617181920-
Be conscious of a sense of values and need for their inculcation in
children through all available means including one's own personal life.
Posses a high sense of professional responsibility.
Develop resourcefulness so as to make the best use of the situation available.
Appreciate and respect each child's individuality and treat him as an
independent and integrated personality.
Arouse the curiosity and interest of the pupils and secure their active
participation in the education process.
Develop pupil's capacity for thinking and working independently and
guide pupils to that end.
Organize and manage the class for teaching learning.
Appreciate the dynamic nature of the class situation and teaching techniques.
Define objectives of particular lessons and plan for their achievement.
Organize the prescribed subject matter in relation to the needs, interest
and abilities of the pupils.
Use appropriate teaching methods and techniques.
Prepare and use appropriate teaching aids, use of the black board and
other apparatus and material properly.
Convey ideas in clear and concise language and in a logical manner for
effective learning.
Undertake action research.
Give proper opportunity to the gifted pupils and take proper care of the backward pupils.
Corelate knowledge of the subjects being taught with other subjects and with
real life stuations as and when possible.
Prepare and use assignment.
Evaluate pupils progress.
Plan and organize co-curricular activities and participate in them.
Co-operate with the school teachers and administrators and learn to
maintain school records and registers.
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Learning outcomes:
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Competence to teach effectively two school subjects at the secondary level.
Ability to translate broad objectives of Secondary Education in terms of
specific programmes and activities in relation to the curriculum.
Ability to understand children's needs, motives, growth pattern and the
process of learning to stimulate learning and creative thinking to foster growth
and development.
Ability to use (a) individualized instruction and (b) dynamic methods in large
classes.
Ability to examine pupils progress and effectiveness of their own teaching
through the use of proper evaluation techniques.
Equipment for diagnosing pupils difficulties and deficiencies in
achievement and dealing with them through remedial work.
Readiness to spot talented and gifted children and capacity to meet their needs.
Ability to organize various school programmes, activities for pupils.
Developing the ability to provide guidance in educational, personal and
vocational matters.
Ability to asses the all round development of pupils and to maintain a
cumulative record.
Development certain practical skills such as:
(a) Black board work
(b) Preparing improvised apparatus
(c) Preparing teaching aids.
Interest and competence in the development of the teaching profession
and of education. Readiness to participate in activities of professional
organizations.
The B.Ed. Programme will Consist of the Following Components:Part-I
Main theory papers (I-VI)
Part-II
Teaching Practice and Practical work
Part-III
Specialization (Additional/Optional Paper VII)
Part-IV
Qualifying Compulsary Paper (VIII)
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Part-I Main Theory Papers
There will be six theory papers of three hours duration carrying 100 marks each for
final examination.
Paper-I
Education in Emerging Indian Society
Paper-II
Development of learner and learning process.
Paper-III
Educational System in India and school organization.
Paper-IV
Essentials of Educational Techonology and classroom management
Paper- V & VI Methodology of Teaching
Graduates in Arts, Science, Commerce Streams shall have to offer any two teaching
subjects studied at Graduate Level at least for two years for paper V and VI out of
the following.
1-
Teaching of Hindi
2-
Teaching of English
3-
Teaching of Sanskrit
4-
Teaching of Mathematics
5-
Teaching of General Science
6-
Teaching of Social Science
7-
Teaching of Art Education
8-
Teaching of Commerce General
9-
Teaching of any one of the following subjects.
Physics, Chemistry, Biology, Home Science, History, Civics, Economics,
Geography, Book Keeping & Accountancy.
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Evaluation of Papers I to VI
Each theory paper will carry 100 marks out of which 80 marks will be externally
assessed at the final examination and 20 marks to be internally assessed. Out of the
20 marks 10 marks shall be for assessing the sessional work and 10 marks for the
mid-term test.
Question Papers
1-
Each question paper (in all six) will have two sections. Section- A will
contain 8 short answer type questions, out of which candidate will be
required to attempt
5 questions each carrying 7 marks. Section –B will
contain 3 essay type questions with an internal choice for each question.
Essay type question will carry 15 marks each.
2-
The syllabus of content part in each of the papers V and VI shall be of the
same
level as prescribed in the relevant subject (optional whenever
provided) for the Higher Secondary examination of the Board of Secondary
Education, Rajasthan, Ajmer from time to time. The content part will be
evaluated alongwith methodology.
3-
Short answer type question would aim at testing knowledge of concepts,
facts, definition, laws, principles, generalizations etc. and also understanding
of principles and concepts.
4-
Essay type questions are to aim at testing the abilities of critical thinking
and application of principles taught in theory.
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Part-II
Teaching Practice and Practical work.
The Teaching Practice will carry 300 marks comprising of :
1-
Internal assessment
-
200 marks
2-
External Examination
-
100 Marks
(In one School Subject)
The distribution of 200 marks shall be as follows
Internal Assessment Scheme
S.N.
Activities
Marks
distribution
1 Micro Teaching (5 Skills) (Each skill of 4 marks)
20
2 Regular Practice Teaching including Unit-Test
(Each subject of 30 Marks)
3 Criticism Lesson (Each Subject of 10 marks)
60
4 Observation
(i)
Criticism lesson
(ii) Demonstration
(iii) Ordinary lesson
5
5 Teaching aids. (for Arts Student –four in each
method subject ) (for Science students- two
teaching aids and two practical in each method
subject)
5
6 Psychological experiment
10
7 Physical Education (Participation in the entire
session)
8 Practical in the use of Audio-Visual equipmentstwo (to be evaluated by Audio-visual Incharge)
5
9 Open air session/ SUPW camp and
community
services.
(i)
Beautification, and shramdan
(ii) Community Participation
(iii) Studies (work experience related with some?
(iv) Cultural and literary activities
10
20
5
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10 Social Participation and community life at college
level
(i)
Shramdan and beautification
(ii) Punctuality and discipline
(iii) Social participation and achievements
(iv) Celebration of important days
(v) Wall magazine preparation
(vi) Other co-curricular group and individual
activities according to local genius and situation.
(vii) Cultural and literary activities
11 Internship (Block Practice Teaching)
(i)
Teaching of Method subject (15x 2=30)
(ii) Social participation in group (5)
(iii) Participation in all activities of school (10)
(iv) Report
of
any feature
of
school/Case study/Action Research (5)
Grand Total
10
50
200
Organization and Evaluation of Practice Teaching and Practical work.
Organization and Evaluation of Practice Teaching:
1-
Every candidate will teach 40 lessons under supervision (20 lessons in each
subject ) during Practice teaching session. At least 2(each subject) lessons
should be taught through innovative methods other than lecture and
demonstration.
2-
40 lessons as desired in the syllabus should be completed as a full period
class room lesson. Micro-teaching lesson be used in addition to these 40
lessons for developing certain teaching skills.
3-
By and large, the evaluation of the performance in the practical teaching will
be based on the last 10 lessons in the subject when the student has acquired
some competence and skills of teaching.
4-
The internal assessment in practice of teaching will be finalized by the
principal with the help of the members of teaching staff and the same will be
communicated to the University before the commencement of the practical
examination each year.
5-
Each candidate should be prepared to teach both the lessons at the final
practical examination. Each candidate is to be evaluated in one school subject.
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6-
The Board of Examination for external examiners will consist of:
a) The principal of the college concerned.
b) One senior member of the college such that the Board of examiners
represent all the three faculties – Humanities, Languages and science.
c) Two external members appointed by the university.
Internship:
A part from teaching practice experience in school, the trainee- teacher should
function as a regular teacher in a school (i.e. taking attendence, organizing and
Participating in all the school activities, like assembly, games, Bal Sabhas,
Cultural
and
literary programmes, Preparing notice, exmination papers, various
letter, maintenance of school record etc.)
The trainee- teacher should prepare a report about the school experience with
specific reference to their chosen areas of specialization.
Internship may also be utilized for completing the application based assignment of
the theory papers.
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Practical Work:
Trainee – teachers are expected to develop the following records.
1-
Micro- Teaching lessons.
2-
Regular Practice teaching lessons
3-
Observation of lessons
4-
Record of teaching aids
5-
Report of psychological experiments
6-
Audio-visual practical file
7-
Report of school acitivty/case study/action research
Working out the result for awarding division.
(i)
A candidate in order to be declared successful at the B.Ed. Examination
shall be required to pass separately in Part-I (Theory) and Part-II (Practice of
Teaching)
(ii)
For a pass in Part-I (Theory) a candidate shall be required to obtain at
least- (a) 30% marks in each theory paper the (b) 36% marks in the
aggregate of all the theory papers.
(iii)
For a pass in Part-II (Practice of Teaching) a candidate shall be required to
pass separately in the Internal & External Examinations and obtain at least
40% marks in each.
(iv)
The successful candidates will be clsssified in three divisions and shall be
assigned separately in theory and Practice of Teaching as follows:
Division
I
II
III
Theory
60%
48%
36%
Practice of Teaching
60%
48%
36%
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PACIFIC UNIVERSITY
PAPER-I
Education in Emerging Indian Society
Unit-1
1. Education- Nature and meaning, its objectives in relation to the time and place.
2. Indian Thought and its contribution to educational practices.(i) Realism with reference to Jainism
(ii) Idealism with reference to Geeta
(iii) Humanism- Historical and scientific with reference to Buddhism
(iv) Naturalism with refernce to Ravindra Nath Tagore.
3. Education in the Western context
i-
idealism with reference to Plato.
ii- Naturalism with reference to Rousseau.
iii- Pragmatism with reference to John Dewey.
Unit-2
Educational approaches and their historical perspective.
-
Basic education – M.K. Gandhi
-
Child centered education – Giju Bhai
-
Man making education- Swamy Vivekanand
-
Integral education- Sri Aurobindo
Unit-3
-
Indian Constitution and the status of education under its directive principles
and various articles.
-
Universalization of education
-
Education and Fundamental Rights & Duties.
-
Relationship between education and democracy.
-
The role of education in developing Socialistic patterns of society and
national integration.
-
Role of education democratic Pluralistic society.
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PACIFIC UNIVERSITY
Unit-4
Educational
development and social
system- Gender disparities, Regional
disparities, Social disparities
-
Discussion on inequalities of educational opportunities.
-
Education as an agent of social change, social change influencing the trend of
education since independence.
Unit-5
National education policy (1986) – Salient features in relation to aims of education
and effort made by centre & state goverment implimenting them.
- commitment to the teaching profession and the issue of accountability.
Unit-6
The role of educational institution for creating a new social order, i.e. from traditional
to emerging society.
The challenges of transition-
Awareness and action for protecting the environment
-
Responsible citizenship
-
Involving youth for national intergration.
Sessional Work :- (Any one)
1.
A term Paper on any one social aspect of Indian Society.
2.
A Term Paper on any one philosphical aspect.
3.
An essay on inclucation of baliees in the Present System of Education.
4.
Inculcation of Values through Co-Curricular actitries.
Text Books
Teacher in Emerging Indian Society
Dr. Sharma, Sharma and Agrawal
Education and Teacher in Emerging Indian Society
Sharma, Datta, Dubey and singh
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Paper- II
Development of Learning and Teaching Learning Process.
Unit- 1
Nature of psychology and development of the learners
a)
Psychology : Its meaning, nature , methods and scope; function of educational
psychology; application of educational psychology for teachers. b)
Growth and
Development of the learner
i-
Concept of growth.
ii-
Principles of development , development and maturation.
iii-
Special study of – physical, Mental, social and Emotional development
in childhood and adolescence.
Unit- II
Learning and motivationa) Nature of learning theories- Behaviourists theories, Gestalt Theory, Cognitive
Theories - Piaget and Bruner.
b) Factors influencing learning and teaching process: learner relate d: teacher
related, Process related and content related.
c) Transfer of learning.
d) Concept formation; problem solving; inquiry; discovery and creative learning.
e) Motivation- nature, types, techniques of enhancing learner's
motivation.
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Unit- III
A-
Intelligence
a) Nature and characteristics of intelligence and its development.
b) Theories of intelligence; Two factor Theory, Multi factor Theory and SOI
Model.
c) Measuring intelligence- Verbal, Non-verbal and Performance test (one
representative of group test and individual test of each).
B-
Creativity- its concept, characteristics, assesment and fostering.
Unit-IV
Special Childrena) Individual differences- nature; accommodating individual differences in the
classroom.
b) Concept of exceptional children, types of special child- Physically
handicapped; gifted: Slow learner, backward and delinquent- their
characteristics and guidance.
c) Learner centered techniques for teaching special children; Model of
teaching – its concept and Ausubel model in detail.
Unit –V
Personalitya)
Personality- definition, Meaning and nature ; development of personality;
types , factors effecting personality.
b)
Assessment of personality.
c)
Identification of neurotic children and their adjustment.
d)
Mental health and adjustment techniques and role of teacher in promoting
mental health of the students.
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Unit-VI
Guidance and Counsellinga) Meaning of Guidance & councelling.
b) Principles of Guidance & Councelling
c) Techniques of Guidance & councelling
d) Introduction of Basic Guidance services.
e) Disemmination of Guidance information, organisation of guidance services,
group guidance techique.
Sessional Work - In all each candidate will be required to submit two practical work
and one Sessional work.
1.
Psychological test (Any two) : Administering, Scoring and Interpreting the
results.
2.
To prepare the sessional work. according to syllabus. (Any one aspect)
Text Books
Development of Learner and Teaching Learning Process
Dr. Gupta, R.K.Sharma & Pandit
Educational Psychology
R.K. Rawat, Kulshreshtha, Dr.Baraulia
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PAPER –III
Educational System in India and School Organization
Unit-1
Salient features of education in pre- independence era.
British Period.
a) Macaulay's Mission and Bentincks resolution of 1835. b) Adam's report
c) Woods dispatch
d) Growth of national consciousness and national education movement
Unit- II
Development of Education in post independence era-
Study of the main recommondations of different commissions in post
independence era
1. University Education Commission (1446-48)
2. Secondary Education Commission (1952-53)
3. Indian Education Commission (1964-66)
4. National Education Policy (1986)
5. Revised National Education Policy (1992)
Unit- III
Educational Administrative system in India with reference toa) Constitutional provision regarding administration of education.
b) Centre, State relationship with regard to education
c) Central agencies of education NCTE, NCERT, NIEPA and UGC
d) State agencies of education :- IASE, CTE, SIERT & DIET
e) Organizational Structure and supervision of school education at state level
(Rajasthan)
Unit- IV
Quality Concern in Educational Management a) Institutional Planning
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b) Organization of the following
i) Time table
ii) School Records
c) Co-curricular activities-need, principle and organization.
d) Organization of Infra-structural facilities.
e) Leadership role of school head in school organization.
f) Leadership role of teachers in curricular and co -curricular activities in school.
Unit- V
Major challenges in Indian Education.
a) Language controversy
b) Education for secularism.
c) Education for national and emotional integration.
d) Indianisation of Education.
Sessional Work (Any one)
1.
Study of any one aspect of School organization.
2.
Study of any one educational Institution with reference to managerial
aspect.
3.
Study of leadership role of school head.
Text Books
Development of Educational System in india
Dr.Sharma , Srivastava, Sharma and Agrawal
History and Problems of Indian Education
Dr.Baraulia, R.K.Sharma & Tiwari
History and Development of Educational System in India
M.S.L. Kulshrestha & jyoti Kulshrestha
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PACIFIC UNIVERSITY
Paper IV
Essentials of Educational Technology & Class room Management:
Unit-1
Educational Technology
(i)
Concept of ET & its role in educational practices.
(ii)
Approaches of ET- hardware, software & system approach.
(iii) Types of ET- Teaching Technology, Instructional technology & Behavioural
Technology.
(iv)
Hardware technology - cone of experience. Audio-Visual tools and projection
tools.
(v)
Information & Communication technology-
T.V.,
Radio,
video
tape
and preparation of their scripts, teleconferencing, computer as an
instructional aid, virtual class and web based education.
Unit-II
Managing class-room teaching.
(i)
Nature of teaching
(ii)
Concept of teaching, training and instruction.
(iii)
Levels of teaching
(iv)
Content analysis
(v)
Classification & specification of instructional behaviour.
Unit-III
Organization of Teaching (i)
Approaches of teaching - Herbertian, Morrison's, Hunt's, Kilpatric & Dewey
approach.
(ii)
Strategies of
Teaching at Secondary & Sr. secondary level (Concept,
organization, merit & limitations): Group discussion, Panel discussion, Brain
storming, problem- solving, supervised study , peer -group learning,
team teaching, programmed instruction, Computer Assisted Instructionan
(CAI).
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Unit-IV
Communication & Communication technology Concept, types, process & functions of communication, Role of verbal & non verbal communication, communication skills, problems of communication
Unit-V
Developing Teaching Effectivness.
(i)
Teaching skills
- Pre- active skills, Interactive skills, Post- active skills
(ii) Micro teaching
(iii) Interaction analysis (FIACS)
(iv) Action Research
Unit-VI
Evaluating Learning.
(i)
Concept of evaluation & measurement, purpose of evaluation.
(ii)
Tools & techniques of evaluation.
(iii) Reliability, validity & objectivity of a test.
(iv)
Elementary statistics - Normal distribution, central tendencies (mean,
mode, median), S.D., Rank difference correlation.
(v)
Steps of achievement test construction.
Sessional Work (Any One)
1-
To prepare the sessional work according to syllabus (any one aspect)
2-
Preparation of TV/Radio Script.
3-
Preparation, try out and reporting of an instructional plan based on teaching
strategies (any me) given in Unit 3
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Text Books
Essentials of Education Technology and Management
Dr.Sharma , R.K Sharma and Agrawal
Addition Special Programme.
1-
Educational and vocational Guidance.
2-
Basic Education
3-
Non-formal Education
4-
Physical Education
5-
School Library organization
6-
Audio-visual Education
7-
Measurement and Evaluation
8-
Moral Education
9-
Education of the Handicapped
10-
Primary Education
11-
Yoga Education
12-
Population Education
13-
Educational Technology
14-
Educational Television
15-
Programmed Learing
16-
Environmental Education
17- Computer Literacy & Education Application
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PACIFIC UNIVERSITY
METOD OF TEACHING -SOCIAL STUDIES
Objectives
1. To enable the student – Teachers, to appreciate the need for learning social
studies.
2. To help them to understand the place of social studies in the secondary school
curriculum.
3. To develop the skills in student – teachers to select and apply appropriate
methods and evaluate social studies.
4. To enable the student – teachers to critically examine the social studies
syllabus and text books.
5. To develop the classrooms skills needed for teaching of social studies .
6. To develop the ability to organize co- curricular activity and utilize community
recourses for promoting social science learning .
7. To acquire the ability to develop instructional support materials.
Course Content
Unit 1
Social studies Nature and concepts
a) Historical development of social studies – modern concepts, nature, scope and
importance of social studies.
b) Correlation of social studies with other social sciences.
Unit II
Aims and objectives of teaching social studies at different level. (Primary,
Elementary Secondary and senior secondary levels)
Unit III
Curriculum Construction: Selection and organization of Content at various levels .
Characteristics of good text book.
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PACIFIC UNIVERSITY
Unit IV
Instructional strategies and methods of teaching:
(Lecture, story telling, source, project supervised study, problem solving, and team
teaching methods. Approaches: - Field trips visit, lab, use of community recourses.
Unit V
Planning for teaching and role of teacher
a) Lesson Planning – Annual plan , Unit Plan , and daily lesson plan
b) Qualities, role and professional growth of social science teachers .
Unit VI
Use of instructional material in social studies
a) Maps, graphs, time line, charts, slides, Transparency.
b) Audio – Visual aids – slide projector , overhead projector , films
c) Use of co – curricular activities.
Unit VII
Evaluation in Social Studies
a) Importance and purpose of evaluation in social studies
b) Different types of tests, their merits and limitation (Essay type, short answers,
and objective type).
c) Blue print, construction of test paper.
d) Construction of achievement test in social studies
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Sessional Work
Any one of the following:
1. Studying historical monuments availably locally and writing report on it.
2. Case Study of any N.G.O. Working locally.
3. Prepare a scrap book on any social issue.
4. Studying any social problem and write a report of the same.
5. Prepare a lesson plan using local / community recourses as teaching aid (Fair,
festival, person, place etc).
6. Critical appraisal of social studies syllabus of secondary level.
7. Two Abstracts of articles published in newspapers / journals on current social
issues.
8. Writing film Script.
References
1. Agrawal , J.C. Teaching social studies , Vikas publishing house , Pvt. Ltd .
Delhi 1989.
2. Bining , A.C. and Brining , D.H. “Teaching the social study in secondary
school , Mc Graw Hill company , New york , 1952
3. Bhattacharya and Darji , D.R. “ Teaching of social study in Indian school , “
Acharya book depot , Baroda , 1966.
4. Ellis , Arthur K , “ Teaching and learning elementary social studies “ Alloy
and Bacon , Boston 1991 .
5. Kaushik , Vijay Kumar “ Teaching Of Social studies in elementary schools
“Anmol publication , New Delhi .
6. Kochher, S.k. “ Teaching Of Social Studies “ Sterling Publisher pvt ltd , New
Delhi , 1999.
7. Wesley , E.B. & Wronski , S.P.”Teaching Of Social Studies in high school ,
D.C .Health and company , Bostan , 1958.
8. Yagnik , K.S. “ Teaching Of Social studies in India , Orient , Longman,
Bombay , 1966.
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METHOD OF TEACHING HISTORY
Course Objectives
Enable The Student Teacher To:
1) Understand The Nature, Scope And Importance Of Learning History At
Secondary Level .
2) Understand The Aims And Objectives Of Teaching History At Different
Levels Of The Secondary Stage.
3) To Develop Knowledge About The Basic Principles Governing The
Construction Of History Curriculum And Develop The Ability To Organize
Co-Curricular Activities And Community Resources For Promoting History
Learning.
4) To Develop Classroom Skills Needed For Applying Different Methods And
Approaches Of Teaching History At The Secondary Stage.
5) To Develop The Skill To Plan For Instruction And The Instructional Support
Materials.
6) To Develop The skill Needed For Diagnostic Testing And Remedial Teaching
Course Content
Unit-1
a) Meaning, nature and scope of history.
b) Importance of teaching history at different levels of secondary stage
c) Importance of studying local history with reference to national integration and
international understanding .
d) Correlation of history with other school subject.
Unit-2
Aims and objectives of teaching history at the secondary stage.
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Unit-3
a) History curriculum principles of designing a good curriculum
b) Different approaches to organizing history curriculum.
i)
ii)
iii)
iv)
Chronological
Biographical
Topical
Concentric
c) Organization of co-curricular activities through history teaching
i)
ii)
iii)
iv)
v)
vi)
vii)
Visit to historical sites.
Study of a museum
Role playing
Planning a history room
Clubs
Visit local resource centers for teaching history
Quiz contest.
Unit-4
1- Method and approaches of teaching history
a) Story telling , Biographical, Problem Solving, Project, Socialized
recitation, Source Method
b) Narration, discussion, demonstration
c) Models of teaching appropriate for teaching history.
d) Team teaching
e) Simulated teaching
2- Organizing Workshop, Seminar, Symposium
Unit-5
1- Planning for teaching of history
a) Unit plan
b) Lesson plan
c) Annual plan
2- History Teacher – qualities, functions and professional growth in
changing world perspectives.
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1-
Unit-6
Use of instructional material for teaching of history.
a) Black board, maps, graphs, time charts, models,
sildes,films,coins,puppet.
b) Slide projector, epidiascope, film projector, Tape recorder, radio, T.V.
Computer assisted teaching.
c) Text books of history.
d) Preparation of T.V. and Radio script.
Unit-7
Evaluating out comes of history teaching.
a) Item formats tryout and item analysis with respect to specific outcomes
in cognitive, affective and psychomotor domains.
b) Diagnostic testing and remedial teaching.
c) Blue-Print, preparation of question paper.
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SESSIONAL WORK
Any One
a) Critical appraisal of any one of the history text book prescribed for the
secondary level.
b) Historical study of a place of local importance.
c) An essay on study of a museum.
d) An essay on any current issues.
e) Preparing a scrap –book on any one aspect of history and culture.
f) Report writing of freedom fighter / social worker and the historical personality
of 20th century at your locality, based on interview.
REFERENCE
Hill C.P.
–
Suggestions on the teaching of history
Ghate, V.D.
–
Suggestions for the teaching of
history in india
NCERT
–
Hand book of history teachers
Choudhary , K.P.
–
Effective teaching of history in India ,
NCERT
Vagrshwari , R
–
A handbook for history teachers ,
allied publisher , New Delhi
Burston W. H.
–
Principle of history teaching ,
Methuen , education ltd. London .
27
PACIFIC UNIVERSITY
METHOD OF TEACHING -CIVICS
Objectives
The Student teacher will be able to:1.
Understand the concept, nature and scope of civics.
2.
Understand the aims and objectives of teaching civics
3.
Understand the principles of curriculum development & characteristics of a
good text book.
4.
Apply appropriate methods and techniques of teaching civics.
5.
Develop competencies in teaching civics
6.
Use different instructional materials for effective teaching of civics.
7.
Acquire knowledge of various evaluation procedures.
COURSE CONTENT
Unit-I
Nature & Concept
h)
The Concept and development of Civics
i)
Importance in Present time, nature, scope and new trends
j)
Developing critical thinking about civics
Unit-II
Aims & Objectives-
Aims and objectives of teaching civics t different levels (Elementary, Upper
Primary, Secondary and Sr. Secondary)
-
Role of civics in promoting International understanding.
Unit-III
(Curriculum Planning and Activities)
28
PACIFIC UNIVERSITY
-
Selection and organization content at various levels (Elementary, Upper
Primary, Secondary and Senior Secondary level)
-
Fundamental Principles of formulation curriculum in civics and critical
appraisal of the existing syllabus
-
Characteristics of a good text book
Unit-IV
Methods & Approaches of Teaching
-
Lecture, Story telling, Problem Solving, Project, Supervised Study, discussion
-
Techniques – questioning, interview
-
Planning and organization of filed trips, Mock session, election, use of
community resources.
Unit-V
Planning for teaching and role of Teacher
Planning-Annual plan, Unit Plan and Daily lesson Plan.
Qualities, role and professional growth of civics teacher.
Unit-VI
Use of instructional Material in civics.
a)
Black board, Maps, Graphs, Time charts, Slides, Transparency
b)
Audio visual aids: Slide projector, Overhead Projector, Projector.
Unit-VII
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PACIFIC UNIVERSITY
Evaluation
-
Importance and purpose of evaluation
-
Different type of tests, their merits and limitation (Essay type short answer and
objectives type)
-
Setting question paper, blue print scoring key.
-
Construction of achievement test in civics.
Sessional work:k)
Write comments on the role of a teacher to prepare students for responsible
citizenship.
l)
A survey of any institution of local self government
m)
Write an essay on any political problem.
n)
A critical study of any one aspect of the constitution or one on its
amendments.
o)
Prepare a scrap book on any political issue.
p)
Write an essay on how to organize programmes through co-curricular
activities to strengthen and promote inter
Reference:Teaching of Social Studies- Agrawal T.C.
Teaching of Social Studies- Dr. R.A. Sharma
Teaching of Social Studies- B.N.Das
METHOD OF TEACHING ECONOMICS
30
PACIFIC UNIVERSITY
Objectives
1.
To help the students to acquire the basic understanding in the field of
Economics.
2.
To enable the student teachers to understand the aims and objectives of
teaching Economics at the secondary school stage.
3.
To develop the ability to evaluate the present curriculum in Economics at the
secondary level.
4.
To develop the ability to organize group activities and projects in the subject.
5.
To develop the ability to use of various methods of teaching Economics.
6.
To enable the student to acquire necessary skills for the use and preparation of
teaching aids and instructional material in Economics.
7.
To develop in the students appropriate attitudes towards the country's
Economy.
8.
To develop in the student an adequate sense of awareness about Economic
issues of the country and an out-look of problem solving through analysis and
application of the theory of Economics.
9.
To develop competence in framing objective based achievement and
diagnostic test, their administration and their scoring and drawing conclusions
there of.
10.
To develop in the students an ability to conduct various surveys in Economics
and organize field trips.
11.
To enable the student-teachers to prepare unit plan, lesson plan and related
teaching learning strategies.
12.
To enable the student teachers to review the text book of Economics.
COURSE CONTENT
Unit-1
The place of Economics in school curriculum.
Unit-2
a)
Aims and objectives of teaching Economics at the secondary level
b)
Instructional objectives behavioral objectives, measurable and non-measurable
objectives; behavioral statements of objectives for various learning points and
lessons.
31
PACIFIC UNIVERSITY
Unit-3
(a) Principles and approaches to framing syllabus and its critical appraisal at
secondary level.
(b) Curriculum Planning and activities.
(c) Evaluation of text-books in Economics at the school level:a)
Criteria of good text-b
b)
Assignments, Exercise the text.
Unit-4
Methods of teaching Economics
a)
Lecture method.
b)
Project and Problem solving method.
c)
discussion method.
d)
Inductive and Deductive method.
e)
Auto educative method.
f)
Techniques of Economics teaching.
32
PACIFIC UNIVERSITY
Unit-5
Planning for teaching and role of teacher:
(i) (a) Purpose of lesson planning.
(b) Unit and Daily lesion plannings
(c) Formulation of objectives in terms of learning Experiences,
(d) Teacher's role and attitude.
(ii) Maxims and principles of class-room teaching.
(iii) Class-room observation.
Unit-6
Use of Instructional material in Economics.
(a) Black-board,
maps,
Graphs,
Slides
& Transparency.
(b) Audio-visual aids, Slide Projector, Overhead Projector etc.
Unit-7
Evaluation in Economics.
a)
Importance and concept of Evaluations,
b)
Evaluation devices- Essay type. Short answer Type and Objectives
Type Test.
c)
Preparation, Administration and scoring of unit test.
Sessional Work:Any one
1
- Preparation of four teaching aids related to subject.
2
- Review of two published papers related to subject.
3
- Review of a text-book at school level.
Bibliography:
1. Teaching of Social studies in secondary schools:
Bining and Bining
33
PACIFIC UNIVERSITY
2. Teachers Manual in Economics : Dr. N. Husen,
Published by Regional college of Education, Ajmer
3. Teaching of Economics : Edited by Kadamari Sharma, Tripat Tuteja
Commonwealth Publishers.
4. Teaching of Economics : Majibul Hasan Siddiqui Ashish Publishing House, 8/88
Punjab Bagh, New Delhi – 110026
5. Teaching of Economics : Tadar Anita
34
PACIFIC UNIVERSITY
METHOD OF TEACHING GEOGRAPHY
ObjectivesTo enable the student-teachers to:1.
Understand the modern concept of Geography.
2.
Understand the aims and objectives of teaching Geography.
3.
Prepare yearly plan, unit plan, and lesson plan for different classes.
4.
Prepare maps and charts to illustrate the content of different classes and use
them effectively.
5.
Critically evaluate the existing school syllabus and. review the text book of
Geography.
6.
Apply appropriate method and techniques
different levels.
7.
Arrange field trips and local surveys.
8.
Prepare achievement test and diagnostic test, administration of the test, analysis
of results, make suggestion for remedial teaching.
of teaching to particular topics at
COURSE CONTENT
Unit – I
Nature and concept.
a)
Development of Geography, Modern concept and new trends of Geography.
- Its place in schools curriculum.
- Its important in day to day life and International understanding.
b)
Correlation of Geography with other school subjects.
Unit – II
Aims and objectives.
Teaching objectives of Geography at different levels Primary. Upper Primary
secondary and Higher Secondary.
Unit – III
Curriculum planning and activities.
a)
Principles of curriculum construction in Geography and its critical
35
PACIFIC UNIVERSITY
appraisal
b)
Basic Principles for selection and organization of content according to
learners level.
c)
Co-curricular activities in Geography, study of home region, Organization
of fields trips and excursion, Geography museum and library.
d)
Evaluation of text book in Geography.
Unit – IV
Methods and approaches.
a) Method- Story telling, Regional Method, Demonstration method, laboratory,
inductive and Deductive method, Descriptive and Comparative method
(Problem solving, project and Supervised study method)
b)
Approaches- Field trips, visit labs, use of local resources in teaching of
Geography.
Unit-V
Planning for teaching and role of teacher
a)
Lesson planning- Annual plan, unit plan and daily lesson plan
b)
Qualities, role and professional growth of Geography teacher
Unit-VI
Use of Instructional Material
a)
Audio-Visual Equipment:- use of Slide Projector, OHP, Epidiascope,
Television and computer in Geography
b)
Teaching aids of Various kinds, Their effective use in class room (Models
maps, pictures, sketches, diagrams, film, film strips, Atlas, Slides
transparencies etc.,
c)
Geography room / laboratory. Importance of lab work, equipment and
apparatus.
36
PACIFIC UNIVERSITY
Unit-VI
Evaluation
a)
Evaluation of achievement in Geography.
b)
Construction of achievement test.
i)
Different types of tests. Their merits and limitations, (Essay type, short
answer and objective type.)
ii)
Blue- Print, preparation of question paper and item analysis.
Sessional Work:1.
Prepare a scrap book on Geographical articles and news.
2.
Preparation of maps, charts and models for physical Geography
3.
Develop some lesson plan based on new methods and approaches.
4.
Write one or two articles or abstract related to the current issues of Geographical
5.
Critical appraisal of Geographical syllabus at secondary level.
6.
Construction of objective type test items.
7.
Collection of new paper cuttings related to Geographical issues.
8.
Prepare a bibliography of reference books on the topics prescribed in
Geographical Syllabus.
9.
Practical demonstration of the ability to use some weather instruments.
10. Prepare a report on visit to some place of Geographical interest.
Bibliography
1.
Source Book for the Teaching Geography- UNESCO Publication.
2.
Principles and Practical of Teaching Geography-Barnard.
3.
Teaching of Geography. Rao, M.S.
4.
A Handbook for Geography Teachers- Scarfe, N.V., London Methurn
& Co. 1995
5. Geography in school. - Fairgrieve, J., London, University Tutorial
Press, 1937
6.
Suggestion for the Teaching of Geography in India-Macnee, E.A., London,
Oxford University Press, 1937.
37
PACIFIC UNIVERSITY
METHOD OF TEACHING PHYSICS
Objectives
After completing the programme the student teachers will be: –
1.
able to appreciate the contribution of eminent physists in connection with the development of
the subject.
2.
Familiar with the aims & objectives of the subjects in relation to the present needs of the
society &. Education policies of India.
3.
able to plan curriculum at Secondary & Senior Secondary level and analyze the syllabus of the
subject in relation to its applicability to practical situations.
4.
able to develop scientific attitude & provide a training in scientific method to their students.
5.
skilled in writing the objectives in behavioral terms, content analysis & concept mapping.
6.
able to develop yearly plan, unit plan & lesson plan.
7.
able to plan, equip & organize physics practicals in the lab.
8.
able to use various method & with' appropriateness of content, level & class room situations.
9.
able to use method most appropriate to assess the progress & achievement' of the pupil & thus
prepare appropriate tests for the purpose (both theoritical & practical physics)
COURSE CONTENT
Unit - I
Nature & Scope
38
PACIFIC UNIVERSITY
a)
What is science? What is Physics?
b)
Nature of Science, major milestones in the development of Physics.
c)
Objectives & values of teaching physics at Secondary & Senior Secondary level (specially
in the light, of nations Education policies.)
Unit - II
Physics curriculum
a) Concept of curriculum. Place of physics in Secondary/ Sr. Secondary level curriculum. Selection
& organization of content & experiences.
b) Correlation of physics with other school .subjects & its role in daily life.
c) Critical appraisal of the prescribed syllabus of Physics (at Senior Secondary level for Rajasthan
& CBSE board)
Unit - III
Planning for Instruction & role of teachers
a)
Writing of objectives In behavioral terms, content ana.ysis, developing yearly, unit & daily
lesson-plan & concept mapping.
b)
Qualities & responsibilities of physics teacher
c)
Teacher's role In training students In scientific. method and In developing scientific attitude
& creativity among students.
Unit - IV
Methods & Approaches of Teaching Physics:
a)
Demonstration method, laboratory method, approach, heuristic Inductive- deductive approach,
Project method, Problem solving method, Assignment Method.
b)
Developing lesson-plan based on above methods.
Unit-V
Resources of teaching physics.
a)
Multi-sensory aids in teaching of physics like chart, model: Modern electronic resources likeoverhead projector; computers and their use in -Individualized & large group classroom instruction,
Web based education.
39
PACIFIC UNIVERSITY
b)
Improvised apparatus- meaning, importance & limitations of Improvisation. Process of designing
improvised apparatus.
c)
Co-curricular activities like science clubs, science fairs & field trips.
Unit - VI
Physics lab and Institutes.
a)
Planning & equiping physics laboratory & organizing practical work.
b)
Role of state & national level Institutes & laboratories (like NCTSE, DST, ISRO Solar
Observatories etc.) in promoting science education.
Unit - VII
Evaluation in Physics (Theory & Practicals)
a)
Type of test Items & their construction.
b)
Preparation of blue print & achievement test.
c)
Diagno & remedial teaching In physics
d)
Evaluation of practical work.
Sessional work:Any two of the following:(One from section A and one from section B)
Section -A
1.
Case study of any one Senior Secondary lab of Physics
2.
Conducting & reporting 3 experiments useful at Sec. & Sr. Sec. level, (other than those in
syllabus)
3.
Description of design of any 3 improvised apparatus
Section -B
Sessional Work :
40
PACIFIC UNIVERSITY
1.
Planning of an out of class activity to use local environment to teach physics.
2.
Life sketch of any 2 modern physicists.
3.
Preparation of scrap book containing original scientoon (Scientific cartoon)/stories/articles
(latest)/ feature/play/interview report (any two) useful for teaching of physics.
References :
1.
Heiss, Obourn &
:
“The Macmillan Company, New York, 1961
Hoffruan , W.(ed)
2.
Thurber , W. & A
Modern Science Teaching
:
Collett
Teaching Science in today's Secondary Schools,
Boston Allyan & bacon inc. New York 1959
3.
Brown Burniston
:
Science : its Method & philoshopy
4.
Dhand, Harry
:
Techniques of Teaching
5.
Sharma, R.C.
:
Teaching of science Dhanpat rai and sons, Delhi 1971
6.
Nanda V.K.
:
Science Education Today
7.
Prasad , Janardan
:
Practical Aspects in teaching science
8.
Richardson, S
:
“Science Teaching in secondary school” prentice hall USA 1957
9.
Vaidya, N.
:
“The impact of science teaching” Oxford & IBH publishing
Company, New Delhi 1971
10.
Arthur, Carwin
:
Teaching Modern Science Merrill publishing Co USA 1970
:
Taxonomy of Educational Objectives & Achievement Testing London
Roberts B.
Charles E
11.
Dave R.H
University Press London 1969
41
PACIFIC UNIVERSITY
METHOD OF TEACHING MATHEMATICS
Course objectives
To enable the pupil teacher to:
1. Understand and appreciate the uses and significance of mathematics in daily life.
2. Learn successfully various approaches of teaching mathematics and to use them judiciously.
3. Know the methods of planning instruction for the classroom.
4. Prepare curricular activities and organize the library and book in it as per the needs.
5. Appreciate and organize activities to develop aesthetics of mathematics.
6. Obtain feedback both about teaching as well as students learning
7. To enable them to enrich and refresh their knowledge to content in mathematics.
8. To give them competence in teaching different topic effectively.
COURSE CONTENT
Unit - I
Meaning and nature of Mathematics, History of Mathematics and contribution of Indian and
western mathematician with reference to Bhaskarachayra, Arybhatta, Ramanujan Euclid,
Phythogogus, etc.
Unit – II
Objectives of teaching mathematics in terms of Instruction and behaviour, approaches to teaching
mathematics-analytic, synthetic, inductive, deductive heuristic, project and laboratory; using
various techniques of teaching mathematics viz, oral, written, drill, assignment, supervised study
and programme learning.
42
PACIFIC UNIVERSITY
Unit –III
a)
Meaning and importance / purpose of a lesson plan Proforma of a lesson plan, and its
rationality, meaning and purpose of a unit plan, yearly plan, short lesson plan developing /
preparing low cost improvised teaching aids relevant to local ethos. Audio Visual aids in
mathematics.
a)
Transfer of mathematics learning to various school subjects, among its different branches and
in actual life situation.
Unit - IV
Principles and rationale of curriculum Development for the secondary and Sr. Secondary level.
Recent trends in mathematics curriculum. Critical evaluation of existing mathematics curriculum
prescribed by Rajasthan Board of Secondary Education and CBSE different levels.
Unit –V
Using mathematics as a games for recreation, organizing Quiz Programmes, Skill development in
answering Puzzles, riddles, Magic Square, Word Search etc. developing a maths laboratory,
learning about the short cuts mentioned in Vedic' mathematics with special reference to
Arithmetic (Base 10 and 100)
Unit – VI
Text Book in mathematics- qualities of a good text book in mathematics; process of obtaining
feed back and evaluation in mathematics in terms of cognitive, affective and psychomotor
behavioural development. Preparation and use of tests for evaluation such as achievement test &
diagnostic test.
Unit-VII
Diagnostic. Remedial and Enrichment programmes with respect to syllabus at upper primary,
Secondary and Sr. Secondary stages in the state.
43
PACIFIC UNIVERSITY
Session work
Select any one:
1. Preparation of detail plan about (i) Development of Mathematics lab Or
(ii) Mathematics Club.
2. Prepare an article related to general mathematical topic other than B.Ed. Mathematics
syllabus student should select those type of topic which may be useful for creating
mathematical interest such as mathematical Puzzles, Magic, Square, Vedic mathematics etc
3. Prepare a Brief History of two mathematician specially emphasized that how these
Mathematicians contribute in the field of mathematics.
4. Prepare a case study of slow learner in mathematics.
5. Prepare a case study of gifted child in mathematics.
6. Observation of mathematics class room teaching in any secondary school. Prepare a list of
errors committed by student then prepare a diagnostic test then remedia teaching.
Bibliography
1. Aggarwal S.M.
2.
:
Aiyangar and Khuppuswami, N.
:
Teaching of Modern Mathematics,
Dhanpat Rai and Sons, Delhi.
A teaching of mathematics in
the new education universal Publication
The teaching of Secondary
Methematics, Mc Graw Hill Book Company
3.
Butler and Wren
:
4.
Jagadguru Swami
:
Shri Bharti Krishna Tirthji Vedic
:
mathematics, Moti Lal Banarsids Publisher Delhi.
Modern mathematics for teachers,
Arya Book Depot, New Delhi
5.
Kapur, J.N.
6.
Mangal, S.K.
7.
Sidhu, K.S.
:
Teaching of mathematics Prakash Brothers Ludhiana
:
Teaching of mathematics Sterling
Pub. Pvt. Ltd. New Delhi
8.
Shanti Narayan
:
Modern Abstract Algebra. S Chand &
Co. New Delhi.
9. Kapoor and Saxena
:
Mathematical Statistic, S. Chand &
Co. New Delhi
44
PACIFIC UNIVERSITY
Method Of Teaching General Science
Objectives
After completing the programme the student teachers will be :
1. Able to appreciate the contribution of aminent scientist in connection with the
development of the subject.
2. Familiar with the aims and objectives of the subject in relation to present needs
of the society and education policies of India.
3. Able to plan curriculum at secondary & senior secondary level and analyze the
syllabus of the subject in relation to its applicability to practical situations.
4. to prepare an efficient General Science Teacher.
5. The content of this paper will introduce the prospective teacher with proper
methodology to deal with the content which us to be handled by her as a
teacher in secondary and higher secondary school.
6. Develop their essential skills for practicing modern science education .
7. Develop their skill necessary for preparing international accessories.
8. Manage introductional activity in such a way that the vast majority of the
objectives.
9. Develop a broad understanding of the principles and procedures used in
modern science Education.
COURSE CONTENT
Unit 1
Science and its nature, body of knowledge, method of inquiring influence on man
and environment , General science and its importance in school curriculum .
Principles of Curriculum construction in general science.
Unit II
Objectives of Teaching General sciences, writing objectives in behavioral forms.
Needs for planning unit and daily lesson planning.
Unit III
a) Providing Learning Experiences in general science.
Methods of Teaching General science: Lecturer Methods , Demonstration methods ,
Project Method, Problem Solving Method , Heuristic Method.
45
PACIFIC UNIVERSITY
b) Identifying and developing instruction and support material for general science
teaching.
UNIT-IV
Evaluation of general science-skill in framing items for evaluating learning outcomes
in general sciences.
UNIIT-V
Strengthening General Science education.
a) Stress on creativity and discovery, science clubs, science fair, Sciences
museum, improvement of practical work.
b) Science teacher and their professional work.
UNIT-VI
Instructional materials and Resources.
a)Types of practical work in general science.
b)The role of laboratory, Text Book, Chart, Film-strip,, Television and Model in
teaching general science.
Sessional Work
1- Writing Of radio & T.V. Script .
2- Essay related to any unit prescribed above.
3- Preparation on the comprehensive field trip plan for group of twenty
students.
4- Prepare a plans of Science Laboratory for 20 students.
5- Make a list of local resources useful in teaching General science and
prepare a lesson plan using some of them.
Book for study and reference
1. Heiss Obrunand Hffman: Modern science teaching the Macmillan Company,
New York 1961
2. Vaida N.: The impact of Science teaching
3. Westway, F.W.: Scientific teaching
4. UNESCO: Source book of science teaching
5. NCERT: General science, handbook of activities class – VI-VIII
6. Dass-R.C.: Teaching science in India
7. Kohil, V.K.: Teaching of science, Krishna brothers Chown Tanda
8. Sood, J.K.: New direction in science teaching, Kohil publication Chandigarh,
1989.
9. Gupta Nirmal” Method of teaching science”, Rastogi and company
Meerut,1967.
46
PACIFIC UNIVERSITY
MEHTOD OF TEACHING BIOLOGY
Objective:
1. To develop in the pupil teacher scientific attitude and understanding of nature
and importance of Biological science and their correlation with other subject.
2. To make familiar with aims and objective of the subject in relation to present
need of Indian society & objective of general education.
3. To make him release the essential unity between laboratory work and
theoretical background of the subject.
4. To enable him to analyses school syllabus of the subject in relation to its
applicability to practical situation and adaptability of the curriculum to local
needs.
5. To make familiar with aims and objective of the subject in relation to present
needs of Indian society and objective of general education.
6. To enable him to utilize effectively the instructional material in teaching
biology.
7. To enable him to construct test items to measure objective belonging to
various cognitive levels.
8. To enable him to identify specific learning difficulties in Biology provide
suitable remedial individual instruction.
CONTENT
Unit – 1
Nature and Concept.
1234567-
Nature and meaning of Biological Sciences.
Values and importance of Biology
Correlation of Biology with other subject.
Impact of thrust area in Biological sciences on community
Eminent Indian Scientists
Main discovery and development in biological science
Professions in the area of Biological science
47
PACIFIC UNIVERSITY
Unit – 2
Aims and Objective.
-
Meaning of the term objective , difference , in aims and objectives
Needs of objectives
Bases of the formulation of objectives.
Formulation of instructional objectives.
Unit – 3
Curriculum Planning and Curricular Activities
- Concept , Principles , basis and measure to improve a syllabus
- Criteria for designing a Biological curriculum
1) Individualized
2) Interdisciplinary
3) Social issues orientated
4) Approach related with biology practical.
- Adapting the curriculum to local needs and requirements and the availability
of local resources.
- Biology – Text Book
- Criteria for designing a Biological science
- Curriculum study (BSCS)
- Critical appraisal of syllabus of science with references to biology prescribed
by your state and CBSE
Unit -4
Method and approaches of Teaching
- Lecture method
- Demonstration and lecture cum demonstration method
- Laboratory method
- Heuristic method
- Project method
- Problem solving method
-Team teaching, panel discussion, seminar and workshop
- Inductive deductive method
48
PACIFIC UNIVERSITY
-Inquiry approach
Developing lesson plan based an above methods
Unit – 5
Planning for teaching and role of Bio- Teacher
- Concept of planning
- Various steps of planning annual, unit and lesson plan
- Importance and advantage of planning
- Use of Behaviorist Pliagetian and Bruner Ian principles in developing lesson
plan
- Professional growth role in Biology teacher
Unit -6
Use of Instructional Material for teacher
a) Reading material – text books , generals , handbooks , magazines.
b) Co- curricular activities in biology
Fields Trips and use of community resourses.
Organization and importance of
a) Science club
b) Science fair
Multisensory Aids – Chart models, Specimen. Bulletin Boards, Flannel Board,
Overhead Projector, Transparencies, slide, slides projector, T.V. Radio etc.
Importance of aquarium, Vivarium and herbarium,
The organization of Biology laboratory purchase and arrangement of apparatus of
care and maintance of equipment
The importance of practical work in biology
Role of state and National level institution and laboratory
a) Research centre in Botany , Zoology, Agriculture
b) DST , Solar Observatories
Unit – 7
Evaluation in Biology
49
PACIFIC UNIVERSITY
-
Concept of measurement and evaluation
Criteria of good evaluation
Types of Items.
Merits and Demerits of evaluation
Preparation of Blue Prints of unit plan
Diagnostic and remedial test
Try out and item analysis.
Sessional Work
Two of the following :
1 - a) Preparation of comprehensive field trip plan for group of twenty students.
b) Make a List of a professional in the area of biological Science
c) Student any one out of the following environmental projects implemented
science.
a) Government agencies like irrigational depts. PHED, PWD, etc.
b) Non Govt. organization (NGOs)
c) Local bodies – municipalty
d) a)
b)
Design and describe three low cost teaching models.
Prepare a Radio or Television Script.
e) a)
b)
Prepare a plan of Science laboratory for 20 students.
Make a list of practical’s related to secondary school in Biology
teaching.
Preparation of Herbarium of Scrap book
Prepare any two of the following related to Environment education.
Poster (Miniahre) (ii) Article (iii) Story (iv) Play
f) a)
b)
(i)
g) Make a list of local resources useful in teaching Biology and prepare a lesson
plan using some of them.
Reference
Bruner jean
Grear, T.L.
-
Thurber, W.A. and
Colletes
-
Richardsvj John
-
Teaching Biology
The Teaching of Biology in
Secondary school
Teaching of Science in Secondary
Schools.
Science Teaching in Secondary
Schools
50
PACIFIC UNIVERSITY
Sharma, R.C.
Saxena, A.A, Sood.
Nair PKG
-
Modern Science Teaching
Vigyan Shikshan Ka Ayogyan
Principles of Environmental Biology,
UNESCO Training of Science Teachers and
Educators, Bangkok UNESCO, 1985
NCERT Teacher Education Curriculum Frame Work NCERT New Delhi 1978
Environmental Education A Process for Pre-service Teachers Training Curriculum
Development, UNESCO
UNEP Inter National series 26 Prepared by NCERT, New Delhi.
UNESCO – New Trend in Biology Teaching
Miller David F &
Green W
Woodburn John
Obourm Ellsworth
-
Method and Material of Biology Blayed
sciences
Teaching the pursuit of Science
Teaching
51
PACIFIC UNIVERSITY
METHOD OF TEACHING COMMERCE GENERAL
Objectives
Student Teachers will be able:1. To help the students to acquire the bas understanding in the field of
commerce education.
2. To enable the student to acquire necessary skills the use and preparation of
teaching aids and instructional material in commerce education.
3. To develop the ability to plan curriculum; instructions in General
Commerce at the school level.
4. To develop the ability to organize group activities and projects in the
subject and use of various methods of teaching commerce.
5. To develop the ability to critically evaluate existing school syllabus and
text books.
6. To develop competence in framing objective based achievement and
diagnostic tests. Administration and their scoring and drawing conclusions
there of.
7. To develop the ability of identification competencies desired in commerce
education.
52
PACIFIC UNIVERSITY
COURSE CONTENT
Unit – l
Commerce General its place in school curriculum.
Unit – 2
a) Aims, Objectives and Values of its teaching at the Secondary level.
b) Instructional objectives, measurable and non measurable objectives, behavioral
statements of objectives & for various learning points and lessons.
Unit – 3
Methodology of Teaching:
a)
Planning teaching lesson & Units
b)
Analysis of different Methods:
(i) Lecturer (ii) Assignments (hi) Discussion (vi) Projects (v) Problems Solving
(vi) Field Trips (vii) Utilizing Community resource.
Unit – 4
Instructional material for:
a)
Importance of Proper equipment and material for effective instruction.
b)
Criteria for selection of instructional material and equipment.
c)
Different audio-visual equipment and material used in commerce education.
d)
Evaluation of text books in general commerce at the school level.
(i)
Criteria of good text book.
(ii) Placement
(iii) Criteria of reference books & Journals
Unit – 5
Qualities of commerce teacher, role and professional growth of commerce teacher.
53
PACIFIC UNIVERSITY
Unit – 6
Evaluation in commerce:
Importance and purpose of evaluation in commerce.
a)
Different type of tests, their merits and limitation (Essay type short answer type
and objective type)
b)
Construction of achievement test administration and scoring of test.
Sessional Work:
A pupil teacher is required to do the following sessional work
1-
Preparation of one lesson plan on any one method.
2-
Preparation of four teaching aids related to subject.
3-
Preparation of term paper
Or
Critical evaluation of curriculum at secondary or senior secondary level.
Or
Critical evaluation of text book at secondary or senior secondary level.
Selected Bibliography : (for intensive Reading)
1.
Roo, Seema
- Teaching of Commerce,
Anmol publication Pvt. Ltd year, 1995
2-
Agrawal J.C.
- Teaching of commerce A
practical approach; Vikash Publishing house, Pvt. Ltd.
1996
3-
Jain, K.C.S.
- Vanyjaya shikhan Hindi,
General Academy Jaipur 1986
4-
Saxena, UdaMer - Commerce Education
5-
Gartside, L
6-
NEEB. W.B.
- Teaching Business Subjects,
The Modern Approach made and printed in Great Britain by
the Garden Press Ltd., Letehworth, Hert Fordshire year
1970
- Modern Businees Practice the Ryerson Press
Toronto 1965
54
PACIFIC UNIVERSITY
7- Khan, M.S.
- The teaching of Commerce Sterling Publisher (P)
Ltd. Jullunder-3
55
PACIFIC UNIVERSITY
METHOD OF TEAHING BOOK KEEPING & ACCOUNTANCY
Objectives
1- To enable the students teachers to understand the aims and objectics of teaching
Book-keeping & Accountancy at school level.
2- To enable the student teachers to have a clear idea of the place of Bookkeeping
& Accountancy in school curriculum.
3
To inculcate desirable attitude and values in the teacher.
4
Student will be able to know a clear picture by using of journal & ledger
accounts..
5- To enable the students to recognize and list out specific behavioral changes in
relation to objectives.
6- Students will be able to construct an Achievement Test.
7- To enable student teachers to have a full command of the subject matter
prescribed for secondary senior secondary course.
8- Develop skill and abilities which are required for a good & efficient teacher and
organizing school activities related to the subject.
Unit-1
Book keeping and Accounting: its place in school curriculum.
Unit-2
56
PACIFIC UNIVERSITY
a) A0 Aims and objectives of teaching book keeping and Accounting at Secondary
level.
b)Instructional objectives behavrioural objectives, measurement and non m eaurable
objectives, behavioural statements of objectives for various learning points and
lessons.
Unit-3
a) Principles and approaches to framing syllabus and its critical appraisal at
secondary level.
b) Evaluation of text books in Book-Keeping & Accounting at the Secondary level.
(i) Criteria of good text book
(ii) Assignements, Exercises, Glossary and summary in the text.
Unit-4
Various Approaches of teaching the subjects.
[a] Journal Approach
(b) Ledger Approach
(c) Cash Book Approach
(d) Equation Approach
Unit-5
Planning for teaching and role of teachers:
(i)
(a) Purpose of Lesson Planning
(b) Unit and Daily lesson Planning
(c) Formulation of Objectivies in terms of learning Experiences.
(d) Teachers role and attitude
(ii) Maxims and principles of classroom teaching.
(iii) Class room observation.
Unit-6
Evaluation in Book-Keeping & Accountancy : Importance and concept of Evaluation.
(i) Various devices of testing and their need.
(ii) Role of teachers in Evaluating students.
(iii) Construction of an Achievement test in Book Keeping & Accountancy.
(iv) Administration and scoring of unit test.
57
PACIFIC UNIVERSITY
Unit-7
Curriculum in Book Keeping & Accountancy.
Sessional Work.
1 - Preparation of four teaching aids related to subjects
2- Preparation of one term paper.
3- Critical analysis of a text book (Subject related) e school level.
Or
Critical analysis of curriclum of secondary or senic secondary level.
Or
Prepartion of a lesson plan based on any innovati\ method.
Bibiliography
1- Aystic Rowal: A philoshophy for tecaching Boc keeping.
2- Tonne: Principles of teaching Business Educatic
3- Tone, Pohem and Freeman: Method of Teachir Business subject, Grega Pub.Dir,
Mc. Grow H Book Co. Ine , New York.
4- Harvey: Ways to teachers Book-keeping ar Accounting.
5- Selby: The Tecaching of Book Keeping
6. Gupta and Gupta: Intermediate Book-keeping and Accounts, Agra
Book Store, Agra (Hindi & English Version)
7- Kumbhat & Agrawal: Intermediate Book-keeping (M/s Students Book Co.
Chaura
Rasta Jaipur)
58
PACIFIC UNIVERSITY
8- Agarwal and Dr. A.N.: Book keeping & Accountancy
9 - Roo Sudha: Teaching of Commerce.
10 Aggarwal, J.C.: Teaching of Commerce (A Practical Approach
Suetan Publication
(15) Methods of Teaching English
Unit-1
(i)
English grammar and usage-(i) (a) Basic sentences (b)Types of Sentences –
Affirmative, Negative, Interrogative, Simple,Compound,Complex,Verb- Pattern,
Question Tag (ii) Usage- (a) Determiners (b) Model Auxiliaries (c) Tenses (d)
Infinitives(e) Gerunds (f)Phrasal Verbs and idioms (g) Concord (h) Active and
Passive voice (i)Direct and Indirect Speech (j) Punctuations
Unit- 2:
General considerations in teaching English as a second language - (a) Concept of
language, language acquisition language-learning (b) Principles and psychology of
teaching English as a second language (i) Principles of second language teaching
(ii)Psychological factors affecting second language learning :Attitude, Motivation,
Anxiety Interest (iii) Role and use of language drills and pattern practice(c)
Objectives of teaching English as a second language at different levels of school
education(d) Problems of effective teaching of English as a second language and
their possible and practical solutions.
Unit-3
Approaches and Methods (a) Direct Method (b) Structural Situational Approach (c)
Bilingual Method (d) Communicative Approach (e) CALL (Computer Assisted
Language Learning) and CALT (ComputerAssisted Language Teaching) (f) Eclectic
Approach (g) Role play, Simulation and Group- work in the light of (a) psychology
of second language learning (b) nature
of the English Language (c) Classroom
environment and conditions (d) Language functions (e) Aims of language teaching,
role of mother-tongue, role of teacher , learners, text-book and A.V. aids, language
skills, testing, errors and remedial work.
Unit-4:
59
PACIFIC UNIVERSITY
Teaching of listening and speaking skills:- (a) Listening: Concept of listening in
second language, Difference between hearing and listening, Difference between
listening and listening comprehension, the elements of listening, listenings skills,
techniques of teaching listening, role of teaching aids in teaching listening, notetaking. (b) Speaking: Concept of speaking in second language, organs of speech,
elements of speaking (monothongs, dipthongs, consonants, pause, juncture,
strees,accent, beat, intonation, rhythm), use of pronouncing dictionary, phonetic
transcription, teaching of speaking skills and pronunciation, role of A.V. aids and
drills.
Unit-5
Teaching Reading Comprehension and Writing - (a) Concept of reading in second
language, mechanics
of reading , silent reading, reading aloud, intensive
and
extensive reading, course reader and rapid reader, Cloze procedure Maza method,
using dictionary and preparation of lesson plan, (b) Writing: Concept of writing in
second language, concept of composition in second language oral, written,
controlled, guided and contextualized composition Teaching, letter application,
essays, report, review note making, developing stories lesson plans on composition.
Unit-6
Teaching of Poetry (i )The place of poetry teaching in school curriculum (ii)
Difference between prose and poetry teaching (in the light of aims, objectives,
content and teaching procedure) (iii) Aims of teaching poetry, steps of preparing
lesson plan on poetry
Unit-7
Teaching of lexical, and structural items A) Concept of lexical items
1) Active and Passive vocabulary
2) Techniques of teaching vocabulary
3) Preparation of lesson plan on vocabulary
B) Concept of structural items
4) Techniques of teaching structural items
60
PACIFIC UNIVERSITY
Unit-8
Teaching Aids in English -Concept and use of A.V. aids in second language
teaching. Text book, work-book, teachers-book, chart, picture, flash cards, flannel
board, blackboard, tape-recorder, Radio, OHP, substitution tables, Language
Lab, computer, newspapers, magazines, real objects.
Unit- 9
Testing in English - Concept of testing in English as a second language. Testing
language skills, lexical and structural items, poetry and grammar Preparation of unit
test, blue-print Error analysis, concept of remedial teaching and rematerial.
Sessional Work
Anyone of the following –
(1) Review of a text-book.
(2) List of structural items included in the text-book at the secondary stage.
(3) Preparation of 5 word cards, 5 picture cards and 5 puzzles.
(4) Preparation of 20 test items.
Text-book according to syllabus
A Hand book of Teaching of English
Dr. Kusum Sharma
Teaching of English Part One
Dr.Kulshrestha, Verma and Rawat
Teaching of English Part Two
R.K. Rawat, Verma and Kulshrestha
A way of Teaching of English
S.D. Upadhyay
61
PACIFIC UNIVERSITY
ikB~;Øe
izFke iz'u&i=
mnh;eku Hkkjrh; lekt esa f'k{kk
1-
f'k{kk % izd`fr] vFkZ ,oa mn~ns'; & f'k{kk% izd`fr ,oa vFkZ ns'kdky ds
lUnHkZ esa blds mn~ns';A Hkkjrh; fpUru rFkk f'k{kk ds fy;s bldh nsu &
¼1½ tSu n'kZu ds lUnHkZ esa ;FkkFkZoknA ¼2½ xhrk ds lUnHkZ esa
vkn'kZoknA ¼3½ ckS) n'kZu ds lUnHkZ esa ,sfrgkfld ,oa oSKkfud
ekuorkoknA ¼4½ johUnzukFk VSxksj ds lUnHkZ esa izd`froknA
ik'pkR; lUnHkZ esa f'k{kk & ¼1½ IysVks ds lUnHkZ esa vkn'kZoknA ¼2½
:lks ds lUnHkZ esa izd`froknA ¼3½ tkWu Mhoh ds lUnHkZ esa iz;kstuoknA
2-
'kSf{kd mikxe ,oa mudk ,sfrgkfld ifjizs{; & ¼1½ cqfu;knh f'k{kk&egkRek
xk¡/khA ¼2½ ckydsfUnzr f'k{kk&fxtwHkkbZA ¼3½ ekuo fuekZ.k dh f'k{kk &
Lokeh foosdkuUnA ¼4½ lefUor f'k{kk & Jh vjfcUn ?kks"kA
3-
Hkkjrh; lafo/kku rFkk blds uhfr&funsZ'kd fl)kUrksa rFkk /kkjkvksa ds
vUrxZr f'k{kk dh fLFkfr&f'k{kk dk lkoZHkkSfedj.kA f'k{kk ,oa ewyHkwr
vf/kdkj rFkk drZO;A f'k{kk rFkk yksdrU= ds e/; lEcU/kA lekt dh lektoknh
O;oLFkk ,oa jk"Vªh; ,dhdj.k esa f'k{kk dh HkwfedkA yksdrkfU=d lekt esa f'k{kk
dh HkwfedkA
4-
'kSf{kd fodkl ,oa lkekftd O;oLFkk & fyax foHksnA {ks=h; foHksnA lkekftd
foHksnA 'kSf{kd volj dh vlekurk ij fopkj&foe'kZA lkekftd ifjorZu ds vfHkdrkZ ds
:i esa f'k{kkA Lokf/kurk izkfIr ds ckn ls f'k{kk ds Lo:i dks izHkkfor djus okyk
lkekftd ifjorZuA
5-
jk"Vªh; f'k{kk uhfr % 1986 & jk"Vªh; f'k{kk uhfr ¼1986½&f'k{kk ds
mn~ns';ksa ds lUnHkZ esa mldh izeq[k fo'ks"krk,¡ rFkk mUgsa fØ;kfUor djus
gsrq dsUnz ,oa jkT;ksa ds iz;klA f'k{kd O;olk; ds izfr fu"Bk ,oa tokcnsgh dh
leL;kA
6-
f'k{k.k laLFkkvksa dh uohu lkekftd O;oLFkk ds l`tu esa Hkwfedk %
ijEijkxr lekt ls mnh;eku lekt rd & f'k{kk esa lekurk ds voljA i;kZoj.k ds laj{k.k
gsrq psruk ,oa dk;ZA mRrjnkf;Roiw.kZ ukxfjdrkA jk"Vªh; ,dhdj.k gsrq ;qokvksa
ds iz;klA
l=h; dk;Z & ¼buesa ls dksbZ ,d½
1-
Hkkjrh; lekt ds fdlh ,d igyq ij l=h; dk;Z rS;kj djukA
2-
fdlh Hkh nk'kZfud fopkj/kkjk ij l=h; dk;Z rS;kj djukA
62
PACIFIC UNIVERSITY
3-
orZeku f'k{kk iz.kkyh esa ewY; vk/kkfjr f'k{kk ij fucU/k fy[kukA
4-
lg'kSf{kd xfrfof/k;ksa }kjk ewY; c<kus gsrq iz;klA
ikB~;&iqLrdsa
mnh;eku Hkkjrh; lekt esa f'k{kk
Jherh 'kekZ] iqjksfgr] MkW- 'kekZ ,oa MkW- flag
mnh;eku Hkkjrh; lekt esa f'k{kk
MkW- 'kksHkk xksyoydj] MkW- n/khfp] MkW- ikjh[k ,oa MkW- izHkkdj
63
PACIFIC UNIVERSITY
f}rh; iz'u i=
vf/kxedŸkkZ dk fodkl vkSj f'k{k.k vf/kxe izfØ;k
;wfuV % 1
euksfoKku dh izd`fr vkSj vf/kxedŸkkZvksa dk fodkl & ¼v½
euksfoKku% euksfoKku dk vFkZ] izd`fr] fof/k;k¡ vkSj {ks=A f'k{kk
euksfoKku ds dk;ZA v/;kid ds fy;s f'k{kk euksfoKku dk iz;ksxA ¼c½
vf/kxedŸkkZ dh vfHko`f) vkSj fodklA vfHko`f) dk lEizR;;A fodkl ds fl)kUr]
fodkl ,oa ifjiDorkA ckY;koLFkk ,oa fd'kksjkoLFkk esa 'kkjhfjd] ekufld]
lkekftd ,oa laosxkRed fodkl dk fo'ks"k v/;;uA
;wfuV % 2
vf/kxe vkSj vfHkizsj.k & ¼v½ vf/kxe ds fl)kUrksa dh izd`fr& ¼1½
O;kogkjoknh fl)kUr] ¼2½ xSLVkYV dk fl)kUrA ¼3½ laKkuoknh
fl)kUr&fi;kts ,oa czwujA ¼c½ vf/kxe vkSj f'k{k.k izfØ;k dks izHkkfor djus
okys rRo&vf/kxedŸkkZ ls lEcfU/kr] v/;kid ls lEcfU/kr] izfØ;k ls lEcfU/kr
rFkk fo"k;oLrq ls lEcfU/krA ¼l½ vf/kxe dk LFkkukUrj.kA ¼n½lEizR;;
fuekZ.k]
leL;k
lek/kku]
tkudkjh]
[kkst]
l`tukRed
vf/kxeA
¼;½
vfHkizsj.kk&izd`fr] izdkj] vf/kxedŸkkZ dh vfHkizsj.kk lEcU/kh rduhdA
;wfuV % 3
cqf) vkSj l`tukRedrk & ¼v½ cqf) dh izd`fr vkSj fo'ks"krk,¡ rFkk bldk
fodklA cqf) ds fl)kUr % f}rRo fl)kUr] cgq rRo fl)kUr rFkk ,l-vks-vkbZekWMyA cqf) dk ekiu & 'kkfCnd ijh{k.k] v'kkfCnd ijh{k.k vkSj fu"iknu ;k
fØ;kRed ijh{k.k ¼izR;sd dk ,d izfrfuf/kdkjh oS;fDrd ,oa lkewfgd ijh{k.kA
;wfuV % 4
fof'k"V ckyd & ¼v½ O;fDrxr fofHkUurk,¡& izd`fr] d{kk&d{k esa oS;fDrd
fofHkUurkvksa dk lek;kstuA ¼c½ vlk/kkj.k ckydksa dk leizR;;A fof'k"V
ckydksa ds izdkj&'kkjhfjd fodykax] izfrHkk'kkyh] eUn cqf)] fiNMs ckyd
vkSj cky vijk/kh] mudh fo'ks"krk,¡ vkSj funsZ'kuA ¼l½ fof'k"V ckydksa
ds fy;s ckydsfUnzr f'k{k.k rduhdhA f'k{k.k izfeku&lEizR;; vkSj vklqcsy
izfreku dh O;k[;kA
64
PACIFIC UNIVERSITY
;wfuV % 5
O;fDrRo & ¼v½ O;fDrRo&ifjHkk"kkA vFkZ vkSj izd`frA O;fDrRo dk
fodklA izdkjA O;fDrRo dks izHkkfor djus okys rRoA ¼c½ O;fDrRo dk
ekiuA ¼l½ eu%Lrkih ckydksa dh igpku vkSj mudk lek;kstuA ¼n½
ekufld LokLF; vkSj lek;kstu rduhdhA Nk=ksa ds ekufld LokLF; ds mUu;u
esa v/;kid dh HkwfedkA
;wfuV % 6
funsZ'ku ,oa ijke'kZ&¼v½ funsZ'ku ,oa ijke'kZ dk vFkZA ¼c½
funsZ'ku ,oa ijke'kZ ds fl)kUrA ¼l½ funsZ'ku ,oa ijke'kZ dh rduhdhA
¼n½ vk/kkjHkwr funsZ'ku lsokvksa dk izk:iA ¼;½ funsZ'ku lsokvksa ds
laxBu dh lwpukvksa dk iz;klA lkewfgd funsZ'ku rduhdhA
l=h; dk;Z &
¼izR;sd fo|kFkhZ dks nks izk;ksfxd dk;Z o ,d l=h; dk;Z djuk
gSA½
1-
euksoSKkfud ifj{k.k ¼dksbZ nks½ % iz'kklu] vadu o ifj.kke dh O;k[;k
djukA
2-
ikB~;Øe ls lEcfU/kr fdlh ,d fo"k; ij l=h; dk;Z rS;kj djukA
ikB~;&iqLrdsa
vf/kxedŸkkZ dk fodkl vkSj f'k{k.k vf/kxe izfØ;k
Jherh 'kekZ] MkW- 'kekZ ,oa MkW- flag ,oa dqyJs"B
65
PACIFIC UNIVERSITY
r`rh; iz'u i=
Hkkjr esa 'kSf{kd O;oLFkk ,oa fo|ky; laxBu
;wfuV % 1
1-
LorU=rk ls iwoZ dh vof/k ¼;qx½ esa f'k{kk dh izeq[k fo'ks"krk,¡&
fczfV'kdky& ¼v½ eSdkys fe'ku rFkk cSafVd izLrko&1853A ¼c½ fofy;e
,sMEl izfrosnuA ¼l½ oqM dk ?kks"k.kk&i=A ¼n½ jk"Vªh; psruk dk fodkl
,oa jk"Vªh; f'k{kk vkUnksyuA
;wfuV % 2
2-
LorU=rk izkfIr ds ckn f'k{kk dk fodkl & LorU=rk izkfIr ds ckn dh vof/k
¼;qx½ esa fofHkUu vk;ksxksa dh izeq[k vuq'kalk,¡@laLrqfr;ksa dk
v/;;u&¼1½ fo'ofo|ky; f'k{kk vk;ksx ¼1946&48½A ¼2½ ek/;fed f'k{kk
vk;ksx ¼1952&53½A ¼3½ Hkkjrh; f'k{kk vk;ksx ¼1964&66½A ¼4½
jk"Vªh; f'k{kk uhfr] ¼1986½A ¼5½ la'kksf/kr jk"Vªh; f'k{kk uhfr] ¼1992½
A
;wfuV % 3
3-
Hkkjr esa 'kSf{kd iz'kklfud O;oLFkk fuEufyf[kr ds lUnHkZ esa&
¼v½ f'k{kk ds iz'kklu lEcU/kh laoS/kkfud izko/kkuA ¼c½ f'k{kk lEcU/kh
dsUnz ,oa jkT; ds lEcU/kA ¼l½ f'k{kk ds dsUnzh; vfHkdj.k& ¼1½jk"Vªh;
f'k{kd f'k{kk ifj"kn~ ¼,u-lh-Vh-bZ½A ¼2½ jk"Vªh; 'kSf{kd vuqla/kku ,oa
izf'k{k.k ifj"kn~ ¼,u-lh--bZ-vkj-Vh-½A ¼3½ jk"Vªh; 'kSf{kd fu;kstu ,oa
iz'kklfud laLFkku ¼,u-vkbZ-bZ-ih-,½A ¼4½ fo'ofo|ky; vuqnku vk;ksx
¼;w-th-lh½A ¼n½ f'k{kk ds jkT; vfHkdj.k& ¼1½ mPp v/;;u f'k{kk
laLFkku ¼vkbZ-,-,l-bZ½A ¼2½ dkWyst QkWj Vhpj ,T;qds'ku@f'k{kd
f'k{kk egkfo|ky; ¼lh-Vh-bZ-½A ¼3½ jkT; 'kSf{kd vuqlU/kku ,oa izf'k{k.k
ifj"kn~ ¼,l-vkbZ-bZ-vkj-Vh-½A ¼4½ ftyk f'k{kk ,oa izf'k{k.k laLFkku
66
PACIFIC UNIVERSITY
¼Mh-vkbZ-bZ-Vh-½ ¼;½ jktLFkku jkT; Lrj ij fo|ky; f'k{kk dh laxBukRed
lajpuk ,oa i;Zos{ks.kA
67
PACIFIC UNIVERSITY
;wfuV % 4
4-
'kSf{kd izcU/ku esa xq.kork lEcU/k & ¼v½ laLFkkxr fu;kstuA ¼c½
fuEufyf[kr dk laxBu& ¼1½ le; foHkkx pØA ¼2½ fo|ky; vfHkys[kA ¼l½
ikB~; lgxkeh fØ;k,¡&vko';drk] fl)kUr ,oa laxBuA ¼n½ vk/kkjHkwr
lajpukRed ¼<k¡pkxr½ lqfo/kkvksa dk laxBuA ¼;½ fo|ky; laxBu esa
fo|ky; ds iz/kkuk/;kid ds usr`Ro dh HkwfedkA ¼j½ fo|ky; esa ikB~;Øeh;
,oa ikB~; lgxkeh fØ;kvksa esa f'k{kd ds usr`Ro dh HkwfedkA
;wfuV % 5
5-
Hkkjrh; f'k{kk esa egRoiw.kZ pqukSfr;k¡ & ¼1½ Hkk"kk;h fooknA
¼2½ /keZ&fujis{krk ds fy;s f'k{kkA ¼3½ jk"Vªh; ,oa HkkokRed ,drk ds
fy;s f'k{kkA ¼4½ f'k{kk dk Hkkjrh;dj.kA
l=h; dk;Z & ¼fuEu esa ls ,d½
1-
fo|ky; laxBu ds fdlh ,d igyq ij v/;;u djukA
2-
fdlh 'kSf{kd laLFkk ds izcU/kdh; O;oLFkk dk v/;;u djukA
3-
fo|ky; iz/kku ds uSr`Ro Hkwfedk dk v/;;u djukA
ikB~;&iqLrdsa
Hkkjr esa 'kSf{kd O;oLFkk dk fodkl ,oa fo|ky; laxBu
MkW- O;kl] MkW- flag] 'kekZ] MkW- 'kekZ ,oa of'k"B
68
PACIFIC UNIVERSITY
prqFkZ iz'u i=
'kSf{kd rduhdh dh vko';drk,¡ rFkk d{kk&d{k izcU/k
;wfuV % 1
1-
'kSf{kd rduhdh& ¼1½ 'kSf{kd rduhdh dk vfHkizk; ,oa 'kS{kf.kd vH;kl
esa bldh HkwfedkA ¼2½ 'kSf{kd rduhdh ds mikxe&gkMZos;j ¼dBksj
f'kYi½] lkW¶Vos;j ¼dksey f'kYi½ ,oa iz.kkyh mikxeA ¼3½ 'kSf{kd
rduhdh ds izdkj & f'k{k.k rduhdh] vuqns'kukRed rduhdh] O;kogkfjd
rduhdhA ¼4½ gkMZos;j rduhdh& vuqHko 'kadqA J`O;&n`'; midj.k ,oa
iz{ksi.k midj.kA ¼5½ lwpuk ,oa lEizs"k.k ¼lapkj½ rduhdh& nwjn'kZu]
vkdk'kok.kh] ohfM;ks Vsi ,oa ik.Mqfyfi fuekZ.kA nwjLFk lEesyu leh{kkA
vuqns'kukRed lkexzh ds :i esa dEI;wVjA vkfHk:fp@lkn`'; d{kk ,oa tky
vk/kkfjr f'k{kkA
;wfuV % 2
2-
d{kkxr f'k{k.k izcU/ku& ¼1½ f'k{k.k dh izd`frA ¼2½ f'k{k.k] izf'k{k.k
,oa vuqns'ku dh vo/kkj.kkA ¼3½ f'k{k.k ds LrjA ¼4½ fo"k;&oLrq dk
fo'ys"k.kA ¼5½ vuqns'kukRed O;ogkj dk oxhZdj.k ,oa f'kf'k"Vhdj.kA
;wfuV % 3
3-
f'k{k.k dk laxBu & ¼1½ f'k{k.k dh i)fr;k¡&gjcVZ i)fr] ekWjhlu i)fr] g.V i)fr]
fdyiSfVªd i)fr ,oa M~;woh i)frA ¼2½ mPp ek/;fed ,oa ek/;fed Lrj ij f'k{k.k
dh O;wg&jpuk,¡ ¼vo/kkj.kk] laxBu] xq.k ,oa lhek,¡½&lkewfgd ifjppkZ
fof/kA ny ifjppkZ fof/kA efLr"d m}syu fof/kA leL;k lek/kku fof/kA i;Zosf{kr
v/;;u fof/kA lgikBh ¼leo;Ld½ lewg vf/kxeA lewg f'k{k.kA vfHkØfer
vuqns'kuA dEI;wVj lgk;d vuqns'ku ¼lh-,-vkbZ-½A
;wfuV % 4
4- lEizs"k.k ¼lapkj½ ,oa lEizs"k.k rduhdh & lEizs"k.k dh vo/kkj.k&izdkjA
izfØ;k ,oa dk;ZA 'kkfCnd ,oa v'kkfCnd lEizs"k.k dh HkwfedkA lEizs"k.k
dkS'kyA lEizs"k.k dh leL;k,¡A
69
PACIFIC UNIVERSITY
;wfuV % 5
5-
f'k{k.k dh izHkko'khyrk dk fodkl& ¼1½ f'k{k.k dkS'ky ¼voLFkk,¡½&
¼v½ f'k{k.k&iwoZ ¼vnk½ dkS'kyA ¼c½ f'k{k.k dh vUr%fØ;k ¼izØe½
dkS'kyA ¼l½ f'k{k.ksRrj ¼iznk½ dkS'kyA ¼2½ lw{e f'k{k.kA ¶yS.Mj dh
vUr%fØ;k fo'ys"k.k Jsf.k;k¡ ¼FIAC½A fØ;kRed vuqlU/kkuA
;wfuV % 6
6-
ewY;kadu vf/kxe& ¼1½ ewY;kadu ,oa ekiu dh vo/kkkj.kkA ewY;kadu
ds mn~ns';A ¼2½ ewY;kadu ds midj.k ,oa izfof/k;k¡A ¼3½ ijh{k.k dh
fo'oluh;rk] oS/krk ,oa oLrqfu"BrkA ¼4½ izkjfEHkd lkaf[;dh&izlkekU;
forj.kA dsUnzh; izo`fr;k¡ ¼ek/; cgqyd] ekf/;dk½A ekud fopyuA dksfV
vUrj lg&lEcU/kA ¼5½ miyfC/k@KkuktZu@fu"ifr ijh{k.k fuekZ.k ds
lksikuA
l=h; dk;Z & ¼fuEu esa ls ,d½
1-
ikB~;Øe ls lEcfU/kr fdlh ,d fo"k; ij l=h; dk;Z rS;kj djukA
2-
Vh-oh-@jsfM;ks fLØIV ¼Script½ rS;kj djukA
3-
rhljh bZdkbZ esa fn;s x;s fdlh ,d f'k{k.k O;wg jpuk dh ;kstuk] rS;kjh]
fØ;kUo;u ,oa izfrosnu rS;kj djukA
ikB~;&iqLrdsa
'kSf{kd rduhdh dh vko';drk,¡ rFkk d{kk&d{k izcU/k
MkW- O;kl] MkW- flag] 'kekZ ,oa vxzoky
70
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
fgUnh f'k{k.k dh fof/k;k¡
bdkbZ 1&¼1½ Hkk"kk dk oSKkfud Lo:i ¼o.kZ fopkj] 'kCn fopkj] okD;
fopkj dh n`f"V ls½ ¼2½ Hkk"kk dkS'kyksa ds fodkl gsrq fuEukafdr i{kksa ds
Lo:i dk vad ,oa f'k{k.k ¼d½ Jo.k ¼[k½ mPpkj.k ¼x½ orZuh ¼?k½ okpu
¼M½ vfHkO;fDr ¼ekSf[kd ,oa fyf[kr½A
bdkbZ 2& ¼v½ Hkk"kk;h ikB~;Øe fuekZ.k dk fl)kUrA ¼c½ ikB~;Øe
Lrjh; iqLrdh; ikB~;&iqLrd dk fo'ys"k.k fl)kUrA ¼l½ jktLFkku ds ek/;fed Lrj ds
ikB~;Øe ,oa ikB~;&iqLrdksa dk fo'ys"k.k ,oa leh{kkA
bdkbZ 3& ikB ;kstuk,¡ vk/kkj] izdkj ,oa fuekZ.k& ¼v½ d{kk v/;kiu ds
lkekU; fl)kUrA ¼c½ Hkk"kk f'k{k.k lEcU/kh leL;kvksa dk p;u fo'ys"k.k ,oa
lek/kkuA ¼l½ bdkbZ] nSfud ,oa lw{e ikB ;kstuk,¡ ¼ek/;fed Lrj ij½ mn~ns';
fuekZ.k ds fl)kUr ,oa izfØ;kA ¼n½ Hkk"kk f'k{k.k esa v/;kid dh HkwfedkA
bdkbZ 4& fgUnh f'k{k.k esa fuEukafdr fof/k;ksa dk mi;ksx&¼v½
izk;kstuk fof/kA ¼c½ funsZf'kr Lok/;k; fof/kA ¼l½ lw{e v/;;u fof/kA
bdkbZ 5& fgUnh dh fofHkUu fo/kkvksa dk f'k{k.k& ¼v½ fofHkUu
fo/kkvksa dk f'k{k.k ,oa vUrjA ¼c½ x| f'k{k.k ¼O;kid ,oa xgu ikB ds :i esa]
nqzr ikB½ ¼l½ i| f'k{k.k ¼jl ikB ,oa cks/k ikB ds :i esa½A ¼;½ ,dkadh f'k{kk
¼okfpd vfHku;kRed :i esa½A ¼j½ dgkuh f'k{k.k ¼ekSf[kd :i esa½A ¼y½
O;kdj.k f'k{k.k ¼vukSipkfjd ,oa O;kogkfjd f'k{k.k :i esa½ ¼'k½ Hkk"kk f'k{k.k
,oa vU; fo|ky;h fo"k;ksa ls lg&lEcU/kA
bdkbZ 6& fgUnh f'k{k.k esa n`';&J`O; midj.kksa dk egRo ,oa mi;ksxA
bdkbZ 7& ¼v½ fgUnh f'k{k.k esa ewY;kadu& ¼d½ ewY;kadu dk vFkZ]
egRo ,oa fo'ks"krk,¡A ¼[k½ ikB~;kUrxZr ,oa ikBksijkUr ewY;kaduA ¼x½
ewY;kadu fof/k;k¡A ¼?k½ iz'uksa ds fofHkUu izdkj ,oa jpuk lEcU/kh
lafLFkfr;k¡A ¼M½ ewY;kadu iz'u&i= dk fuekZ.kA ¼c½ mipkjkRed f'k{k.k ,oa
funkukRed ijh{k.k vFkZ] Lo:i egRo ,oa mi;ksxA Hkk"kk f'k{k.k esa uokpkjA
l=h; dk;Z& fuEufyf[kr fo"k;ksa esa ls fdlh ,d ij fucU/k& ¼v½ vius {ks=
esa cksyh tkus okyh cksyh dk losZ{k.kA ¼c½ fgUnh Hkk"kk f'k{k.k ds
uokpkjA ¼l½ fgUnh Hkk"kk ds fodkl esa fdlh lkfgR;dkj dk ;ksxnkuA ¼n½
LFkkuh; yksd xhr] yksdksfDr;ksa ds rRoksa dk foospuA ¼;½ fgUnh Hkk"kk
esa iz;qDr izpfyr vU; Hkk"kkvksa ds 'kCnA ¼j½ fgUnh Hkk"kk ds rRoksa dk
foospuA ¼y½ jk"Vªh; ,drk] HkkokRed ,drk ,oa vUrjkZ"Vªh; ln~Hkkouk vkfn
ewY;ksa ds lEizs"k.k ls lEcfU/kr ys[kdksa ,oa mudh jpukvksa dh lwph dk
fuekZ.kA ¼'k½ fgUnh Hkk"kk ,oa lkfgR; ls lEcfU/kr mRd`"V jpukvksa dh
lUnHkZ lwphA
l=h; dk;Z & ¼buesa ls dksbZ ,d½
1-
234-
ek/;fed f'k{kk cksMZ fgUnh dh iqLrd dh leh{kk dhft,A
Hkk"kk v/;kid dh n`f"V ls fgUnh dh egÙkk le>krs gq, blds O;kid izpkj
izlkj gsrq fofHkUu mik; lq>k,A
fgUnh Hkk"kk f'k{k.k ds uokpkjA
fgUnh Hkk"kk ds fodkl esa fdlh lkfgR;dkj dk ;ksxnkuA
71
PACIFIC UNIVERSITY
ikB~;Øekuqlkj ikB~; iqLrdsa&
fgUnh f'k{k.k
Jherh jktdqekjh 'kekZ
fgUnh f'k{k.k&izFke Hkkx
Jherh jktdqekjh 'kekZ
fgUnh f'k{k.k & f}rh; Hkkx
Jherh jktdqekjh 'kekZ
fgUnh f'k{k.k ds u;s vk;ke
MkW- Hkxorh yky O;kl ,oa osnizdk'k
72
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
laLd`r f'k{k.k dh fof/k;k¡
bdkbZ 1&¼1½ laLd`r O;kdj.k ,oa iz;ksx&'kCn:i] /kkrq:i] dkjd] fo'ks"k.k]
lfU/k] lekl] milxZ] izR;;] okP;A ¼2½ laLd`r /ofu foKku rRo&Loj] O;atu] cyk?kkr
¼'kCn ,oa okD;½ vkjksgkojksg] y;] fgUnh dh /ofu;ksa ls rqyuk ,oa vUrjA
bdkbZ 2&¼1½r`rh; Hkk"kk f'k{k.k ds fl)kUr&euksoSKkfud] Hkk"kk;h
rFkk f'k{k.k foKku lEcU/kh] r`rh; Hkk"kk vf/kxe dks izHkkfor djus okys
euksoSKkfud ?kVd&¼v½ vfHko`frA ¼c½ mRizsj.kkA ¼l½ :fpA ¼n½ fpUrkA
¼;½ Hk;A ¼2½ ek/;fed Lrj ijA ¼3½ mPp ek/;fed Lrj ijA
bdkbZ 3& ¼1½ Hkk"kk;h dkS'ky f'k{k.k& ¼v½ Jo.k dkS'kyA ¼c½
Hkk"k.k dkS'kyA ¼l½ iBu dkS'kyA ¼n½ ys[ku dkS'kyA ¼2½ pkjksa
dkS'kyksa esa lg&lEcU/k ,oa leUo;kRed f'k{k.kA
bdkbZ 4&¼1½ r`rh; Hkk"kk ds :i esa laLd`r f'k{k.k dh fof/k;k¡ ,oa
izfof/k;k¡&fof/k&izR;{k fof/k] vuqokn fof/k] O;kdj.k fof/k ¼vkxeu] fuxeu½]
lefUor fof/k] lxzUFku mikxe rFkk lEizs"k.k mikxeA izfof/k&vfHku;] ik=kfHku;
,oa lewg dk;ZA ¼2½ mi;qZDr fof/k;ksa dk fuEukafdr n`f"V ls v/;;u ,oa iz;ksx&
¼1½ r`rh; Hkk"kk vf/kxe euksfoKkuA ¼2½ laLd`r Hkk"kk dh izd`frA ¼3½
d{kk d{k okrkoj.k vkSj ifjfLFkfr;k¡A ¼4½ Hkk"kk dk O;ogkj esa iz;ksxA ¼5½
Hkk"kk f'k{k.k ds mn~ns';A ¼6½ ekr`Hkk"kk dh HkwfedkA
¼7½ f'k{kd]
Nk= ikB~;&iqLrd rFkk n`';&JO; lgk;d lkexzh dh HkwfedkA ¼8½ =qfV;k¡ ,oa
mipkjkRed dk;ZA ¼9½ ewY;kaduA ¼3½ laLd`r f'k{k.k dh fo/kk,¡ ,oa f'k{k.k
fof/k;k¡& ¼1½ O;kdj.k f'k{k.kA ¼2½ x| f'k{k.kA ¼3½ i| f'k{k.kA ¼4½ ukVd
f'k{k.kA ¼5½ dgkuh f'k{k.kA ¼6½ laokn f'k{k.kA ¼7½ jpuk f'k{k.kA ¼8½
vuqokn f'k{k.kA
bdkbZ 5& ¼1½ r`rh; Hkk"kk f'k{k.k esa n`';&JO; lkexzh] fuEukafdr dk
p;u] fuekZ.k ,oa iz;ksx&';keiV~V] fp=] pkVZ] 'kCnfp=] rkfydk] ¶ySuj cksMZ]
jsfM;ksa] VsifjdWkMZj] vks-,p-ih-] lekpkj i= ,oa oLrq,¡A
bdkbZ 6& ¼1½ ewY;kadu& ¼1½ Hkk"kk esa ewY;kadu dk lEizR;;A
¼2½ r`rh; Hkk"kk ds :i esa laLd`r esa ewY;kaduA ¼3½ r`rh; Hkk"kk esa
73
PACIFIC UNIVERSITY
ewY;kadu dk lEizR;;@O;kdj.k vuqokn ,oa Hkk"kk dkS'kyksa dk ewY;kaduA
¼4½ iz'u i= fuekZ.k ¼Cyw fizUV½A
bdkbZ 7& funkukRed ,oa mipkjkRed f'k{k.k& ¼1½ Jo.k lEcU/khA ¼2½
Hkk"k.k lEcU/kha ¼3½ iBu lEcU/kh ¼4½ ys[ku lEcU/khA ¼5½ O;kdj.k
lEcU/khA ¼6½ vuqokn lEcU/khA
74
PACIFIC UNIVERSITY
l=h; dk;Z & fuEukafdr esa ls fdlh ,d ij l=h; dk;Z& ¼1½ ek/;fed Lrj dh ,d
laLd`r ikB~;&iqLrd dh leh{kk dhft;sA ¼2½ ikB~;&iqLrd esa lfEefyr
Hkk"kk&vH;kl dk;Z dh lwph cukukA ¼3½ laxzUFku mikxe ij vk/kkfjr vH;kl
dk;Z ¼ik¡p rkfydk,¡½ ¼4½ dkS'ky vk/kkfjr 20 iz'uksa dk fuekZ.kA ¼5½
jpukikB ds fy;s ik¡p fp=ksa dk fuekZ.k rFkk mPpkj.k lq/kkj gsrq 5 vH;kfldk,¡A
ikB~;Øekuqlkj ikB~; iqLrdsa&
laLd`r f'k{k.k
Jherh jktdqekjh 'kekZ
laLd`r f'k{k.k ds u;s vk;ke
,l-ds-nqcs] f}osnh ,oa feJ
laLd`r O;kdj.ke~
MkW- vf[kys'k ipkSjh
75
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
lekkftd v/;;u dh f'k{k.k fof/k;k¡
bdkbZ 1 & lkekftd v/;;u dh vo/kkj.kk rFkk izd`frA ¼1½ lkekftd v/;;u dk
,sfrgkfld fodkl&lkekftd v/;;u dh vk/kqfud vo/kkj.kk] izd`fr rFkk egRoA ¼2½
lkekftd v/;;u dh vU; lkekftd foKkuksa esa lgHkkfxrkA
bdkbZ 2 & fofHkUu Lrjksa ij lkekftd v/;;u f'k{k.k ds y{; ,oa mn~ns';&
¼izkFkfed] mPp izkFkfed] ek/;fed rFkk mPp ek/;fed Lrj½
bdkbZ 3 & ikB~;Øe fuekZ.k] fofHkUu Lrjksa ij fo"k;&oLrq dk pquko rFkk
laxBu] vPNh ikB~;iqLrd dh fo'ks"krk,¡A
bdkbZ 4 & vuqns'kkRed O;wg jpuk rFkk f'k{k.k dh fof/k;k¡] O;k[;ku]
dgkuh lqukuk] L=ksr] ;kstuk] i;Zosf{kr v/;;u] leL;k lek/kku ,oa ny f'k{k.k dh
fof/k;k¡A mikxe % Hkze.k ;k=k] iz;ksx'kkyk ,oa lkeqnkf;d lalk/kuksa dk mi;ksxA
bdkbZ 5 & f'k{k.k dh ;kstuk rFkk f'k{kd dh HkwfedkA ¼1½ ikB
;kstuk&okf"kZd ;kstuk] bdkbZ ;kstuk rFkk nSfud ikB ;kstukA ¼2½ lkekftd v/;;u
ds f'k{kd ds xq.k] Hkwfedk rFkk O;kolkf;d izxfrA
bdkbZ 6 & lkekftd v/;;u esa vuqns'kkRed lkexzh dk mi;ksx& ¼1½
ekufp= xzkQ] le;&js[kk] pkVZ] LykbM rFkk ikjnf'kZrkA ¼2½ n`';&J`O; lgk;d
lkexzh&LykbM iz{ksid] vksoj gSM iz{ksid rFkk fQYeA ¼3½ lgxkeh fØ;kvksa
dk mi;ksxA
bdkbZ 7 & lkekftd v/;;u esa ewY;kadu ¼1½ lkekftd v/;;u esa ewY;kadu
dk egRo ,oa mn~ns';A ¼2½ fofHkUu izdkj ds ihj{k.k] muds xq.k rFkk lhek,¡
¼fucU/kkRed] y?kq mRrjh; ,oa oLrqfu"B iz'u½A ¼3½ uhy i= ,oa iz'u&i= dk
fuekZ.kA ¼4½ lkekftd v/;;u esa miyfC/k ijh{k.k dk fuekZ.kA
l=h; dk;Z & ¼fuEu esa ls ,d½
1-
fdlh ,d LFkkuh; ,u-th-vks- laLFkk dh dsl LVMh rS;kj djukA
2-
fdlh ,d lkekftd igyq ij LØsc cqd rS;kj djukA
3-
fdlh ,d lkekftd leL;k dk v/;;u dj izfrosnu rS;kj djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
lkekftd foKku@v/;;u f'k{k.k
'kekZ ,oa MkW- of'k"B
76
PACIFIC UNIVERSITY
lkekftd v/;;u f'k{k.k&izFke Hkkx
Jherh 'kekZ] frokjh] MkW- cjkSfy;k
lkekftd v/;;u f'k{k.k&f}rh; Hkkx
Jherh 'kekZ] frokjh ,oa 'kekZ
Teaching of Social Science
Rawat, Tiwari & Barolia
77
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
bfrgkl f'k{k.k dh fof/k;k¡
bdkbZ 1 & ¼1½ bfrgkl dk vFkZ] izd`fr rFkk Lo:iA ¼2½ ek/;fed Lrj ds fofHkUu
Lrjksa ij bfrgkj f'k{k.k dk egRoA ¼3½ jk"Vªh; ,dhdj.k rFkk vUrjkZ"Vªh;
ln~Hkkouk ds lUnHkZ esa LFkkuh; bfrgkl dk egRoA ¼4½ bfrgkl dh vU;
fo|ky;h fo"k;ksa ds lkFk lgHkkfxrkA
bdkbZ 2 & ek/;fed Lrj ij bfrgkl f'k{k.k ds y{; rFkk mn~ns';A
bdkbZ 3 & ¼1½ ,d vPNs bfrgkl ikB~;Øe fuekZ.k ds fl)kUrA ¼2½ bfrgkl
ikB~;Øe fuekZ.k ds fofHkUu mikxe& ¼v½ dkyØe ds vuqlkjA ¼c½ thou
o`rkUrA ¼l½ LFkkfudA ¼n½ dsUnzhHkwrA ¼3½ bfrgkl f'k{k.k }kjk lgxkeh
fØ;kvksa dk xBu& ¼v½ ,sfrgkfld LFky dh ;k=kA ¼c½ fdlh laxzgky; dk v/;;uA
¼l½ Hkwfedk fuHkkukA ¼n½ bfrgkl d{k dh ;kstukA ¼;½ DycA ¼j½ bfrgkl
f'k{k.k gsrq LFkkuh; lalk/ku dsUnzksa dh ;k=kA ¼y½ iz'uksRrj izfr;ksfxrk,¡A
bdkbZ 4 & ¼1½ bfrgkl f'k{k.k dh fof/k rFkk mikxe & ¼v½ dgkuh lqukuk] thou
o`rkUr] leL;k&lek/kku izk;kstuk] lkekftd dfork ikB rFkk L=ksr fof/kA ¼c½ o`rkUr
dFkk] okn&fookn rFkk izn'kZuA ¼l½ fcUnqokj bfrgkl f'k{k.k ds lVhd izfrekuA
¼n½ lewg f'k{k.kA ¼;½ vuqdj.kh; f'k{k.kA ¼2½ lsfeukj] dk;Z'kkyk rFkk ofj"B
yksxksa dh xks"Bh dk vk;kstuA
bdkbZ 5 & ¼1½ bfrgkl ds f'k{k.k dh ;kstuk cukuk&¼v½ bdkbZ ;kstukA ¼c½
ikB ;kstukA ¼l½ okf"kZd ;kstukA ¼2½ cnyrh nqfu;k ds ifjos'k esa bfrgkl f'k{kd
ds xq.k] dk;Z ,oa O;olkf;d izxfrA
bdkbZ 6& ¼1½ bfrgkl ds f'k{k.k esa vuqns'kkRed lkexzh dk iz;ksx& ¼v½
';keiV~V] ekufp=] xzk¶l] le; pkVZ] izfreku] LykbM] fQYEl] flDds] dBiqryhA
¼c½ LykbM ç{ksid] ,ihMk;Ldksi] fQYe ç{ksid] Vsi fjdkMZj] jsfM;ks] Vh-ohrFkk dEI;wVj vk/kkfjr f’k{k.kA ¼l½ bfrgkldk ikB~; & iqLrdsaA ¼n½ Vh-oh- rFkk
jsfM;ksa dh fLØIV rS;kj djukA
bdkbZ 7 & bfrgkl f’k{k.k ds ewY;kadu lEcU/kh ifj.kke
¼1½ laKkukRed]
HkkokRed ,oa euksxR;kRed i{kksa ds fof’k"B ifj.kkeksa ds lUnHkZ esa
ifjektZu ,oa in fo’ys"k.k ,oa çk:i cukukA ¼2½ uSnkfud rFkk mipkjkRed f’k{k.k
A ¼1½ uhy i= rFkk ç’u i=ksa dk fuekZ.kA
78
PACIFIC UNIVERSITY
l=h; dk;Z & ¼dksbZ ,d ½
123-
fdlh ,d LFkkuh; ,sfrgkfld LFky dk v/;;u djukA
fdlh ,d ledkyhu fo"k; ij fucU/k fy[kukA
ek/;fed Lrj ij] bfrgkl iqLrd dk leh{kkRed v/;;u djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
bfrgkl f’k{k.k
Jherh 'kekZ] fof’k"B ,oa frokjh
bfrgkl f’k{k.k f’k{k.k ds u;s vk;ke
MkW- esukfj;k] uhye] MkW- ehuk{kh
Teaching of History
Sharma & Kulshrestha
79
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
ukxfjd'kkL= f'k{k.k dh fof/k;k¡
bdkbZ 1 & ¼1½ ukxfjd'kkL= dh vo/kkj.kk] fodkl rFkk izd`frA ¼2½
orZeku le; esa bldk egRo] izd`fr] Lo:i rFkk uohu izo`fr;k¡A ¼3½ ukxfjd'kkL=
fo"k; esa vkykspukRed lksp fodflr djukA
bdkbZ 2 & ¼1½ mn~ns'; rFkk y{; & ¼v½ fofHkUu Lrjksa ij ukxfjd 'kkL=
f'k{k.k ds mn~ns'; rFkk y{; ¼izkFkfed] mPp izkFkfed] ek/;fed rFkk mPp
ek/;fed½ ¼c½ vUrjkZ"Vªh; ln~Hkkouk dh o`f) esa ukxfjd'kkL= dh HkwfedkA
bdkbZ 3 & ¼ikB~;Øe ;kstuk rFkk fØ;k,¡½& ¼1½ fofHkUu Lrjksa ij
ikB~;&oLrq dk pquko rFkk laxBu ¼izk-] m-izk- ek- rFkk m-ek-½ ¼2½
ukxfjd'kkL= esa ikB~;Øe fuekZ.k ds vk/kkjHkwr fl)kUr ,oa orZeku ikB~;Øe dk
vkykspukRed v/;;uA ¼3½ ,d vPNh ikB~; iqLrd dh fo'k"krk,¡A
bdkbZ 4 & f'k{k.k ds mikxe ,oa fof/k;k¡ ¼1½ O;k[;ku] dgkuh lqukuk]
leL;k lek/kku] izk;kstuk] i;Zosf{kr v/;;u ,oa ifjppkZA ¼2½ rduhd&iz'ukRed]
lk{kkRdkjA ¼3½ Hkze.k ;k=k] ekSu l=] pquko dh ;kstuk] laxBu rFkk lkeqnkf;d
lalk/kuksa dk mi;ksxA
bdkbZ 5 & f'k{k.k dh ;kstuk ,oa f'k{k.k dh HkwfedkA ¼1½
;kstuk&okf"kZd ;kstuk] bdkbZ ;kstuk rFkk nSfud ikB ;kstukA ¼2½ ukxfjd 'kkL=
f'k{kd ds xq.k] Hkwfedk ,oa O;olkf;d izxfrA
bdkbZ 6 & ukxfjd'kkL= f'k{k.k esa vuqns'kkRed lkexzh dk iz;ksxA ¼1½
';keiV~V] ekufp=] xzk¶l] le; pkVZ] LykbM ,oa ikjnf'kZrkA ¼2½ n`';&J`O; lkexzh
% LykbM izkstsDVj] vksoj gSM izkstsDVj rFkk izkstsDVjA
bdkbZ 7 & ewY;kadu & ¼1½ ewY;kadu ds egRo rFkk mn~ns';A ¼2½
fofHkUu izdkj ds ijh{k.k] muds xq.k rFkk lhek;sa ¼fu-iz-] y-m-iz-] oLrqfu"B
iz'u½A ¼3½ iz'u i= dk fuekZ.k] uhy i= rFkk Qykadu dqathA ¼4½ ukxfjd 'kkL=
esa miyfC/k ijh{k.k dk fuekZ.kA
l=h; dk;Z &
1-
fdlh ,d jktuSfrd leL;k ij fucU/k fy[kukA
2-
fdlh Hkh jktuSfrd igyq ij LØsc cqd rS;kj djukA
3-
LFkkuh; LoFkklh laLFkk dk losZ djukA ¼dksbZ ,d½
80
PACIFIC UNIVERSITY
ikB~;Øekuqlkj ikB~; iqLrdsa&
ukxfjd'kkL= f'k{k.k ds u;s vk;ke
Jherh 'kekZ] frokjh
ukxfjd'kkL= f'k{k.k
izks- xxZ ,oa c['kh
Teaching of Civics
Dr. Kulshrestha, Sharma & Dubey
81
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
vFkZ'kkL= f'k{k.k dh fof/k;k¡
bdkbZ 1 & fo|ky;h ikB~;Øe esa vFkZ'kkL= dk LFkkuA
bdkbZ 2 & ¼1½ ek/;fed Lrj ij vFkZ'kkL= f'k{}k.k ds y{; ,oa egRoA ¼2½
vuqns'kkRed y{;] O;kogkfjd y{;] ekiuh; rFkk vekiuh; y{;] fofHkUu vf/kxe
fcUnqvksa ,oa ikB dh n`f"V ls mn~ns';ksa ds O;kogkfjd i{kA
bdkbZ 3 & ¼1½ ek/;fed Lrj dk ikB~;Øe rS;kj djus ds fl)kUr rFkk mikxe
,oa ek/;fed Lrj ij bldh vkykspukRed leh{kkA ¼2½ ikB~;Øe ;kstuk rFkk fØ;k,¡
¼3½ fo|ky;h Lrj ij vFkZ'kkL= dh ikB~;&iqLrdksa dk ewY;kadu & ¼i½ ,d vPNh
ikB~;&iqLrd ds ekun.MA ¼ii½ ikB~; lkexzh esa vH;kl ekyk,¡] x`g&dk;Z]
rduhdh 'kCndks"k rFkk lkjka'kA
bdkbZ 4 & vFkZ'kkL= f'k{k.k dh fof/k;k¡ & ¼i½ O;k[;ku fof/kA ¼ii½
izk;kstuk rFkk leL;k&lek/kku fof/kA ¼iii½ okn&fookn fof/kA ¼iv½ vkxeu&fuxeu
fof/kA ¼v½ Lo&'kS{kf.kd fof/kA ¼vi½ vFkZ'kkL= f'k{k.k dh rduhdsaA
bdkbZ 5 & f'k{k.k dh ;kstuk rFkk f'k{kd dh Hkwfedk & ¼1½ ¼v½ ikB
;kstuk ds mn~ns';A ¼c½ bdkbZ rFkk nSfud ikB ;kstukA ¼l½ vf/kxe
vuqHkoksa ds lUnHKZ esa mn~ns';ksa dk fuekZ.kA ¼n½ f'k{kd dh Hkwfedk
rFkk vfHko`frA ¼2½ d{kk&d{k f'k{k.k ds fl)kUr rFkk f'k{k.k lw=A ¼3½ d{kk&d{k
dk i;Zos{k.kA
bdkbZ 6 & vFkZ'kkL= esa vuqns'kkRed lkexzh dk iz;ksx & ¼1½
';keiV~V] ekufp=] xzk¶l] LykbM ,oa ikjnf'kZrkA ¼2½ n`';&JO; lkexzh] LykbM
iz{ksid rFkk vksoj gSM iz{ksid vkfnA
bdkbZ 7 & vFkZ'kkL= esa ewY;kadu & ¼1½ ewY;kadu dh vo/kkj.kk
rFkk egRoA ¼2½ ewY;kadu fof/k;k¡&fucU/kkRed izdkj] y?kq mRrjh; ,oa
oLrqfu"B izdkj ds ijh{k.kA ¼3½ bdkbZ ijh{k.k dk fuekZ.k] iz'kklu rFkk x.kukA
l=h; dk;Z & ¼dksbZ ,d½
1-
fo"k; ls lEcfU/kr pkj lgk;d lkexzh rS;kj djukA
2-
fo"k; ls lEcfU/kr nks izdkf'kr isij dh lekykspuk djukA
3-
fo|ky; Lrj ij vFkZ'kkL= iqLrd dh lekykspuk djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
82
PACIFIC UNIVERSITY
vFkZ'kkL= f'k{k.k ds vk/kkj
MkW- ,l- ds- esgrk
vFkZ'kkL= f'k{k.k
MkW- th- dkes'k jko
Teaching of Economics
R.K. Upadhyaya & S.K. Dubey
iz'u&i= V rFkk VI
Hkwxksy f'k{k.k dh fof/k;k¡
bdkbZ 1 & izd`fr rFkk vo/kkj.kk & ¼1½ Hkwxksy dk fodkl] Hkwxksy dh vk/kqfud
vo/kkj.kk rFkk uohu vfHkeq[krkA ¼ i½ fo|ky;h ikB~;Øe esa bldk LFkkuA ¼ ii½ Hkwxksy
dk nSfud thou rFkk vUrjkZ"Vªh; le> esa egRoA ¼2½ Hkwxksy dh vU; fo|ky;h fo"k;ksa ds
lkFk lgHkkfxrkA
bdkbZ 2 & y{; rFkk mn~ns'; & fofHkUu Lrjksa ij Hkwxksy f'k{k.k ds mn~ns';& izkFkfed]
mPp izkFkfed] ek/;fed rFkk mPp ek/;fed LrjA
bdkbZ 3 & ikB~;Øe ;kstuk ,oa fØ;k,¡& ¼1½ Hkwxksy esa ikB~;Øe fuekZ.k ds fl)kUr ,oa
mldh vkykspukRed leh{kkA ¼2½ vf/kxedrkZ ds Lrj ds vuqlkj fo"k;&oLrq dk pquko rFkk
laxBu ds ewy fl)kUrA ¼3½ Hkwxksy esa lgxkeh fØ;k,¡] x`g {ks= dk v/;;u] Hkze.k ;k=k dk
xBu ,oa i;ZVu] Hkwxksy dk laxzgky; ,oa iqLrdky;A ¼4½ Hkwxksy dh ikB~; iqLrd dk
ewY;kaduA
bdkbZ 4 & fof/k;k¡ rFkk mikxe& ¼1½ fof/k&dgkuh lqukuk] izknsf'kd fof/k] izn'kZu fof/k]
iz;ksx'kkyk fof/k] vkxeu&fuxeu fof/k] O;k[;kRed rFkk rqyukRed fof/k ¼leL;k&lek/kku]
izk;kstuk ,oa i;Zosf{kr v/;;u fof/k½A ¼2½ mikxe&Hkze.k ;k=k] iz;ksx'kkyk Hkze.k]
LFkku;h lalk/kuksa dk Hkwxksy f'k{k.k esa iz;ksxA
bdkbZ 5 & vuqns'kkRed lkexzh dk iz;ksx & ¼1½ ikB ;kstuk& okf"kZd ;kstuk] bdkbZ
;kstuk rFkk nSfud ikB ;kstukA ¼2½ Hkwxksy f'k{k.k ds xq.k] Hkwfedk rFkk O;olkf;d
izxfrA
bdkbZ 6 & vuqns'kkRed lkexzh dk iz;ksx & ¼1½ n`';&J`O; midj.k Hkwxksy f'k{k.k esa
LykbM iz{ksid dk iz;ksx] mijksfLFk iz{ksid] ,fiMk;Ldksi] Vh-oh- ,oa dEI;wVj dk iz;ksxA
¼2½ fofHkUu izdkj dh f'k{k.k lkexzh] d{kk&d{k esa mudk izHkkoh iz;ksx tSls] izfreku]
ekufp= rLohjsa] LdSp] fp=] fQYe fLVªi] ,Vyl ,oa LykbM ikjnf'kZrk vkfnA ¼3½ Hkwxksy
d{k] iz;ksx'kkyk dk;Z rFkk midj.kksa dk egRoA
83
PACIFIC UNIVERSITY
bdkbZ 7 & ewY;kadu & ¼1½ Hkwxksy esa miyfC/k;ksa dk ewY;kaduA ¼2½ miyfC/k
ijh{k.kksa dk fuekZ.k& ¼v½ fofHkUu izdkj ds ijh{k.k] muds xq.k rFkk lhek,¡
¼fucU/kkRed] y?kq mRrjh; rFkk oLrqfu"B izdkj½A ¼c½ uhy i=] iz'u&i= dk fuekZ.k rFkk
in fo'ys"k.kA
l=h; dk;Z & ¼buesa ls dksbZ ,d½
1uohure HkkSxksfyd fo"k; oLrq ij LØsi cqd rS;kj djukA
2HkkSfrd Hkwxksy esa ekufp=] pkVZ o ekWMy rS;kj djukA
3ek/;fed Lrj ij Hkwxksy ikB~;Øe dk lekykspukRed v/;;u djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
Hkwxksy f'k{k.k ds u;s vk;ke
MkW- gjiky flag
Hkwxksy f'k{k.k ds u;s vk;ke
MkW- eukst dqekj HknkSfj;k
Hkwxksy f'k{k.k ,oa uokpkj
Jherh Hkkjrh ijlkbZ
Hkwxksy dk f'k{k.k ,oa vk/kqfud fof/k;k¡
MkW- jpuk dqekjh
Teaching of Geography
Dr. Singh & Upadhyaya
84
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
HkkSfrd 'kkL= f'k{k.k dh fof/k;k¡
bdkbZ 1
izd`fr ,oa dk;Z {ks= & ¼1½ foKku D;k gS\ HkkSfrd 'kkL= D;k gS\ ¼2½ foKku
dh izd`fr] HkkSfrd 'kkL= ds fodkl esa eq[; ehy ds iRFkjA ¼3½ ek/;fed rFkk
mPp ek/;fed Lrj ij HkkSfrd 'kkL= f'k{k.k ds mn~ns'; rFkk ewY; ¼fo'ks"kr%
jk"Vªh; f'k{kk uhfr ds lUnHkZ esa½A
bdkbZ 2
HkkSfrd 'kkL= dk ikB~;Øe& ¼1½ ikB~;Øe dh vo/kkj.kkA ek/;fed rFkk mPp
ek/;fed Lrj ds ikB~;Øe esa HkkSfrd 'kkL= dk LFkkuA fo"k; oLrqvksa rFkk
vuqHkoksa dk pquko ,oa laxBuA ¼2½ HkkSfrd 'kkL= dh vU; fo|ky;h fo"k;ksa
ds lkFk lgHkkfxrk ,oa bldh nSfud thou esa HkwfedkA ¼3½ HkkSfrd 'kkL= ds
fu/kkZfjr ikB~;Øe dk vkykspukRed vadu ¼jktLFkku rFkk lh-ch-,l-bZ- cksMZ ds
mPp ek/;fed Lrj ij½A
bdkbZ 3
vuqns'ku dh ;kstuk rFkk f'k{kd dh Hkwfedk& ¼1½ O;kogkfjd lUnHkZ esa
mn~ns';ksa dk ys[ku] fo"k;&oLrq fo'ys"k.k] bdkbZ] nSfud rFkk okf"kZd ikB
;kstuk fodflr djuk ,oa lEizR;; ekufp=.kA ¼2½ HkkSfrd 'kkL= f'k{kd ds xq.k ,oa
nkf;RoA ¼3½ fo|kfFkZ;ksa esa oSKkfud vfHko`fr ,oa l`tukRedrk rFkk muesa
oSKkfud fof/k;k¡ fodflr djus esa f'k{kd dh HkwfedkA
bdkbZ 4
HkkSfrd 'kkL= f'k{k.k ds mikxe rFkk fof/k;k¡& ¼1½ izn'kZu fof/k]
iz;ksx'kkyk fof/k] mikxe] vUos"k.k mikxe] izk;kstuk fof/k] leL;k&lek/kku fof/k
rFkk x`g dk;Z fof/kA ¼2½ mijksDr fof/k;ksa ds vk/kkj ij ikB ;kstuk fodflr djukA
bdkbZ 5
HkkSfrd 'kkL= f'k{k.k ds lalk/ku& ¼1½ HkkSfrd 'kkL= ds f'k{k.k esa
cgqlaosnh lkexzh tSls pkVZ rFkk izfreku % vk/kqfud bysDVªkWfud lalk/ku
85
PACIFIC UNIVERSITY
tSls vksoj gSM iz{ksid] dEI;wVj budk O;fDrxr d{kk rFkk cM+s lewg ds
vuqns'ku esa mi;ksx] osc vk/kkfjr f'k{kkA ¼2½ vk'kqjfpr midj.k & vk'kqjpuk dk
vFkZ] egRo ,oa lhek,¡A vk'kqjfpr ¼,oa fufeZr½ midj.kksa ds fuekZ.k dh
izfØ;kA ¼3½ lgxkeh fØ;k,¡ tSls&foKku Dyc] foKku esys ,oa Hkze.kA
bdkbZ 6
HkkSfrd 'kkL= iz;ksx'kkyk rFkk laLFkk,¡ & ¼1½ izk;ksfxd dk;kZs dk laxBu
rFkk iz;ksx'kkyk dh ;kstuk rFkk ltkoVA ¼2½ foKku f'k{kk ds izlkj esa jkT; rFkk
jk"Vªh; Lrj dh laLFkkvksa rFkk iz;ksx'kkykvksa dh Hkwfedk ¼tSls ,u-lh-Vh-,lbZ-] Mh-,l-Vh-] bljks] lkSj oS/k'kkyk½
bdkbZ 7
HkkSfrd 'kkL= esa ewY;kadu ¼ekSf[kd rFkk izk;ksfxd½ & ¼1½ ijh{k.k
inksa ds izdkj ,oa mudk fuekZ.kA ¼2½ uhy i= cukuk rFkk fu"ifr ijh{k.kA ¼3½
HkkSfrd 'kkL= esa uSnkfud ,oa mipkjkRed f'k{k.kA ¼4½ izk;ksfxd dk;Z dk
ewY;kaduA
l=h; dk;Z & fuEu esa ls dksbZ ,d
1-
HkkSfrd foKku lh[kus ds fy, LFkkuh; okrkoj.k dk mi;ksx djrs gq,A
d{kk d{k xfrfof/k dh ;kstuk cukukA
2-
vk/kqfud HkkSfrd 'kkL=h dk thou ifjp; ¼dksbZ nks½
3-
HkkSfrd foKku ds f'k{k.k dks izHkkoh cukus gsrq okLrfod oSKkfud
fo"k;oLrq dks dkVwZu] dgkuh] ukVd] lk{kkRdkj izfrosnu vkfn ds
ek/;e ls LØsi cqd rS;kj djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
HkkSfrd foKku f'k{k.k
MkW- fot;iky flag
86
PACIFIC UNIVERSITY
Teaching of Physics
Dr. Radhika, Singh and Sharma
87
PACIFIC UNIVERSITY
iz'u&i= V rFkk VI
xf.kr f'k{k.k dh fof/k;k¡
bdkbZ 1 & xf.kr dk vFkZ ,oa izd`fr] xf.kr dk bfrgkl] Hkkjrh; rFkk ik'pkR; ds
xf.krKksa dk xf.kr esa ;ksxnku] HkkLdjkpk;Z] vk;ZHkV~V] ;wfDyM rFkk
ikbFkksxksjl ds fo'ks"k lUnHkZ esaA
bdkbZ 2 & vuqns'ku ,oa O;ogkj ds lUnHkZ esa xf.kr f'k{k.k ds mn~ns';] xf.kr f'k{k.k
ds mikxe] xf.krh; fo'ys"k.k] la'ys"k.k] vkxeu rFkk fuxeu] vUos"k.k] ;kstuk ,oa
iz;ksx'kkyk] xf.kr f'k{k.k esa fofHkUu rduhdksa dk iz;ksx tSls] ekSf[kd] fyf[kr] fMªy]
x`g dk;Z] i;Zosf{kr v/;;u rFkk vfHkØfed vf/kxeA
bdkbZ 3 & ¼1½ ikB ;kstuk dk vFkZ ,oa egRo] ikB ;kstuk dk izk:i] mn~ns'; rFkk
mldh rkfdZdrkA bdkbZ ;kstuk rFkk okf"kZd ;kstuk dk vFkZ ,oa mn~ns';] y?kq ikB
;kstuk fodflr djukA de dher dh rkRdkfyd f'k{k.k lgk;d lkexzh LFkkuh; vko';drkvksa
ds vuqlkj rS;kj djukA xf.kr esa n`';&JO; lkexzhA ¼2½ xf.kr vf/kxe dk fofHkUu
fo|ky;h fo"k;ksa esa LFkkukUrj.k] mldh fofHkUu 'kk[kk,¡ ,oa okLrfod thou esa bldh
¼xf.kr½ fLFkfrA
bdkbZ 4 & ek/;fed ,oa mPp ek/;fed Lrj ij ikB~;Øe ds fodkl ds fl)kUr rFkk rdZokn]
xf.kr ikB~;Øe esa u;h izo`fr;k¡] jktLFkku cksMZ rFkk lh-ch-,l-bZ- cksMZ }kjk
fofHkUu Lrjksa ij izpfyr xf.kr ikB~;Øe dk vkykspukRed ewY;kaduA
bdkbZ 5 & xf.kr dk euksjtau ds fy;s [ksy dh rjg mi;ksx] iz'u iwNus ds dk;ZØe dk
laxBuA mRrj nsus] iz'u iwNrkN djus] eSftd o.kZ rFkk 'kCn [kkst vkfn dkS'kyksa dk
fodklA xf.kr dh iz;ksx'kkyk fodflr djuk] y?kq fof/k;ksa dk vf/kxe vad xf.kr ds lUnHkZ
esa oSfnd xf.kr esa nh x;hA
bdkbZ 6 & xf.kr dh ikB~;&iqLrd] xf.kr dh ,d vPNh ikB~;&iqLrd ds xq.k i`"B iks"k.k
izkIr djus dh izfØ;k vkSj laKkukRed] HkkokRed ,oa xR;kRed O;kogkfjd fodkl ds
lUnHkZ esa ewY;kadu ds fy;s ijh{k.k dh rS;kjh ,oa mi;ksx tSls & miyfC/k ijh{k.k ,oa
uSnkfud ijh{k.k vkfnA
bdkbZ 7 & jkT; esa ek/;fed] mPp izkFkfed ,oa mPp ek/;fed Lrjksa ds fy;s uSnkfud
rFkk mipkjkRed dk;ZØeksa dh :ijs[kk rS;kj djukA
l=h; dk;Z & ¼fuEu esa ls ,d½
1-
xf.kr iz;ksx'kkyk ;k xf.krh; Dyc ds fodkl gsrq foLr`r ;kstuk djukA
88
PACIFIC UNIVERSITY
2-
xf.kr fo"k; dks l`tu'khy o #fpdj cukus gsrq xf.krh; Puzzles, tknw] oxZ]
oSfnd xf.kr vkfn dh ;kstuk cukukA
3-
xf.kr fo"k; esa /kheh xfr ls v/;;u djus okys fo|kfFkZ;ksa dh Case Study
rS;kj djuk
ikB~;Øekuqlkj ikB~; iqLrdsa&
xf.kr f'k{k.k
,p-,l- 'kekZ
xf.kr f'k{k.k
,p-,l-'kekZ
xf.kr f'k{k.k ds u;s vk;ke
'kekZ ,oa jktsUnz nhf{kr
Teaching of Mathematics
Sharma and Mangal
iz'u&i= V rFkk VI
¼1½ lkekU; foKku f'k{k.k dh fof/k;k¡
bdkbZ 1
foKku ,oa mldh izd`fr] 'kjhj ds ckjs esa Kku] i;kZoj.k rFkk euq"; ij foKku ds
izHkko dks Kkr djus dh fof/k] fo|ky;h ikB~;Øe esa lkekU; foKku dk egRoA
lkekU; foKku esa ikB~;Øe fuekZ.k ds fl)kUrA
bdkbZ 2
lkekU; foKku f'k{k.k ds mn~ns';] O;kogkfjd :i esa mn~ns'; fy[kukA bdkbZ rFkk
nSfud ikB ;kstuk dh vko';drkA
bdkbZ 3
¼1½ lkekU; foKku esa vf/kxe vuqHkoksa dks iznku djukA lkekU; foKku f'k{k.k
dh fof/k;k¡&O;k[;ku fof/k] izn'kZu fof/k] ifj;kstuk fof/k] leL;k lek/kku fof/k rFkk
vUos"k.k fof/kA ¼2½ lkekU; foKku f'k{k.k esa vuqns'ku ,oa lgk;d lkexzh dk
ifjp; ,oa fodklA
bdkbZ 4
89
PACIFIC UNIVERSITY
lkekU; foKku esa ewY;kdau&lkekU; foKku esa vf/kxe ifj.kkeksa ds ewY;kadu
gsrq inksa dh lajpuk gsrq dkS'ky ;k n{krkA
bdkbZ 5
lkekU; foKku f'k{kk dks lqn`< djuk& ¼1½ [kkst ,oa fØ;k'khyrk ij ncko] foKku
Dyc] foKku esys] foKku vtk;c?kj] izk;ksfxd dk;ksZ esa lq/kkjA ¼2½ foKku
f'k{kd ,oa mudh O;kolkf;d izxfrA
bdkbZ 6
vuqns'kukRed lkexzh ,oa lalk/ku& ¼1½ lkekU; foKku esa izk;ksfxd dk;Z ds
izdkj ¼2½ lkekU; foKku f'k{k.k esa iz;ksx'kkyk] ikB~;&iqLrdsa] pkVZ] fQYe
fLVªi] nwjn'kZu rFkk izfrekuksa dh HkwfedkA
l=h; dk;Z
¼1½ jsfM;ks rFkk nwjn'kZu ¼Vh-oh-½ fLØIV fy[kukA ¼2½ fdlh mijksDr nh
x;h bdkbZ;ksa ls lEcfU/kr fucU/kA ¼3½ chl fo|kfFkZ;ksa ds lewg ds fy;s
Hkze.k ;kstuk rS;kj djukA ¼4½ chl fo|kfFkZ;ksa ds fy;s foKku iz;ksx'kkyk dh
;kstuk rS;kj djukA ¼5½ lkekU; foKku f'k{k.k esa mi;ksxh LFkkuh; lalk/kuksa
dh fyLV cukuk rFkk muls ,d ikB ;kstuk rS;kj djukA
ikB~;Øekuqlkj ikB~; iqLrdsa &
foKku f'k{k.k ds u;s vk;ke
MkW- jkf/kdk ikjk'kj ,oa MkW- fnfidk ikjk'kj
90
PACIFIC UNIVERSITY
lkekU; foKku f'k{k.k
,p-,l- 'kekZ] foosd 'kekZ ,oa nhfidk ikjk'kj
foKku f'k{k.k % HkkSfrd ,oa tSfod
MkW- ikjk'kj ,oa frokjh
91
PACIFIC UNIVERSITY
¼2½ tho&foKku f'k{k.k dh fof/k;k¡
bdkbZ 1
izd`fr ,oa vo/kkj.kk& ¼1½ tho foKku dh izd`fr rFkk vFkZA ¼2½ tho foKku ds
ewY; rFkk egRoA ¼3½ tho foKku dk vU; fo"k;ksa ds lkFk lg&lEcU/kA ¼4½
tho foKku esa mRØfer {ks= dk leqnk; ij izHkkoA ¼5½ fo[;kr Hkkjrh; oSKkfudA
¼6½ tho foKku esa eq[; vuqlU/kku rFkk fodklA ¼7½ tho foKku ds O;olkf;d
{ks=A
bdkbZ 2
y{; rFkk mn~ns';& ¼1½ mn~ns'; 'kCn dk vFkZ] y{; rFkk mn~ns';ksa esa vUrj
¼2½ mn~ns';ksa dh vko';drk ¼3½ mn~ns';ksa dh lajpuk ds vk/kkjA ¼4½
vuqns'kukRed mn~ns';ksa dk fuekZ.k djukA
bdkbZ 3
ikB~;Øe ;kstuk rFkk ikB~;Øe lgxkeh fØ;k,¡& ¼1½ ikB~;Øe esa lq/kkj gsrq
vo/kkj.kk,¡] fl)kUr] vk/kkj rFkk mik;A ¼2½ tho foKku ikB~;Øe fuekZ.k gsrq
ekun.M ¼v½ O;fDrxr] ¼c½ vUrj vuq'kklukRed] ¼l½ lkekftd eqn~nksa dk
LFkkuA ¼n½ tho foKku iz;ksxksa ls lEcfU/kr mikxeA ¼3½ ikB~;Øe dh
LFkkuh; vko';drkvksa rFkk LFkkuh; lalk/kuksa dh miyC/krk ds vuqlkj
vuqdwyuA ¼4½ tho foKku dh ikB~; iqLrdA ¼5½ tho foKku ds fuekZ.k gsrq
ekun.MA ¼6½ ikB~;Øe v/;;u ¼ch-,l-lh-,l-½A ¼7½ jkT; ,oa lh-ch-,l-bZ }kjk
fu/kkZfjr ikB~;Øe dk foKku ds lUnHkZ esa vkykspukRed ewY;kaduA
bdkbZ 4
f'k{k.k dh fof/k rFkk mikxe& ¼1½ O;k[;ku fof/kA ¼2½ izn'kZu ;qDr O;k[;ku
fof/kA ¼3½ iz;ksx'kkyk fof/kA ¼4½ vUos"k.k fof/kA ¼5½ ifj;kstuk fof/kA ¼6½
lewg f'k{k.k] lewg ifjppkZ] lsfeukj] dk;Z'kkykA ¼7½ vkxeu ,oa fuxeu fof/kA
¼8½ i`PNk mikxeA ¼9½ mijksDr fof/k;ksa ds vk/kkj ij ikB ;kstuk fodflr djukA
bdkbZ 5
f'k{k.k dh ;kstuk rFkk tho foKku f'k{kd dh Hkwfedk& ¼1½ ;kstuk dh
vo/kkj.kkA ¼2½ okf"kZd] bdkbZ rFkk ikB ;kstuk ds fofHkUu lksikuA ¼3½
;kstuk ds ykHk rFkk egRoA ¼4½ ikB ;kstuk fodflr djus esa O;ogkjoknh fi;ktks
rFkk czwusfj;u fl)kUrksa dk iz;ksxA ¼5½ tho foKku f'k{kd dh O;kolkf;d o`f)A
92
PACIFIC UNIVERSITY
bdkbZ 6
f'k{kd ds fy;s vuqns'kukRed lkexzh dk mi;ksx& ¼1½ ikB~; lkexzh & ikB~;
iqLrd] gLr iqfLrdk] if=dk rFkk i=A ¼2½ tho foKku esa ikB~;Øe lgxkeh fØ;k,¡&
¼v½ Hkze.k rFkk lkeqnkf;d lalk/kuksa dk iz;ksxA ¼c½ foKku Dyc ds egRo
,oa laxBu] ¼l½ foKku esyksa dk egRo ,oa laxBuA ¼3½ cgqlaosnh
lkexzh&pkVZ] izfreku] uewus] cqysfVu cksMZ] ¶ySuy cksMZ] vkosj gSM
izkstsDVj] ikjn'khZ LykbM] LykbM izkstsDVj] Vh-oh- ,oa jsfM;ks vkfnA ¼4½
tho foKku iz;ksx'kkyk dk laxBu] midj.kksa dh [kjhn ,oa izcU/k] midj.kksa dh
ns[kHkkyA ¼5½ tho foKku esa izk;ksfxd dk;Z dk egRoA ¼6½ jk"Vªh; rFkk
jkT; Lrj dh iz;ksx'kkyk rFkk laLFkkvksa dh Hkwfedk& ¼v½ izk.kh foKku] ouLifr
foKku rFkk d`f"k foKku ds vuqla/kku dsUnzA ¼c½ Mh-,l-Vh- lkSj oS/k'kkykA
bdkbZ 7
tho foKku esa ewY;kadu& ¼1½ ewY;kadu rFkk ekiu dh vo/kkj.kkA ¼2½
vPNs ewY;kadu ds ekun.MA ¼3½ fo"k;&oLrq ds izdkjA ¼4½ ewY;kadu ds
xq.k rFkk nks"kA ¼5½ bdkbZ ;kstuk gsrq uhy i= dk fuekZ.kA ¼6½ funkukRed
,oa mipkjkRed ijh{k.kA ¼7½ iz;kl rFkk in fo'ys"k.kA
l=h; dk;Z&fuEufyf[kr esa ls nks
¼1½ ¼v½ chl fo|kfFkZ;ksa ds fy;s foLr`r Hkze.k ;kstuk dk fuekZ.k djukA ¼c½
tSoh; foKku ds {ks= esa O;olkf;;ksa dh lwph cukukA ¼l½ i;kZoj.kh; ifj;kstuk
lgk;d foKku esa fuEufyf[kr dk lekos'kA ¼i½ ljdkjh vfHkdj.kksa tSls& flapkbZ
foHkkx rFkk yksd fuekZ.k foHkkx vkfnA
¼ii½ xSj&ljdkjh laxBuA ¼iii½
LFkkuh; fudk;&uxjfuxeA ¼n½ ¼i½ fdUgha rhu de dher ds f'k{k.k izfrekuksa
dk izk:i ,oa mudh O;k[;k dhft;sA ¼ii½ jsfM;ks ;k nwjn'kZu dh ik.Mqfyfi rS;kj
djukA ¼;½ ¼i½ chl fo|kfFkZ;ksa ds fy;s foKku iz;ksx'kkyk dh ;kstuk rS;kj
djukA ¼ii½ ek/;fed fo|ky;ksa ls lEcfU/kr tho foKku f'k{k.k ds izk;ksfxd dk;ksZ
dh lwph cukukA ¼2½ ¼i½ O;FkZ iM+h iqLrdksa ls gcsZfj;e cukukA ¼ii½
fuEufyf[kr esa ls fdUgha nks ij i;kZoj.k f'k{kk ls lEcfU/kr cukb;s& ¼v½ iksLVj]
¼c½ fo"k;&lkekxzh ¼l½ dgkuh] ¼n½ ukVdA ¼c½ tho foKku f'k{k.k esa
93
PACIFIC UNIVERSITY
mi;ksxh LFkkuh; lalk/kuksa dh ,d lwph cukb;s rFkk muesa ls dqN dk mi;ksx
djrs gq, ,d ikB ;kstuk rS;kj djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
tho&foKku f'k{k.k
izKk feJk ,oa MkW- jkf/kdk ikjk'kj
Teaching of Biology
Sharma, Sharma & Dr. Parashar
94
PACIFIC UNIVERSITY
¼11½ lkekU; okf.kT; f'k{k.k dh fof/k;k¡
bdkbZ 1 & lkekU; okf.kT; dk fo|ky;h ikB~;Øe esa LFkkuA
bdkbZ 2 & ¼1½ ek/;fed Lrj ij blds f'k{k.k ds y{;] mn~ns'; rFkk ewY;A ¼2½
fofHkUu vf/kxe fcUnq rFkk ikBksa gsrq vuqns'kkRed mn~ns';] ifjfer rFkk vifjfer
mn~ns';] O;ogkfjd mn~ns';A
bdkbZ 3 & f'k{k.k dh fof/k & ¼1½ f'k{k.k gsrq ikB rFkk bdkbZ ;kstuk cukukA
¼2½ fofHkUu fof/k;ksa dk fo'ys"k.k ¼3½ O;k[;kuA ¼c½ x`g dk;ZA ¼l½
okn&fooknA ¼n½ ;kstukA ¼;½ leL;k lek/kkuA ¼j½ Hkze.k ;k=kA ¼y½
lkeqnkf;d lalk/kuksa dk iz;ksxA
bdkbZ 4 & vuqns'kkRed lkexzh gsrq & ¼1½ izHkkoh vuqns'ku ds fy;s mfpr
midj.k rFkk lkexzh dk egRoA ¼2½ vuqns'kkRed lkexzh ,oa midj.k ds pquko
gsrq ekun.MA ¼3½ okf.kT; f'k{k.k esa fofHkUu n`';&J`O; lkexzh dk iz;ksxA
¼4½ fo|ky;h Lrj ij lkekU; okf.kT; dh ikB~;&iqLrdksa dk ewY;kadu& ¼v½ vPNh
iqLrd ds ekun.MA ¼c½ O;oLFkkA ¼l½ lUnHkZ iqLrdksa rFkk if=dkvksa ds
ekun.MA
bdkbZ 5 & okf.kT; f'k{kd ds xq.k] Hkwfedk rFkk O;kolkf;d izxfrA
bdkbZ 6 & okf.kT; esa ewY;kaduA okf.kT; esas ewY;kadu ds mn~ns'; rFkk
egRo & ¼1½ fofHkUu izdkj ds ijh{k.k] muds xq.k rFkk lhek,¡ ¼fuEcU/kkRed]
y?kq mRrjh; rFkk oLrqfu"B iz'u½A ¼2½ miyfC/k ijh{k.k dk fuekZ.k] iz'kklu rFkk
ijh{k.k x.kukA
l=h; dk;Z &
1-
fdlh ,d f'k{k.k fof/k ls ikB ;kstuk rS;kj djukA
2-
fo"k; ls lEcfU/kr pkj lgk;d lkexzh dk fuekZ.k djukA
3-
ek/;fed ;k mPp ek/;fed Lrj ij] okf.kT; ikB~;Øe dk lekykspukRed v/;;u
djukA
ikB~;Øekuqlkj ikB~; iqLrdsa &
okf.kT; f'k{k.k
vk'kh"k ikjk'kj ,oa vxzoky
95
PACIFIC UNIVERSITY
¼12½ iqLrikyu rFkk ys[kkadu dh fof/k;k¡
bdkbZ 1 & iqLrikyu rFkk ys[kkadu dk fo|ky;h ikB~;Øe esa LFkkuA
bdkbZ 2 & ¼1½ iqLrikyu rFkk ys[kkadu dk ek/;fed Lrj ij y{; rFkk
mn~ns';A ¼2½ fofHkUu vf/kxe fcUnqvksa ,oa ikBksa gsrq vuqns'kkRed
mn~ns';] O;kogkfjd mn~ns';] ifjfer rFkk vifjfer mn~ns';] O;kogkfjd O;k[;k
mn~ns';A
bdkbZ 3& ¼1½ ikB~;Øe fuekZ.k ds fl)kUr rFkk mikxe ,oa bldh ek/;fed
Lrj ij vkykspukRed leh{kkA ¼2½ ek/;fed Lrj ij iqLrikyu rFkk ys[kkadu dh
ikB~;&iqLrdksa dk ewY;kaduA ¼v½ ,d vPNh ikB~;&iqLrd ds ekun.MA ¼c½
iqLrd esa x`g dk;Z] vH;kl] rduhdh 'kCndks"k ,oa lkjka'kksa dk lekos'kA
bdkbZ 4 & fo"k; f'k{k.k ds fofHkUu mikxeA ¼v½ udy cgh mikxeA ¼c½
[kkrk&cgh mikxeA ¼l½ cgh mikxeA ¼n½ lehdj.k mikxeA
bdkbZ 5 & f'k{k.k dh ;kstuk rFkk f'k{kd dh Hkwfedk& ¼1½ ¼v½ ikB
;kstuk ds mn~ns';A ¼c½ bdkbZ rFkk nSfud ikB ;kstukA ¼l½ vf/kxe
vuqHkoksa ds vk/kkj ij mn~ns';ksa dk fuekZ.k djukA ¼n½ f'k{kd dh Hkwfedk
rFkk vfHko`fRrA ¼2½ d{kk d{k f'k{k.k ds f'k{k.k lw= rFkk fl)kUrA ¼3½
d{kk&d{k i;Zos{k.kA
bdkbZ 6 & iqLrikyu rFkk ys[kkadu esa ewY;kaduA ewY;kadu dk egRo
rFkk vo/kkj.kkA ¼1½ ijh{k.k ds fofHkUu midj.k rFkk mudh vko';drkA ¼2½
Nk=ksa ds ewY;kadu esa f'k{kdksa dh HkwfedkA ¼3½ iqLrikyu rFkk ys[kkadu
esa miyfC/k ijh{k.k dk fuekZ.kA ¼4½ bdkbZ ijh{k.k esa iz'kklu rFkk QykaduA
bdkbZ 7 & iqLrikyu rFkk ys[kkadu dk ikB~;ØeA
l=h; dk;Z & ¼dksbZ ,d½
1-
fo"k; ls lEcfU/kr pkj lgk;d lkexzh rS;kj djukA
2-
fo"k; ls lEcfU/kr l= i= rS;kj djukA
3-
ek/;fed ;k mPp ek/;fed Lrj ij cfg[kkrk ikB~;Øe dh lekykspuk djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
cgh[kkrk ;k iqLrikyu rFkk ys[kkadu f'k{k.k
mik/;k; ,oa ikjk'kj
96
PACIFIC UNIVERSITY
jlk;u 'kkL= f'k{k.k dh fof/k;k¡
bdkbZ 1
foKku dh izd`fr& jlk;u 'kkL= dh izd`fr] nSfud thou esa jlk;u 'kkL= dk egRo]
jlk;u 'kkL= dh vU; fo"k;ksa ls lgHkkfxrk] oSKkfud vfHko`fr] oSKkfud lk{kjrk]
jlk;u 'kkL= ds {ks= esa fo'o izfl) oSKkfud tSls] MkYVu] vkbUlVhu] uhy] Hkst]
jnjWQksMZ] eSjh D;wjh] Mk- tVdj] oS'ohdj.k rFkk jlk;u 'kkL=A
bdkbZ 2
mn~ns';& ¼1½ Hkkjrh; lekt dh vko';drkvksa ds lEcU/k esa foKku dh mnh;eku
izd`frA ¼2½ vuqns'kkRed mn~ns';ksa ds ladyu gsrq ekun.MA ¼3½ jlk;u
'kkL= f'k{k.k esa lk/kkj.k rFkk fof'k"V vuqns'kkRed mn~ns';A ¼4½ Cywe dk
vuqns'kkRed mn~ns';ksa dk oxhZdj.k rFkk ,u-lh-bZ-vkj-Vh- }kjk fodflr
mn~ns';A
bdkbZ 3
ikB~;Øe ;kstuk rFkk fØ;k,¡& ¼1½ jlk;u 'kkL= dk fo|ky;h ikB~;Øe esa LFkku]
jlk;u 'kkL= f'k{k.k ds ewY;A ¼2½ jlk;u 'kkL= ds ikB~;Øe dks fodflr djus ds
fl)kUr rFkk jlk;u 'kkL= ikB~;Øe ds pquko rFkk laxBu dks izHkkfor djus okys
dkjdA ¼3½ ikB~;Øe esa LFkkuh; vko';drkvksa ds vuqlkj vuqdwyu] ikB~;Øe
laxBu ds mikxe tSls fdlh O;fDr fo'ks"k ds fy;s vUr% vuq'kklukRed] lkekftd
eqn~nksa dk LFkku rFkk euksoSKkfudh; mikxeA ¼4½ jlk;u 'kkL= ds ikB~;Øe
esa vk/kqfud izo`fr] lh-oh-,- rFkk dSe v/;;u] ,dhd`r vks rFkk , LrjA ¼5½ foKku
ikB~;Øe dk vkykspukRed fu"iknu jkT; cksMZ }kjk vuqeksfnr jlk;u foKku ds
lUnHkZ esA
bdkbZ 4
f'k{k.k ds mikxe rFkk fof/k;k¡ ¼1½ O;k[;ku rFkk izn'kZu fof/kA ¼2½ ifj;kstuk
fof/kA ¼3½ oSKkfud fof/kA ¼4½ vUos"k.k fof/kA ¼5½ lewg f'k{k.kA ¼6½
lewg ifjppkZ] lsfeukj] dk;Z'kkyk ,oa iz;ksx'kyk fof/kA
97
PACIFIC UNIVERSITY
bdkbZ 5
¼1½ f'k{k.k dh ;kstuk rFkk f'k{kd dh Hkwfedk] okf"kZd ;kstuk] fo"k;&oLrq
fo'ys"k.k rFkk f'k{k.k] 'kkL=h; fo'ys"k.kA ¼2½ f'k{k.k ikB ;kstuk rFkk Lrjh;
;kstuk esa i`PNk izfreku] fi;kts rFkk czwuj ds mikxeA O;ogkjokfn;ksa dk
;ksxnkuA
bdkbZ 6
vuqns'kkRed lkexzh dk mi;ksx ¼1½ ikB~; lkexzh&ikB~; iqLrd] iqfLrdk] gLr
iqfLrdk rFkk foKku iqLrdky;A ¼2½ f'k{k.k lkexzh&cqysfVu cksMZ] ¶ySuy
cksMZ] fQYe fLVªi] vksoj gSM izkstsDVj] izR;{k izkstsDVj rFkk ,y-lh-Mh- iSuy
vkfnA ¼3½ vukSipkfjd mikxe&Hkze.kA ¼4½ iz;ksx'kkyk esa ;kstuk] midj.k]
QuhZpj] vfHkys[kksa dh ns[kHkky] ejEer] midj.kksa dh ns[kHkky rFkk
mUur'khyrk] iz;ksx'kkyk esa lqj{kk mik;A
bdkbZ 7
ewY;kadu ¼1½ vPNs ewY;kadu ds ekun.M] ewY;kadu dh vo/kkj.kk] ijh{k.k
lkexzh ds izdkj] mn~ns';] y?kq mrjh] fucU/kkRed] muds nks"k rFkk xq.k bdkbZ
ijh{k.k ds fy;s uhy i=A ¼2½ miyfC/k ,oa funkukRed ijh{k.k&ifjektZu rFkk in
fo'ys"k.kA
izk;ksfxd dk;Z & ¼1½ rhu iz;ksx] d{kk ukS rFkk nl ds fy;sA ¼2½ js[kh; rFkk
'kk[kh; vf/kxe dk;ZØe dk ,d y?kq dk;ZØe rS;kj djukA
vkids ikB~;Øekuqlkj ikB~; iqLrdsa&
jlk;u foKku f'k{k.k
'kekZ] MkW- ikjk'kj
Teaching of Chemistry
Dr. Parashar, Jain & Sharma
98
PACIFIC UNIVERSITY
¼13½ dyk f'k{k.k dh fof/k;k¡
bdkbZ 1& f'k{kk ,oa dyk& ¼1½ dyk dk vFkZ rFkk dyk vFkok
lkSUn;kZRed f'k{kkA ¼2½ f'k{kk ifjofrZr voLFkk rFkk lkekU; f'k{kk
esa dyk dk LFkku ¼3½ dyk f'k{kk esa O;ofLFkr v/;;uA ¼4½ dyk ds
'kSf{kd ewY; rFkk mlds vU; fo"k;ksa ds lkFk lEcU/kA
bdkbZ 2 & dyk rFkk l`tukRed vfHko`fRr & ¼1½ dyk rFkk
l`tukRedA ¼2½ ulZjh ls ek/;fed Lrj rd l`tuked fØ;kvksa dk fo|ky;h
f'k{kk esa egRoA ¼3½ ckyd ,d l`tudrkZ ds :i esaA
bdkbZ 3 & ckyd dh dyk& ¼1½ cky dyk dh fo'ks"krk,¡A ¼2½
ckyd dh l`tukRed vfHkO;fDr dh fofHkUu fodkl'khy voLFkk,¡ ¼v½
vkRe vfHkO;fDr dk izkjEHk& ykijokg voLFkkA ¼c½ igyh izfrfuf/kRo
voLFkk iwoZ vkdkj izkIr djus dh voLFkkA
¼l½ vo/kkj.kk ls
miyfC/k dh voLFkk] lewg voLFkkA ¼n½ okLrfodrk ls nwj jgus dh
voLFkkA ¼;½ feF;k&okLrfod voLFkkA ¼j½ rkfdZd voLFkkA
bdkbZ 4 & dyk dk f'k{k.k & ¼1½ dyk esa f'k{k.k dh fof/k;k¡&
¼v½ LorU= 'kSyh fof/kA ¼c½ izkIr 'kh"kZd fof/kA ¼l½ Jqfrys[k
fof/kA ¼n½ izfrd`fr fof/kA ¼2½ dyk f'k{kd ¼v½ d{kk d{k f'k{k.k esa
dyk f'k{kd dh HkwfedkA ¼c½ dyk f'k{kd ds xq.kA ¼3½ dyk f'k{k.k
gsrq n`'; lkexzh& ';keiV~V] dyk oLrq,¡] QksVksxzk¶l ,oa vU; lkexzhA
bdkbZ 5 & ¼1½ dyk d{k dk fo|ky; esa egRoA ¼2½ dyk
izn'kZfu;ksa] dyk laxzgky; rFkk dyk&xSyjh vkfn ds 'kSf{kd ewY;A
bdkbZ 6 & dyk rFkk leqnk; & ¼1½ dyk ,oa lektA ¼2½ dyk
rFkk lH;rkA ¼3½ dyk rFkk vUrjkZ"Vªh; ln~HkkoukA
l=h; dk;Z & ¼dksbZ ,d½
1-
l`tukRed f'k{k.k gsrq rhu fØ;kRed dk;Z dh ;kstuk rS;kj djukA
2-
dyk f'k{k.k esa pkj J`O;&n`'; lkexzh rS;kj djukA
3-
dyk f'k{k.k esa fo|kfFkZ;ksa dks djk;s tkus okys
dk;ZØeksa dk ewY;kadu dh :ijs[kk rS;kj djukA
99
PACIFIC UNIVERSITY
ikB~;Øekuqlkj ikB~; iqLrdsa&
dyk f'k{kk f'k{k.k
MkW- 'kekZ ,oa Lusg dqekjh ,oa Jherh 'kekZ
dyk f'k{k.k
MkW- 'kekZ ,oa Jherh vkj-ds- 'kekZ
100
PACIFIC UNIVERSITY
¼14½ laxhr f'k{k.k dh fof/k;k¡
bdkbZ 1 & fo|ky;h ikB~;Øe esa laxhr dk egRo rFkk LFkkuA
bdkbZ 2 & d{kk d{k f'k{k.k ds fl)kUrA
bdkbZ 3 &
laxhr ds y{; rFkk ewY;& ¼1½ Ldwyksa esa
fo'ks"k lUnHkZ eas laxhr f'k{k.k ds ewY;A ¼2½ laxhr Hkkjrh; lH;rk
ds vkn'kZ Lo:ih izfrfuf/kRo ds :i esaA
bdkbZ 4 & izpfyr ikB~;ppkZ dh vkykspukRed leh{kkA
bdkbZ 5 & laxhr dk bfrgkl& ¼1½ laxhr dh mRifrA ¼2½ laxhr
rFkk lkeosnA ¼3½ eqlyekuksa dk izHkkoA ¼4½ iru ds dkj.kA ¼5½
ik'pkR; laxhr ,oa iwohZ rFkk ik'pkR; laxhr esa leukrk,s ,oa vlekurk,¡A
¼6½ Hkkjrh; 'kkL=h; laxhr dk uothou rFkk uothou ds fy;s viuk;s x;s
lk/kukas dh vkykspukRed leh{kkA ¼7½ laxhr dh mÙkjh; rFkk
nf{k.kh 'kSyhA
bdkbZ 6 & laxhr dk f'k{k.k & ¼1½ laxhr f'k{kd dh ;ksX;rkA
¼2½ laxhr f'k{k.k dh fof/k ,oa rduhdsaA ¼3½ fcuk ladsr i<+s xk;uA
¼4½ 'kSyh dh rRijrkA ¼5½ laxhr d{k dh cukoV rFkk midj.kA
bdkbZ 7& laxhr rFkk vU; Ldwyh fo"k;ksa esa lEcU/k] eq[; :i ls
u`R; ,oa dfork lsA
bdkbZ 8& ewY;kdau dh vo/kkj.kk] ewY;kadu rFkk ijh{kk esa
vUrjA bldh fo'ks"krk,¡ rFkk dk;ZA
l=h; dk;Z & ¼buesa ls dksbZ ,d½
1-
fdlh ,d laxhr fo"k; ls lEcfU/kr fuc/k rS;kj djukA
2-
ikB ;kstuk rS;kj djukA
3-
bdkbZ ;kstuk rS;kj djukA
ikB~;Øekuqlkj ikB~; iqLrdsa&
laxhr f'k{k.k
lR; izdk'k ikjk'kj
101
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PART- III
Paper VII- Specialization (Additional/Optional Paper)
(1) Educational and Vocational Guidance :
Theoritical
1-
Importance of Guidance in the life of individuals.
2-
Development Concepts of Guidance, Meaning of Guidance.
3-
Philosophy and Aims of Guidance.
4-
Educational and Guidance: Democracy and guidance. Individual Difference
and Guidance,
5-
Guidance: Implications of the Current Indian Scenes.
6-
Importance of Occupational and Environmental information.
7-
Study of the Individual: A basic introducation to Guidance, means of studying
the individual.
8-
Introduction to Guidance Services.
9-
Guidance in the School Programme.
Text-book according to your syllabus
Educational and Vocational Guidance 70
R.K.Sharma, Upadhayay and Barauliya
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(2) Basic Education
Theoritical
The Theory of Basic Education.
(a)
Philosophy of Mahatma Gandhi and its educational implications.
(b)
Gandijis experiments in education- Tolstoy farm in South Africa. Gujarat
Vidyapeeth in Sabarmati and Anand Niketan in Sevagram Culminating in Nai
Talim, Essential elements in Gandhiji's constructive programme. The progress
of Basic Education in India since 1937. The policy of National Educational
Conference (Wardha, 1937). Implication in report of Zakir Hussain
Committee, 1938 and in work of Hindustani Talimi Sangh, various stages of
Nai Talim Pre- Basic and Post Basic training of Teachers for Baisc Schools.
(c)
The Psychological Basis-The laws of learning as applied to the acquisition of
skills, individual difference in pratical ability, Measurement of progress in
acquiring Skills.
(d)
The Basic Curriculum- Principles of Basic Curriculum, critical study of the
following syllabuses.
1- Syllabus prepared by the Zakir Hussain Committee.
2- Syllabus prepared by the Ministry of Education.
3- vkB lkyksa dk f’k{kkØe ¼fgUnqLrkuh rkyhe laĽ
4- Syllabus of the Basic School in Rajasthan , Correlation of Studies : Correlation,
Coordination, Integration and Unification.
Group – I
(a)
Spinning and Weaving:
Theoretical Knowledge: Preliminary knowledge of main fibres i.e. Cotton Nunte,
Wool, Silk. Process of preparing 'pooni' from Cotton fibre. Takfl-its parts and
their functions , different types of 'Charkhas', defective yarn, process of winding,
wraping, looming, different types of looms.
(b)
Acriculture and Gardening.
1- Theoretical Knowledge : Development and importance of Agriculture in
India, Definination and classification of crops., Improvement of crops, soils,
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The soil formation and classfication in India Tillage-Types of Tillage, and its
effects on soils and Crops and its necessity.
2- Sources of Irrigation : Methods of Irrigation adopted in India, Manures and
fertilizers, Difference between manures
and
fertilizers,
their
necessity
and
changes made by them in the soils. Their effect on crops.
(c)
Carpentary and Wood Works.
1. Theoretical Knowledge : Important Timbers of India and their use, Shrinkage in
wood, effects of weather on wood, Seasoning of wood advantage of
seasoning, Method of saving wood from climatic effects, Insects, attack and defect
in Timber.
2. Four articles from the following Group- (two from each group)
Group- 1. Book Rack, Wall Bracket, Any one Science apparatus or other models
for spinning use.
Group-2. Toys, Crane, Zebra, Elephant and other kinds of birds, etc.
(d)
Leather Work:
1- Theoretical Knowledge: Kind of skin hide and their description. Tanning the
skins into leather, Spirit calours and their use, Tools and their use, Different
systems of polishing the products and their maintenances setting, sowing, modelling,
embosing, engraving and fastening.
Group-I - Key-case, Spectacte case: Comb case: Needle case: Pen case (Sheep skin,
Note- Book or Diary case)
Group-II - Gents Purse: Ladies purse (sheep skin).
Group- III - Ladies hand-bag, Writing case, Document case, Children School
Bag, (Crocodile Chrome Leather).
Group-IV - Attachie case, Toilet set case, Brief case (Travelling), Under arm
bag (Gents, and Ladies), Chrome calf leather, Ladies Vanity Bag with velvet and
ornamental designs (fivy sheep skins).
(e)
Clay Modelling:
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Theoretical Knowledge: sources of getting good clay for:
(a) Clay Modelling, Using different kinds of clay, Methods of using tools
(wooden), Maintenance and method of shortage of clay. Method of model making,
moulds, and casting models through moulds in clay. Baning of Clay Models and
Moulds.
(b) Preparation of plaster of Paris, Moulding and Casting, Modelling through mould
in plaster models, glazing articles, colouring with the paints and water colours.
(f)
Card Board Modelling:
Theoretical Knowledge: tools and materials used in the craft; their correct
specification. Maintenance and method of storage. Name of the papers, Card
Boards, Binding Cloth, Leather and their size, Principal features of desiging.
(g)
Smith:
Theoretical Knowledge : Description of force and fuel used common hand tools,
their names material from which they are made and their use . Care and
maintenance of tools, Properties of metals, wrought from mild steel,, carbon, steel
alloys smithy operation. Meaning and detailed description of all operations.
(3) Non Formal Education
1- The concept of Non-Formal Education: Its meaning, scope and importance,
difference between Non-Formal, Formal and Informal Education.
2- Functions of Non-Formal Education with special reference to all round
development of rural people.
3- Process of Non-Formal Education – Its need for personal, family, Social and
National improvement.
4- The Philosophy of Non-Formal Education.
5- Psychological and sociological bases of Non-Formal Education.
6- Curriculum for Non-Formal Education.
7- Modern methods of teaching Non-Formal Education,
8- Agencies of Non-Formal Education.
9- Public relations and Non-Formal Education.
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10- The place of Non-Formal Education in the Teacher Training Curriculum.
11- Financial sources of Non-Formal Education.
12- Organization of Non-Formal Education.
13- Brief historical survey of Non-Formal Education in Rajasthan and India.
14- Evaluation.
ikB~;Øekuqlkj ikB~; iqLrdsa&
çkS< f'k{kk ,oa vukSipkfjd f'k{kk
vkj-,l-oekZ ,oa vkj-ds-'kekZ
(4) Physical Education.
Theoretical
1- Modern concept of Physical Education, its relationship with education and its
place in school.
2- Aims and objectives of Physical Education.
3- Needs and interest of Secondary school children and activities and programmes
to meet these.
4- Corrective exerciese with special reference to Yogic Asanas.
5- Short history of Physical Education in India and abroad (with special references to
Russia, U.S.A., Germany and Japan) and History of Olympic Games.
6- Methods of marking a standard trac (400 M) and other connected areas and
markings.
7- Biological and Psychological foundations of Physical Education and age
characteristics of children.
8-
Organization, management and administration of group competitions, efficiency
test, tournaments, sport meets intramural, demonstrations, health day, play day,
picnics, excursions, play centres, scouting girls guide, youth movements, hiking,
mountaineering and other similar activities.
9- Tests and measurements.
10- Rules of important major games and sports and chief points of coaching in
different items-Hockey, Football, Volleyball, Crecket, Basketball, Athletics,
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Kabaddi and kho – Kho.
11- Methods of teaching Physical Education, Lesson-planning, class organization
and management.
12- Introducation of Physiology and Exercise and proper nutrition.
13- Yogic Asanas – their special features and values.
Text – book according to your syllabus
Physical Education
Sharma & Upadhyay
(5) School Library Organization:
Theoritical
(1)
(a)
School Library and Secondary Education.
(b)
Some modern methods of teaching and school Lirbary.
(c)
Introducation to the Gen. Books and methods, taking notes and
preparing Bibliography.
(d)
(2)
School Libraries in India and abroad-a brief introducation.
Organization and Administration.
(a) Planning a School Library
(b) School Library Budget.
(c) Book Selection.
(d) Ordering. Accession.
(e) Maintenance, stock-taking/ checking
(3)
Technical Services.
(a) Classification.
(b) Cataloguing.
(4)
Readers Services.
(a) Issue work, different issues methods and School library.
(b) Reference Work / Books
(c) Library Publicity and Audio Visual Aids.
(5)
Periodicals.
(a) Their selection and use.
(6)
Special problems of School Libraries.
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(a)
Class Libraries.
(b) Supervised study and the role of School library.
(c) Library period and its use.
(d) Reading interest of children and inculcation of Reading habits
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(6) Audio-Visual
Unit-I
The Process of communication- Types of communication, tools of communication,
Barriars of communication, process of teaching and learning, confusion about
different terminologies of communication Verbalisation.
Unit-II
Concept of Audio-Visual education –Types of Material (Old and the New) The core
of experience of Dole-Bunners' system of classification-Trends in A.V. Education.
Unit-III
Qualities of an Audio-Visual specialist.
Unit- IV
Audio-Visual Aids for non-formal education and sale of mass media.
i) Study of Rustic delights, Peep show, magic lantern and tableaux and puppets.
ii) Audio-Visual aids for population education in the village.
iii) Making use of community resources for producing low cost teaching materials.
Unit- V
The Graphic Aids:
i) Charts, Diagrams, Maps, Globes, Flannel Board and Bulletin Boards.
ii) Use of Chalk Board, for improving classroom instruction-writing, matchstick
figures.
iii) Objects, collection of specimens and their utilization. iv) Preparation of low cost
Teaching Aids.
Unit-VI
The Projection Aids. Study of the construction and operation of the following
electronic gadets.
i) Movie Projectors; 16 mm, 8 mm, (Super & Standard ) and 35 mm.
ii) Filmstrips-cum slide Projector- 36 mm.
iii) Over Head Projector and the use of transparencies and overlays.
iv) Tape Recorders.
v) Epidiascope.
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Unit- VII
Detailed study of Film as a media of Instruction:
Use of 16 mm Instructive film- advantage limitation types of difficulties in setting
up a projector and audio unit-arrangement of seats and position of speakers.
Unit- VIII
Administering Audio-Visual Material.
i) Principles governing adminisration of Audio-material. ii) Setting up of an AudioVisual Resource Centre.
iii) Evaluating Audio-Visual material in terms to different criteria laid down for
different aids and efficiency.
(7) Measurement and Evaluation
I- Examination systems in India and aboard.
1- Detailed study of the system of examination of any one Board of Secondary
Education in the country .
2- Examination system in any one country: U.K. , U.S.A. and Russia.
II- The concept of Measurement and Evaluation.
1- Modern concept of evaluation, difference between measurement and
evaluation.
2- Educational Objectives, their source and level including Taxonomic classification
(elementry knowledge).
3- Objective-centered teaching and testing.
4- Purpose of evaluation-diagnosis, prognosis, survey guidance, placement,
improvement of teaching learning process.
III - Tehniques and tools.
1- Techniques and tools of evaluation, questionnaire check list, rating scales steps in
the construction as standardized test.
2- Procedure of construction of diagnostic test Purpose and procedure of oral and
practical examination, administration and scoring of test.
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IV- Test Statistic.
1- Product moment coefficient of correlation.
2- Introduction of sampling statistics; ungrouped and grouped data.
3- Area under the Normal Probability Curve.
4- Tests of significance for difference between means.
5- Different methods of determining reliability and validity.
Text-book acording to your syllabus
Educational & Mental Measurement
Dr. Barauliya & Upadhyay
'kSf{kd ,oa ekufld ekiu ,oa ewY;kadu
vkj-ds-'kekZ] nqcs ,oa cjkSfy;k
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5-
1-
(8) Moral Education,
Meaning, Scope and Philosophy of Moral Education.
2-
Significance of Moral Education at Home, School and Soceity.
3-
Relationship of Moral Education with Religion and Ethics.
4-
Principles of Curriculum Development for Moral Education .
Moral Education as related to: (a) School Subjects.
(b) Co-curricular activities.
6-
Place of Moral Education in A Democratic Soceity.
7-
Role of moral Education in National Intergration.
8-
The relationship between Moral Education and the social socio-Curltural set
up of Rajasthan.
9-
A critical study of Kabir, Gandhi and Vivekanand with reference to their
moral teachings.
10-
Relationship between Moral Education and the Character Development.
11-
Evaluation of Moral Education.
ikB~;Øekuqlkj ikB~; iqLrdsa&
ewY; f'k{kk
vkj-ds- 'kekZ] 'kekZ ,oa ikjk'kj
Value Education
Dubey, Upadhyay
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(9) Education of the Handicapped
1-
The Problem of handicapped children; its nature and setting ; the need for special
education.
2-
Types of handicap, the physically, socially and mentally handicapped.
3-
Social and Psychological influences on schooling.
4-
(a) Psychology of teaching the physically handicapped; Visual and Aural defects, the
blind and partially sighted, the deaf, and hard of hearing, speech defects.
(c) The socially handicapped, nature of social handicaps, deliquent and the maladjusted
remedial programme.
(d) The mentally retarded and the mentally handicapped. Diagnosis, special classes for
mentally handicapped.
5-
Programmes, Projects and Curriculum issues relating to education of the
handicapped.
6-
The need for specialists, requirements and training the teacher for the handicapped.
7-
The school Administrators and special education, Existing provisions in India
for education of special children, national policy and programme for education of
the handicapped.
ikB~;Øekuqlkj ikB~; iqLrdsaa&
fof'k"V oxZ ds ckydksa dh f'k{kk
vkj-ds-'kekZ] 'kekZ ,oa ikjk'kj
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(10) Primay Education:
Theory
1Primary Education –Plan, Scope and Objectives.
2A study of the development and expansion of:
(a) Elementary Education in India with a special reference to Basic Education.
(A Comparative study of Primary Education in India with that U.K., U.S.A.
U.S.S.R)
3Different problems of Primary Education in India. (a) Universal and
Compulsory Education .
(b) Disparity Inenrolment of Girls and Boys in various region and different
socio- economic group, caste and tribes.
(c) Wastage and stagnation. (d) Single-teacher schools.
(e) continuation of dual system and non-basic schools. (f) Primary schools and
the community.
4Organization, set up of primary Education.
(a) Lower Primary and Upper Primary Schools .
(b) Administration and Supervision of Primary Schools.
(c) Transfer of Primary School Administration to Local Bodies, Panchayat
Samities and Municipalties.
(d) Qualifications, training and service conditions of primary school teachers.
5Methods of Teaching and Learning .
(a) Story Telling.
(b) Dramatization and Demonstration. (c) Play way
(d) Activity
(e) Multi-subjects teaching
(f) Correlated Teaching craft or activity centred.
ikB~;Øekuqlkj ikB~; iqLrdsa&
izkjfEHkd f'k{kk dh leL;k,¡
vkj-ds- 'kekZ
Elementary Education
Dubey, Upadhyay
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(11) Yoga Education
¼1½ ^^;ksx** dk 'kkfCnd vFkZ & ^^;ksx** ds fofo/k lUnHkksZa esa vk;s
vFkZ&;ksx rFkk dqN vU; laLFkkvksa tSls&/keZ] osnkUr] uhfr] n'kZu]
euksfoKku] xw<+] fo|k] eks{k f'k{k.k vkfn esa LFkwy HksnA
¼2½ ;ksx ds fofo/k oxZ ¼lEiznk;½&gB] jt] lka[;] deZ] HkfDr] Kkuky;] eU=] /;ku
vkfn izR;sd oxZ dk ifjp;A
¼3½ ;ksx ds vk/kkj&
¼d½ nk'kZfud vk/kkj&iq:"k] O;fDr] lalkj] }sr&v}sr] lRo] jt] re] eks{k]
lekf/kA
lka[; vkSj ;ksxA mifu"knksDr ;ksx rFkk xhrk esa izfrikfnr ;ksxA
gB lEiznk;] iratfy ;ksxA ;ksxof'k"B esa izfrikfnr ;ksx dk Lo:iA
¼[k½ euksoSKkfud vk/kkj&eu dk Lo:i&fpr rFkk fpr&o`fr;k¡] laosx] mudk
fu;U=.k Dys'k rFkk mldk izHkko] Dys'kksa ij fu;U=.k izkIr djus ds ;kSfxd
fl)kUrA izR;kgkj] /;ku&/kkj.kk dk Lo:i vkSj egRoA /;ku dk egRo vkSj mls
dsfUnzr djus dh ;kSfxd fof/k;k¡A ekufld LokLF;] Lo:i] ;kSfxd vFkZ esa
ekufld LokLF;A ekufld dk;Z] la;U=] bn~e ¼Id½] vge ¼Ego½] ijrvge
¼Super Ego½A
¼x½ 'kkjhfjd&ekuo 'kjhj ds rU=ksa dk ifjp;A 'kjhj fLFkfr ¼ Posture½] 'olu]
fofo/k ;kSfxd izdkjksa dk 'kjhj ij izHkko] izk.kk;ke dk Lo:iA izk.kk;ke rFkk
fpRro`fr;ksa dk ;kSfxd n`f"V ls lEcU/kA mRrtZu vax] 'kjhj o`f) dh ;kSfxd
fof/k;k¡A f'kFkyhdj.k dk egRo] 'kkjhfjd O;k;ke ¼Exercise½ ds 'kkjhfjd
izHkko&FkdkuA ;kSfxd vkgkj ds fl)kUrA
¼?k½ lkekftd vk/kkj&O;fDr dh izd`fr] ijekRek rFkk 'kkjhfjd lekt ds
lEcU/kA lkekftd LokLF; rFkk lek;kstu dk egRoA lalkj dh fo|eku ifjfLFkfr
esa ;ksx dk ;ksxnku e; fu;eksa dk egRoA
¼4½ dqN vokZphu Hkkjrh; ;ksxh rFkk muds n'kZuksa dk LFkwy ¼n'kZukas½
ifjp;&jked`".k] foosdkuUn] vjfoUn] jeik egf"kZA
¼5½ ;ksx ds 'kks/k dk;ksZ dh vko';drk&Hkkjr dh izeq[k 'kks/k laLFkk,¡]
dSoY;k/kke] ykSukokyk] ;ksx laLFkku 'kkarkØqt] eqEcbZ vkfnA
¼6½ fo|ky;ksa esa ;kSfxd dk;ZØeksa dk LFkkuA
¼7½ ;ksx dk fuokj.k
¼d½ 'kkjhfjd rFkk ekufld jksx fuokj.kA
¼[k½ iquoZlu ¼Rehabilitaion½
¼x½ nhi nwjhdj.k rFkk
¼?k½ LokLF; j{kk dh n`f"V ls LFkkuA
ikB~;Øekuqlkj ikB~; iqLrdsa&
;ksx f'k{kk
,l-ds- nqcs] nhf{kr ,oa jktdqekjh
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PACIFIC UNIVERSITY
(12) Population Education
1-
Population Education :- Meaning and deffination, Scope, Need and importance of
Population education. Role and purpose of Population Education as an Integral part
of Education.
2-
Population in India in a World Perspective Concept of Population , Theories of
Population. Over Population, under population , growth distribution and density of
population with demographic data of India in a world perspective.
3-
Standard of Living and the Quality of Life:- Food and nutrition, health, hygiene,
Sanitation, housing clothing , Educational travel, leisure, empolyment, income,
consumption
levels, efficiency and output, social, cultural
and spiritual
enlightenment, ethics and aesthetics. Different aspects and their inter-relationship
with examples and illustrations from India and abroad.
4-
Population and India's Development Endeavour:- Population growth and production
with special reference to Natural resources. Agriculture and Industries : Per capital
income, Net and Gross National Income. The impact of development on Family life,
Society, Culture and Personality.
5-
Population Control and Planning : India's Population Policy. The role of society and
the formation of public opinion favourable for population control. Role and
responsibilities of family and individual. Small family unit for health. Happier and
better homes, improved standard of living, better quality of life.
6-
Population Equilibrium : Emergency and long measurement and role of
Population Education.
7-
Emergences of Population Education : Action taken for Population Education
(Historical background) Introducation of Population Education in School, Colleges
and teacher education/institutions.
8-
Role of different agencies' organization: - Home School, Community, Govt.
(Population Policies and Programme) voluntary Agency, mass media.
9-
Teacher of Population Education: His preparation. Qualities. Role of teacher
education.
10-
Educational Activities for Population Education : Extension lectures, Debates,
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Surveys Camps, Exhibition, Meeting with Parents, Preparation of aids, etc.
ikB~;Øekuqlkj ikB~; iqLrdsa&
tula[;k f'k{kk f'k{k.k
vkj-,l- oekZ ,oa Jherh 'kekZ
Population Education
Upadhyay & Kulshestha
118
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(13) Educational Technology
Unit I
Educational Technology in Indian Situation:
1-Meaning concept and scope.
2-E.T. as a chief agent in improving educational standards in order to arrive at
Optimum results.
3-Hardware and software approach.
Unit II
System Apporach to Instructional Technology.
1- Identification of objectives-cognitive, affective and Psychomotor.
2-Task Analysis- selection learning experiences making use of available resources.
3-Competence based learning education. (a) Modular approach.
(b) Micro-teaching.
(c) Programmed learning (Linear and Branching).
(d) Self learning packages. (e) Multi-media approach
(f) Education and feed back:
(g) Making use of community resources easily available for making optimum use of
them.
Unit III
Information theory and various information system
1-
Various mediums of Mass Communication Radio, Television , Press and the use of
Films Pupets and Maridrets.
2-
The role of tape- recorders, slides and filmstrips as a potent medium of systems.
3-
Teacher's role in utilization mass media tell cast and post- telecast activities.
Unit IV
Other Teaching Resources:
Working knowledge about the operation, Handling and maintenance of
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Hardwares like the following :
(a) Charts; diagrams; flash cards : cartoons ; maps , gloves flannel boards, etc. (b)
Models-realia or contrived including improvisation.
(c) Other Aids:-
Slide Projectors (2"x2")
-
Filmstrip projector (35 ")
-
Tape Recorder (Double track & four track)
-
Kaleidoscope for prepartion of Graphic strip
-
Overhead projector.
(d) Making use of community resources easily available for making optimum use of
them.
ikB~;Øekuqlkj ikB~; iqLrdsa&
'kSf{kd rduhdh
flag 'kekZ] MkW- 'kekZ] lDlsuk
'kSf{kd rduhdh ds vk/kkj
ch-,l- pkSgku
Essesntials of Educational Technology and Management
Dr. Sharma, Sharma & Agarwal
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(14) Educational Television.
1-
Importance and scope of TV as medium of education, formal and informal.
2-
Development of ETV programmes in India.
3-
Types of broadeast. (a) Open circuit
(b) Closed Circuit
(c) Satallite system.
4- Approaches to TV Teaching.
(a) Total Television Teaching (TTT)
(b) Supplemented Television Teaching (STT) (c) Television as a Teaching Aid
(TTA)
(d) Television Supplementing Class-room Teaching (STCT) (e) Satellite instruction
TV Teaching (SITT)
(f) Syllabus Oriented TV Teaching (SOT)
(g) (Non-formal Teaching through Television (NFTT)
5-
Preparation and presentation of STV programmes. The Role of the script writer,
producer and the Presenter and teacher's involvment in the process.
6-
Utilization of TV programmes in the class-room/ School for the best advantage of the
pupil.
7-
(a) Organization and Physical facilities for viewing in the class-room school.
(b) Pre and post telecast activities.
8-
Evaluation of the impact of the ETV programmes.
9-
Feedback and improvement of ETV programmes.
10-
Development of some practical skills for telecast.
12
1
PACIFIC UNIVERSITY
(15) Programmed Learning:
Unit-I
1- Meaning, Scope and importance of programmed learning
2- History, Origion and Characteristics of Programmed learning.
Unit-II
1- Type of Programmes:
Their Principles, type and their hybrids, i.e. Linear Branching, Mathematics, Skill
Linear, Liner-cum Branching and Adjunct Programmes.
2- Comparative analysis of characteristics of various types of programmes.
Unit-III
Formulating instructional Objective:
1- Three domains; Cognitive, Psychomotor;
2- Specificity Versus generality in instructional objectives;
3- Use of observable, measureble , behavioural terms in formulating specific
operational instructional objectives.
Unit-IV
Development Programmes:
1- Dynamics of Programmed Construction;
2- Content/Task analysis;
3- Writing of Frames;
4- Step in developing criterion test;
5- Types of frames.
6- Testing of programmes, Individual small group field testing; Final editing
Evaluation of programmes in terms of error rate, Sequence Progression, Density and
90/90 standard.
Unit-V
Certain concepts in writing of Frames:
1- Cues and Prompts, Formal and Thematic Prompts, Fading and Vanishing.
2- Types of Frame: Copying Frames, Defining Frames, Shaping Frames, Terminal
Frames
3- Specifying steps and sequence in programmes, the Ruie and Egrule Systmes.
Unit-VI
1- Criteria for assessing programmed learning material.
2- Advantages and Limitations of using programmed material.
3- Teacher's role in the use of programmed learning material in the class-room.
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(16) Enviornmental Education:
Unit-I:
Man and the biosphere:
1- Ecosystem, Communities and biotic regions.
2- Problem of Modren Civilization:
(a) Population explosion.
(b) Pollution –Air, Water, Noise and Waste.
(c) Deletion of natural resources and the need for conservation of forests, wild-life,
water, soil and energy.
Unit-II
The nature and Scope of Environmental Education:
1- Meaning , Importance, Objectives and Philosophy of Environmental
Education.
2- Scope of Environmental Education –
Multi-disciplinary approach, a fusion of subjects of science, arts and humanities.
3- Environmental Education as a subject, its curriculum; A text-book on
Environmental Studies prepared by N.C.E.R.T.
4- Environmental Education through different subject.
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Unit-III
Planning and implimentation of Environmental Education.
1- Environmental Education in Schools. (a) Primary Stage.
(b) Secondary Stage.
2- Environmental awareness among school and adult learners through Adult education
Programmes.
3- Environmental Education for Text-Book
(a) Under-training and, (b) In-service.
Unit-IV
An Action Programme for Environmental Education.
1- Problem solving project.
2- Ecology Club, Ecology Laboratory, Library and Publications.
3- Field trips, Audio-Visual media, Games, Simulation.
4- Social Forestry activties of Societies, Friends of Trees, W.W.F., etc.
Unit-V
Looking at the Future1- Destruction of environment: (a) Population
(b) Food
(c) Housing
(d) Education
2- The need for a global outlook- A Futurological approachUNEP and International Co-operation for Quality of Life. A Case for optimism.
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Environmental Education
H.S. Sharma & Jain
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Part IV- Compulsory Qualifying Paper
Paper – VIII
Computer Literacy and Educational Applications
Computer Fundamentals
Unit I
Computer Fundamentals
1.
History of Computer development.
2.
General awareness about functioning of Computer:(a) Characteristics and uses of Computer.
(b) Block diagram of Computer.
(c) Classification of Computer.
Unit II
1.
Concept of hardware and software
2.
Input /Output devices- keyboard, Mouse, Monitor, Printers, Floppies, Joystick.
3.
Storage devices (Secondary)-Hard disk, floppy disk, CD-ROM
4.
Computer memory and its units- RAM, ROM, PROM, EPROM , bit and byte.
5.
Tyeps of Computer Languages
Unit III
Operating System
1.
Basic features of Windows
2.
'Windows' and its accessories
(a) Explorer.
(b) File Manager.
(c) Managing Printing.
3.
MS- Office
(a) MS-Word :- Text Management
(b) MS- EXCEL:- To support database and graphics.
(c) POWER POINT:- Preparation of Slides.
Unit IV
Internet and Multimedia
1.
Server, Modem, E-Mail, Internet surfing for educational purpose, websites, Search
Engines.
2.
Concept of Multimedia and its educational uses.
Unit V
1.
Computer as teaching machine
(a) Computer Aided Instruction (CAI):- concept and modes
(b) Concept of other terms like CMI,CBI, CALT etc.
Unit VI
1.
Information Technology and Computer. (concept , role, impact on education system).
2.
Role of Computers in Education System. ( eg. library management, Educational
management and research, school management, evaluation, distance education,
Education of special Children etc.)
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Practical and sessional work (any two)
1. Preparation of mark –sheet/ Question Bank.
2. Preparation of instructional material/ Coursewere (based on content-analysis to be used as
transparationcies chart using MS-word.
3. Preparation of marks register of a class and its statisticual analysis and graphical presentation.
References:
Teaching of Computer Science

Computer Fundamentals (Third Edition)
-
Amita Bhatnagar
-Pradeep K. Sinha, & Priti Sinha.
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PACIFIC UNIVERSITY
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