Credit Based Curriculum wef 2015



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(Total Marks 25)

    1. Preparing learning material/games/script for dramatization for facilitating English Language Education (10 marks)

    2. Write a report regarding problems of English teaching based on an interview with an English teacher of a secondary school. (10 marks)

    3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)

Course 3 : Subject Education I:3. हिंदी भाषा शिक्षण

कुल अंक : १०० कुल तासिका :६०

आंतरिक मूल्यमापन : २५ बाहya मूल्यमापन : ७५
स्वयपूर्णांग :१ हिंदी का पाठ्यक्रम, ध्येय तथा स्वरुप ।

उद्देश : प्रस्तुत स्वयपूर्णांग के अध्ययन द्वारा विद्यार्थी शिक्षक.. ..

हिंदी भाषा का स्वरुप, रचना स्पष्ट करेगा ।

  • उच्च प्राथमिक तथा उच्च माध्यमिक स्तर पर हिंदी भाषा अध्ययन अध्यापन के उद्देश्य स्पष्ट करेगा ।

  • ब्लूम एवं एंडरसन के उद्देशो कि श्रेणीबध्द रचना का स्पष्टीकरण देगा ।

  • हिंदी भाषा का अन्य विषयों के साथ सहसंबंध स्पष्ट करेगा।

विषयवस्तु

१ हिंदी भाषा का स्वरुप (कालखंड की दृष्टि से )आदिकाल, मध्यकाल, आधुनिककाल । ३

२ हिंदी भाषा की संरचना । (गद्द ,पद्द ,व्याकरण )

३ उच्च प्राथमिक तथा उच्च माध्यमिक स्तर पर हिंदी भाषा अध्ययन अध्यापन के उद्देश्य । ३

४ ब्लूम एवं एंडरसन के उद्देशो कि श्रेणीबध्द रचना का स्पष्टीकरण । ३

५ हिंदी भाषा का अन्य विषयों के साथ सहसंबंध । ३

स्वयपूर्णांग :२ हिंदी भाषा अध्ययन का नियोजन ।

उद्देश : प्रस्तुत स्वयपूर्णांग के अध्ययन द्वारा विद्यार्थी शिक्षक .

  • नियोजन की संकल्पना, महत्व स्पष्ट करेगा ।

  • नियोजन के प्रकार स्पष्ट करके नियोजन करेगा ।

  • हिंदी पाठ का आशय विश्लेषण करेगा ।

  • हिंदी भाषा विकास के बारेमे बताऐगा ।

  • हिंदी भाषा विकास के लिए सहशालेय उपक्रमों का आयोजन करेगा । .

विषयवस्तु

१ नियोजन की संकल्पना और महत्व ।३

२ नियोजन के प्रकार : वार्षिक नियोजन, ईकाई नियोजन, पाठ नियोजन । ३

३ हिंदी भाषा के पाठ का आशय विश्लेषण :संकल्पना,आवश्यकता और महत्व । ३

४ हिंदी भाषा विकास : श्रवण, वाचन ,लेखन और अभिव्यक्ति। । ३

५ हिंदी भाषा विकास के लिए सहशालेय उपक्रमों का आयोजन । ३

स्वयपूर्णांग :

उद्देश : प्रस्तुत स्वयपूर्णांग के अध्ययन द्वारा विद्यार्थी शिक्षक .

  • हिंदी भाषा अध्यापन की पद्धतियाँ और सहकार्यात्मक पद्धति बताकर उसका उपयोग करेगा ।

  • हिंदी भाषा अध्यापन के प्रतिमान का उपयोग करेगा ।

  • हिंदी भाषा अध्यापन के स्त्रोत बताएगा ।

विषयवस्तु

१ हिंदी भाषा अध्यापन की पद्धतियाँ :प्रश्न पद्धति ,चर्चा पद्धति ,व्याख्यान पद्धति और सहकार्यात्मक अध्यापन पद्धति। ५

२ हिंदी भाषा अध्यापन के प्रतिमान : अग्रत संघटक प्रतिमान, संकल्पना प्राप्ति प्रतिमान, उद्गगामी अवगामी प्रतिमान और भूमिका पालन प्रतिमान। ५

३ हिंदी भाषा अध्यापन के स्त्रोत :-अध्ययन ,सांघिक अध्ययन,बुध्दि मंथन,पुस्तकालय,पत्र पत्रिकाए,आदि । ५

स्वयपूर्णांग :

उद्देश : प्रस्तुत स्वयपूर्णांग के अध्ययन द्वारा विद्यार्थी शिक्षक। .

  • मूल्यमापन :संकल्पना,महत्व,उद्देश्य और प्रकार बताएगा ।

  • संकलित तथा विकासात्मक मूल्यमापन,सतत और सर्वग्राही मूल्यमापन.Mपोर्ट फोलियो (portfolio ) की संकल्पना बताएगा ।

  • व्यवसायिक विकास के विविध मार्ग तथा उनका महत्व बताएगा ।

विषयवस्तु

१ मूल्यमापन :संकल्पना,महत्व,उद्देश्य ।

२ मूल्यमापन ko प्रकार ।

३ संकलित तथा विकासात्मक मूल्यमापन,सतत और सर्वग्राही मूल्यमापन।पोर्ट फोलियो (portfolio ).

४ व्यवसायिक विकास के विविध मार्ग तथा उनका महत्व ।

)उद्बोधन तथा चर्चा सत्र में सहभाग। ब )संगणक तथा ऑनलाइन स्त्रोत। क )अन्य शैक्षणिक संस्थाके साथ सहकार्य। ड )किताबे,मासिक,पत्रिका और नियतकालिक के लिए योगदान।इ ) अनुसंधान कार्य ।

परीयोजन कार्य : ( kula अंक 25)

1) अध्ययन के लिये कोई दो अध्ययन अध्यापन सामग्री तैयार कीजिये और उनकी एक प्रदर्शनी का आयोजन कीiये (१० अंक )

2) अपने नजदीक के भाषा मंडल ,हिंदी विभाग ,आकाशवाणी केंद्र ,हिंदी साहित्यकार का साक्षात्कार एवं हिंदी संगोष्टी कार्यक्रम का आयोजन आदि के उपर एक रिपोर्ट बनाईए (0 अंक)

3) gaTAQyaapna @sahkaryau@t AQyaapna @AQyaapna p`itmaana ko t%%vaaoMko AnausaaMr ek pazpi~ka tOyaar kIijae ³5 AMk´

saMdBa-



;ksxs”k dqekj ¼2004½] vk/kqfud fgUnh f”k{k.k] ubZ fnYyh] ,p-ih-,p- ifCyf”kax dkWiksZjs”ku



nquk[pks vjfoan] nquk[ks va”kqerh] ¼2005½] f}fr; Hkk’kk fgUnh vk”k;;qDr v/;kiu] iq.ks fuR;uwru izdk”ku



,l-vkj- dV~Vh] esdsa>h ofurk] ¼2005½] f}fr; Hkk’kk fgUnh dksYgkiwj] QMds izdk”ku



lkBs x-u-] ¼1962½] jk’VªHkk’kk dk v/;kiu] iq.ks jk’VªHkk’kk lHkk



eq[kthZ Jh/kjuke] ¼1965½] jk’VªHkk’kk dh f”k{kk cMkSnk] vkpk;Z cqd fMiks-



iBk.k ch-ch-] ¼2005½] fgUnh vk”k;;qDr v/;kiu] iq.ks fuR;uwru izdk”ku-



iafMr c-fo-] iBk.k ;quwl] fgUnh v/;kiu] iq.ks] uwru izdk”ku



ik.Ms; jke”kdy ¼1975½] fgUnh f”k{k.k] vkxjk] fouksn iqLrd eafnj



dqyd.khZ g- d`- ¼2005½] fgUnh v/;kiu i/nfr] vkxjk] fgUnh laLFkku



cksacs ck-la-] ¼1994½] fgUnh dh v/;kiu i/nfr]iq.ks] uwru izdk”ku



cksacs ck-la-] ¼2005½] fgUnh dh v/;kiu i/nfr]iq.ks] uwru izdk”ku



HkkbZ ;ksxsunzth] ¼1977½] fgUnh Hkk’kk f”k{k.k] vkxjk] fouksn iqLrd eafnj

Course 3 : Subject Education I: 4. marazI BaaYaa iSaxaNa

ivaYayaacao naava Á marazI BaaYaa iSaxaNa

ekUNa EaoyaaMk Á 4

taisaka Á 60



ekUNa gauNa Á 100
svayaMpUNaa-Mga …… 1 marazI BaaYaa iSaxaNaacao sva$p¸ Qyaoyao ³EaoyaaMk ­1Ê taisaka ­15´
]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………

  • maatRBaaYaa marazIcao sva$p va saVisqatIcao ivaSlaoYaNa krta yao[-la.

  • maatRBaaYaa marazIcaI jaDNaGaDNa va ivakasa samajaola.

  • maatRBaaYaa marazI AQyaapnaacao maanavaI jaIvanaatIla sqaana va mah%%va samajaola.

  • &anarcanaavaadI dRiYTkaonaatUna ivadyaaiqa-naI iSaixakocaI BaUimaka sPaYT krta yao[-la.

  • maatRBaaYaa marazItIla vyaakrNa va %yaacaI AavaSyakta¸ BaaYaa va vyaakrNa yaaMcaa prspr saMbaMQa saaMgata yao[-la.

  • maatRBaaYaa marazI AQyaapnaacaI Qyaoya,¸ ]i_YTo vat-na inaYp%%aIsah maaMDta yaotIla.

  • AByaasak`ma rcanaocaI AaQaarBaUt t%%vao va vat-maana AByaasak`maacaI vaOiSaYTyao yaaMcao Aaklana hao[-la.

AaSaya :

  1. maatRBaaYaa marazIcaa Aqa- va maatRBaaYaa marazIcao sva$p : AiBajaat BaaYaa¸ p`maaNa BaaYaa¸ baaolaIBaaYaa¸ maatRBaaYaa marazIcaI sadyaisqatI¸

  2. &anarcanaavaadI dRiYTkaonaatUna maatRBaaYaa marazI AQyaapnaacaI badlatI saMklpnaa garjaÊ mah%%va va iSaxakacaI BaUimaka

  3. maatRBaaYaa marazIcao maanavaI jaIvanaatIla sqaana va mah%%va puZIla GaTkaMsaMdBaa-t¹ ga`hNa va AivaYkrNaatIla¸ saMskRtI saMvaQa-na va saMk`maNaatIla¸ &anarcanaa p`ik`yaotIla¸ vyai@tma%vaacaa savaa-MgaINa ivakasaatIla

  4. marazI BaaYaa iSaxaNaaivaYayaI raYT/Iya AByaasak`ma AaraKDa 2005 maQaIla iSafarSaI¸ maatRBaaYaa marazI AByaasak`ma rcanaocaI t%%vao¸ saVacyaa maaQyaimak stravarIla marazIcyaa AByaasak`maacaI vaOiSaYTyao

  5. Paazyak`ma ivaSlaoYaNa : gaaBaaGaTk¸ maUlyao¸ jaIvanakaOSalyao

  6. AaSaya ivaSlaoYaNa : saMklpnaa¸garja¸mah%%va¸ GaTk.

  7. maatRBaaYaa marazIcyaa AQyayana AQyaapnaacaI ]i_YTo : sava-saamaanya ]i_YTo ¸BaaiYak ]i_YTo¸ vaa=mayaIna ]i_YTo

svayaMpUNaa-Mga …… 2 marazI BaaYaa iSaxaNaacaa AByaasak`ma AQyaapnaacao inayaaojana ³EaoyaaMk ­1Ê taisaka´

]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………

  • maatRBaaYaa marazI AQyaapnaacao inayaaojana va vyavasqaapna kaOSalyaanao krta yao[-la.

  • maatRBaaYaa marazIcyaa AQyaapnaacaI AQyaapnaSaas~Iya t%vao¸ inayama yaaMcao Aaklana hao[-la.

  • maatRBaaYaa marazIcyaa AQyaapnaacyaa ivaivaQa pQdtIMcaa¸tM~aacaa¸p`itmaanaaMcaa yaaogya vaapr krta yao[-la.

  • marazI BaaYaocaa ivaYayaaMtga-t ÊAnya Saalaoya ivaYayaaMSaIÊ dOnaMidna jaIvanaaSaI AsaNaara samavaaya saaMgata yao[-la.

  • maatRBaaYaa marazIcyaa AQyaapnaatIla AlaMkaraMcaa vaapr krta yao[-la.

  • maatRBaaYaa marazItIla laoKnaivaYayak inayamaavalaI¸SaudQalaoKnaacyaa inayamaaMcaa vaapr k$na laoKna krta yao[-la.

AaSaya :

maatRBaaYaa marazIcyaa AQyaapnaacao inayaaojana :

  1. inayaaojana : vaaiYa-k inayaaojanaÊ GaTk inayaaojanaÊ Paaz inayaaojana : saMklpnaaÊ sva$pÊ garjaÊ mah%va va paya­yaaÊ

  2. AByaasaanauvatI-¸AByaasapUrkÀsahSaalaoya]pk`ma.

  3. marazI BaaYaocaa ivaYayaaMtga-t ÊAnya Saalaoya ivaYayaaMSaI va dOnaMidna jaIvanaaSaI AsaNaara samavaaya.

  4. AQyayana AQyaapna pQdtI :vyaa#yaana¸kqana¸cacaa-¸p`klp¸saMgaNak sahaiyyat svayaMAQyayana pQdtI¸vaoba baosa AQyayana pQdtI.

  5. AQyaapnaacaI tM~o:AiBa$pta¸sahkayaa-%mak AQyayana¸bauQdImaMqana¸ BaaiYak KoL.

  6. AQyaapnaacaI p`itmaanao: Aga`t saMGaTk p`itmaana¸ saMklpnaa p`aPtI p`itmaana¸ iBannaanvayana p`itmaana¸ ]d\gaamaI ivacaarp`ik`yaa p`itmaana.

svayaMpUNaa-Mga …… 3 marazI BaaYaa iSaxaNaacyaa AQyayanaacao saulaBaIkrNa ³EaoyaaMk ­1Ê taisaka ­15´

]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………

  • maatRBaaYaa marazI pazyapustkacaI garja¸ mah%va va ]pyau@tta saaMgata yao[-la.

  • maatRBaaYaa marazIcyaa pazyak`maacao ivaSlaoYaNa krta yao[-la.

  • Paazyak`ma va pazyapustkacaa sahsaMbaMQa samajaola.

  • Paazyapustkacao inakYaaMcyaa AaQaaro maUlyamaapna krta yao[-la.

  • BaaYaa p`yaaoga SaaLocao sva$p rcanaa mah%%va spYT krta yao[-la.

  • SaOxaiNak saaQanaacaI inaima-tI va %yaMacaa p`BaavaI vaapr krta yao[-la.

  • marazI BaaYaa iSaxaNa maMDLacaI rcanaa¸ kaya-¸ sva$p mah%%va spYT krta yao[-la.

  • bahumaaQyamaaQaarIt saaQanaaMcaa yaaogya vaapr krtIla.

  • SabdkaoSa ivaSvakaoSa vyau

  • ivaivaQa vaa=mayaIna klaakRtIMcaa AQyayana AQyaapnaat yaaogya vaapr krola.

AaSaya :

  1. maatRBaaYaa marazI pazyapustk : garjaÊ]pyau@ttaÊAMtrMga¹ baihrMga inakYa.

  2. maatRBaaYaa marazIcyaa AQyaapnaacaI saaQanao ¹ SaOxaiNak saaQanaacaI inamaI-tI va %yaacyaa vaapratIla iSaxakacaI BaUimaka.

  1. APa`xaoipt saaQanao : CapIla va mauid`t saaih%yaÊ t@toÊica~oÊp`itkRtI

ba. P`axaoipt saaQanao: pardSa-k p`xaopk ,ica~p+I p`xaopk ,SaIYa- p`xaopk

k.bahumaaQyamaaQaarIt saaQanao: maaihtIpT va ica~pTÊsaMgaNakIya bahumaaQyamaaQaarIt saadrIkrNaÊsaamaaijak AaMtrik`yaa maaQyamao

4.marazI BaaYaa iSaxaNa maMDL: sva$pÊrcanaaÊkaya-ÊvyavasqaapnaÊmah%%va

5. saMdBa- ga`qa : SabdkaoSa ÊivaSvakaoSaÊvyau

6. ivaivaQa vaaD\mayaIna klaakRtI : kadMbarIÊkqaaÊlailat laoKnaÊkavyaÊABaMgaÊAaovaIÊlaoakgaItoÊBaavagaIto [.sva$p¸ vaapr AaiNa AByaasapurk ]pk`ma Aayaaojana.

7. inayatkailako : sva$p va vaapr

8. xao~BaoT : ga`MqaalayaÊBaaYaa BavanaÊsaaihi%yak smaRtIsqaLoÊp`dSa-nao.
svayaMpUNaa-Mga …… 4 ivaVaqyaa-Mcyaa AQyayanaacao maUlyamaapna AaiNa iSaxakaMcaa vyaavasaaiyak ivakasa ³EaoyaaMk ­1Ê taisaka ­15´
]i_YTo : ho svayaMpUNaa-Mga AByaasalyaanaMtr ivadyaaiqa-naI iSaixakolaa…………


  • svat:cao kt-vya jabaabada­yaa va baaMQaIlakI yaaMcaI jaaNaIva ivakisat hao[-la.

  • saat%yapUNa- sava-MkYa maUlyamaapnaacaI saMklpnaa p`kar saaMgata yao[-la. ivaivaQa saaQanaaMcaa AaiNa tM~Macaa vaapr krta yao[-la.

  • marazI BaaYaa AQyaapkacaI BaUimaka kt-vya xamata gauNavaOiSaYTyao saaMgata yao[-la.

  • svat:laa vyaavasaaiyak dRYTyaa saxama va Adyayaavat zovaNyaacaI xamata p`aPt hao[-la.

AaSaya :

  1. maUlyamaapna, , saat%yapUNa- sava-MkYa maUlyamaapna : saMklpnaaÊsva$pÊgarjaÊmah%va va p`ik`yaa

  2. &anarcanaavaadI dRiYTkaonaatna maUlyamaapna p`ik`yaa.

  3. marazI BaaYaa AQyaapk : BaUimakaÊkt-vyaoÊxamataÊbaaMQaIlakIÊgauNavaOiSaYTyao

  4. marazI maatRBaaYaa AQyaapkacyaa vyaavasaaiyak ivakasaasaazI pUrk ]pk`ma : saovaaMtga-t p`iSaxaNa¸ marazI BaaYaa AQyaapk saMGaTnaa¸ BaaYaaivaYayak CMdmaMDL¸ saaihi%yak maoLavao va saMmaolana

  5. marazI maatRBaaYaa AQyaapna ivaYayak saMSaaoQana :kRtI saMSaaoQana.


p`a%yaixak kaya- : ³25 gauNa´

1. marazIcyaa AQyaapnaasaazI KalaIlapOkI kaoNatohI daona saaQanao tyaar kra: ³10´

³t@ta¸QvanaImauid`ka¸paosTr¸ica~kqaa¸baahulaI naaTya¸BaaiYak kaoDI¸i~maItIya ica~¸trMga ica~¸p`itkRtI¸[.´

2. kavyasaMmaolana Àsaaih%yasaMmaolana BaoT va AhvaalalaoKna kra. ³10´

3. ³saaMiGak AQyaapna@ sahkayaa-%mak AQyayana@ AQyaapnaacaI p`itmaanao yaa t

AaSayaavar AaQaairt paz TacaNa tyaar kra.´ ³5´



saMdBa- ga`Mqa :

  1. Akaolakr ga.vaI.¸paTNakr naa.iva ³1977´¸marazIcao AQyaapna¸ivhnasa p`kaSana puNao.

  2. krMdIkr sauroSa¸³1971´¸maatRBaaYaa AQyaapna pdQatI ¸sau.ra.naIlakMz p`kaSana puNao.

  3. krMdIkr sauroSa¸maMga$Lkr maInaa ³2010´¸marazIcao AaSayayau@t AQyaapna pdQatI¸ fDko p`kaSana¸ kaolhapUr.

  4. kuMDlao ma.baa¸³1999´¸marazIcao AQyaapna¸EaI ivaVa p`kaSana¸naagapUr.

  5. jaaoSaI AnaMt¸³1999´¸AaSayayau@t AQyaapna pdQatI¸yaSavaMtrava cavhaNa maharaYT/ mau@t ivaVapIz¸naaiSak.

  6. ipcaD nailanaI¸barklao ramadasa³2001´¸maatRBaaYaa marazIcao AQyaapna Saas~Iya ivaSlaoYaNa¸tojaEaI p`kaSana¸naaiSak.

  7. Akaolakr ga.iva.¸paTNakr naa.iva.³2008´¸

  8. vaaiLMbao maao.ra¸³2011´¸saugama marazI vyaakrNa laoKna¸ inatIna p`kaSana¸puNao.

  9. kumaarBaartI [.9vaI.¸³2017´¸maharaYT/ rajya maaQyaimak va ]cca maaQyaimak iSaxaNa maMDL¸puNao.

10. kumaarBaartI [.10vaI.¸ ³2013´¸maharaYT/ rajya maaQyaimak va ]cca maaQyaimak iSaxaNa maMDL¸puNao.

Course 3 : Subject Education I: 5. saMskRt BaaYaa iSaxaNa

ivaYayaacao naava Á saMskRt BaaYaa iSaxaNa

ekUNa EaoyaaMk Á 4

taisaka Á 60



ekUNa gauNa Á 100

svayaMpUNaa-Mga 1 Á saMskRt BaaYaa iSaxaNaacao Aaklana

]i_YTo Á yaa svayaMpUNaa-MMgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.

  • saMskRt BaaYaa iSaxaNaacyaa AaSayaacao pRqa@krNa krta yao[-la.

  • saMskRt BaaYaa iSaxaNaacaI ]i_YTo vat-na inaYp

  • saMskRt BaaYaocyaa AQyayanaacao AaiNa AQyaapnaacao mah

  • saMskRt BaaYaa iSaxaNaacyaa AByaasak`maacaI vaOiSaYTyao saaMgata yaotIla.

  • saMskRt BaaYaa va Anya BaaYaa¸ Anya ivaYaya va vya>icao jaIvana sahsaMbaMQa saaMgata yao[-la.

AaSaya

  1. ek AiBajaat BaaYaa mhNaUna saMskRtcao mah

  2. saMskRt BaaYaocaa saMixaPt [ithasa & p`acaIna¸ maQyayaunaIna¸ AaQauinak ³2´

  3. saMskRt BaaYaa ivaSaoYa & spYTaoccaarNa¸ EavaNaIyata¸ gaoyata¸ layabaQdta¸ Aaraoh & Avaraoh¸ svaraGaat¸ SabdBaaMDar¸ p`asaaidkta ³3´

  4. saMskRt saaih%ya p`kar & mahakavyao¸ puraNao¸ kqaa¸ naaTko¸ sauBaaiYato¸ AaQyaai%mak vaaDÁmaya¸ vaOVkIya saaih%ya³2´

  5. sauiva#yaat saMskRt saaihi%yak & kailadasa¸ Baasa¸ BavaBaUtI ³1´

  6. saMskRt BaaYaocaa Anya BaaYaaMSaI¸ Anya ivaYayaaMSaI tsaoca jaIvanaaSaI saMbaMQa ³1´

  7. maaQyaimak va ]cca maaQyaimak iSaxaNa stravar saMskRtcao sqaana ³1´

  8. saMskRt iSaxaNaatUna AiBajaat saaMskRitk vaarsaa¸ tsaoca baaOiwk¸ Baavainak¸ naOitk¸ saaOdyaa-%mak maUlyaaMcyaa ivakasa ³2´

  9. saMskRt iSaxaNaacaI maaQyaimak va ]cca maaQyaimak stravarIla ]i_YTo ³2´

svayaMpUNaa-Mga 2 : saMskRt BaaYaa iSaxaNaacao inayaaojana va kaya-vaahI

]i_YTo Á yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.

  • saMskRt BaaYaa iSaxaNaacyaa inayaaojanaacao mah

  • saMskRt BaaYaa iSaxaNaacyaa inayaaojanaacao sva$p va %yaacao TPpo spYT krta yaotIla.

  • saMskRt AQyaapnaacyaa ivaivaQa pwtIMcao sva$p¸ vaOiSYTyao AaiNa ]pyaaojana spYT k$ Sakola.

  • saMskRt AQyapna AnauBavaaMcaI AaKNaI va inayaaojana krta yao[-la.

  • saMskRt AQyayanaatIla EavaNa¸ BaaYaNa¸ vaacana¸ laoKna va pazaMtr yaa kaOSalyaaMcyaa ivakasaacaI pwtI spYT krta yao[ola.

AaSaya

  1. saMkRt AQyaapnaasaazI vaaiYa-k inayaaojana¸ GaTk inayaaojana¸ paz inayaaojana ³2´

  2. ivaivaQa p`karcyaa pazaMcao inayaaojana & gaV paz¸ pV paz¸ BaaYaaMtr paz¸ vyaakrNa paz¸ inabaMQa paz¸ kRitkoMid`t paz¸ saMBaaYaNa paz¸ ]jaLNaI paz ³3´

  3. saMskRtsaazI ivaivaQa AQyaapna pwtI& gau$kula pwtI¸ pazSaaLa pwtI¸ Da^. BaaMDarkr pwtI¸ vyaakrNa Anauvaad pwtI¸ p`%yaxa pwtI¸ rcanaa%mak (Structural) Anauvaad pwtI¸ AQyaapna p`itmaanaaMcyaa ]pyaaoga ³5´

  4. ivaivaQa tM~aMcaa ]pyaaoga & cacaa-¸ vaadivaad¸ naaTyaIkrNa¸ BauimakaiBanaya¸ sahkayaa-%mak¸ AQyayana¸ p`SnamaMjauYaa¸ k`maainvat AQyayana¸ BaaiYak KoL ³5´

svayaMpUNaa-Mga 3 Á saMskRt BaaYaa iSaxaNaacao samaRiwkrNa

]i_YTo Á yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.

  • saMskRt AQyayana AnauBava samaRw krNyaasaazI ]plabQa Asalaolao ivaivaQa s~aot AaiNa p`ik`yaa yaaMcao ]pyaaojana krta yao[ola.

  • saMskRt AQyaapnaat ivaivaQa p`karcyaa SaOxaiNak saaQanaaMcyaa ]pyaaoga krta yao[ola.

  • saMskRt AQyaapnaasa pUrk zrNaa&yaa ivaivaQa ]pk`maaMcaa ]pyaaoga krta yao[ola.

  • saMskRt pazyapustkaMcaa yaaogya ]pyaaoga krta yao[ola.

AaSaya

  1. saMskRt pazyapustkaMcaI vaOiSaYTyao AaiNa %yaaMcyaa ]pyaaoga ³2´

  2. Anya mauid`t saaih%yaacaa ]pyaaoga & hstpuistka¸ kaya-puistka¸ ivaSvakaoSa¸ cair~o¸ p`acaIna ga`Mqa¸ inayatkailako³2´

  3. Eaavya saaQanaaMcaa ]pyaaoga & AakaSavaaNaIvarIla kaya-k`ma¸ QvainaiftI¸ saI.DI.³ 1´

  4. dRk saaQanaaMcaa ]pyaaoga & ivaivaQa p`karcao flak¸ t

  5. p`xaoipt dRk saaih%yaacaa ]pyaaoga & pardiSa-ka¸ saMgaNakavarIla pa^var pa^[MT saadrIkrNa¸ ica~pT¸ ivh.DI.Aao.¸ saI.DI.³2´

  6. [MTrnaoTcaa ]pyaaoga & saMskRtSaI inagaDIt vaobasaa[-T¸ yaU TyaUba ³1´

  7. saMskRt iSaxaNaacao saamaaijak s~aot & SaOxaiNak BaoTI ³saMskRt pazSaaLa¸ saMskRt AQyayana koMd`o¸ ivaVapIzatIla saMskRt ivaBaaga´ saMga`halayao¸ p`dSa-nao¸ saMskRt tj%&aMcaI vyaa#yaanao ³3´

  8. saMskRt maMDL caalaivaNao¸ saMskRt p`dSa-na BarivaNao¸ saMskRt ja~a BarivaNao¸ saMskRt kxa inamaa-Na krNao ³2´

svayaMpUNaa-Mga 4 Á saMskRt iSaxaNaacao maUlyamaapna AaiNa saMskRt iSaxakacaa vyaavasaaiyak ivakasa

]i_YTo :yaa svayaMpUNaa-Mgaacyaa AByaasaatUna ivaVaqaI- iSaxak KalaIla baabatIt saxama haotIla.

  • saMskRt iSaxaNaacyaa ivaivaQa maUlyamaapna pwtI va %yaaMcao ]pyaaojana spYT krta yao[-la.

  • saMskRt BaaYaa iSaxakacaI Bauimaka¸ jabaabada&yaa¸ kt-vyao yaaivaYayaIcaI jaaNaIva spYT hao[-la.

  • svayaMAQyaatUna iSaxakalaa AaplaI BaaiYak xamata¸ vyaasaMga vaaZivata yao[-la.

  • saMskRt BaaYaa ivaYayak saMSaaoQana kaya- krNyaacaI p`orNaa imaLola.

  • saMskRt BaaYaa iSaxak mhNaUna saamaaijak¸ saaMskRitk va saaihi%yak ]pk`maat kRtIyau>

sahBaaga Gao}na saMkRt BaaYaa iSaxaNaacaI gauNava
AaSaya

  1. maulyamaapna saMklpnaa mah

  2. saat%yapUNa- sava-MMkYa maUlyamaapna & saMklpnaa va ]pyaaojana ³1´

  3. maaOiKk va laoKI prIxaa ³1´

  4. naOdainak caacaNyaa va ]pcaara%mak AQyaapna ³1´

³ivaSaoYa k$na Sauw ]ccaar¸ Sauw laoKna va vyaakrNaabaabat´

  1. saMpaadna caacaNaI ³1´

  2. inarIxaNa¸ pDtaLa saUcaI ³1´

  3. BaaYaaivaYayak saMSaaoQanaacaa pircaya va ]pyaaojana

  4. saMskRt BaaYaa iSaxakasaazI AavaSyak gauNa&

saMskRtba_la p`o¸ Aismata va AiBa$caI¸ &analaalasaa¸ BaaiYak saRjanaSaIlata¸ ]R%va¸ AaoGavatI SaOlaI¸ samaRw SabdsaMpda ³5´

9. saMskRt ivaYayak kRitsaMSaaoQana¸ saMskRt p`saar saMsqaa¸ saMskRt iSaxak saMGaTnaa ³2´



p`a%yaixak kaya- : ³25 gauNa´

1. saMskRtcyaa AQyaapnaasaazI KalaIlapOkI kaoNatohI daona saaQanao tyaar kra. ³10´

³t@ta¸QvanaImauid`ka¸paosTr¸ica~kqaa¸baahulaI naaTya¸BaaiYak kaoDI¸i~maItIya ica~¸trMga ica~¸p`itkRtI¸[.´

2. eka saMskRt ivaYaya iSakivaNaa&yaa iSaxakacaI maulaaKt va AhvaalalaoKna . ³10´

3. ³saaMiGak AQyaapna@ sahkayaa-%mak AQyayana@ AQyaapnaacaI p`itmaanao yaa t

AaSayaavar AaQaairt paz TacaNa tyaar kra.´ ³5´



saMdBaa-saazI pustko Á

  1. Apte, D.G., Dongre, P.K. (1960) “Teaching of Sanskrit in Secondary School”, Baroda: Acharya Book Depot.

  2. Bokil, V.P. , Parasnis, N.R. (1942) “ A New Approach to Sanskrit”,

Poona: Chitrashala Prakashan

  1. Bokil, V.P, Parasnis, N.R. (1956) “A New Approach to Sanskrit”,

Poona: Chitrashala Prakashan

  1. Dale, F.R. (1915) “On the Teaching of Lath”, London: Constable and Company Ltd.

  2. jaaQava iSavadasa¸ kulakNaI- maInaa ³2005´ “saMskRt AQyaapna pd\QatI”¸

kaolhapur Á fDko bauk ha}sa.

  1. paMDoya¸ ramaSakla ³1981´ “saMskRt iSaxaNa” ¸ Aagara Á ivanaaod pustk maMidr.

  2. paMDoya¸ ramaSakla ³1981´ “saMskRt iSaxaNa” ¸ Aagara Á ivanaaod pustk maMidr.

  3. paMDoya¸ ramaSakla ³1981´ “saMskRt iSaxaNa” ¸ Aagara Á ivanaaod pustk maMidr.

  4. faTk maaiNak ³2001´ “ AaSayaasah AQyaapna pd\QatI”¸ QauLo Á Aaomap`kaSa¸

navaSa@tI Aa^fsaoT.

Course 3: Subject Education I: 6.Urdu Language Education - 1

Credits – 04, Hours – 60, Marks –100

Module 1: Understanding and Executing Urdu Education (Credit 1, Hours 15, Marks 25)

Objectives: On completion of the course the student teachers will be able to-

  • explain changing role of a teacher

  • elaborate knowledge, competencies and commitment required for becoming a teacher

  • elaborate the nature and the structure of Urdu

  • state the importance of learning Urdu

  • explain features of present school curriculum of Urdu

  • analyze the content of Urdu

  • write instructional objectives of teaching of a topic

  • establish correlation of Urdu with other school subjects and life situations.

Content:

1. Changing concept of Urdu teaching and changing role of a teacher due to constructivist approach (from information providing to facilitating and managing learning the subject) (1)



  1. Knowledge (factual, conceptual and procedural), Skills, competencies(Content, contextual, transactional, preparing teaching aids, management, evaluation) and commitment required(towards learner, towards subject, profession, society, values) for Proficiency in Urdu teaching (2)

  2. Meaning and structure of Urdu, Elements of content analysis, 4 Basic skills of Urdu, Prose Poetry Composition (3).

  3. Expectations about Urdu teaching in NCF 2005 , General principles of curriculum development and Features of existing curriculum of Urdu at upper primary and secondary school level (3)

  4. Objectives of Urdu teaching at upper primary and secondary school level as given in school curriculum (1)

  5. Taxonomy of objectives by Bloom and Anderson and specifications of objectives (2)

  6. Inter linkages /correlation of Urdu with life, other school subjects and within the subject(2)

  7. Inculcating core concerns through Urdu teaching (1)


Module 2: Planning and Executing Urdu Education (Credit 1, Hours 15, Marks 25)

Objectives:

On completion of the course the student teachers will be able to-



  • prepare year plan, unit plan and lesson plan

  • apply various methods, models and devices useful to design learning experiences

  • bring flexibility in designing and executing Urdu education to cater for individual needs


Content:

  1. Roles of teacher in pre-active Phase of teaching

    1. Planning: Considering various aspects of planning, year planning, unit planning, lesson planning for introducing new content, lesson planning for revision, lesson planning for demonstration, lesson planning for practical (3)

  2. Roles of a teacher in interactive Phase of Teaching

    1. Using expository strategy as approach to teaching for understanding: using narration/explanation, demonstration (1)

    2. Using inquiry based strategy as approach to teaching thinking skills and construction of knowledge through Using Concept Attainment, Inductive Thinking(for understanding Grammar), guided discovery, Project Based Learning (5)

    3. Using Individualized Instruction strategy through use of computers, online learning, using activity Packages (1)

    4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)

    5. Importance of Communicative Approach in Urdu Language Education.

  3. Catering to individual needs : consideration of multiple intelligences, provisions to be made for exceptional students( partial blind, hearing impaired, creative etc) in pre-active and interactive phase (2)

Module 3: Enhancing and Evaluating Urdu Education (Credit 1, Hours 15, Marks 25)

Objectives

On completion of the course the student teachers will be able to-



  • prepare, select and use various learning resources to enhance learning experiences

  • explain concept and importance of continuous and comprehensive evaluation

  • use various tools of summative and formative evaluation

Content:

  1. Developing, using and maintaining Urdu laboratory (2)

  2. Using text books and teacher’s hand books effectively (1)

  3. Using other print resources: work book, and self instructional material, encyclopedias, biographies of literary persons, periodicals, content enrichment books (2)

  4. Using audio enrichment Resources: educational radio, audio cassettes and audio programs (1)

  5. Using Visual Resources: Non projected visual Resources: Different types of boards, graphs, maps, charts, posters, models, specimens and material (2)

  6. Using Projected Visual Resources: power point slides, transparency, film, video CDs and Encarta (1)

  7. Using Internet resources-Websites, YouTube, social interaction media (1)

  8. Using community resources- educational visits, Museums, exhibitions, guest lectures, interviews of experts (2)

  9. Establishing and operating Urdu club, organizing Urdu exhibitions and Urdu fair (2)

  10. Role of teacher in preparing and using various resources during teaching learning process and assigning homework/assignments, projects (1)


Module 4: Evaluating Urdu Education and Growing Professionally (Credit 1, Hours 15, Marks 25)

Objectives:

  • get feedback through using various evaluation tools

  • enrich knowledge from various sources

  • conduct research project

Content:

  1. Meaning of Measurement and Evaluation and their interrelationships (1)

  2. Continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (1)

  3. Purposes of evaluation: Prognostic(predictive), Monitoring of Learning, Providing Feedback, Promotion, Placement, Certification, Grading and Diagnostic (1)

  4. Tools of evaluation: Written, oral and practical examinations, anecdotal records, Projects, home work and Assignments, participation in activities, Work sheets, Practical work, group discussions, port folio, open book test, Rubric, computer based examination (4)

  5. Scoring, Grading, Analysis and Interpretation of Students’ Performance (1)

  6. Role of Feedback and remedial teaching in Improving Learning, and Learners’ Development and Use of Feedback for teachers’ self-improvement (2)

  7. Growing professionally through- attending various training courses, conferences, seminars, workshops and using print and internet resources (2)

  8. Conducting action research (2)

  9. Participating in social activities for development of love for Urdu language and popularizing Urdu education (1)

Assignments: ( 25 marks)

  1. Preparing any two of the following teaching learning marerial: charts, flash cards, graphs, posters, mobile, model OR Preparing study material/set of worksheets for individual/small group learing based on one unit from Urdu syllabus (Marks 10)

  2. Organization and celebration of Urdu Day and writing a brief report based on experience of that day (Marks 10)

  3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)



References

  1. Omkar Kaul & Masood Siraj Urdu Asnaf Ki Tadrees

  2. Salim Abdullah Urdu Kaise Padhayen

  3. Sherwani I. Khan Tadrees-e-Zaban-e-Urdu

  4. Khwaja Gulam-Sayyeden-Usoole Jaaleem.

  5. Moinoddin-Urdu Jaban kit Tadress.

  6. Sayyed Md.Mohsin –Jbte davee Nalsiyaf.

  7. Khalil-uzzab-Taaleem ke Maqasid Aur wasaeil.

  8. Ziyaoddin Alvi S.M.- Jadeed Jaaleemi Masaeil

  9. Ansari Akhtar Tadrees-e-Ghazal

  10. Moinuddin Urdu Kaise Padhaen

  11. Moinuddin Urdu Zaban Ki Tadrees

  12. Mauavi Abdul Haque “ Qawaide Urdu ”

  13. Dr.Shaukat-hisanie masail.

  14. Dr.Salamat ullah-Hum Kaise Padhayen.

  15. Jiyaoadin Alvi-Usoole Jaaleem.

  16. Dr.Khaliluz Zuhman-Usoole Jaleem Aur Amale Jauleem.



Course 3: Subject Education I:7. Mathematics Education

Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Mathematics (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain the nature and structure of Mathematics

  • state the aims of Mathematics education

  • plan for imbibing values through Mathematics teaching

  • elaborate on skills, competencies and commitment required for becoming a mathematics teacher

  • write instructional objectives of teaching of a topic

  • analyze features of existing curriculum of Mathematics in the light of NCF 2005 and principles of curriculum development

  • establish correlation of Mathematics with other subjects

Content:

  1. Nature and Structure of Mathematics: Characteristics and functions of Mathematics; Branches of Mathematics; Facts, concepts, principles, rules and theorems in Mathematics(2)

  2. Aims of teaching Mathematics (2)

  3. Values developed through mathematics (1)

  4. Skills and competencies (Content, contextual, transactional, preparing teaching aids, management, evaluation) and commitment required(towards learner, subject, profession, society, values) for Proficiency in Mathematics teaching (2)

  5. Solving problems of everyday life through mathematics (1)

  6. Objectives at upper primary and secondary school level as given by State Curriculum (1)

  7. Determining acceptable evidences that show learners’ understanding with the help of Bloom and Anderson’s hierarchy of objectives of teaching ( 2)

  8. Expectations about constructivist Mathematics teaching in NCF 2005; General principles of curriculum development and Trends in Mathematics curriculum; Consideration in developing learner centered curriculum in Mathematics; Analysis of features of existing curriculum of Mathematics at upper primary and secondary school level and textbooks (3)

  9. Establishing correlation of Mathematics with other school subjects and life (1)


Module 2: Planning of teaching Mathematics (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain importance and characteristics of planning

  • plan for teaching major concepts, principles and theories of Mathematics at school level

  • design and implement co-curricular activities for Mathematics learning

Content:

  1. Importance and characteristics of good planning (1)

  2. Planning for designing learning experiences, activities and developing instructional material for teaching following content:(12)

  3. Real Numbers, Sets, Algebraic Expressions, Linear and Quadratic Equations, Ratio, Proportion and Variation, Probability, Statistics and Graph, Triangles-properties, Circle, Similarity, Quadrilaterals, Coordinate Geometry, Trigonometry and contribution of Indian Mathematicians ( Any three).

  4. Planning for organizing various co-curricular activities such as quiz, drama, poster making on units related to Mathematics; Mathematics Day celebration. (2)


Module 3: Facilitating learning of Mathematics (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • use various methods and models of teaching Mathematics

  • promote construction of knowledge

  • facilitate self learning of Mathematics

  • promote cooperative learning

  • use various learning resources

Content:

  1. Using explanation and activities for facilitating understanding (1)

  2. Promoting thinking and construction of knowledge through using Concept Attainment, Inductive Thinking, Problem solving and Project Based Learning (4)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning(3)

  5. Facilitating learning through Inductive-deductive and analysis-synthesis method (2)

  6. Using learning resources for teaching Mathematics: (3)

  • Mathematics laboratory

  • Audio and Visual aids

  • Community resources such as post office, bank, exhibitions



Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • construct the test items (open-ended and structured) in Mathematics for administration of tests to the learners

  • construct various tools for formative and summative evaluation in Mathematics

  • suggest various activities for teachers to develop professionally

  • plan for an action research

  • organize various social activities for development of mathematical attitude and popularizing Mathematics education

Content:

  1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (2)

  2. Construction of test items (open-ended and structured) in Mathematics and administration of tests (3)

  3. Exploring aims and objectives in Mathematics not assessed in formal examination system and their evaluation through various curricular and co-curricular activities such as assignments, homework and projects (1)

  4. Professional development for Mathematics teachers through (5)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and other institutions

  • Books, Journals and periodicals

  • Reflective practices of Mathematics teachers

  • Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand through research- how children learn Mathematics, Action research in Mathematics. (2)

  2. Organizing social activities such as Mathematics club, exhibitions/ Mathematics fair for development of mathematical attitude and popularizing Mathematics education (2)

Assignments: ( 25 marks)

  1. Organizing Mathematics exhibition/ Mathematics fair in group for School students/society and writing a report including following points: Planning and preparation of material for exhibition/fair, execution of exhibition/Mathematics fair, feedback obtained from students, teachers and parents and reflections on experiences (10 Marks)

  2. Prepare any one from these: chart, mathematics game, flash cards, graphs, posters, model for explaining mathematical concept  or deriving new rule or formula   (10 Marks)

  3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)

References

      • Aggarval, S. M. (2010). Teaching of Modern Mathematics, Dhanpat Rai Publishing Company, New Delhi.

      • Best John W, J. Kahn, Research in Education, Prentice Hall India Pvt. Ltd., New Delhi

      • Bhalwankar, A.G., Modi K. J., Rawool S. (Editors) Pathways in Mathematics Education, S.N.D.T. University, Mumbai.

      • Chadha B. N. and Agarval S. M., Teaching of Mathematics (for secondary School teachers), Dhanpatrai and Sons, Jullundur.

  • Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, & K.

Goodson, I.F., & Marsh, C.J. (2005). Studying school subjects: A guide. Routledge.

  • Lampert, M. (2001). Chapter 1 & Chapter 2. In Teaching problems and the problems of consciousness. Aakar Books.Delhi

  • Mangal S. K. (1981). Teaching of Mathematics, Prakash Brothers publishers, Ludhiana.

  • Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and

  • Patil, M.R. (2004). Mathematical concept and computers in science, Chand Publication,Routledge

  • Saksena R E. (1982).All India Seminar cum Workshop in Mathematics Education, NCERT, Delhi.

  • Siddhu K. S. (2010).The teaching of Mathematics, Sterling Publishers, New Delhi.

  • Sudhir K., Teaching of mathematics, Anmol Publications, New Delhi.

  • Walbrg Herbert J., Geneva D. Haertel (Editor), The International Encyclopedia of Educational Evaluation, Pergamon Press, Great Britain, 1990

  • Weir (Eds.), Curriculum, syllabus design and equity: A primer and modelteaching. Yale University Press.

  • Dandekar W.N. , Shaikshanik Mulyamapan V Sankhyashastra, Shrividya Prakashan, Pune

  • Hakim Prabhakar, Shaikshanik Mulyamapan V Sankhyashastra, Nutan Prakashan, Pune

  • Hakim Prabhakar , Ganitache Aashayyukta Adhyapan, Nutan Prakashan, Pune

  • Jagtap H.N., Ganit Adyapan Paddhati, Nutan Prakashan, Pune.

  • Jagtap H.N. , Shaikshanik Tantravidyan, Nutan Prakashan, Pune

  • Kadam C.P., Chudhari, Shaikshanik Mulyamapan, Nutan Prakashan, Pune

  • Marathe Sham, Bhartiy Ganitinchi charitre.

  • NCERT, Rashtriy Abhyaskram Aarakhada- 2005,Translated in Marathi by MSCERT, Kumthekar Road, Pune

  • Oak Suman, Shaikshanik Tantravidyan, Shrividya Prakashan, Pune

  • Patil Prashant, Shaikshanik Tantravidyan Aani Vyavsthapan, Nutan Prakashan, Pune.

  • Parasnis Hemlata, Leena Deshpande, Shaikshanik Kruti Sanshodhan,Nutan Prakashan, Pune

  • Phatak Manik, Shikshanatil Parikshan Aani Mapan, Nutan Prakashan, Pune.

  • Phadake Vasanti, Adyapanachi Pratimane, Nutan Prakashan, Pune.

  • Ponkshe D.B., Sanyoglata Makhija, Ganitache Adhyapan, Nutan Prakashan, Pune.

  • Rawool Satyawati, Anant Oak, Ganit- Swaroop Adhyayan Adhyapan, Nutan Prakashan, Pune.

  • Sapre Nilima, Priti Patil, Adhyapanachi Pratimane, Phadake Prakashan, Kolhapur

  • Sohani Chitra, Adhyapanachi Pratimane, Nitya Nutan Prakashan, Pune.

Course 3: Subject Education I : 8. Commerce Education

Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Commerce

Objectives: After learning this module the student teacher will be able to-

  • explain the nature and structure of Commerce

  • understand the aims of Commerce education

  • write instructional objectives of teaching of a topic

  • establish correlation of Commerce with other subjects

Content:

  1. Nature and Structure of Commerce: Characteristics and functions of Commerce, Branches of Commerce-trade, transportation, distribution, finance, storage, insurance and publicity. (3)

  2. Aims of teaching Commerce:(2)

  • Developing commercial attitude

  • Relating Commerce education to the society

  • Solving problems of everyday life

  1. Objectives at Higher secondary school level as given by concern State curriculum (3)

  2. Bloom and Anderson’s hierarchy of objectives of teaching. ( 3)

  3. General principles of curriculum development and Trends in Commerce curriculum.(2)

  4. Establishing correlation of Commerce with other school subjects and life(2)


Module 2: Planning of teaching Commerce

Objectives: After learning this module the student teacher will be able to-

  • explain the types , importance and characteristics of planning

  • design co-curricular activities for Commerce learning

Content:

  1. Meaning of year plan ,unit plan and individual lesson plan (2)

  2. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan (3)

  3. Importance and characteristics of good planning (2)

  4. Organizing social activities such as business club, exhibitions, business fair for development of commercial attitude and popularizing Commerce education (5)

  5. Planning for organizing various co-curricular activities such as debate, drama, poster making on issues related to (business) Commerce, Day celebrations such as Business Women’s Day on September 22nd, etc(3)

Module 3: Facilitating learning of Commerce

Objectives: After learning this module the student teacher will be able to-

  • use various methods and models of teaching

  • promote construction of knowledge

  • facilitate self learning of Commerce

  • promote cooperative learning

  • use various learning resources

Content:

  1. Using narration/explanation and demonstrations for facilitating understanding (1)

  2. Promoting thinking and construction of knowledge through Using advance organizer model, Problem solving, Project Based Learning, organizing Field activities (6)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, e-Commerce, online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)

  5. Using learning resources for teaching Commerce: (3)

  • Audio and Visual aids

  • Community resources such as Industry , Banks , Business hub, exhibitions


Module 4: Evaluating student-learning and Professional growth of teacher

Objectives :After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • construct various tools for formative and summative evaluation in Commerce

  • understand importance and ways to develop professionally

  • plan for an action research

Content:

  1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (3)

  2. Construction of test items (open-ended and structured) in Commerce and administration of tests (3)

  3. Professional development for Commerce teachers through (6)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and Industry

  • Books, Journals and periodicals

  • Reflective practices of Commerce teachers

  • Industrial Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand how children learn Commerce through research, action research in Commerce. (3)



Assignments: ( 25 marks)

  1. Organizing a Commercial exhibition/ Business fair in group for School students/society and writing a report including following points: Planning and preparation of material for exhibition/fair. execution of exhibition/ Business /Commerce fair, feedback obtained and reflections on experiences (10 Marks)

  2. Writing a report based on visit to any one place such as Business hub, Bank, Industry, Factory etc. (10 Marks)

  3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)



References

  • Agrawal J. C (2008) Teaching of commerce a practical approach, Vikas Publication, New Delhi

  • Khan, M. S. (1982). Commerce Education. Sterling Publishers Private Limited, New Delhi

  • Rao, S. (2004). Teaching of Commerce, Anmol Publication, New Delhi.

  • Singh, Y. K. (2003). Teaching of commerce. A.P.H. Publishing Corporation, New Delhi:

  • Rao, S. (2000). Teaching of commerce, Anmol Publications Pvt. Ltd, New Delhi.

  • Singh, Y. K. (2005). Teaching of commerce, A.P.H. Publishing Corporation, New Delhi.

  • Gupta, U. C. (2007). Teaching of Commerce, Khel sahitya Kendra, New Delhi.

  • Lulla B.P, (1960). Teaching of Commerce in Our School, BTTC-BIE Publication, Bombay.

  • Singh M. N. (1978) Methods and techniques of teaching commerce subjects, McGraw Hill Book Co., New York.


marazI

  • gaajaro ,.naanakr .³ 1989´ ,vaiNajya AQyaapna pQdtI. puNao naUtna p`kaSana ,

  • gaajaro ra.iva. puraiNak caM.baa. ³2007 ´ Aqa-Saas~ AQyaapna pQdtI. puNao naUtna p`kaSana ,

  • ihSaaobaSaas~acao AQyaapna. naaiSak yaSavaMtrava cavhaNa mau@t ivaVapIz.

Course 7: Subject Education II : 1. Book keeping and Accountancy Education

Credits:4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Book Keeping and Accountancy

Objectives: After learning this module the student teacher will be able to-

  • explain the nature and structure of Book Keeping and Accountancy

  • understand the aims of Book Keeping and Accountancy education

  • write instructional objectives of teaching of a topic

  • establish correlation of Book Keeping and Accountancy with other subjects

Content:

  1. Nature and Structure of Book Keeping and Accountancy: Characteristics and functions of Book Keeping and Accountancy.

  2. Branches of Book Keeping and Accountancy- Book-Keeping , Accounting ,Cost Accounting (3)

  3. Aims of teaching Book Keeping and Accountancy :(2)

  4. Developing commercial attitude

  5. Relating Book Keeping and Accountancy education to the society

  6. Solving problems of everyday life

  7. Objectives at Higher secondary school level as given by concern State curriculum (3)

  8. Bloom and Anderson’s hierarchy of objectives of teaching. ( 3)

  9. General principles of curriculum development in Book Keeping and Accountancy curriculum.(2)

  10. Establishing correlation of Book Keeping and Accountancy with other school subjects and life(2)

Module 2: Planning of teaching Book Keeping and Accountancy

Objectives: After learning this module the student teacher will be able to-

  • explain the types , importance and characteristics of planning

  • design co-curricular activities for Book Keeping and Accountancy learning

Content:

  1. Meaning of year plan ,unit plan and individual lesson plan (2)

  2. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan (3)

  3. Importance and characteristics of good planning (2)

  4. Organizing social activities such as business club, exhibitions, business fair for development of commercial attitude and popularizing Book Keeping and Accountancy education (5)

  5. Planning for organizing various co-curricular activities such as debate, drama, poster making on issues related to (business) Book Keeping and Accountancy.


Module 3: Facilitating learning of Book Keeping and Accountancy

Objectives: After learning this module the student teacher will be able to-

  • use various methods and models of teaching

  • promote construction of knowledge

  • facilitate self learning of Book Keeping and Accountancy

  • promote cooperative learning

  • use various learning resources

Content:

  1. Using narration/explanation and demonstrations for facilitating understanding (1)

  2. Promoting thinking and construction of knowledge through Using advance organizer model, Problem solving, Project Based Learning, organizing Field activities (6)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, e-Book Keeping and Accountancy , online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)

  5. Using learning resources for teaching Book Keeping and Accountancy : (3)

  • Audio and Visual aids

  • Community resources such as Industry , Banks , Business hub, exhibitions


Module 4: Evaluating student-learning and Professional growth of teacher

Objectives:After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • construct various tools for formative and summative evaluation in Book Keeping and Accountancy

  • understand importance and ways to develop professionally

  • plan for an action research

Content:

  1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (3)

  2. Construction of test items (open-ended and structured) in Book Keeping and Accountancy and administration of tests (3)

  3. Professional development for Book Keeping and Accountancy teachers through (6)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and Industry

  • Books, Journals and periodicals

  • Reflective practices of Book Keeping and Accountancy teachers

  • Industrial Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand how children learn Book Keeping and Accountancy through research, action research in Book Keeping and Accountancy . (3)


Assignments: ( 25 marks)

              1. Organizing a Commercial exhibition/ Business fair in group for School students/society and writing a report including following points: Planning and preparation of material for exhibition/fair. Execution of exhibition/ Business /commercial fair, feedback obtained and reflections on experiences (10 Marks)

        1. Writing a report based on visit to any one place such as Business hub, Bank , Industry, Factory etc. (10 Marks)

        2. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)



References

Book-keeping & Accountancy



  • Siddiqui S.A, (2008) Book-keeping & Accountancy, Laxmi

  • Publications, Ltd, New Delhi.

  • Frank wood, Shiela l.Robinson, (2009) Book keeping & Accounts,

  • Prentice hall/Financial Times.

  • Cindy Ferraino, (2011) The Complete Dictionary of Accounting and

  • Bookkeeping Terms Explained Simply, Atlantic Publishing Group Inc.

  • Bansal Anuj, (2014) Book Keeping & Basic Accounting, Krishan

  • Prakashan, New delhi.

  • T.S. Grewal, (2014), Double Entry Book Keeping: Financial

  • Accounting, Sultan Chand Publishing.

  • gaajaro ,.naanakr .³ 1989´ ,vaiNajya AQyaapna pQdtI. puNao naUtna p`kaSana ,

  • gaajaro ra.iva. puraiNak caM.baa. ³2007 ´ Aqa-Saas~ AQyaapna pQdtI. puNao naUtna p`kaSana ,


Course 7: Subject Education II : 2. Economics Education

Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Economics

Objectives: After learning this module the student teacher will be able to-

  • explain the nature and structure of Economics

  • understand the aims of Economics education

  • write instructional objectives of teaching of a topic

  • establish correlation of Economics with other subjects

Content:

  1. Nature and Structure of Economics: Characteristics and functions of Economics. (2)

  2. Aims of teaching Economics :(3)

  • Developing commercial attitude

  • Relating Economics education to the society

  • Solving problems of everyday life

  1. Objectives at Higher secondary school level as given by concern State curriculum (3)

  2. Bloom and Anderson’s hierarchy of objectives of teaching. ( 3)

  3. General principles of curriculum development and Trends in Economics curriculum.(2)

  4. Establishing correlation of Economics with other school subjects and life(2)

Module 2: Planning of teaching Economics

Objectives: After learning this module the student teacher will be able to-

  • explain the types , importance and characteristics of planning

  • design co-curricular activities for Economics learning

Content:

  1. Meaning of year plan, unit plan and individual lesson plan (2)

  2. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan (3)

  3. Importance and characteristics of good planning (2)

  4. Organizing social activities such as business club, exhibitions, business fair for development of commercial attitude and popularizing Economics education (5)

  5. Planning for organizing various co-curricular activities such as debate, drama, poster making on issues related to Economics. (3)


Module 3: Facilitating learning of Economics

Objectives: After learning this module the student teacher will be able to-

  • use various methods and models of teaching

  • promote construction of knowledge

  • facilitate self learning of Economics

  • promote cooperative learning

  • use various learning resources

Content:

  1. Using narration/explanation and demonstrations for facilitating understanding (2)

  2. Promoting thinking and construction of knowledge through Using advance organizer model, Problem solving, Project Based Learning, organizing Field activities (5)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)

  5. Using learning resources for teaching Economics : (3)

  • Audio and Visual aids

  • Community resources such as Industry , Banks , Business hub, exhibitions


Module 4: Evaluating student-learning and Professional growth of teacher

Objectives :After learning this module the student teacher will be able to-

  • Explain concept of continuous and comprehensive evaluation

  • Construct various tools for formative and summative evaluation in Economics

  • Understand importance and ways to develop professionally

  • Plan for an action research

Content:

    1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (3)

    2. Construction of test items (open-ended and structured) in Economics and administration of tests (3)

    3. Professional development for Economics teachers through (6)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and Industry

  • Books, Journals and periodicals

  • Reflective practices of Economics teachers

  • Industrial Field visits

  • Use of Feedback from learners, colleagues and self

    1. Teacher as a researcher: Learning to understand how children learn Economics through research, action research in Economics. (3)

Assignments: ( 25 marks)

              1. Organizing a Economics exhibition/ Economics fair in group for School students/society and writing a report including following points: Planning and preparation of material for exhibition/fair execution of exhibition/ Economics fair, feedback obtained and reflections on experiences (10 Marks)

              2. Preparing any two of the following learning material : charts/flash cards, graphs, posters, model or preparing study material / set of worksheet for individual / small group learning based on one unit from economics. (10 Marks)

              3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)



References
1. Aher, H. (1999). Arthshastra Adhypan padhati, Swarup prakashan, Nagpur.

2. Bhatia & Bhatia, (1994). The Principals and the methods of teaching, Doaba Publications, Delhi.

3. Gajare, Puranik, (2008). Arthshastra Adhypan padhati, Nityanutan Prakashan, Pune.

4. Mohonty, Mishra, S. (2004). Teaching of Economics, Surya Prakashan, Merath.

5. Patil, G. (1995). Arthshastra Adhypan padhati, Shri. Mangesh Praksahan, Nagpur.

6. Rai, B. (1991). Techniques of teaching, Prakashan Kendra, Lukhnow.

7. Sharma, B. (2004). Arthshastra Adhypan padhati, Surya Prakashan, Merath.

8. Tyagi, G. (1973). Economics Education, Vinod Pustak Mandir, Agra.

9. Yadav, A. (1999). Teaching of Economics, Anmol Publications, New Delhi.
Course 7: Subject Education II : 3. Geography Education

Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours
Module 1: Understanding Curriculum, Nature and Aims of Geography (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain the meaning, definition ,nature and structure of Geography

  • understand the aims of Geography education

  • plan for imbibing values through Geography teaching

  • write instructional objectives of teaching of a topic

  • analyze features of existing curriculum of Geography in the light of NCF 2005 and principles of curriculum development

  • establish correlation of Geography with other subjects

Content:

  1. Meaning, Definition and Nature of Geography: Geography as a description of earth surface, explanation of various geographical phenomena , visualization personality of a region and Analysis of interplay between man and environment (3)

  2. Structure of Geography: Branches of Geography (Physical, Human, Regional): concepts, features and importance (2)

  3. Aims of teaching Geography Education: Cultural Aims, Intellectual Aims, Social or Citizenship Aim, Relating Geography Education to the environment (natural environment, artifacts and people) (2)

  4. Values in Geography Education: Educational Values, Ecological Value, Social Value, Physical development Value, Recreational Value, Cultural Value (1)

  5. Objectives at upper primary and secondary school level as given by State curriculum (1)

  6. Determining acceptable evidences that show learners’ understanding with the help of Bloom and Anderson’s hierarchy of objectives of teaching (1)

  7. Expectations about constructivist Geography teaching in NCF 2005, General principles of curriculum development and Trends in Geography curriculum; Consideration in developing learner centered curriculum in Geography, Analysis of Features of existing curriculum of Geography at upper primary and secondary school level and textbooks(4)

  8. Establishing correlation of geography with other school subjects and life(1)


Module 2: Planning of teaching Geography (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain importance and characteristics of planning

  • plan for teaching major concepts, principles and theories of Geography at school level

  • design co-curricular activities for Geography

Content:

  1. Importance and characteristics of good planning(1)

  2. Planning for designing learning experiences, field visits, activities and developing instructional material for teaching following content:(8) Major Concepts, principles and theories in Geography curriculum at Secondary School level: location (Grid system of latitudes and longitudes),Differentiating between sites (location) and situation (place), Time, Globe (Equator,Tropic of Cancer and the Tropic of Capricorn), Solar system, Human occupation, Ecosystem, Continent drift theory. Contribution of eminent scientists such as Humbolt, Carl Ritter,and Vidal de La Bluche .

  3. Identifying and designing teaching-learning experiences; Planning field visits( Market, Sea shore life, Botanical garden, World trade center, Green house ,National Park, Poly house ,Industry, Sanctuary, valley, Crop Cultivation, Planetarium, River etc.); Organizing activities, laboratory experiences, making groups, planning ICT applications in learning geography(3)

  4. Planning for organizing various curricular activities, such as debate, discussion, drama, poster making on issues related to geography. Organizing events on specific day such as Earth Day, Consumer day, Environment Day, Population day, Geography Day etc (2)

  5. Planning and organizing field experiences, Geography club, Geography exhibition (1)


Module 3: Facilitating learning of Geography

Objectives: After learning this module the student teacher will be able to-

  • understand Psychology of learning & teaching of constructivism in Geography

  • use various methods and models of teaching

  • facilitate self learning of Geography

  • promote cooperative learning

  • use various learning resources

Content:

  1. Perspective on the Psychology of learning & teaching of constructivism in Geography (2)

  2. Promoting thinking and construction of knowledge through using Concept Attainment, guided discovery, Project Method, Journey method, regional method, comparative method (8)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, Geography Channel , online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, team teaching, Games, Quiz (3)


Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • develop indicators for performance assessment in Geography

  • construct various tools for formative and summative evaluation in Geography

  • understand importance and ways to develop professionally

  • plan for an action research

Content:

  1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (2)

  2. Developing framework and indicators for performance assessment in Geography: Learners record of observations; Field diary, Mapping, Portfolio; Assessment of project work (both in the laboratory and in the field); assessment of participation in collaborative learning; Assessment of experimental work in Geography (3)

  3. Construction of test items (open-ended and structured) in Geography and administration of tests (3)

  4. Exploring aims and objectives in Geography not assessed in formal examination system and their evaluation through various curricular and co-curricular activities (1)

  5. Professional development for Geography teachers through (2)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and other institutions

  • Books, Journals and periodicals

  • Reflective practices of Geography teachers

  • Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand how children learn geography through research, action research in geography. (3)

  2. Organizing social activities such as exhibitions, Geography fair for development of scientific attitude and popularizing Geography education (1)

Assignments: ( 25 marks)

    1. Writing a report based on visit to any one place such as oceanography Institute, Climatology Department, Municipal/ Corporation Environment Dept, Rural health Dept, Water pumping Plant, Planetarium, Geography Dept Industry/Factory etc. (10 Marks)

    2. Writing a report based on visit to any one place such as Agro tourism Places, Dairy Project, and Poultry Farm, agriculture colleges/schools/university and writing a report including following points: planning and preparation, objectives, implication structure of Project, opinion And Feedback. (10 Marks)

    3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)



References

  • Aggarwal – (2000) Modern methods of teaching Geography New Delhi: Sarup and Sons.

  • Gopsill G.R. (1973) The teacher of Geography, McMillan.

  • Guzjar R.D.(2001) A Handbook for Geography teacher ABD- Publish Jaipur.

  • Arora K.L. (1976): The teaching of Geography Parakash Brothers, Jallandhar.

  • Broadman David (1985): New Directions in Geography Education, Fehur Press, London. Philadiphla

  • Ch. orely, R.J. (1970): Frontiers in Geography Teaching Mathews and Co. Ltd. London.

  • Dhamija Neelam (1993): Multimedia Approaches in Teaching Social Studies. Human Publishing House, New Delhi.

  • Graves, N.G. (1982): New Source Books for Geography Teaching. Longman, the UNESCO Press

  • Hall David (1976): Geography Teacher, Unwin Education Books, London.

  • Huckle, J. (1983) : Geographical Educational Reflection and Action Oxford University Press, London.

  • Leong, Goh Chey (1976) : Certificate of Human and Physical Geography,Oxford University Press, London.

  • Morrey, D.C. (1972) : Basic Geography. Hien Manns Education Books Ltd., London.

  • Mohd. Z.U. Alvi (1984) : UNESCO Tadress Jugrafia, Taraggui Urdu Board, New Source Books of Teaching of Geography, UNESCO.

  • Verma, J.P. (1960) : Bhugol Adhyan, Vinod Pustak Mandir, Agra

  • Verma, O.P. (1984): Geography Teaching, Sterling Publication Ltd., New Delhi.

  • Walford, Rex (1981): Signposts for Geography Teaching, Longman, London.

  • UNESCO (1965): Source Book for Geography Teaching, Longman, London.

  • Arora, K. L.,(1989) Teaching of Geography, Ludhiana: Prakash Brothers, (in Punjabi, English, Hindi).

  • Basha, S.A. Salim,( 2004) Method of Teaching of Geography (Hindi), Delhi : A.P.H. Publisher.

  • Joyce, B. & Weil, M.(1979): Models of Teaching. Prentice Hall Inc., New Jersey.

  • paoMxao d baa.³2001´BaUgaaolaacao AQyaapna ¸ naUtna p`kaSana¸ puNao¸ jaulaO

  • paoMxao d baa.³1998´ BaUgaaolaatIla pazyaaMSa pQdit va eka%mata¸ naUtna p`kaSana¸ puNao.

  • saaMgaLo SaOlajaa ³1998´ dRiYTxaopat spoSala BaUgaaola maoqaD¸ naUtna p`kaSana¸ puNao.

  • doSapaMDo ko naa¸ idixat ]Yaa ³1994´ pirsaraByaasa va BaUgaaola¸ inaralaI p`kaSana¸ puNao.

  • paTNakr naa.iva ³1963´ BaUgaaolaacao AQyaapna¸ maa^Dna- bauk Dopao p`kaSana¸ puNao.

  • jaOna madnalaala ³1966´ BaUgaaola AQyaapna¸ ramap`saad A^MD sansa¸ Aagara 3

  • iXavataoYa dasa ³Anauvaadk´³1965´ BaUgaaola iSaxaNa kI AaQaar pustk qaaGmasana p`osa na[- idllaI

  • paTIla ]Yaa va jaaoSaI sauroKa ³1997´ AaXayayau@t AQyaapna pQdit tM~


Course 7: Subject Education II: 4. History Education

Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teacher for completing assignments



Note: Figures in the bracket show hours

Module 1: Understanding Curriculum and Aims of History and Political Science Education (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • Elaborate the nature and the structure of History and political Science Education

  • Explain aims of History teaching.

  • Plan for imbibing values through history and political science

  • Explain changing concept of History and political Science Education teaching

  • Write instructional objectives of teaching of a topic.

  • Analyze features of existing curriculum of History and politics Education in the light of NCF 2005 and principles of curriculum development History and Political Science Education at secondary school level

  • Understanding and explain Constitutional Vision for a Democratic India The making of the Constitution of India

  • Establish correlation of History with other school subjects and life situations.

Content:

  1. Nature and the structure of History and political Science Education: characteristics and function of history and political science; The periodization of : WorldHistory, Indian History: Ancient, medieval, modern and contemporary societies, Thinking in terms of problems for analysis in History. Evidence, Facts, arguments, concepts, changing concepts principals (Evidence, facts, arguments, categories and perspective; Distinctions between fact and opinion and between opinion, bias and perspective; Evidence-based History teaching; Primary sources and the construction of History (1)

  2. Aims of teaching History and Political Science education (1)

  • Developing critical thinking and insight ,international understanding , scientific attitude and scientific temper

  • Acquire the skills to understand the method and process of that lead to exploration knowledge in history

  • Relate education to the political science and other social sciences

  • Solving problems of everyday life and relate past ,present and future

  1. Knowledge (factual, conceptual and procedural), Skills, competencies (Content, contextual, transactional, preparing teaching aids, management, evaluation) and commitment required (towards learner, towards subject, profession, society, values) for Proficiency in history teaching (2)

  2. Meaning and structure of History and politics Education, elements of content analysis (3)

  3. Values and Learning History: Constitutional Vision for a Democratic India The making of the Constitution of India Social Justice, Liberty, Equality, Dignity, Socialism, Secularism: Imbibing the values of honesty, integrity, cooperation, concern for life and preservation of environment, health, peace, equity equality (2)

  4. Objectives at upper primary and secondary school level as given by State curriculum(1)

  5. Determining acceptable evidences that show learners’ understanding with the help of Bloom and Anderson’s hierarchy of objectives of teaching ( 2)

  6. Expectations about teaching in NCF 2005, General principles of history and politics curriculum development and Trends in history and politics curriculum; Consideration in developing learner centered curriculum in History and politics, Analysis of Features of existing curriculum of Education at upper primary and secondary school level and textbooks (2)

  7. Establishing correlation of History and Political Science Education with other school subjects and life (1)


Module 2: Planning of Teaching History and Political Education (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • plan for teaching major concepts, principles of History and Political Science Education at school level

  • explain importance and characteristics of planning teaching –learning of history

  • design co-curricular activities for History and Political Science Education at school level

Content:

  1. Major Concepts, principles and theories in history and politics curriculum at Secondary School level: Evidence, facts, arguments, categories and perspective; Distinctions between fact and opinion and between opinion, bias and perspective; Evidence-based History teaching; Primary sources and the construction of History Thinking in terms of problems for analysis in History. Social Formations in History Different social formations in History and the periodisation of World History; The periodisation of Indian History: Ancient, medieval, modern and contemporary societies

  • State-formation and different types of states in History and politics

  • Capitalism, democracy and citizenship (Case Studies: American Revolution/French Revolution)

  • Fascism and dictatorships (Case Study: Germany or Italy of the inter-war period).

  • Select Issues of Social Change in Indian History

  • Culture, social stratification and social change in India; Caste and class in Indian society

  • Shared religious cultures and conflicts between religious communities in India

  • Gender differentials and how these cut across caste and class structures as well as religious communities. (Case Study: India)

  • Interactive, constructivist and critical pedagogies in History

  • Going beyond the textbook; getting children to craft little nuggets of History from primary sources (5)

  1. Planning for teaching-learning history : (5)

  • Importance and characteristics of good planning

  • Identification and organization of concepts for teaching-learning of history Instructional materials required for planning teaching-learning of history and learners' participation in developing them

  • Identifying and designing teaching-learning experiences; Planning field visits( museum, fort, historical places, etc.), Organizing activities, experiences, making groups, planning ICT applications in learning Planning for organizing various curricular activities, such as debate, discussion, drama, poster making on issues related to history

  1. Design co-curricular activities for History and Political Science Education at school level

  • Organizing events on specific days such as Constitution Day, History Day, Human rights Day, Women’s day, Independence Day, Non violence Day, Republic Day, international peace day, etc.

  • Planning and organizing field experiences, history club, history exhibition (5)


Module 3: Facilitating learning of history education (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • use various methods and models

  • facilitating learners for self-study

  • using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches

  • using learning resources for history &political science Education

Content:

  1. Pedagogical shift from history and politics as fixed body of knowledge to process of constructing knowledge(1)

  2. Using narration/explanation and demonstrations for scaffolding (1)

  3. Using inquiry based strategy for teaching thinking skills and construction of knowledge through Using narration/explanation, storytelling, demonstration ,social inquiry , use of sources, inductive thinking , guided discovery, Problem solving, Project Based Learning, organizing experiences s activities (5)

  4. Facilitating learners for self-study through use of computers, online learning, using activity Packages (2)

  5. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)

  6. Using learning resources for history and political science EducationHistory room, audio and visual aids, museum, Historical places, visit to local governing body (3)


Module 4: Evaluating Student learning and professional growth of teacher (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • develop indicators for performance assessment in history and politics education

  • construct various tools for formative and summative evaluation in history and politics education

  • understand importance and ways to develop professionally

  • plan for an action research

Content:

  1. Concept and importance of continuous and comprehensive evaluation (CCE), formative and summative evaluation as constructivist Perspective in history education (2)

  2. Developing framework and indicators for performance assessment in history: Learners record of observations; Field diary, herbarium and collection of materials; Oral presentation of learners work in social science, Portfolio; Assessment of project work in the field; assessment of participation in collaborative learning (3)

  3. Construction of test items (open-ended and structured) in history and administration of tests. Types of questions, best suited for examining/assessing/understanding the different aspect of Social Sciences; Questions for testing quantitative skills, Questions for testing qualitative analysis; Open-ended questions. Open-book tests: Strengths and limitations evaluating answers: What to look for? Assessing projects: What to look for? (3)

  4. Exploring aims and objectives in history not assessed in formal examination system and their evaluation through various curricular and co-curricular activities (1)

  5. Professional development for history teachers through (2)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and other institutions

  • Books, Journals and periodicals

  • Reflective practices of history teachers

  • Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand how children learn history through research, action research in history. (3)

  2. Participating in social activities such as exhibitions, history fair for development of historical approach and scientific attitude for popularizing history education (1)

Assignments: ( 25 marks)

  1. Organizing a history exhibition in group for School students/society and writing a report including following points: Planning and execution of exhibition, feedback obtained and reflections on experiences (10 Marks)

  2. Writing a report based on visit to any one place such as historical places, museum etc. and present in group / (10 Marks)

  3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)


References

    1. Ballard, Martin, Maurice, (1999) , New Movements in the Study and Teaching of History Temple Smith Ltd., London

    2. Kochar S. K. (1996) , Teaching of History Sterling Publishers Private Limited.

    3. Ghose K. D , (1996) , Creative Teaching of History –., Oxford University Press, London,

    4. Mays Pamela (1994) , Why Teach History ? –University of London Press Ltd.,

    5. N.C.E.R.T., (1992) , Teaching History in Secondary Schools – N.C.E.R.T., Delhi,

    6. Raina V.K (1992), The Realities of Teaching History –., N.C.E.R.T., Delhi,

    7. Vajreshwari R. A. (1999) A Handbook for History Teachers–Allied publishers, Bombay,

    8. Association of Assistant Masters in secondary Schools, (1983), The Teaching of History Cambridge University Press, London, University Press,

    9. K.L.Arora ,(2000), Teaching of History –Prakashan Brothers, 546, Books Market, Ludhiana 141008,

    10. Sheik,B. A,.Wasani S.G ,(2000), History : Its Theory and Method for Mac millan India Limited and printed by V.N.Rao at Macmillan India Press, Madras – 600 041

    11. Ghate,V. D. Geoffrey , C(1989), Suggestions for the Teaching of History in India –Oxford University Press,.

    12. Rai ,B. C.,(1981), Method Teaching of History – Professor Prakashan Kendra, New Building, Aminabad, Lucknow.

    13. Wadhwa , Shalini (2004), Modern methods of Teaching History –published by Sarup and Sons, 4740/23, Ansari Road, Darya Gani, New Delhi – 110002,

    14. Ghose,K. D. ,Geoffrey cumberilege, ,(1989), Creative Teaching of History Oxford University Press,Amen House, London.

    15. Aggarwal, J. C, (1983), Teaching of History Vikas Publishing House Pvt. Ltd., 5, Ansari Road, New Delhi- 110002,

    16. Choudhary, K. P. (1975). The Effective Teaching of History in India. New Delhi


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Course 7: Subject Education II : 5. Social Science Education

Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours
Module 1: Understanding Curriculum, Nature and Aims of Social Science (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain the meaning, definition ,nature and structure of Social Science

  • understand the aims of Social Science education

  • plan for imbibing values through Social Science teaching

  • write instructional objectives of teaching of a topic

  • Analyze features of existing curriculum of Social Science in the light of NCF 2005 and principles of curriculum development

  • establish correlation of Social Science with other subjects

Content:

  1. Meaning , Definition and Nature of Social Science: Social Science as a description of earth surface ,explanation of various geographical phenomena, visualization personality of a region and Analysis of interplay between man and environment (3)

  2. Structure of Social Science: Branches of Social Science(Physical, Human, Regional): concepts, features and importance (2)

  3. Aims of teaching Social Science Education: Cultural Aims, Intellectual Aims, Social or Citizenship Aim, Relating Social Science Education to the environment (natural environment, artifacts and people) (2)

  4. Values in Social Science Education: Educational Values, Ecological Value, Social Value, Physical development Value, Recreational Value, Cultural Value (1)

  5. Objectives at upper primary and secondary school level as given by State curriculum (1)

  6. Determining acceptable evidences that show learners’ understanding with the help of Bloom and Anderson’s hierarchy of objectives of teaching (1)

  7. Expectations about constructivist Social Science teaching in NCF 2005, General principles of curriculum development and Trends in Social Science curriculum; Consideration in developing learner centered curriculum in Social Science, Analysis of Features of existing curriculum of Social Science at upper primary and secondary school level and textbooks(4)

  8. Establishing correlation of Social Science with other school subjects and life(1)


Module 2: Planning of teaching Social Science (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain importance and characteristics of planning

  • plan for teaching major concepts, principles and theories of Social Science at school level

  • design co-curricular activities for Social Science

Content:

  1. Importance and characteristics of good planning(1)

  2. Planning for designing learning experiences, field visits, activities and developing instructional material for teaching following content:(8)

Major Concepts, principles and theories in Social Science curriculum at Secondary School level: location, Differentiating between sites and situation, Solar system, Human occupation, Ecosystem, Continent drift theory. Contribution of eminent scientists such as Humbolt

  1. Identifying and designing teaching-learning experiences; Planning field visits( Market, Sea shore life, Botanical garden, World trade center, Green house ,National Park, Poly house ,Industry, Sanctuary, valley, Crop Cultivation, Planetarium, River etc.); Organizing activities, laboratory experiences, making groups, planning ICT applications in learning Social Science(3)

  2. Planning for organizing various curricular activities, such as debate, discussion, drama, poster making on issues related to Social Science. Organizing events on specific day such as Earth Day, Consumer day, Environment Day, Population day, Social Science Day etc. (2)

  3. Planning and organizing field experiences, Social Science club, Social Science exhibition (1)



Module 3: Facilitating learning of Social Science (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • understand Psychology of learning & teaching of constructivism in Social Science

  • use various methods and models of teaching

  • facilitate self-learning of Social Science

  • promote cooperative learning

  • use various learning resources

Content:

  1. Perspective on the Psychology of learning & teaching of constructivism in Social Science(2)

  2. Promoting thinking and construction of knowledge through using Concept Attainment, guided discovery, Project Method, Journey method, regional method, comparative method (8)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, Social Science Channel , online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, team teaching, Games, Quiz (3)



Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • develop indicators for performance assessment in Social Science

  • construct various tools for formative and summative evaluation in Social Science

  • understand importance and ways to develop professionally

  • plan for an action research

Content:

  1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (2)

  2. Developing framework and indicators for performance assessment in Social Science: Learners record of observations; Field diary, Mapping, Portfolio; Assessment of project work (both in the laboratory and in the field); assessment of participation in collaborative learning; Assessment of experimental work in Social Science(3)

  3. Construction of test items (open-ended and structured) in Social Science and administration of tests (3)

  4. Exploring aims and objectives in Social Science not assessed in formal examination system and their evaluation through various curricular and co-curricular activities (1)

  5. Professional development forSocial Science teachers through (2)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and other institutions

  • Books, Journals and periodicals

  • Reflective practices of Social Science teachers

  • Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand how children learn Social Science through research, action research in Social Science. (3)

  2. Organizing social activities such as exhibitions, Social Science fair for development of scientific attitude and popularizing Social Science education (1)

Assignments: ( 25 marks)

  1. Writing a report based on visit to any one place such as Social Science Department, Municipal/ Corporation Environment Dept, Rural health Dept, Water pumping Plant, Planetarium, Social Science Dept. in Industry/Factory etc. (10 Marks)

  2. Writing a report based on visit to any one place such as Agro tourism Places, Dairy Project, and, agriculture colleges/schools/university and writing a report including following points: planning and preparation, objectives, implication structure of Project, opinion And Feedback. (10 Marks)

  3. Prepare one lesson note based on any one of Team Teaching/ Collaborative Learning/ Models of Teaching (5 Marks)


References

  • Saxena, N. R. Teaching of Social Studies, Surya Publications, Meerut

  • Aggarwal, J .C. (1982) Teaching of Social Studies, Vikas Publications New Delhi.

  • John Wiley and Sons (1962) Teaching Secondary School Studies, New York.

  • Kohlia.h. (1999) teaching of social studies Anmol publications. New Delhi.

  • C. Bining & Davidh Bining (1952) Teaching the Social Studies Secondary School Mcgraw Hill inc.

  • Ponkshe , D (2005) Bhugoltil patyaunshpaddhati va Ekatmata, Pune : Nutan Prakashan

  • Sharma, B. , Maheshvari B. Samajik Adhyan Shikshan, Meerut : Surya Publication


Course 7: Subject Education II: 6. Science and Technology Education

Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student teachers for completing assignments



Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Science and Technology (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain the nature and structure of science

  • understand the aims of Science education

  • plan for imbibing values through Science teaching

  • write instructional objectives of teaching of a topic

  • analyze features of existing curriculum of Science and Technology in the light of NCF 2005 and principles of curriculum development

  • establish correlation of Science with other subjects

Content:

  1. Nature and Structure of Science: Characteristics and functions of Science and Technology, Branches of Science; Facts, concepts, principles, laws and theories in context of science (3)

  2. Aims of teaching Science and Technology:(2)

  3. Developing scientific attitude and scientific temper

  4. Nurturing the natural curiosity, aesthetic senses and creativity in Science

  5. Acquiring the skills to understand the method and process of science that lead to exploration, generation and validation of knowledge in science

  6. Relating Science education to the environment (natural environment, artifacts and people)

  7. Solving problems of everyday life

  8. Values and Learning Science: Imbibing the values of honesty, integrity, cooperation, concern for life and preservation of environment, health, peace, equity (2)

  9. Objectives at upper primary and secondary school level as given by State curriculum (1)

  10. Determining acceptable evidences that show learners’ understanding with the help of Bloom and Anderson’s hierarchy of objectives of teaching ( 2)

  11. Expectations about constructivist science teaching in NCF 2005, General principles of curriculum development and Trends in Science curriculum; Consideration in developing learner centered curriculum in science, Analysis of Features of existing curriculum of science and technology at upper primary and secondary school level and textbooks(4)

  12. Establishing correlation of Science with other school subjects and life(1)


Module 2: Planning of teaching Science and Technology (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain importance and characteristics of planning

  • plan for teaching major concepts, principles and theories of Science and Technology at school level

  • design co-curricular activities for Science learning

Content:

  1. Importance and characteristics of good planning(1)

  2. Planning for designing learning experiences, field visits, activities and developing instructional material for teaching following content:(12)

Properties and states of matter, structure of atom, Plant and animal cells, classification of plants and animals, diseases and their prevention, kinematic equations, modern periodic table, Electricity, lenses and mirrors, life processes, life cycle, Origin of life and evolution, Heat, Electricity, Magnetism, Light, Contribution of eminent scientists such as Isaac Newton, Dalton, Neils Bohr, Darwin, J. C. Bose, C. V. Raman, Albert Einstein, etc.

  1. Planning for organizing various co-curricular activities such as debate, drama, poster making on issues related to science/biology, Day celebrations such as Science Day, Earth Day, Environment Day, etc(2)


Module 3: Facilitating learning of Science and Technology (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • use various methods and models of teaching

  • promote construction of knowledge

  • facilitate self learning of Science

  • promote cooperative learning

  • use various learning resources

Content:

  1. Using narration/explanation and demonstrations for facilitating understanding (1)

  2. Promoting thinking and construction of knowledge through Using Concept Attainment, Inductive Thinking, guided discovery, Problem solving, Project Based Learning, organizing experiments/laboratory activities (6)

  3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, online learning, using activity sheets, assigning homework/assignments (2)

  4. Using Small Group and Whole Group Instruction strategies through Cooperative and Collaborative approaches to learning, Brain storming, Role Play and Dramatization, Group Discussion, Simulation and Games, Quiz (3)

  5. Using learning resources for teaching Science: (3)

  • Science laboratory

  • Audio and Visual aids

  • Community resources such as botanical garden, museum, aquarium, zoo, exhibitions


Module 4: Evaluating student-learning and Professional growth of teacher (Credit 1, Hours 15, Marks 25)

Objectives: After learning this module the student teacher will be able to-

  • explain concept of continuous and comprehensive evaluation

  • develop indicators for performance assessment in Science and Technology

  • construct various tools for formative and summative evaluation in Science and Technology

  • understand importance and ways to develop professionally

  • plan for an action research

Content:

  1. Concept and importance of continuous and comprehensive evaluation, formative and summative evaluation as constructivist Perspective (2)

  2. Developing framework and indicators for performance assessment in science: Learners record of observations; Field diary, herbarium and collection of materials; Oral presentation of learners work in biological science, Portfolio; Assessment of project work (both in the laboratory and in the field); assessment of participation in collaborative learning; Assessment of experimental work in science(3)

  3. Construction of test items (open-ended and structured) in science and administration of tests (3)

  4. Exploring aims and objectives in Science not assessed in formal examination system and their evaluation through various curricular and co-curricular activities (1)

  5. Professional development for science teachers through (2)

  • Participation in seminar, conferences

  • Computer and online resources

  • Collaboration of school with colleges, universities and other institutions

  • Books, Journals and periodicals

  • Reflective practices of Science teachers

  • Field visits

  • Use of Feedback from learners, colleagues and self

  1. Teacher as a researcher: Learning to understand how children learn science through research, action research in science. (2)

  2. Organizing social activities such as science club, exhibitions, science fair for development of scientific attitude and popularizing science education (2)


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