Nature and role of discipline and knowledge in school curriculum
Paradigm shift In the nature of discipline
Emergence of school subjects and disciplines from philosophical, social and political context
Needed changes in the discipline oriented textbooks
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
The document discusses criteria for analyzing textbooks and children's literature. It provides guidelines for systematically analyzing textbooks, including their structure, content presentation, and learning objectives. Key aspects for children's literature evaluation are identified such as theme, plot, character development, style, and illustrations. The document aims to help teachers and students critically examine learning materials to assess their quality and effectiveness.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
The Kothari Commission of 1964-1966, chaired by Dr. D.S. Kothari, made recommendations to reform India's education system. It believed education was key to national development. The commission recommended a 10 year period of general education, improving teacher status, and making curriculum more relevant to students' lives and India's needs by emphasizing science, vocational subjects, and Indian culture/history. It aimed to develop skills for productivity, social cohesion, modernization, and democracy.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
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
The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
The document discusses criteria for analyzing textbooks and children's literature. It provides guidelines for systematically analyzing textbooks, including their structure, content presentation, and learning objectives. Key aspects for children's literature evaluation are identified such as theme, plot, character development, style, and illustrations. The document aims to help teachers and students critically examine learning materials to assess their quality and effectiveness.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
The Kothari Commission of 1964-1966, chaired by Dr. D.S. Kothari, made recommendations to reform India's education system. It believed education was key to national development. The commission recommended a 10 year period of general education, improving teacher status, and making curriculum more relevant to students' lives and India's needs by emphasizing science, vocational subjects, and Indian culture/history. It aimed to develop skills for productivity, social cohesion, modernization, and democracy.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
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
The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
1. Biology is the branch of science that studies life and living organisms. It has been classified into botany, which is the study of plants, and zoology, which is the study of animals.
2. Biological science is an interdisciplinary field that is rapidly expanding as new disciplines are discovered. It incorporates learning from other fields like physics, chemistry, and mathematics.
3. As an empirical science, biological theories are always tentative and subject to change as new evidence emerges from experiments or theoretical developments.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
The document discusses the University Education Commission of 1948-1949, also known as the Radhakrishnan Commission. It was chaired by Dr. Sarvepalli Radhakrishnan and aimed to improve university education in independent India. Some key recommendations included establishing the aims of university education, improving teaching standards, adopting regional languages as mediums of instruction, introducing religious studies and co-curricular activities, establishing rural universities, and reforming the examination system. The commission sought to modernize and expand India's university system in a way that balanced oriental and occidental cultural influences.
The document outlines the goals of education and constitutional provisions related to education in India. Key goals include training citizens, achieving social integration, providing education for all, and achieving human resource development. The constitution places education on the concurrent list and guarantees equality of access to education. It prohibits religious instruction in government schools and protects the language, script, and culture of minorities. The state is tasked with promoting education, especially for disadvantaged groups, and gradually making education free and compulsory for all children up to age 14.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
This document discusses the social bases of education and how society, culture, modernity, industrialization, and democracy influence education. It explains that education and society are interrelated and impact each other. As societies modernized through industrialization, education helped facilitate social mobility. Democratic values like equality and rights also shaped education. The document explores how culture and individual autonomy impact education systems. It discusses the concepts of equity, equality, and social justice in education, focusing on providing equal opportunities and outcomes for all students.
1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
3) The objectives of CCE are to make evaluation an integral part of teaching and learning, use it to improve student achievement, maintain learning standards, and provide self-evaluation opportunities.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
This document discusses the application of educational technology in formal and non-formal education. It defines educational technology as the combination of hardware and software used for educational purposes. In formal education, technology is used as a visual aid in classrooms through tools like smart boards and projectors. It allows students to learn, practice, and expand their knowledge. In non-formal education, computer-assisted learning, the internet, and digital resources are used for interactive instruction outside the traditional classroom. Educational technology integrates different tools to enhance the learning experience.
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
portfolio for students, which help to assess better evaluate batter. it would be better to understand student progress, their weakness, strength and probability of development.
1. Biology is the branch of science that studies life and living organisms. It has been classified into botany, which is the study of plants, and zoology, which is the study of animals.
2. Biological science is an interdisciplinary field that is rapidly expanding as new disciplines are discovered. It incorporates learning from other fields like physics, chemistry, and mathematics.
3. As an empirical science, biological theories are always tentative and subject to change as new evidence emerges from experiments or theoretical developments.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
The document discusses the University Education Commission of 1948-1949, also known as the Radhakrishnan Commission. It was chaired by Dr. Sarvepalli Radhakrishnan and aimed to improve university education in independent India. Some key recommendations included establishing the aims of university education, improving teaching standards, adopting regional languages as mediums of instruction, introducing religious studies and co-curricular activities, establishing rural universities, and reforming the examination system. The commission sought to modernize and expand India's university system in a way that balanced oriental and occidental cultural influences.
The document outlines the goals of education and constitutional provisions related to education in India. Key goals include training citizens, achieving social integration, providing education for all, and achieving human resource development. The constitution places education on the concurrent list and guarantees equality of access to education. It prohibits religious instruction in government schools and protects the language, script, and culture of minorities. The state is tasked with promoting education, especially for disadvantaged groups, and gradually making education free and compulsory for all children up to age 14.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
This document discusses the social bases of education and how society, culture, modernity, industrialization, and democracy influence education. It explains that education and society are interrelated and impact each other. As societies modernized through industrialization, education helped facilitate social mobility. Democratic values like equality and rights also shaped education. The document explores how culture and individual autonomy impact education systems. It discusses the concepts of equity, equality, and social justice in education, focusing on providing equal opportunities and outcomes for all students.
1) Continuous and comprehensive evaluation (CCE) refers to a school-based evaluation process that aims to assess all aspects of a student's development on a regular basis.
2) CCE includes evaluating students continuously through class tests, unit tests, and terminal tests. It assesses both scholastic abilities in subjects as well as co-scholastic abilities such as life skills, extracurricular activities, attitudes, and values.
3) The objectives of CCE are to make evaluation an integral part of teaching and learning, use it to improve student achievement, maintain learning standards, and provide self-evaluation opportunities.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
This document discusses the application of educational technology in formal and non-formal education. It defines educational technology as the combination of hardware and software used for educational purposes. In formal education, technology is used as a visual aid in classrooms through tools like smart boards and projectors. It allows students to learn, practice, and expand their knowledge. In non-formal education, computer-assisted learning, the internet, and digital resources are used for interactive instruction outside the traditional classroom. Educational technology integrates different tools to enhance the learning experience.
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
portfolio for students, which help to assess better evaluate batter. it would be better to understand student progress, their weakness, strength and probability of development.
इस वीडियो में मैं आप लोगो को B.Ed Second सेमेस्टर का Knowledge and Curriculum के पाठ्यक्रम की जानकारी दूंगा - Knowledge and Curriculum - ज्ञान और पाठ्यक्रम | B.Ed 2nd Semester Syllabus Discussion - VBSPU/MSDSU Visit for more video - @roshankiclass Youtube Channel
understanding disciplines and subjects.pptxDiksha Verma
Indicators of quality learning
Teaching and learning as interactive process
Major issues in classroom learning; catering individual differences
Learning beyond textbooks- other sources of learning
Micro Teaching. Meaning, Definitions, Assumptions, characteristics, Difference, Methodology, steps, Merits and Limitations of Micro Teaching. / Pedagogy of social Science by Youtube channel Mr. Competition5669 / Tarun Kumar Mevaliya /
Information and Communication Technology in Schools.docxDiksha Verma
The Information and Communication Technology (ICT) in Schools policy was introduced in 2004 to provide secondary school students opportunities to develop ICT skills and use computer-aided learning. The policy aims to create a knowledge society that utilizes ICT in education by promoting universal access to ICT tools and developing quality digital content and networks to share resources. It provides guidelines for states on optimizing ICT use in teaching, developing ICT infrastructure in schools, creating and sharing digital learning resources, and building teachers' ICT capacity.
The document discusses the role of social agencies like family, school, mass media, and NGOs in promoting education for peace. It outlines how each agency can teach values like equality, cooperation, tolerance, empathy and conflict resolution. The document also discusses pedagogical skills and strategies for promoting education for peace, such as integrating peace concerns into classroom interactions and using various methods to teach peace in the classroom.
This document discusses educational evaluation, including the meaning and principles of evaluation, the difference between measurement and evaluation, new trends in evaluation, and the concept, functions, and procedures of Continuous and Comprehensive Evaluation (CCE). Evaluation in education involves measuring or observing the learning process to judge its value by comparing it to standards. Effective evaluation is an ongoing process that gauges learning over time using a variety of tools. It should be a collaborative process between teachers and students to develop self-monitoring skills. CCE aims to comprehensively evaluate students in all aspects of education to improve learning outcomes and reduce stress.
This document provides an overview of the key topics covered in the EDUC309 course unit 1, which includes the taxonomy of educational objectives in the cognitive, affective, and psychomotor domains. It also discusses educational measurements, including the concepts, needs, and scope of measurement. Specifically, it describes criterion-referenced and norm-referenced measurements and how achievement, skills, and attitudes can be measured. Measurement tools and methods like tests, scales, and observations are explained.
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.
related to B.Ed in India. language across curriculum is not only revolves around language as a system but its meaning is much more deeper. this course deals with relation of language with life . .and how teachers can prepare their students for it.
Unit 3 teaching methods and techniquesDiksha Verma
This document discusses various teaching methods and techniques used for teaching physical sciences, as well as ways to develop scientific attitude among children. It describes lecture, demonstration, problem solving, project, laboratory, and heuristic methods. It also covers techniques like drill and practice, brainstorming, quizzes, and activity-based learning. The advantages and disadvantages of each method and technique are provided. The goal is to explain the broad range of approaches that teachers can use to effectively impart scientific concepts to students in an engaging manner.
The document discusses different measures of central tendency including the mean, median, and mode. The mean is the average value and considers all scores, but can be impacted by outliers. The median is the middle value when scores are arranged in order and is less impacted by outliers. The mode is the most frequently occurring value and can be used for both numerical and categorical data, but may not always indicate the true central tendency. Each measure has advantages and limitations, and different measures are better suited for certain types of data distributions.
Sankhya philosophy believes in two realities - Purusha (consciousness) and Prakriti (matter). Prakriti is considered the root cause of the universe. It is eternal, the source of all creation, composed of three gunas (qualities), and exists in an unmanifest state. Purusha represents pure consciousness and is multiple in number. It is inactive and free from attributes. The interaction between Purusha and Prakriti leads to the evolution of the universe, with the goal of providing liberation to Purusha.
Importance of Visiting Art Exhibition and Cultural Festival Diksha Verma
Visiting to art galleries , exhibitions and cultural festivals are very good for developing personality of a child. If we talk about "art education" particularly, then these visits can help a young artist in tremendous ways.
2. Paper-IV
Understanding Disciplines and Subjects
• Unit-1(concept of discipline)
• Nature and role of discipline and knowledge in school curriculum
• Paradigm shift In the nature of discipline
• Emergence of school subjects and disciplines from philosophical,
social and political context
• Needed changes in the discipline oriented textbooks
• Unit-2(quality concerns in education)
• Indicators of quality learning
• Teaching and learning as interactive process
• Major issues in classroom learning;catering individual differences
• Leadership beyond textbooks- other sources of learning
3. Some questions for your thoght:
• What’s your subject ?- iv
• What’s the discipline- education
• Do I need to know my discipline for a better
teaching?
• Do I need to know the kind of knowledge I’m
providing to students?
• Do I need to know curriculum before hand?
5. Knowledge
A branch of
academic study-
Discipline
A complete unit
of it with logical
structure
knowledge is
created through a
process of
collection of
information and
attaching certain
meaning to it
Analysing,
synthesizing, and
consolidating the
data; linking it with
personal experiences
6. Discipline : concept
• Krishnan(2009): “As a verb it means training someone to follow a
rigorous set of instructions,but also enforcing obedience”
• In this sense ‘academic discipline’ can be seen as a form of specific
and rigorous training that will turn out practitioners “…who have
been ‘disciplined’ by their discipline’ for their own good." (Krishnan
2009, p. 8). शैक्षिक अनुशासन क्षशिाक्षथिय ों क एक क्षिक्षशष्ट और कठ र
प्रक्षशिण है ….. "... ज अपने स्वयों क
े भले क
े क्षलए 'अपने अनुशासन' द्वारा
'अनुशाक्षसत' क्षकए गए हैं।
Discipline
(krishnan2009)
Disciplina
(teaching and
learning
Discipulus
(learner)
A field of study
that is preached
and learned by its
followers(learners
in general)
7. Nature of discipline
In an attempt to distinguish what characterizes an academic discipline Krishnan (2009)
posits six characteristics. In his view disciplines have:
• (1) a particular object of research-
• (2) a body of accumulated specialist knowledge referring to their object of research,
• (3) theories and concepts that can organise knowledge effectively,
• (4) specific terminologies or technical language,
• (5) developed particular research methods,
• (6) some institutional manifestation in the form of subject taught at universities,
respective academic departments and professional organisations.i.e it will have
academic departments and professional associations associated with it.
• Categories of discipli’ne- 1) basic discipline- complete/traditional knowledge unit-
maths,philosophy,humanities etc 2) applied discipline- when one discipline get divided
into further sub disciplines those sub disciplines are applied discipline- sciece divided
into physics,chemistry,biology,zoology. Ssc into history,geography economics etc. 3)
interdiscipline/multidiscipline – new way of curriculum construction. One main
discipline others constituting disciplines/supplymentary disciplines- enviornment
technology. Bio-tech, population studies nano-tech,
8. • How knowledge is the base of discipline and
curriculum:
Knowledge
A branch of
academic study-
Discipline
A complete unit
of it with logical
structure
Curriculum
School subjects
Elements of
Curriculum
•Goal
•Material
•Method /learning
enviornment
•Assessment
Currere
(racecourse, to
run,fast chariot)
Latin
So, school curriculum construction will definitly
depend upon discipline knowledge.
Nature of discipline knowledge have a role in
school curriculum as follows.
9. Concept of curriculum
• It can be defined as follows:
• Cunningham: “ curriculum is a tool in the hands of the
artist( teacher) to mould his material ( the pupil) according
to his ideals(aims and objectives )in his studio (school).
• Wheeler : “curriculum is the planned experiences offered
to the learners under the guidance of the school.”
कक्षनोंघम: "पाठ्यचयाि कलाकार (क्षशिक) क
े हाथ ों में एक उपकरण है ज अपने स्टू क्षिय (क्षिद्यालय)
में अपने आदशों (उद्देश् ों और उद्देश् ों) क
े अनुसार अपनी सामग्री (क्षशष्य) क ढालता है।
व्हीलर: "पाठ्यचयाि स्क
ू ल क
े मागिदशिन में क्षशिाक्षथिय ों क क्षदया जाने िाला क्षनय क्षजत अनुभि है।"
10. Nature of discipline knowledge
• Each discipline has its own structure, set of
knowledge, theories ,method of instructions.
• In school curriculum various disciplines are
entered according to grade of child.
– Elementary level- language, math ,science/evs
– Secondary level- language,math,history ,science
• Discipline knowledge is subjected to
researches.
• Discipline knowledge is organised according to
social,political needs of society.
• Discipline knowledge in curriculum is provided
according to pedagogical (teaching)
advancements.
11. • प्रत्येक क्षिषय की अपनी सोंरचना, ज्ञान का समुच्चय, क्षसद्ाोंत,
क्षनदेश की पद्क्षत ह ती है।
• स्क
ू ल क
े पाठ्यक्रम में बच्चे क
े ग्रेि क
े अनुसार क्षिक्षभन्न क्षिषय ों
में प्रिेश क्षकया जाता है।
• प्रारोंक्षभक स्तर- भाषा, गक्षणत, क्षिज्ञान/ईिीएस
• माध्यक्षमक स्तर - भाषा, गक्षणत, इक्षतहास, क्षिज्ञान
• अनुशासन ज्ञान श ध क
े अधीन है।
• अनुशासन ज्ञान समाज की सामाक्षजक, राजनीक्षतक
आिश्कताओों क
े अनुसार आय क्षजत क्षकया जाता है।
• पाठ्यक्रम में अनुशासन ज्ञान शैिक्षणक (क्षशिण) प्रगक्षत क
े
अनुसार प्रदान क्षकया जाता है।
12. Role of discipline knowledge in school
curriculum
1. Selection of goals of subjects in curriculum according to philosophy of discipline
2. Selection of goal of subject in curriculum according to usability of particular discipline
3. Selection and organization of material/content according to disciplinary knowledge
4. Selection of methods for providing knowledge of particular discipline in curriculum
5. Linking between discipline and setting boundaries for disciplinary knowledge in
curriculum
6. Helps to provide better learning experiences according to discipline as each discipline
have different sources and methods to attain knowledge
7. Helps to organize effective evaluation procedure as each discipline have different
methods to test the knowledge.. So curriculum can have different evaluation technique
for different subject
8. Helps to organize activities according to domain of disciplines as some discipline are
focus more on skill /performance (music,language )while others on
congintion(maths,science).
9. Provide base for development of curriculum according to level of child
10. Interdisciplinary approach can be used perfectly in curriculum construction if one
knows the limit and areas of one’s iscipline.
13. अनुशासन का ज्ञान मदद करता है
1. अनुशासन क
े दशिन क
े अनुसार पाठ्यक्रम में क्षिषय ों क
े लक्ष् ों का चयन
2. क्षिशेष क्षिषय की प्रय ज्यता क
े अनुसार पाठ्यचयाि में क्षिषय क
े लक्ष् का चयन
3. अनुशासनात्मक ज्ञान क
े अनुसार सामग्री / सामग्री का चयन और सोंगठन
4. पाठ्यक्रम में क्षिशेष क्षिषय का ज्ञान प्रदान करने क
े क्षलए क्षिक्षधय ों का चयन
5. पाठ्यक्रम में अनुशासनात्मक ज्ञान क
े क्षलए अनुशासन और सीमा क्षनधािररत करने क
े बीच सोंबोंध
6. अनुशासन क
े अनुसार बेहतर सीखने क
े अनुभि प्रदान करने में मदद करता है क् ोंक्षक ज्ञान प्राप्त
करने क
े क्षलए प्रत्येक अनुशासन क
े अलग-अलग स्र त और तरीक
े ह ते हैं
7. प्रभािी मूल्ाोंकन प्रक्षक्रया क व्यिस्थथत करने में मदद करता है क् ोंक्षक प्रत्येक अनुशासन में ज्ञान का
परीिण करने क
े क्षलए अलग-अलग तरीक
े ह ते हैं। इसक्षलए पाठ्यक्रम में क्षिक्षभन्न क्षिषय ों क
े क्षलए
अलग-अलग मूल्ाोंकन तकनीक ह सकती है।
8. क्षिषय ों क
े ि मेन क
े अनुसार गक्षतक्षिक्षधय ों क व्यिस्थथत करने में मदद करता है क् ोंक्षक क
ु छ
अनुशासन कौशल/प्रदशिन (सोंगीत, भाषा) पर अक्षधक ध्यान क
ें क्षित करते हैं जबक्षक अन्य अिधारणा
(गक्षणत, क्षिज्ञान) पर।
9. बच्चे क
े स्तर क
े अनुसार पाठ्यक्रम क
े क्षिकास क
े क्षलए आधार प्रदान करें
10. अोंतःक्षिषय दृक्षष्टक ण का पाठ्यक्रम क्षनमािण में पूरी तरह से उपय ग क्षकया जा सकता है यक्षद क ई
अपने अनुशासन की सीमा और िेत् ों क जानता है।
14. Paradigm shift in the nature of
discipline
• Paradigm- worldview, lenses through which we saw world.
How things works, what are the practices to accomplish that
(क्षिश्वदृक्षष्ट, लेंस क्षजसक
े माध्यम से हमने दुक्षनया क देखा। चीजें क
ै से
काम करती हैं, इसे पूरा करने क
े क्षलए कौन से अभ्यास हैं
)reality.(https://www.investopedia.com/terms/p/paradigm-
shift.asp)
15. Contd…
• Paradigm is perception of reality by a person and
how to behave within that reality is paradigm.
• The term paradigm shift refers to a major change
in the worldview, concepts, and practices of how
something works or is accomplished.
• Various varieties – paradigm shift in philosophy,
paradigm shift in biology etc.
• https://youtu.be/SCBuFL8spyk
16. Paradigm shift in the nature of
discipline.
• Please review what was the nature of discipline- a discipline has
the following characteristics:
– It is a recognized area of study
– It has a substantial body of knowledge founded on core concepts and
theories
– It uses of critical inquiry methods for studying problems It has a
definite scope for research
– It has significant contributors of knowledge, research, and practices
within a discipline
– It is associated with learned societies and academic organizations
– It has its own intellectual history
– Scholars continue their interest in studying the discipline
17. अनुशासन की प्रक
ृ क्षत में प्रक्षतमान बदलाि
क
ृ पया समीिा करें क्षक अनुशासन की प्रक
ृ क्षत क्ा थी- एक
अनुशासन में क्षनम्नक्षलस्खत क्षिशेषताएों ह ती हैं:
1. यह अध्ययन का एक मान्यता प्राप्त िेत् है
2. इसमें मूल अिधारणाओों और क्षसद्ाोंत ों पर आधाररत ज्ञान का
एक बडा समूह है
3. यह समस्याओों का अध्ययन करने क
े क्षलए महत्वपूणि पूछताछ
क्षिक्षधय ों का उपय ग करता है। इसमें अनुसोंधान क
े क्षलए एक
क्षनक्षित गुोंजाइश है
4. इसमें एक अनुशासन क
े भीतर ज्ञान, अनुसोंधान और प्रथाओों
का महत्वपूणि य गदान है
5. यह क्षिद्वान समाज ों और शैिक्षणक सोंगठन ों से जुडा हुआ है
6. इसका अपना बौस्द्क इक्षतहास है
7. क्षिद्वान अनुशासन का अध्ययन करने में अपनी रुक्षच जारी रखते
हैं
18. • So when ever there is change in any of the above nature then
• it is called as paradigm shift in the nature of discipline. It could be
– Paradigm shift in nature of discipline of science
– Paradigm shift in the nature of discipline of social science
– Paradigm shift in the nature of discipline of mathematics etc.
Paradigm – according to hault “paradigm is a conceptual pattern of research work.”
"प्रक्षतमान श ध कायि का एक िैचाररक पैटनि है।"
Thomas kuhn “the practices that defines a scintific discipline at a certain point
of time is called paradigm. "एक क्षनक्षित समय पर एक िैज्ञाक्षनक अनुशासन क पररभाक्षषत
करने िाली प्रथाओों क प्रक्षतमान कहा जाता है
19. Contd..
• “Paradigm shift” is popularized by “Thomas Samual Kunh”in his
book “the structure of scientific revolution 1962.
• According to him- “It is fundamental change in the basic concepts
and experimental practices of a scientific discipline.” "यह एक
िैज्ञाक्षनक अनुशासन की बुक्षनयादी अिधारणाओों और प्राय क्षगक प्रथाओों में
मूलभूत पररितिन है।"
21. Importance of paradigm shift
• Improvement of content of
particular discipline.
• Improvement of knowledge
imparting way.
• Betterment of society and
nation.
• Satisfaction of human
needs.
• Development of researches
in discipline.
• Opens new scope for
discipline.
•क्षिशेष अनुशासन की सामग्री में
सुधार।
•ज्ञान प्रदान करने क
े तरीक
े में
सुधार।
•समाज और राष्टर की बेहतरी।
•मानिीय आिश्कताओों की
सोंतुक्षष्ट।
•अनुशासन में अनुसोंधान का
क्षिकास।
•अनुशासन की नई गुोंजाइश
ख लता है।
22. Factors responsible for paradigm shift
• Nature of Learner /
followers
• Research , new discovery
• Social change
• National international
needs
• Personal needs/factors
• Knowledge advancement
• Crisis / calamity –corona
•क्षशिाथी / अनुयाक्षयय ों की प्रक
ृ क्षत
•अनुसोंधान, नई ख ज
•सामाक्षजक बदलाि
•राष्टर ीय अोंतरराष्टर ीय जरूरतें
•व्यस्िगत जरूरतें / कारक
•ज्ञान उन्नक्षत
•सोंकट/आपदा-क र ना
24. Process of paradigm shift
• Pre-paradigmatic phase
• Normal science
• Crisis
• New science paradigm
25. HTTPS://YOUTU.BE/UG8EQYFJFVC
Emergence of school subjects and disciplines from
philosophical, social and political context (दाशिक्षनक,
सामाक्षजक और राजनीक्षतक सोंदभि से स्क
ू ल क
े क्षिषय ों और
क्षिषय ों का उद्भि)
28. Philosophy
• Fitche : “philosophy is the science of
knowledge (दशिन ज्ञान का क्षिज्ञान है).”
• Dr. S. Radhkrishnan: “it is the logical enquiry
to the nature of reality (: "यह िास्तक्षिकता की
प्रक
ृ क्षत क
े क्षलए ताक्षक
ि क जाोंच है।.”
Philosophy deals with three type of investigation-
epistemological, metaphysical , axiological
29. Branches of Phylosophy
• Epistemology (ज्ञान-मीमाोंसा)
It deals with nature of Knowledge –
• what is knowledge,
• how to acquire Knowledge ,
• how to test knowledge ,
• division of knowledge ,
• evaluation Knowledge ,
• research .
ज्ञान क्ा है,
ज्ञान की प्रक
ृ क्षत,
ज्ञान क
ै से प्राप्त करें,
ज्ञान का परीिण क
ै से करें,
ज्ञान का क्षिभाजन,
मूल्ाोंकन ज्ञान,
अनुसोंधान ।
30. Branch of philosophy
• Metaphysics (तत्त्वमीमाोंसा)(अध्यात्मक्षिज्ञान)
Study of reality
Beyond nature
Ultimate cause of universe
िास्तक्षिकता का अध्ययन
प्रक
ृ क्षत से परे
ब्रह्ाोंि में अोंक्षतम कारण
31. Branches of philosophy
• Axiology (मूल्मीमाोंसामूल् ों की
प्रक
ृ क्षत
• मूल् ों क
े प्रकार
• मूल् ों की समस्या
• क्ा अच्छा है ? क्ा आिश्क है?
• मूल् कहााँ से आते हैं?
• मूल् ों क क
ै से पररभाक्षषत करें?
• क्ा खूबसूरत है?
• क्षनणिय।)
Nature of values
Types of values
Problem of values
-What is good ? What is required?
-Where does values come from?
-How to define values?
-What is beautiful?
-Judgements.
32. Context in subjects and discipline
Almost all disciplines are derived from discipline of
philosophy.
philosophy search answers to various epistemological,
axiological and metaphysical questions with the help of
its followers who are divided into certain schools of
thoughts
• Realism- ultimate reality is objects/ physical world.
• Pragmatism- experience is source of knowledge.
Whatever we can prove is real/truth
• Idealism- ideas are real. Ideas are permanent.
• Naturalism- nature is real.
33. • लगभग सभी क्षिषय दशिन क
े अनुशासन से प्राप्त ह ते
हैं।
• दशिनशास्त्र अपने अनुयाक्षयय ों की मदद से क्षिक्षभन्न
ज्ञानशास्त्रीय, स्वयोंक्षसद् और आध्यास्त्मक प्रश् ों क
े उत्तर
ख जता है ज क्षिचार ों क
े क
ु छ क्षिद्यालय ों में क्षिभाक्षजत हैं
• यथाथििाद- परम सत्य िस्तु/भौक्षतक सोंसार है।
• व्यािहाररकता- अनुभि ज्ञान का स्र त है। हम ज क
ु छ
भी क्षसद् कर सकते हैं िह िास्तक्षिक/सत्य है
• आदशििाद- क्षिचार िास्तक्षिक हैं। क्षिचार थथायी ह ते हैं।
• प्रक
ृ क्षतिाद- प्रक
ृ क्षत िास्तक्षिक है।
34.
35. Aims of education- these are always
guided by philosophy like:
• Pragmatism
– Vocational objective
– Inculcation of new values
– Preparation for civic life
– Development of socially sound person
• Realism
– Making child ready for practical life
– Readiness for prosper life
– Development and Training of senses
• Naturalism
– Objective of social development
– Objective of development of individuality
– Objective of perfection of human machine
36. Philosophical context of emergence of
disciplines
Idealism Realism Pragmatism Naturalism
Aims of
subjects/di
scipline
Ideas/faith are
reality.
• Spiritual aim
•Search of ultimate
reality
Materialistic
aims .
•Preperation for
physical world.
•Readiness for
prosperous life
•Training of
senses
•Development of
scientific attitude
•Vocational aims
Interaction
between
enviornment and
individual is real.
•Vocational aims
•Preparation for
civic life
•Social aims
•Inculcation of new
values
Nature is real.
•Perfection of
human machine
•Objective of
self experience
•Social
development
•Development
of individuality
Curriculum
/selection
of subjects
Ideas based /value
based content
-history, moral
education,languag
es,music
(observation and
understandingbas
es
content)Natural
Science , math,
languages,physic
al education,art
education ,
vocational
education
(experience and
scintific logic based
content )
Maths,sciences,logi
c,languages,
vocational
education,agricultu
re,history
,geography
(Natural
sciences based
content).
Nature,human
enviornment
and physical
enviornment is
the only source
of knowledge.
Science,envirn
mental science
37. यथाथििाद
– बच्चे क व्यािहाररक जीिन क
े क्षलए तैयार करना
– समृद् जीिन क
े क्षलए तत्परता
– इोंक्षिय ों का क्षिकास और प्रक्षशिण
• व्यिहारिाद
– व्यािसाक्षयक उद्देश्
– नए मूल् ों का समािेश
– नागररक जीिन की तैयारी
– सामाक्षजक रूप से क
ु शल बनाना
• प्रक
ृ क्षतिाद
– सामाक्षजक क्षिकास का उद्देश्
– व्यस्ित्व क
े क्षिकास का उद्देश्
– मानि मशीन की पूणिता का उद्देश्
38. Socio-cultural context of emergence of
school subjects and discipline
• Context – circumstances that form the settings for an event,
statement or idea and in terms of which it can be fully understood
(oxford dictionary) पररस्थथक्षतयााँ ज क्षकसी घटना, कथन या क्षिचार क
े
क्षलए सेक्षटोंग्स बनाती हैं और क्षजसक
े सोंदभि में इसे पूरी तरह से समझा जा
सकता है (ऑक्सफ िि क्षिक्शनरी)
• So, when we talk about socio-political context of emergence of
disciplines and school subjects then we want to know about the
circumstances occur in society/politics that form the settings for
emergence of any discipline and school subjects. इसक्षलए, जब हम
क्षिषय ों और स्क
ू ल क
े क्षिषय ों क
े उद्भि क
े सामाक्षजक-राजनीक्षतक सोंदभि क
े
बारे में बात करते हैं त हम उन पररस्थथक्षतय ों क
े बारे में जानना चाहते हैं ज
समाज/राजनीक्षत में ह ती हैं ज क्षकसी भी अनुशासन और स्क
ू ल क
े क्षिषय ों
क
े उद्भि क
े क्षलए सेक्षटोंग्स बनाती हैं।
39. Socio-cultural context of emergence of
school subjects and discipline
Dimension of discipline
Nature of
discipline
Socio-
cultural
scenario
Learner
Society and education are related to a great extent.
Any change in societal-political scenario shifts the educational
practices .
When we talk about academic discipline then it
Is important to note that discipline knowledge
Revolves around three dimensions
Learner / followers
Nature of discipline
Socio-cultural scenario
समाज और क्षशिा का काफी हद तक सोंबोंध है।
सामाक्षजक-राजनीक्षतक पररदृश् शैक्षिक अभ्यास में क ई भी बदलाि बदलाि
करता है
जब हम अकादक्षमक अनुशासन की बात करते हैं त यह
यह ध्यान रखना महत्वपूणि है क्षक ‘अनुशासन ज्ञान’
तीन आयाम ों में घूमता है
क्षशिाथी / अनुयायी
अनुशासन की प्रक
ृ क्षत
सामाक्षजक-साोंस्क
ृ क्षतक पररदृश्
40. Contd…
• Socio-cultural scenario includes
– Tradition,culture,practices of society
– Political ideology, beliefs and vision
– Social values, social beliefs
– Social expectations
– Social norms , background of
stakeholders
– Revolutions in education or
technology
– Technological advancements
• Whenever these socio-cultural
scenarios changes new disciplines
have emerged.
सामाक्षजक-साोंस्क
ृ क्षतक पररदृश् शाक्षमल हैं:
परोंपरा, सोंस्क
ृ क्षत, समाज की प्रथाएों
राजनीक्षतक क्षिचारधारा, क्षिश्वास और दृक्षष्ट
सामाक्षजक मूल्, सामाक्षजक क्षिश्वास
सामाक्षजक अपेिाएाँ
सामाक्षजक मानदोंि, क्षहतधारक ों की पृष्ठभूक्षम
क्षशिा या प्रौद्य क्षगकी में क्राोंक्षत
प्रौद्य क्षगकी प्रगक्षत
41. Contd..Examples
• ICDEOL starting new courses/subjects to
match demand of modern society.
• Schools start new vocational courses in
schools-health education, mechanical etc to
meet need of current society
• Various Policies on education recommend new
subjects to start across nation.
43. Importance of social-political context
in education
Helps in achievement of following
goals:
1. Development of social values
2. Development of democratic
values
3. Faith in peace and values
4. Faith in democracy
5. National development through
industrilisation, technology
development.
6. Development of “we”
feeling/feeling of harmony
7. Knowledge , productivity and
standard of living.
क्षनम्नक्षलस्खत लक्ष् ों की प्रास्प्त में मदद
करता है:
सामाक्षजक मूल् ों का क्षिकास
ल कताोंक्षत्क मूल् ों का क्षिकास
शाोंक्षत और मूल् ों में क्षिश्वास
ल कतोंत् में आथथा
औद्य गीकरण, प्रौद्य क्षगकी क्षिकास क
े
माध्यम से राष्टर ीय क्षिकास।
"हम" की भािना/सामोंजस्य की भािना
का क्षिकास
ज्ञान, उत्पादकता और जीिन स्तर।
45. Indicator of quality learning
learning as defined by Stephen.P.Robbins: “learning is any
relative permanent change in behaviour that occurs as a
result of experience” ("सीखना अनुभि क
े पररणामस्वरूप ह ने
िाले व्यिहार में अपेिाक
ृ त थथायी पररितिन है“)
Term “quality learning “ will be then a learning that is
purposeful,in which learners are provided with the ability
to effectively learn and retain skills and knowledge gained.
It is usually based on students satisfaction with the learning
process.
It is an approach in improving learning and the quality of
organisational life.
46. गुणित्तापूणि क्षशिा का सूचक
• शब्द "गुणित्तापूणि क्षशिा" तब एक ऐसी क्षशिा ह गी
ज उद्देश्पूणि है, क्षजसमें क्षशिाक्षथिय ों क कौशल
और ज्ञान क प्रभािी ढोंग से सीखने और बनाए
रखने की िमता प्रदान की जाती है।
• यह आमतौर पर सीखने की प्रक्षक्रया क
े साथ छात् ों
की सोंतुक्षष्ट पर आधाररत ह ता है।
• यह सीखने और सोंगठनात्मक जीिन की गुणित्ता में
सुधार करने का एक दृक्षष्टक ण है।
47. • Indicators- these are certain statistics or data
that describe key aspects of schooling which
permit the evaluational monitoring of schools,
teachers and students.(सोंक
े तक- ये क
ु छ आाँकडे
या िेटा हैं ज स्क
ू ली क्षशिा क
े प्रमुख पहलुओों का
िणिन करते हैं ज स्क
ू ल ों, क्षशिक ों और छात् ों क
े
मूल्ाोंकन की क्षनगरानी की अनुमक्षत देते हैं।)
48. Classification of educational indicators
• Indicators tends to be classified depending on
whether they reflect means, the process or
the end in achieving the objectives of a
particular set of program/project or scheme.
सोंक
े तक ों क इस आधार पर िगीक
ृ त क्षकया जाता है
क्षक क्ा िे क्षकसी क्षिशेष कायिक्रम/पररय जना या
य जना क
े उद्देश् ों क प्राप्त करने क
े साधन ों,
प्रक्षक्रया या अोंत क दशािते हैं।
• Indicators could be classified as follows
49. शैक्षिक सोंक
े तक ों का िगीकरण
Indicators of quality
learning
Performance
indicators (प्रदशिन
सूचक)
Input (इनपुट)
Access(पहुाँच /
प्रक्षक्रया)
Output (उत्पादन)
outcome (पररणाम)
Simple indicators
(सरल)
General
indicators(सामान्य)
50. Indicators of quality learning
• Simple indicators : These are the most straightforward
indicators since numbers measure them. These do not have
any judgment part included to them. They are simple
numbers indicating certain data that has to be given
meaning yet. These indicators give opportunity to compare
data between two different groups at a glance. For example
lieracy rate of country is simple indicator. Attendance of
child.
• General indicators : theses indicators focus mainly on
experiences , satisfaction of stakeholders and feelings .
These are not measurable as they depend upon opinions.
Like by looking at attendance records of child we assume
they are not good at studies is a general indicator of
classroom learning that is not measurable .
51. • सरल सोंक
े तक: ये सबसे सीधे सोंक
े तक हैं क् ोंक्षक सोंख्या उन्हें
मापती है। इनमें क ई क्षनणिय भाग शाक्षमल नहीों है। िे सरल
सोंख्याएाँ हैं ज क
ु छ िेटा का सोंक
े त देती हैं क्षजन्हें अभी तक
अथि देना है। ये सोंक
े तक एक नज़र में द अलग-अलग समूह ों
क
े बीच िेटा की तुलना करने का अिसर देते हैं। उदाहरण
क
े क्षलए बच्चे की उपस्थथक्षत,देश की सािरता दर सरल सूचक
है।
• सामान्य सोंक
े तक: ये सोंक
े तक मुख्य रूप से अनुभि ों,
क्षहतधारक ों की सोंतुक्षष्ट और भािनाओों पर ध्यान क
ें क्षित करते
हैं। ये मापने य ग्य नहीों हैं क् ोंक्षक ये राय पर क्षनभिर करते हैं।
जैसे बच्चे की उपस्थथक्षत क
े ररकॉिि क देखकर हम मान लेते
हैं क्षक िे पढाई में अच्छे नहीों हैं, यह किा में सीखने का एक
सामान्य सोंक
े तक है क्षजसे मापा नहीों जा सकता है।
52. Indicators of quality learning
• Performance indicators: Performance indicators are measurable
values that determine how an organisation / education policy or
education system achieves a set of objectives.
• Simple indicators with added judgement are performance
indicators.
• Institutions/government/boards of education set goals at the top
level before they translate them to low-level (schools)and teachers
who perform particular functions to help the progress of education
process. These are as follows
•प्रदशिन सोंक
े तक: प्रदशिन सोंक
े तक मापने य ग्य मूल् हैं ज क्षनधािररत करते हैं क्षक क
ै से एक
सोंगठन/क्षशिा नीक्षत या क्षशिा प्रणाली उद्देश् ों क
े एक सेट क प्राप्त करती है।
•अक्षतररि क्षनणिय क
े साथ सरल सोंक
े तक प्रदशिन सोंक
े तक हैं।
•सोंथथाएों /सरकार/क्षशिा ब िि शीषि स्तर पर लक्ष् ों क क्षनधािररत करते हैं, इससे पहले क्षक िे उन्हें क्षनचले स्तर
(स्क
ू ल ों) और उन क्षशिक ों तक ले जाएों ज क्षशिा प्रक्षक्रया की प्रगक्षत में मदद करने क
े क्षलए क्षिशेष कायि कर
हैं। ये इस प्रकार हैं
53. Performance
indicators
Objectives setup by higher
level of educational settings
i.e
Govt Department of
education ,policies etc
Acheivement of objectives
by school boards / schools,
teachers .
Input indicators
Access indicators
Output indicators
Outcome indicators
54. Input indicators
•Resources
/means
•No. of
teachers
•Building
•Teaching
materials
•PTR
•Textbook
•Cost per pupil
Access /process
indicators
•Geographical
distance to school
•Family
background
•Cultural
background
•Family economic
conditions
•Cost of
education-
fees,uniform
•School vehicles
•Vission of school
etc.
Outcome indicators
•Learning outcomes
by NCERT
•Attitude change
•Productivity and
income of
graduates
• development of
desired Values
•All round
development etc.
Output indicators
Related to
achievement of
immediate objectives
of education
policies/class
•Enrolment rate
•Drop out rate
•Retention rate
•By region, locality,
type of school,
genderwise, caste
wise
•Achievement level
•Pass percentage etc.
•
56. प्रदशिन सोंक
े तक ों क
े प्रकार
• इनपुट सोंक
े तक क्षकसी क्षिशेष पररय जना क
े क्षलए क
ों पनी द्वारा आिश्क
सोंसाधन ों की सोंख्या क मापते हैं। इनपुट सोंक
े तक ों क
े उदाहरण ों में हाथ में
नकदी, अक्षधग्रहीत उपकरण और कमिचाररय ों का समय शाक्षमल हैं।
• प्रक्षक्रया/पहुोंच सोंक
े तक: यह जनसोंख्या क
े सोंसाधन ों और पहुोंच से सोंबोंक्षधत
कारक ों की माोंग क मापता है या इोंक्षगत करता है यानी क्षकतनी आबादी
क्षकसी क्षिशेष सुक्षिधा/प्रक्षशिण की माोंग करती है और उस सुक्षिधा तक
क्षकतनी पहुोंच है।
• आउटपुट सोंक
े तक: आउटपुट सोंक
े तक क्षकसी प्रक्षक्रया या पहुोंच गक्षतक्षिक्षध
की क्षिफलता या सफलता क मापते हैं। आउटपुट सोंक
े तक ों क
े उदाहरण ों
में लाभ, ि
र ॉपआउट और नया नामाोंकन शाक्षमल हैं। िे प्रक्षशिण सत् या
तकनीकी सहायता की दिता का भी उल्लेख कर सकते हैं।
• पररणाम सोंक
े तक: यह जनसोंख्या क
े जीिन स्तर पर नीक्षतय ों और
पररय जनाओों क
े प्रभाि या प्रभाि क मापता है।
57. Importance of indicators of quality
learning
• Helps in indicating how much we need to work for achievement of goals of education.
• What is remaining in achievement of objectives.
• how access to education can be universalised or made easy .
• Helps in policy formulation and policy change
• Implementation of various schemes / projects related to education .
• Helps in enhancement of educational quality .
• helps in making education a global affair.
• Helps in addition of new discipline and subjects at school level according to changing demands of society.
यह इोंक्षगत करने में मदद करता है क्षक क्षशिा क
े लक्ष् ों की प्रास्प्त क
े क्षलए हमें क्षकतना काम करने की
आिश्कता है।
उद्देश् ों की प्रास्प्त में क्ा शेष है।
क्षशिा की पहुोंच क क
ै से साििभौम बनाया जा सकता है या आसान बनाया जा सकता है।
नीक्षत क्षनमािण और नीक्षत पररितिन में मदद करता है
क्षशिा से सोंबोंक्षधत क्षिक्षभन्न य जनाओों/पररय जनाओों का क्षक्रयान्वयन।
शैक्षिक गुणित्ता बढाने में मदद करता है।
क्षशिा क िैक्षश्वक मामला बनाने में मदद करता है।
समाज की बदलती माोंग ों क
े अनुसार स्क
ू ल स्तर पर नए अनुशासन और क्षिषय ों क ज डने में मदद करता
है।
58. Teaching and learning as
interactive process
क्षशिण तथा अक्षधगम -सोंिादात्मक प्रक्षक्रया
क
े रूप में
59. Teaching learning process
• The teaching-learning process represents the channel of
communication through which the individual strives to acquire the
habits, skills, knowledge, attitude, values and appreciation, that are
vital for surviving in the information age. The teaching-learning,
therefore, becomes a process by which changes in behavioural
patterns are produced through experience.
• क्षशिण-सीखने की प्रक्षक्रया सोंचार क
े उस चैनल का प्रक्षतक्षनक्षधत्व करती है
क्षजसक
े माध्यम से व्यस्ि आदत ों, कौशल, ज्ञान, दृक्षष्टक ण, मूल् ों और
प्रशोंसा क प्राप्त करने का प्रयास करता है, ज सूचना युग में जीक्षित रहने
क
े क्षलए महत्वपूणि हैं। इसक्षलए, क्षशिण-अक्षधगम एक ऐसी प्रक्षक्रया बन जाती
है क्षजसक
े द्वारा अनुभि क
े माध्यम से व्यिहाररक प्रक्षतमान ों में पररितिन
उत्पन्न क्षकए जाते हैं।
60. Teaching –learning as interactive
process
• “Teaching is an interaction process.
Interaction means participation of
both teacher and learners and both
are benefitted by this. The interaction
takes place for achieving desired
objectives” Ned A. Flanders
• (क्षशिण एक अोंतःक्षक्रयात्मक प्रक्षक्रया है।
सहभाक्षगता का अथि है क्षशिक और
क्षशिाथी द न ों की भागीदारी और इससे
द न ों लाभास्न्वत ह ते हैं। िाोंक्षछत उद्देश् ों
क प्राप्त करने क
े क्षलए बातचीत ह ती है ”)
•
Classroom
interaction/
teaching
Teacher
Learner Curriculum
Merriam-websters dictionary: ineraction is “mutual or reciprocal action or
influence”
Cambrige dictionary : ‘a situation where two or more people or things communicate with
each other or react to each another
61. Characteristics of interactive teaching
सोंिादात्मक क्षशिण की क्षिशेषताएों
• It is a participatory process.
• It is a mutual process.
• Interaction revolves around a common objective/goal .
• Interaction process helps in development of
satisfaction with the process.
• It is beneficial for all the participants.
• Supervisory control(teacher, group leader) is required.
• It is a planned process as proper Planning is associated
with greater content achievement.(analysing teacher
behaviour,Ned Flanders)
62. Generally Following three types of interaction occurs in
classroom :
– Teacher-student interaction (TS) क्षशिक-छात् सहभाक्षगता
– Student- student interactionछात्-छात् सहभाक्षगता (SS)
– Teacher – class interaction क्षशिक-किा अोंतःक्षक्रया (TC)
• Teacher talk and student talk
• Verbal and non verbal interaction
Interaction process has three domain according to ,( Bobrow, Daniel. (1991).
Dimensions of Interaction. Ai Magazine - AIM. 12. )
1. Communication
2. Coordination
3. Integration
Dimensions
of
interaction
Coordination
(समन्वय)
Integration
(एकीकरण)
Communicati
on((सोंचार)
63. Success of interactive process
• Barnes McConnell (1978) says faculty
members will be more successful if they see
themselves less as judges or dispensor of
wisdom and more as a resource pesron.
• https://www.deepdyve.com/lp/wiley/teachin
g-as-an-interactive-process-8KYof3c0J8?
64. Techniques of teaching – interactive
process(catering ID)
• Group interaction techniques
– Brainstorming(where group members suggest in rapid fire order all the
solutions they could think of)
– Symposium (series of short speeches on different aspects of any topic
given by students in front of their class)
– Discussion ( conversational form with a leader in front of the class
– debate (a pro and con discussion on controversial issue by groups
representative of each side)
– Problem solving (a specific problem is presented for group solution or
individual solutions)
– Leaderless group discussion
– Brainstorming
– Case study
– Think-pair-share technique
– Question and answer technique
– Roll-playing
– Incident –process method (by Pigors and Pigors,1961; group task is to
identify which information they need to solve question)
– Jigsaw method
– Team-pair-solo etc
65. क्षशिण की तकनीक
ें - सोंिादात्मक प्रक्षक्रया
• समूह सहभाक्षगता तकनीक
• ब्रेनस्टॉक्षमिंग (जहाों समूह क
े सदस्य रैक्षपि फायर क्रम में िे सभी समाधान सुझाते हैं क्षजनक
े बारे में िे स च सकते
हैं)
• सोंग ष्ठी (छात् ों द्वारा अपनी किा क
े सामने क्षदए गए क्षकसी भी क्षिषय क
े क्षिक्षभन्न पहलुओों पर लघु भाषण ों की
श्ृोंखला)
• चचाि (किा क
े सामने एक नेता क
े साथ सोंिादात्मक रूप
• िाद-क्षििाद (प्रत्येक पि क
े समूह ों क
े प्रक्षतक्षनक्षधय ों द्वारा क्षििादास्पद मुद्दे पर समथिक और क्षिपि की चचाि)
• समस्या समाधान (समूह समाधान या व्यस्िगत समाधान क
े क्षलए एक क्षिक्षशष्ट समस्या प्रस्तुत की जाती है)
• नेताक्षिहीन समूह चचाि
• मोंथन
• क
े स स्टिी
• क्षथोंक-पेयर-शेयर तकनीक
• प्रश् और उत्तर तकनीक
• र ल-प्लेइोंग
• घटना-प्रक्षक्रया क्षिक्षध (क्षपगसि और क्षपगसि द्वारा, 1961; समूह कायि यह पहचानना है क्षक उन्हें प्रश् हल करने क
े
क्षलए कौन सी जानकारी की आिश्कता है)
• पहेली क्षिक्षध
• टीम-ज डी-एकल आक्षद
66. Benefits
• Students become active
• Learning become interesting
• Objectives achieved effectively
• Difficult content acheive,ment
Editor's Notes
Discipline is specialized by a unit of knowledge, a method and a tradition.