मनोविज्ञान एवं शिक्षा के क्षेत्र में मूल्यांकन महत्वपूर्ण प्रक्रिया है। बिना मूल्यांकन के शिक्षा तथा मनोविज्ञान ही नहीं अपितु मनुष्य का समग्र जीवन ही व्यर्थ है। मूल्यांकन निरंतर तथा विस्तृत रूप से चलने वाली प्रक्रिया है। जिसमे किसी मापन की उपयोगिता के सम्बन्ध में निर्णय लिया जाता है अथवा मापन का परिणामों को मूल्य प्रदान किया जाता है। मूल्यांकन के अंतर्गत किसी वस्तु, घटना, या व्यक्ति से सम्बंधित किसी पक्ष का मूल्य निर्धारित किया जाता है। अत मूल्यांकन द्वारा परिमाणात्मक तथा गुणात्मक दोनों प्रकार की सूचनाएँ प्राप्त होती हैं।
मूल्यांकन= मापन (परिमाणात्मक सूचना) + मूल्य निर्धारण (गुणात्मक सूचना)
का समापन तब होता है जब आकलन के पश्चात् अधिगम में सुधार हेतु प्रयत्न किये जाते हैं।
मनोविज्ञान एवं शिक्षा के क्षेत्र में मूल्यांकन महत्वपूर्ण प्रक्रिया है। बिना मूल्यांकन के शिक्षा तथा मनोविज्ञान ही नहीं अपितु मनुष्य का समग्र जीवन ही व्यर्थ है। मूल्यांकन निरंतर तथा विस्तृत रूप से चलने वाली प्रक्रिया है। जिसमे किसी मापन की उपयोगिता के सम्बन्ध में निर्णय लिया जाता है अथवा मापन का परिणामों को मूल्य प्रदान किया जाता है। मूल्यांकन के अंतर्गत किसी वस्तु, घटना, या व्यक्ति से सम्बंधित किसी पक्ष का मूल्य निर्धारित किया जाता है। अत मूल्यांकन द्वारा परिमाणात्मक तथा गुणात्मक दोनों प्रकार की सूचनाएँ प्राप्त होती हैं।
मूल्यांकन= मापन (परिमाणात्मक सूचना) + मूल्य निर्धारण (गुणात्मक सूचना)
का समापन तब होता है जब आकलन के पश्चात् अधिगम में सुधार हेतु प्रयत्न किये जाते हैं।
Louis Thurstone proposed the group factor theory of intelligence in 1937, which argued that intelligence is made up of a cluster of mental abilities. He identified nine specific group factors: verbal ability, spatial ability, numerical ability, memory, word fluency, inductive reasoning, deductive reasoning, perceptual ability, and problem-solving ability. Each group factor represents a common primary mental operation that gives psychological and functional unity to certain tasks. Thurstone's theory was influential on later theories of multiple intelligences and contributed to improved techniques for measuring attitudes. However, the theory was limited by discarding the concept of a common overall factor of intelligence.
1. The document discusses the meaning, nature, scope and importance of teaching commerce. It aims to provide students with knowledge about commerce and prepare them for vocational competency in trade.
2. Commerce education teaches students about various aspects of trade like wholesale, retail, export, import and port trade. It provides some knowledge about movement of goods.
3. The objectives of teaching commerce at the school level are to provide mental discipline, make students aware of commerce activities and their importance in life, help students learn about commerce professions, and prepare efficient traders.
Educational psychology is the study of human behavior and learning processes in educational settings. It draws from the fields of psychology and education to understand individual and group behavior in educational contexts as well as design effective teaching methods and learning environments. Specifically, educational psychology helps teachers understand students' cognitive and social development, apply principles of learning and motivation, address individual differences, and create positive classroom environments that foster optimal learning. Overall, the goal of educational psychology is to improve educational outcomes by equipping teachers with knowledge about human development, learning, and instructional best practices.
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptxDR KRISHAN KANT
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
Wardha Scheme of Basic Education : 1937.Nishat Anjum
With the help of our insightful PowerPoint presentation on the Wardha Scheme, explore the revolutionary period in Indian education. Discover the revolutionary ideas that gave rise to this educational framework during the Indian independence movement. Investigate the principles of Mahatma Gandhi and other influential personalities who influenced the Wardha Scheme, promoting an inclusive and comprehensive approach to education. Learn how this innovative educational system places a strong focus on self-sufficiency, community involvement, and practical skills. This presentation illuminates a significant period in India's educational history and is perfect for educators, history buffs, and individuals who are enthusiastic about educational reform. Discover the core of the Wardha Scheme and its enduring influence on the country's educational system.
Brief Life Sketch, Philosophy of Education, Basic Principles, Concept, Aims of Education, Curriculum, Subjects in the Curriculum, Methods of Teaching, Place of Child , Place of Teacher, Ashram School
Education for International UnderstandingTanzeelaRonad
This document discusses education for international understanding. It defines international understanding as observing people of all nationalities and cultures objectively. Education for international understanding aims to produce loyalty to world citizenship. It is important for developing mutual understanding among nations through respecting different cultures, promoting humanism, and recognizing interdependence. Education plays a key role in fostering international understanding by combating issues like poverty and promoting peace. UNESCO helps propagate international understanding by reducing fears between countries and encouraging cultural exchange.
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses the background and need for a revised curriculum framework based on previous frameworks from 1975, 1988, and 2000. The NCF 2005 was formulated by a national steering committee headed by Prof. Yash Pal and included 21 national focus groups. It provides a complete curriculum outline for classes 1 through 12. The framework has 5 chapters that cover perspectives on vision and principles, approaches to learning and knowledge, curriculum areas and assessment, school environment, and systemic reforms. It provides guidelines for syllabus development and support materials to aid implementation across states in India.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
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.
Knowledge - Concept, Nature, Steps & Importance of KnowledgeDrShwetaAgarwal1
Dr. Shweta Agarwal's document discusses knowledge, including its definition, nature, and importance. Some key points:
- Knowledge is defined as a theoretical and practical understanding of a subject according to facts that are known from education or experience. It involves justified true beliefs.
- Knowledge has several characteristics - it is based on information, facts, and values; it is a continuous and dynamic process; and it is related to experiences.
- Knowledge is acquired through a process of gaining information, thinking, applying curiosity, analysis, synthesis, logic, and evaluation to form new knowledge.
- Knowledge is important as it gives power to humans, promotes mental development and adjustment, increases success, drives
Islamic education in India : Salient FeaturesHathib KK
Islamic education in India. Education during Medieval period in India. Medieval Indian Education. Education during Mughal Period in India. makthabs of medieval period in india
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Meaning and Scope of Art in Education
Art is considered as an one of the important part of human activities. Art is the mental and physical activity where creation and expression are significant. Art is expressed through sensory perceptions (touch, see, hear, smell and taste) in an appealing way. It is the expression of an individual in certain way which attracts the senses of other individuals. The word "art" is referred to creative expression.
ಕಲೆಯನ್ನು ಮಾನವ ಚಟುವಟಿಕೆಯ ಪ್ರಮುಖ ಭಾಗವೆಂದು ಪರಿಗಣಿಸಲಾಗುತ್ತದೆ. ಕಲೆಯು ಮಾನಸಿಕ ಮತ್ತು ದೈಹಿಕ ಚಟುವಟಿಕೆಯಾಗಿದ್ದು ಅಲ್ಲಿ ಸೃಷ್ಟಿ ಮತ್ತು ಅಭಿವ್ಯಕ್ತಿ ಮಹತ್ವದ್ದಾಗಿದೆ. ಕಲೆಯನ್ನು ಇಂದ್ರಿಯ ಗ್ರಹಿಕೆಗಳ ಮೂಲಕ (ಸ್ಪರ್ಶ, ನೋಡುವುದು, ಕೇಳಲು, ವಾಸನೆ ಮತ್ತು ರುಚಿ) ಆಕರ್ಷಕ ರೀತಿಯಲ್ಲಿ ವ್ಯಕ್ತಪಡಿಸಲಾಗುತ್ತದೆ. ಇದು ಇತರ ವ್ಯಕ್ತಿಗಳ ಇಂದ್ರಿಯಗಳನ್ನು ಆಕರ್ಷಿಸುವ ನಿರ್ದಿಷ್ಟ ರೀತಿಯಲ್ಲಿ ವ್ಯಕ್ತಿಯ ಅಭಿವ್ಯಕ್ತಿಯಾಗಿದೆ. "ಕಲೆ" ಎಂಬ ಪದವನ್ನು ಸೃಜನಶೀಲ ಅಭಿವ್ಯಕ್ತಿಗೆ ಉಲ್ಲೇಖಿಸಲಾಗಿದೆ.
such as music, dance, theater, literature, painting, sculpture, printmaking, architecture. It can also be referred to the applied forms such as advertising design, jewellery, textiles, bead-making, metal art and such other things. ಉದಾಹರಣೆಗೆ ಸಂಗೀತ, ನೃತ್ಯ, ರಂಗಭೂಮಿ, ಸಾಹಿತ್ಯ, ಚಿತ್ರಕಲೆ, ಶಿಲ್ಪಕಲೆ, ಮುದ್ರಣ, ವಾಸ್ತುಶಿಲ್ಪ. ಜಾಹೀರಾತು ವಿನ್ಯಾಸ, ಆಭರಣಗಳು, ಜವಳಿ, ಮಣಿ ತಯಾರಿಕೆ, ಲೋಹದ ಕಲೆ ಮತ್ತು ಇತರ ವಿಷಯಗಳಂತಹ ಅನ್ವಯಿಕ ರೂಪಗಳಿಗೂ ಇದನ್ನು ಉಲ್ಲೇಖಿಸಬಹುದು.Definition of Art
'Kala' or 'Art' is the expression of inner feelings and ideas, which is creatively expressed in several ways. But to express these feelings, their need an approach and skill.
‘ಕಲಾ' ಅಥವಾ 'ಕಲೆ' ಎನ್ನುವುದು ಆಂತರಿಕ ಭಾವನೆಗಳು ಮತ್ತು ಆಲೋಚನೆಗಳ ಅಭಿವ್ಯಕ್ತಿಯಾಗಿದೆ, ಇದು ಹಲವಾರು ರೀತಿಯಲ್ಲಿ ಸೃಜನಾತ್ಮಕವಾಗಿ ವ್ಯಕ್ತವಾಗುತ್ತದೆ. ಆದರೆ ಈ ಭಾವನೆಗಳನ್ನು ವ್ಯಕ್ತಪಡಿಸಲು, ಅವರಿಗೆ ಒಂದು ವಿಧಾನ ಮತ್ತು ಕೌಶಲ್ಯದ ಅಗತ್ಯವಿದೆ.
The person who expresses his emotions and ideas in a specific way with training or by practice is known as an "artist". The artist experiences the world around him and put his experiences in a beautiful or artistic way that the viewers themselves respond to the experiences of the artist. In this way art reaches the people through the artists.
ತರಬೇತಿ ಅಥವಾ ಅಭ್ಯಾಸದ ಮೂಲಕ ನಿರ್ದಿಷ್ಟ ರೀತಿಯಲ್ಲಿ ತನ್ನ ಭಾವನೆಗಳನ್ನು ಮತ್ತು ಆಲೋಚನೆಗಳನ್ನು ವ್ಯಕ್ತಪಡಿಸುವ ವ್ಯಕ್ತಿಯನ್ನು "ಕಲಾವಿದ" ಎಂದು ಕರೆಯಲಾಗುತ್ತದೆ. ಕಲಾವಿದನು ತನ್ನ ಸುತ್ತಲಿನ ಪ್ರಪಂಚವನ್ನು ಅನುಭವಿಸುತ್ತಾನೆ ಮತ್ತು ತನ್ನ ಅನುಭವಗಳನ್ನು ಸುಂದರ ಅಥವಾ ಕಲಾತ್ಮಕ ರೀತಿಯಲ್ಲಿ ಇರಿಸುತ್ತಾನೆ, ಕಲಾವಿದನ ಅನುಭವಗಳಿಗೆ ವೀಕ್ಷಕರು ಸ್ವತಃ ಪ್ರತಿಕ್ರಿಯಿಸುತ್ತಾರೆ. ಈ ಮೂಲಕ ಕಲೆ ಕಲಾವಿದರ ಮೂಲಕ ಜನರನ್ನು ತಲುಪುತ್ತದೆ.
Scope of Arts
Earlier the term 'art' was used to refer to any skill or mastery in creating an object or while giving a performance. But in Indian tradition there is a mention of 64 kinds of arts. Apart from the arts such as dance, painting and sculpture the activities such as cooking, garlanding, art of making ornaments, preparing perfumes, making different kinds of drinks, sewing, solving the riddles, carpentry, reading poems, and all such activities were brought under the category of art.
ಮೊದಲು 'ಕಲೆ' ಎಂಬ ಪದ ವಸ್ತುವನ್ನು ರಚಿಸುವಲ್ಲಿ ಅಥವಾ ಪ್ರದರ್ಶನ ನೀಡುವಾಗ ಯಾವುದೇ ಕೌಶಲ್ಯ ಅಥವಾ ಪಾಂಡಿತ್ಯವನ್ನು ಸೂಚಿಸಲು ಬಳಸಲಾಗುತ್ತಿತ್ತು.
Louis Thurstone proposed the group factor theory of intelligence in 1937, which argued that intelligence is made up of a cluster of mental abilities. He identified nine specific group factors: verbal ability, spatial ability, numerical ability, memory, word fluency, inductive reasoning, deductive reasoning, perceptual ability, and problem-solving ability. Each group factor represents a common primary mental operation that gives psychological and functional unity to certain tasks. Thurstone's theory was influential on later theories of multiple intelligences and contributed to improved techniques for measuring attitudes. However, the theory was limited by discarding the concept of a common overall factor of intelligence.
1. The document discusses the meaning, nature, scope and importance of teaching commerce. It aims to provide students with knowledge about commerce and prepare them for vocational competency in trade.
2. Commerce education teaches students about various aspects of trade like wholesale, retail, export, import and port trade. It provides some knowledge about movement of goods.
3. The objectives of teaching commerce at the school level are to provide mental discipline, make students aware of commerce activities and their importance in life, help students learn about commerce professions, and prepare efficient traders.
Educational psychology is the study of human behavior and learning processes in educational settings. It draws from the fields of psychology and education to understand individual and group behavior in educational contexts as well as design effective teaching methods and learning environments. Specifically, educational psychology helps teachers understand students' cognitive and social development, apply principles of learning and motivation, address individual differences, and create positive classroom environments that foster optimal learning. Overall, the goal of educational psychology is to improve educational outcomes by equipping teachers with knowledge about human development, learning, and instructional best practices.
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptxDR KRISHAN KANT
The document discusses the variables and functions of teaching. It identifies the key variables in teaching as the teacher, student, textbooks/content, instructional methods, instructional aids, and classroom environment. These variables can be classified as independent, dependent, or intervening. The teacher acts as the independent variable, the student is the dependent variable, and the content/strategy of presentation are intervening variables. The main functions of teaching variables are diagnostic (identifying student needs), prescriptive (selecting appropriate content and methods), and evaluative (assessing outcomes). Together, the variables and their functions work to create an effective teaching and learning process.
Wardha Scheme of Basic Education : 1937.Nishat Anjum
With the help of our insightful PowerPoint presentation on the Wardha Scheme, explore the revolutionary period in Indian education. Discover the revolutionary ideas that gave rise to this educational framework during the Indian independence movement. Investigate the principles of Mahatma Gandhi and other influential personalities who influenced the Wardha Scheme, promoting an inclusive and comprehensive approach to education. Learn how this innovative educational system places a strong focus on self-sufficiency, community involvement, and practical skills. This presentation illuminates a significant period in India's educational history and is perfect for educators, history buffs, and individuals who are enthusiastic about educational reform. Discover the core of the Wardha Scheme and its enduring influence on the country's educational system.
Brief Life Sketch, Philosophy of Education, Basic Principles, Concept, Aims of Education, Curriculum, Subjects in the Curriculum, Methods of Teaching, Place of Child , Place of Teacher, Ashram School
Education for International UnderstandingTanzeelaRonad
This document discusses education for international understanding. It defines international understanding as observing people of all nationalities and cultures objectively. Education for international understanding aims to produce loyalty to world citizenship. It is important for developing mutual understanding among nations through respecting different cultures, promoting humanism, and recognizing interdependence. Education plays a key role in fostering international understanding by combating issues like poverty and promoting peace. UNESCO helps propagate international understanding by reducing fears between countries and encouraging cultural exchange.
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses the background and need for a revised curriculum framework based on previous frameworks from 1975, 1988, and 2000. The NCF 2005 was formulated by a national steering committee headed by Prof. Yash Pal and included 21 national focus groups. It provides a complete curriculum outline for classes 1 through 12. The framework has 5 chapters that cover perspectives on vision and principles, approaches to learning and knowledge, curriculum areas and assessment, school environment, and systemic reforms. It provides guidelines for syllabus development and support materials to aid implementation across states in India.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
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.
Knowledge - Concept, Nature, Steps & Importance of KnowledgeDrShwetaAgarwal1
Dr. Shweta Agarwal's document discusses knowledge, including its definition, nature, and importance. Some key points:
- Knowledge is defined as a theoretical and practical understanding of a subject according to facts that are known from education or experience. It involves justified true beliefs.
- Knowledge has several characteristics - it is based on information, facts, and values; it is a continuous and dynamic process; and it is related to experiences.
- Knowledge is acquired through a process of gaining information, thinking, applying curiosity, analysis, synthesis, logic, and evaluation to form new knowledge.
- Knowledge is important as it gives power to humans, promotes mental development and adjustment, increases success, drives
Islamic education in India : Salient FeaturesHathib KK
Islamic education in India. Education during Medieval period in India. Medieval Indian Education. Education during Mughal Period in India. makthabs of medieval period in india
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Meaning and Scope of Art in Education
Art is considered as an one of the important part of human activities. Art is the mental and physical activity where creation and expression are significant. Art is expressed through sensory perceptions (touch, see, hear, smell and taste) in an appealing way. It is the expression of an individual in certain way which attracts the senses of other individuals. The word "art" is referred to creative expression.
ಕಲೆಯನ್ನು ಮಾನವ ಚಟುವಟಿಕೆಯ ಪ್ರಮುಖ ಭಾಗವೆಂದು ಪರಿಗಣಿಸಲಾಗುತ್ತದೆ. ಕಲೆಯು ಮಾನಸಿಕ ಮತ್ತು ದೈಹಿಕ ಚಟುವಟಿಕೆಯಾಗಿದ್ದು ಅಲ್ಲಿ ಸೃಷ್ಟಿ ಮತ್ತು ಅಭಿವ್ಯಕ್ತಿ ಮಹತ್ವದ್ದಾಗಿದೆ. ಕಲೆಯನ್ನು ಇಂದ್ರಿಯ ಗ್ರಹಿಕೆಗಳ ಮೂಲಕ (ಸ್ಪರ್ಶ, ನೋಡುವುದು, ಕೇಳಲು, ವಾಸನೆ ಮತ್ತು ರುಚಿ) ಆಕರ್ಷಕ ರೀತಿಯಲ್ಲಿ ವ್ಯಕ್ತಪಡಿಸಲಾಗುತ್ತದೆ. ಇದು ಇತರ ವ್ಯಕ್ತಿಗಳ ಇಂದ್ರಿಯಗಳನ್ನು ಆಕರ್ಷಿಸುವ ನಿರ್ದಿಷ್ಟ ರೀತಿಯಲ್ಲಿ ವ್ಯಕ್ತಿಯ ಅಭಿವ್ಯಕ್ತಿಯಾಗಿದೆ. "ಕಲೆ" ಎಂಬ ಪದವನ್ನು ಸೃಜನಶೀಲ ಅಭಿವ್ಯಕ್ತಿಗೆ ಉಲ್ಲೇಖಿಸಲಾಗಿದೆ.
such as music, dance, theater, literature, painting, sculpture, printmaking, architecture. It can also be referred to the applied forms such as advertising design, jewellery, textiles, bead-making, metal art and such other things. ಉದಾಹರಣೆಗೆ ಸಂಗೀತ, ನೃತ್ಯ, ರಂಗಭೂಮಿ, ಸಾಹಿತ್ಯ, ಚಿತ್ರಕಲೆ, ಶಿಲ್ಪಕಲೆ, ಮುದ್ರಣ, ವಾಸ್ತುಶಿಲ್ಪ. ಜಾಹೀರಾತು ವಿನ್ಯಾಸ, ಆಭರಣಗಳು, ಜವಳಿ, ಮಣಿ ತಯಾರಿಕೆ, ಲೋಹದ ಕಲೆ ಮತ್ತು ಇತರ ವಿಷಯಗಳಂತಹ ಅನ್ವಯಿಕ ರೂಪಗಳಿಗೂ ಇದನ್ನು ಉಲ್ಲೇಖಿಸಬಹುದು.Definition of Art
'Kala' or 'Art' is the expression of inner feelings and ideas, which is creatively expressed in several ways. But to express these feelings, their need an approach and skill.
‘ಕಲಾ' ಅಥವಾ 'ಕಲೆ' ಎನ್ನುವುದು ಆಂತರಿಕ ಭಾವನೆಗಳು ಮತ್ತು ಆಲೋಚನೆಗಳ ಅಭಿವ್ಯಕ್ತಿಯಾಗಿದೆ, ಇದು ಹಲವಾರು ರೀತಿಯಲ್ಲಿ ಸೃಜನಾತ್ಮಕವಾಗಿ ವ್ಯಕ್ತವಾಗುತ್ತದೆ. ಆದರೆ ಈ ಭಾವನೆಗಳನ್ನು ವ್ಯಕ್ತಪಡಿಸಲು, ಅವರಿಗೆ ಒಂದು ವಿಧಾನ ಮತ್ತು ಕೌಶಲ್ಯದ ಅಗತ್ಯವಿದೆ.
The person who expresses his emotions and ideas in a specific way with training or by practice is known as an "artist". The artist experiences the world around him and put his experiences in a beautiful or artistic way that the viewers themselves respond to the experiences of the artist. In this way art reaches the people through the artists.
ತರಬೇತಿ ಅಥವಾ ಅಭ್ಯಾಸದ ಮೂಲಕ ನಿರ್ದಿಷ್ಟ ರೀತಿಯಲ್ಲಿ ತನ್ನ ಭಾವನೆಗಳನ್ನು ಮತ್ತು ಆಲೋಚನೆಗಳನ್ನು ವ್ಯಕ್ತಪಡಿಸುವ ವ್ಯಕ್ತಿಯನ್ನು "ಕಲಾವಿದ" ಎಂದು ಕರೆಯಲಾಗುತ್ತದೆ. ಕಲಾವಿದನು ತನ್ನ ಸುತ್ತಲಿನ ಪ್ರಪಂಚವನ್ನು ಅನುಭವಿಸುತ್ತಾನೆ ಮತ್ತು ತನ್ನ ಅನುಭವಗಳನ್ನು ಸುಂದರ ಅಥವಾ ಕಲಾತ್ಮಕ ರೀತಿಯಲ್ಲಿ ಇರಿಸುತ್ತಾನೆ, ಕಲಾವಿದನ ಅನುಭವಗಳಿಗೆ ವೀಕ್ಷಕರು ಸ್ವತಃ ಪ್ರತಿಕ್ರಿಯಿಸುತ್ತಾರೆ. ಈ ಮೂಲಕ ಕಲೆ ಕಲಾವಿದರ ಮೂಲಕ ಜನರನ್ನು ತಲುಪುತ್ತದೆ.
Scope of Arts
Earlier the term 'art' was used to refer to any skill or mastery in creating an object or while giving a performance. But in Indian tradition there is a mention of 64 kinds of arts. Apart from the arts such as dance, painting and sculpture the activities such as cooking, garlanding, art of making ornaments, preparing perfumes, making different kinds of drinks, sewing, solving the riddles, carpentry, reading poems, and all such activities were brought under the category of art.
ಮೊದಲು 'ಕಲೆ' ಎಂಬ ಪದ ವಸ್ತುವನ್ನು ರಚಿಸುವಲ್ಲಿ ಅಥವಾ ಪ್ರದರ್ಶನ ನೀಡುವಾಗ ಯಾವುದೇ ಕೌಶಲ್ಯ ಅಥವಾ ಪಾಂಡಿತ್ಯವನ್ನು ಸೂಚಿಸಲು ಬಳಸಲಾಗುತ್ತಿತ್ತು.
The document discusses different approaches to learning and teaching, including teacher-centered vs learner-centered, and teacher-controlled vs learner-controlled vs group-controlled. It outlines strategies for each approach, such as lecture and demonstration for teacher-centered autocratic strategies, and group discussion/debate for learner-centered democratic strategies. Learning experiences are defined as those that positively shape behavior, and can be provided through formal curricular and co-curricular activities. Expository and inquiry approaches are also discussed, along with strategies for each like lecture and discussion for expository and concept formation for inquiry.
Motivation is driven by the need to maintain energy balance. All behavior requires energy expenditure. A hungry man walks further to find food, a student studies longer for an exam, and a father works more hours to pay for his son's education, all due to motivation. Motivation can be intrinsic or extrinsic. It is difficult to directly observe but is evident through sustained energy, persistence and variability in behavior. Teachers can motivate students using techniques like rewards and praise, competition and cooperation, emphasizing success, and providing models. The key is focusing on goals, encouraging positive motives, and creating a supportive learning environment.
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
Goals and aims are broad terms that are achievable over the long term. Goals are more specific than aims. Objectives are specific statements of actions that will result in observable changes in learners. The aim of education is the all-round development of individuals so they can contribute to society. Goals, such as becoming a teacher, doctor, or engineer, are ways individuals can work toward the broad aim of social reform. Objectives, like gaining subject competence and understanding pedagogy, are the specific steps needed to achieve a goal like becoming a good teacher. Aims are very broad and comprehensive, informed by philosophy and societal expectations, while objectives are narrower and specific steps informed by psychology to guide learners
There are several key factors that can affect learning:
1) Factors related to the learner themselves, including their physical and mental abilities, potential, health, interests, attitudes, intelligence, prior knowledge, and motivation.
2) Factors related to the teacher, such as their mastery of the subject matter, teaching skills, ability to understand learners, teaching approaches, content selection, organization, linking new concepts to old, balancing theory and practice, providing feedback, and transferring learning.
3) Environmental and working conditions that can impact learning, like the physical environment, socio-emotional climate, facilities, class size, noise levels, schedules, staff coordination, and basic resources.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHINGLeizel Despi
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
1. THEORY ?A formal statements of the rule on which
a subject of study is based.
Ideas that are suggested to explain facts
or opinion/explanation.
When it relates to Learning it is known as
Learning Theories.
It attempts--------------
What to learn?
Why learning?
How learning?
2. Classification of Learning theories….
आधुनिक सीखिे के ससदधधांतों की दो
श्रेणियधाँ--------
i. व्यवहधरवधदी सधहचयय ससदधधांत
Behavioural Associationist Theory.
ii.ज्ञधिधत्मक /सांज्ञधिधत्मक सांगठि
ससदधधांत
Cognitive Organisational Theory.
4. व्यवहधरवधदी ववचधरों में क्यध ?
इि ववचधरकों(Throndike,watson,pavlav,skinner) के अिुसधर --
---------
व्यवहधर ववसिन्ि उददीपिों के प्रनत अिुक्रियध है .
उददीपि-अिुक्रियध के सधहचयय से व्यवहधर पररवतयि
(Behaviour is the result of S-R.)
व्यवहधर पयधयवरि से प्रिधववत होतध है .
व्यवहधर को परखध जध सकतध है .
(Behaviour is observable as contrary to thinking &
emotion)
5. सांज्ञधिवधदी ववचधरों में क्यध ?
ससखिे की प्रक्रियध में उददेश्य
,अन्तरदृष्टट,सूझबूझ के महत्व शधसमल
होते है /
Piaget,Kohler,Lewin,Werthemier मुख्य
प्रवतयक
6. Some another Learning theories-----
Social learning theory.
सधमधष्जक अधधगम ससदधधांत
प्रनतपधदक -BANDURA
Humanistic learning theory.
मधिवीय अधधगम ससदधधांत
प्रनतपधदक –MASLOW,ROGERS
Information processing theory
सूचिध प्रक्रियध ससदधधांत
Experential learning theory
प्रनतपधदक –Carl Roger
7. THEORY FOUNDER--------
THRONDIKE------CONNECTIONISM THEORY
GUTHRIE-----------ASSOCIATIVE THEORY
WATSON----------- CLASSICAL
CONDITIONING THEORY
PAVLOV-------------CLASSICAL CONDITIONING
THEORY
SKINNER-----------OPERANT CONDITIONING
THEORY
MASLOW/ROGERS------HUMANISTIC THEORY
BANDURA--------------SOCIAL LEARNING THEORY
9. Difference between classical & operant
conditionong
classical operant
उददीपक की कें द्रीय िूसमकध
इसमें अध्येतध जरध िी स्त्वतांर
िहीां है /यधनि जैसध उददीपक
सधमिे वैसध व्यवहधर करिे को
वववश
यहधाँ ज्ञधत उददीपक आवश्यक है
o तधड़िध /दण्ड बुरी आदत छु ड़धिे
एवां अवधांनछत व्यवहधर को िुलधिे
के रूप में उपयोगी है /
अिुक्रियध की कें द्रीय िूसमकध
इसमें अध्येतध को अिुक्रियध हेतु
कधफी स्त्वतांरतध रहती है
ि ही ज्ञधत उददीपक की
आवश्यकतध है ि ही उस हेतु
कोई कधरि खोज की
वधांछिीय व्यवहधर हेतु पुिबयलि