This presentation is on Language Lab in Hindi.The language laboratory is an audio or audio-visual installation used as an aid in modern language teaching.Now a days its Consider as one of the most effective teaching method.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) has four main objectives: (1) Ensuring minimum standards for physical facilities, staffing, and supplies in secondary schools; (2) Improving access to secondary schools within 5-10 km of students; (3) Ensuring no child is deprived of quality secondary education due to barriers; (4) Improving the quality of secondary education.
To achieve these objectives, RMSA focuses on four key functions: (1) Expanding access through upgrading schools, opening new schools, and making existing schools accessible; (2) Improving quality through infrastructure, teacher training, curriculum review; (3) Promoting equity through
This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.
This document summarizes the operation procedures and limitations of an educational technology system used for language learning. The system allows students to access language programs through broadcast, selecting tapes from a central library, or dialing programs on a touch-tone device. However, the system is limited to 20 students, does not develop reading and writing skills, requires native speaker experts which are costly, and only experts can operate it.
The document summarizes observations of an inclusive classroom, which brings together students with and without disabilities. It notes that the class observed had 30 regular students and 8 students with special needs. Good characteristics included a short student answering a question at the board and discussion-based learning. Bad characteristics were poor seating, distractions, an improperly positioned projector, lack of inclusion of all special needs students, and visual distractions. A good teacher involved all students and had discussion-based questioning, while a bad teacher only addressed typical students and had poor classroom management. Suggestions were made to improve writing visibility, projector placement, student involvement, seating, language used, pace of instruction, and use of pictures.
Social Diversity-Contemporary India and Educationpraveenraj265
This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
Sarva Shiksha Abhiyan (SSA) is an Indian government program aimed at universalizing elementary education. It aims to provide useful and accessible education to all children ages 6-14 by 2010. SSA promotes social justice and quality education for all through a partnership between central, state, and local governments. Its objectives include enrolling all children in school, completing 5 years of primary education by 2007 and elementary education by 2010, and closing gender and social gaps. SSA activities include early detection of children, teacher training, resource support, and community mobilization to improve access to education.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) has four main objectives: (1) Ensuring minimum standards for physical facilities, staffing, and supplies in secondary schools; (2) Improving access to secondary schools within 5-10 km of students; (3) Ensuring no child is deprived of quality secondary education due to barriers; (4) Improving the quality of secondary education.
To achieve these objectives, RMSA focuses on four key functions: (1) Expanding access through upgrading schools, opening new schools, and making existing schools accessible; (2) Improving quality through infrastructure, teacher training, curriculum review; (3) Promoting equity through
This document discusses the purposes and principles of reporting assessment data. It outlines eight types of decisions that assessment data can inform, including instructional, grading, diagnostic, selection, placement, counseling, curriculum, and administrative decisions. The document also discusses different methods of reporting assessment results to parents, including individual conferences, written reports, parent group meetings, and newsletters. Overall, the key purposes of reporting are to provide information to improve student learning and help students and parents make educational decisions.
This document summarizes the operation procedures and limitations of an educational technology system used for language learning. The system allows students to access language programs through broadcast, selecting tapes from a central library, or dialing programs on a touch-tone device. However, the system is limited to 20 students, does not develop reading and writing skills, requires native speaker experts which are costly, and only experts can operate it.
The document summarizes observations of an inclusive classroom, which brings together students with and without disabilities. It notes that the class observed had 30 regular students and 8 students with special needs. Good characteristics included a short student answering a question at the board and discussion-based learning. Bad characteristics were poor seating, distractions, an improperly positioned projector, lack of inclusion of all special needs students, and visual distractions. A good teacher involved all students and had discussion-based questioning, while a bad teacher only addressed typical students and had poor classroom management. Suggestions were made to improve writing visibility, projector placement, student involvement, seating, language used, pace of instruction, and use of pictures.
Social Diversity-Contemporary India and Educationpraveenraj265
This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
Sarva Shiksha Abhiyan (SSA) is an Indian government program aimed at universalizing elementary education. It aims to provide useful and accessible education to all children ages 6-14 by 2010. SSA promotes social justice and quality education for all through a partnership between central, state, and local governments. Its objectives include enrolling all children in school, completing 5 years of primary education by 2007 and elementary education by 2010, and closing gender and social gaps. SSA activities include early detection of children, teacher training, resource support, and community mobilization to improve access to education.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
Nature of Interpretation: Norm referenced, Criterion referencedADITYA ARYA
The document discusses criterion-referenced assessment and norm-referenced assessment. Criterion-referenced assessment measures student learning against a predetermined standard or level of achievement, regardless of other students' performance. Norm-referenced assessment compares a student's performance to others in the same testing group. It is used to rank students but does not indicate if they achieved a set standard. The document outlines the key differences between the two types of assessment and their respective purposes.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
The Right to Education Act 2009 aims to provide free and compulsory education to all children between ages 6-14 in India. It makes education a fundamental right as outlined in Article 21A of the Indian Constitution. The Act came into effect in 2010. It was enacted to address issues of more than 75 million children lacking basic education, 25% illiteracy, and over 1 million children involved in child labor or vulnerable to trafficking each year. Key provisions include free education for all children 6-14, no expulsion or exams before completing elementary education, no required proof of age or screening for admission.
This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
Universalization of elementary educationVipin Shukla
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
The document discusses open book examinations and provides guidance on their design and implementation. It begins by outlining the session objectives, which include concepts of teaching and learning, examination issues, and types of open book exams. Empirical research findings suggest open book exams reduce stress but may not lead to higher achievement. They encourage higher-order thinking over memorization. Well-designed open book questions focus on applying, analyzing, evaluating, and synthesizing knowledge rather than recall. Guidelines are provided for question types, materials permitted, and how to structure questions according to Bloom's Taxonomy to assess different cognitive levels.
William Adam submitted three reports on the state of education in India between 1835-1838. In his first report, he found that elementary education was provided through religious institutions, with over 100,000 schools in Bengal and Bihar employing faulty teaching methods. His second report examined schools in Natore district and noted the use of Arabic, Hindu scriptures and basic arithmetic. His third report highlighted issues like a lack of repute, infrastructure and textbooks. Adam proposed developing education in local languages through printed textbooks and establishing different types of indigenous schools, teacher training programs and agriculture education. However, his schemes were rejected in favor of Macaulay's plan to educate the elite in English.
Inequality in school systems and differential quality in schoolingDrPritiSonar
This document contains information about Dr. Priti Sonar's educational qualifications and experience. It lists her educational qualifications which include an M.A., M.Com, M.Ed., NET (Education), NET (Commerce), DSM, CCG, and CCVe. It also states that she has over 14 years of teaching experience and 7 years of administrative experience. It notes that one of her special achievements was being an ex-member of the Board of Studies of S.N.D.T. Women's University.
ROLE OF THE TEACHER IN CCE by DR R N LENKA & MRS KUNMUN SINGHRabindranathLenka
The document outlines the role of teachers in Continuous and Comprehensive Evaluation (CCE). It lists that teachers should recognize diverse abilities in students, identify learning progress regularly, and employ remedial teaching tailored to students' needs. Teachers are also advised to avoid negative comments, encourage learning through various teaching methods, and actively involve students in the learning process using oral, project-based, and self/peer assessments.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
National Knowledge Commission (NKC) with reference to school education, their major recommendations.
Measures taken to improve the knowledge across country
Marginalisation and inclusive education for physically disabled childrenYashaswineeSahoo
This document discusses marginalization of physically disabled children and their educational needs. It begins with an introduction to marginalization and types of marginalization. It then discusses inclusive education and the importance of including disabled children instead of excluding them. The document outlines different types of physical disabilities like visual impairment, hearing impairment, speech impairment, and locomotor disability. It provides details on the specific needs of children with each type of disability to help ensure inclusive education. The conclusion emphasizes that all children deserve quality education and teachers should address students' individual differences with equity and equality.
School's Readiness for Inclusion ( B.Ed )Dr.Amol Ubale
The document discusses school readiness and the infrastructure needed for inclusion of students with diverse needs. It defines school readiness as having three key areas: children's readiness for school, schools' readiness for children, and family/community support. Five essential elements of school readiness are identified. The document also discusses the infrastructure and accessibility required to include students with various disabilities like visual impairment, deaf/hard of hearing, intellectual disability, physical disability, mental health conditions, and more. Features like accessible buildings, specialized learning materials, assistive devices, and therapy units are highlighted.
This document discusses open book examinations as an alternative to traditional closed book exams. It notes that closed book exams primarily test memorization and lower-order thinking skills, while open book exams can assess higher-order thinking. An open book exam allows students to use notes, textbooks, and other materials while taking the exam. The document provides advantages of open book exams such as encouraging active learning over rote memorization. It provides tips for writing good open book exam questions that assess interpretation, application and critical thinking over simple information recall. Sample open book exam question types are also presented.
Oral, Written and Performance Evaluation in EducationSuresh Babu
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
The document discusses the semester system of education. It states that in the semester system, the academic year is divided into two equal parts of around six months each called semesters. Examinations are held at the end of each semester instead of yearly. This system aims to make the teaching-learning process more regular, reduce stress around examinations, and provide flexibility and variety in curriculum. However, some issues include increased workload for teachers and difficulties adjusting teaching schedules.
Language tecnology & Language teaching of Hindivashini sharma
This document discusses various topics related to teaching Hindi, including learning Hindi through songs, numerals in Hindi and Roman numerals, teaching Hindi alphabets including vowels and consonants, contrastive pairs of sounds to differentiate similar letters or sounds, and analyzing words to distinguish aspirated from non-aspirated sounds and voiced from non-voiced sounds. Links are provided to resources for learning Devanagari script, numbers, and songs to make Hindi learning more engaging.
First aid is initial care provided to an injured person by a non-expert until professional help arrives. It aims to preserve life, promote recovery, and prevent further injuries. A first aid kit contains essential supplies like bandages, dressings, gloves, and medications to treat pain, indigestion, and dehydration. The golden rule of first aid is to check a casualty's airway, breathing, and circulation.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
Nature of Interpretation: Norm referenced, Criterion referencedADITYA ARYA
The document discusses criterion-referenced assessment and norm-referenced assessment. Criterion-referenced assessment measures student learning against a predetermined standard or level of achievement, regardless of other students' performance. Norm-referenced assessment compares a student's performance to others in the same testing group. It is used to rank students but does not indicate if they achieved a set standard. The document outlines the key differences between the two types of assessment and their respective purposes.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
The Right to Education Act 2009 aims to provide free and compulsory education to all children between ages 6-14 in India. It makes education a fundamental right as outlined in Article 21A of the Indian Constitution. The Act came into effect in 2010. It was enacted to address issues of more than 75 million children lacking basic education, 25% illiteracy, and over 1 million children involved in child labor or vulnerable to trafficking each year. Key provisions include free education for all children 6-14, no expulsion or exams before completing elementary education, no required proof of age or screening for admission.
This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
Universalization of elementary educationVipin Shukla
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
The document discusses open book examinations and provides guidance on their design and implementation. It begins by outlining the session objectives, which include concepts of teaching and learning, examination issues, and types of open book exams. Empirical research findings suggest open book exams reduce stress but may not lead to higher achievement. They encourage higher-order thinking over memorization. Well-designed open book questions focus on applying, analyzing, evaluating, and synthesizing knowledge rather than recall. Guidelines are provided for question types, materials permitted, and how to structure questions according to Bloom's Taxonomy to assess different cognitive levels.
William Adam submitted three reports on the state of education in India between 1835-1838. In his first report, he found that elementary education was provided through religious institutions, with over 100,000 schools in Bengal and Bihar employing faulty teaching methods. His second report examined schools in Natore district and noted the use of Arabic, Hindu scriptures and basic arithmetic. His third report highlighted issues like a lack of repute, infrastructure and textbooks. Adam proposed developing education in local languages through printed textbooks and establishing different types of indigenous schools, teacher training programs and agriculture education. However, his schemes were rejected in favor of Macaulay's plan to educate the elite in English.
Inequality in school systems and differential quality in schoolingDrPritiSonar
This document contains information about Dr. Priti Sonar's educational qualifications and experience. It lists her educational qualifications which include an M.A., M.Com, M.Ed., NET (Education), NET (Commerce), DSM, CCG, and CCVe. It also states that she has over 14 years of teaching experience and 7 years of administrative experience. It notes that one of her special achievements was being an ex-member of the Board of Studies of S.N.D.T. Women's University.
ROLE OF THE TEACHER IN CCE by DR R N LENKA & MRS KUNMUN SINGHRabindranathLenka
The document outlines the role of teachers in Continuous and Comprehensive Evaluation (CCE). It lists that teachers should recognize diverse abilities in students, identify learning progress regularly, and employ remedial teaching tailored to students' needs. Teachers are also advised to avoid negative comments, encourage learning through various teaching methods, and actively involve students in the learning process using oral, project-based, and self/peer assessments.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
National Knowledge Commission (NKC) with reference to school education, their major recommendations.
Measures taken to improve the knowledge across country
Marginalisation and inclusive education for physically disabled childrenYashaswineeSahoo
This document discusses marginalization of physically disabled children and their educational needs. It begins with an introduction to marginalization and types of marginalization. It then discusses inclusive education and the importance of including disabled children instead of excluding them. The document outlines different types of physical disabilities like visual impairment, hearing impairment, speech impairment, and locomotor disability. It provides details on the specific needs of children with each type of disability to help ensure inclusive education. The conclusion emphasizes that all children deserve quality education and teachers should address students' individual differences with equity and equality.
School's Readiness for Inclusion ( B.Ed )Dr.Amol Ubale
The document discusses school readiness and the infrastructure needed for inclusion of students with diverse needs. It defines school readiness as having three key areas: children's readiness for school, schools' readiness for children, and family/community support. Five essential elements of school readiness are identified. The document also discusses the infrastructure and accessibility required to include students with various disabilities like visual impairment, deaf/hard of hearing, intellectual disability, physical disability, mental health conditions, and more. Features like accessible buildings, specialized learning materials, assistive devices, and therapy units are highlighted.
This document discusses open book examinations as an alternative to traditional closed book exams. It notes that closed book exams primarily test memorization and lower-order thinking skills, while open book exams can assess higher-order thinking. An open book exam allows students to use notes, textbooks, and other materials while taking the exam. The document provides advantages of open book exams such as encouraging active learning over rote memorization. It provides tips for writing good open book exam questions that assess interpretation, application and critical thinking over simple information recall. Sample open book exam question types are also presented.
Oral, Written and Performance Evaluation in EducationSuresh Babu
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
The document discusses the semester system of education. It states that in the semester system, the academic year is divided into two equal parts of around six months each called semesters. Examinations are held at the end of each semester instead of yearly. This system aims to make the teaching-learning process more regular, reduce stress around examinations, and provide flexibility and variety in curriculum. However, some issues include increased workload for teachers and difficulties adjusting teaching schedules.
Language tecnology & Language teaching of Hindivashini sharma
This document discusses various topics related to teaching Hindi, including learning Hindi through songs, numerals in Hindi and Roman numerals, teaching Hindi alphabets including vowels and consonants, contrastive pairs of sounds to differentiate similar letters or sounds, and analyzing words to distinguish aspirated from non-aspirated sounds and voiced from non-voiced sounds. Links are provided to resources for learning Devanagari script, numbers, and songs to make Hindi learning more engaging.
First aid is initial care provided to an injured person by a non-expert until professional help arrives. It aims to preserve life, promote recovery, and prevent further injuries. A first aid kit contains essential supplies like bandages, dressings, gloves, and medications to treat pain, indigestion, and dehydration. The golden rule of first aid is to check a casualty's airway, breathing, and circulation.
a small presentation on Speech or oral expression.it includes definition and types of oral expression. also mention the importance of speech or oral expressions.
This document provides information for parents about their child's kindergarten classroom. It outlines the school hours, transportation procedures, dress code, homework expectations, reporting schedules, holidays, field trips, volunteer opportunities, classroom procedures and expectations. Communication methods are also listed.
India has many languages but does not have an official national language due to linguistic diversity and controversies. Hindi is the most prominent language but is still not accepted nationwide. The three-language formula was implemented in education to promote multilingualism and reduce inequalities by having students learn their mother tongue, Hindi, and English. However, case studies show this formula has not been fully or consistently applied across states. The status of languages in India remains unclear and language planning continues to be a challenge.
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
7. परामशशदाता का कोष्ठ(Advisor or Counsellor’s Booth)
इस कोष्ठ में कई टेप तथा मास्टर टेप
उपस्स्थत रहते है।एस कोष्ठ में बैठकर
परामशशदाता छात्र से संपकश स्थापपत करता है।
मॉनिटररंग स्स्िचस(Monitoring Switches)
इिसे परामशशदाता पिद्यार्थशयों की आिाज़ सुि सकता
है तथा उसमें आिश्यकतािुसार सुधार भी कर सकता
है।
9. प्रकक्रया
1). सिशप्रथम अध्यापक
मास्टर टेप
चलता है। इसकी आिाज़
को अनय
टेपों पर ररकािश कर ललया
जाता है
जो कक सभी कोष्ठों(Booth)
में पडी होती है।
2). पिद्याथी मास्टर टेप से
अनय टेप
पर ररकोिश की गई सामग्री
को सुिता है तथा
पिलशष्ट चरणों पर अपिी
मौखिक अिुकक्रया
(Oral Response)व्यक्त
करता है।यह भी ररकोिश कर
ललया जाता है।
10. भाषा प्रयोगशाला की मुख्य ववशेषताएाँ
1. आत्मगनत (Self Pacing):- भाषा प्रयोगशाला की कायश प्रणालह के
अंतगशत पिद्याथी टेपों में से कोई भी टेप सुि सकता है। उसको अपिे बूथ पर
ले जा सकता है तथा अपिे लाभ के ललए उनहे स्जतिी बार चला सकता है।
2.पुन: खोजना(Retracing):- जब अत्यर्धक अभ्यास चल रहा होता है तब
पिद्याथी को टेप रोकिा आिा चाहहए ताकक उसे दोबारा सुिकर उसकी ध्िनि
का अिुसरण(Imitate) कर सके ।
11. भाषा प्रयोगशाला के लाभ
भाषा प्रयोगशाला में-
1. हर पिद्याथी की संभार्गता(Participation)निस्श्चत होती है।
2. पिलभनि पाठों को सुि सकता है।
3. बोलिेिालह भाषा के अर्धक अिसर हदये जा सकते है।
4. भाषा दक्षता(Language Proficiency)शीघ्र अस्जशत की जा
सकती है।
5. छात्रों को सीििे की प्रेरणा लमलती है।
6. पिद्याथी पाठ को बार-बार दोहरा सकता है, स्जससे उसे
अपिी गलनतयों को ठीक करिे का अिसर लमलता है।
7. पिद्याथी अपिा उच्चारण शुद्ध कर सकता है।
8. पिद्याथी त्रबिा हहचहहचाहट से कायश कर सकता है।
12. 1. भाषा प्रयोगशाला बहुत हह मँहगी प्रपिर्ध(Technique) है।
2. भाषा को पढ़िे तथा ललििे में भाषा प्रयोगशाला का प्रयोग
िहह हो सकता।
3. पिदेशी भाषाओं के पिद्िाि लमलिा कहठि है।
4. भाषा प्रयोगशाला के पाठों में समय-समय पर पररितशि करिे
रहिा चाहहए।
5. एक हह समय में 10-20 छात्रों से अर्धक अर्धगम कक्रया
भाषा प्रयोगशाला के माध्यम से िहह कर सकते।
6. प्रत्येक पिद्यालय में भाषा प्रयोगशाला स्थापपत करिा सहज
कायश प्रतीत िहह होता।
भाषा प्रयोगशाला की सीमाएाँ