Guru gobind singh indraprastha university



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Scheme of Teaching & Examination
and

Syllabi

of

Bachelor of Education (B. Ed.)

(w.e.f. August 2006)



GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

KASHMERE GATE, DELHI-110 403 
 
 
Guru Gobind Singh Indraprastha University, Delhi


Course Code

Course Name

Credits

GROUP A

FOUNDATION COURSES

  

B. Ed. 101

Education in Emerging Indian Society

6

B. Ed. 102

Psychology of Learner and Teaching –Learning Process

6

B. Ed. 103

System and Issues in Indian Education

6

B. Ed. 104

Curriculum and Instruction

4

B. Ed. 105

Computer in Education

4

GROUP B

PADAGOGICAL COURSES




B. Ed. 106

Teaching of Hindi

4

B. Ed. 107

Teaching of English

4

B. Ed. 108

Teaching of Sanskrit

4

B. Ed. 109

Teaching of Social Sciences

4

B. Ed. 110

Teaching of Integrated Sciences

4

B. Ed. 111

Teaching of Physics

4

B. Ed. 112

Teaching of Chemistry

4

B. Ed. 113

Teaching of Mathematics

4

B. Ed. 114

Teaching of Life Science

4

B. Ed. 115

Teaching of History

4

B. Ed. 116

Teaching of Political Science

4

B. Ed. 117

Teaching of Economics

4

B. Ed. 118

Teaching of Geography

4

B. Ed. 119

Teaching of Home Science

4

B. Ed. 120

Teaching of Business Studies #

4

B. Ed. 121

Teaching of Accountancy #

4

B. Ed. 122

Teaching of Urdu

4

GROUP C

ELECTIVE COURSES

(Any ONE of the following)

  

B. Ed. 135

Elementary Education

4

B. Ed. 136

Assessment, Evaluation and Remedial

4

B. Ed. 137

Educational guidance and Counseling

4

B. Ed. 138

Education of Children with Special needs

4

B. Ed. 139

Educational Technology

4

B. Ed. 140

Value Education and Education for Human Rights

4

B. Ed. 141

Environmental Education

4

B. Ed. 142

Population Education

4
Bachelor of Education (B. Ed.)

  

 



 

Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.)                                                                   


Course Code

Course Name

Credits

  

  

  

GROUP D

PRACTICAL COURSES

  

B. Ed. 151

Teaching Skill Development – I

6

B. Ed. 152

Teaching Skill Development – II

6

B. Ed. 153

Psychology Practical

2

B. Ed. 154

Computer Practical

2

B. Ed. 155

ATR, Critical Appraisal of Text Book

2

B. Ed. 156

SUPW, Visual Education

1**

B. Ed. 157

Tutorial, Co-curricular Activities & Sports

1**

  

Total

58

 

# Can be offered only at advanced level 



*Any one of the Advanced Level Content – cum- Methodology Course from Group B (ii) (See, please Annexe: I) can also be opted by those who possess the Master’s degree in lieu of any One the subjects specified in Group B (i) provided there are at least 10 students in that subject and/or any Institute has the required facilities for opting that particular course without disturbing the basis/bases on which admissions have been finalized during the academic session 2001-02. The syllabi of the subject/s that is actually opted in any Institute/College shall be made available by the Dean Academic Affairs on demand.

 **NUES

The time – slots for these practical courses shall be provided in the Time Table for B. Ed. Programmes in such a manner so that the students stay at their respective campuses at least 7 hours on each working day.

 Note: 

1.      The total number of the credits of the B. Ed. programme = 58.

2.      Each student shall be required to appear for examinations in all courses. However, for the award of the degree a student shall be required to earn the minimum of 54 Credits.  

 

Annexe – I

 

List of Advanced Level Content – cum Methodology Courses



B.Ed.120 – Business Studies # 

B.Ed.121 – Accountancy #

B. Ed. 122 - Hindi

B. Ed. 123 - English

B. Ed. 124 - Sanskrit

B. Ed. 125 - Physics

B. Ed. 126 - Chemistry

B. Ed. 127 - Life Sciences

B. Ed. 128 - Mathematics

B. Ed. 129 - Political Science

B. Ed. 130 - Economics

B. Ed. 131 - History

B. Ed. 132 - Geography

 

 



Guru Gobind Singh Indraprastha University, Delhi

Bachelor of Education (B. Ed.)

EDUCATION IN EMERGING INDIAN SOCIETY

 

Course Code: B. Ed. 101       Credits-6



Course Objectives

  • To enable the pupil Teacher to understand the relationship between philosophy and Education & their interdependence.

  • The importance and role of education in the progress of Indian Society & Social Context.

  • To sensitize the pupil teachers towards the various facets of the realm of education

  • To help them understand the various concepts involved in expounding a theory of education

  • To enable the pupil teachers to translate their perception of education into practice / experiential pursuits in the social context.

  • To help pupil teachers to build their own philosophy of education / response to the reality of education

 To achieve this, students will be provided with select material to study for analysis and syntheses.  Discussions / presentations / Lectures will be held to encourage students to formulate their own logical, consistent viewpoint to become responsible, sensitive human beings and professional teachers. 
Course Content 

UNIT - 1           44 periods

    1. Meaning of Philosophical inquiry and the relevance of philosophy for education and teacher.

    2. Education: - its Meaning nature, aims in relation to time & place.

    3. Conceptual Analysis of Fundamental concepts in philosophy of education - teaching, training, learning, indoctrination inquiry and education in the context of Child’s nature, growth and development

    4. Major philosophical positions – Idealism, Realism, Pragmatism, Existentialism with reference to their basic postulates, aims curriculum, method and discipline

    5. Analytical Study of Indian Thinkers Gandhi, Tagore, J. Krishnamurti and Sri Aurobindo. Western thinkers – Rousseau, Dewey,

With respect to their formulation about aims of education, nature of child, methodology, curriculum & teacher. 

 
 


UNIT 2            12 periods

  1. Meaning and relevance of Sociological aspect of Education and social inquiry

  2. Education as a sub-system.  Impact of other systems (Culture, economy, Polity technology, history) on education and the role of education therein.

  3. Social Processes: Socialization, social mobility, social change, Role of home, school, community & media in educational processes.

  4. Aspirations of Indian Society

UNIT – 3           15 periods 

(a)  Values and Education

  1. Meaning of values in Education, their need and importance

  2. Classification of Values, Criteria of Value selection with respect to Indian society.

  3. Role of Education in resolving value crises.

  4. Analysis of the concepts – Freedom, Democracy, Secularism & Discipline

 (b)  Culture & Education

  1. Culture - Meaning and characteristics of Culture with respect to India, Cultural Pluralism

  2. Cultural lag, Cultural conflict, Ambivalence & Tolerance.

  3. Role of Education in preserving conserving and developing cultural heritage.

UNIT – 4           09 periods

  1. Concept of National Integration, International Understanding & inter relationship between the two

  2. Humanistic assumptions of education & Human Right Education with respect to child’s rights

  3. Role of Teacher as a reflective practitioner

  4. Concept of an Educated Man

 

REFERENCES: - 

  1. Introduction to the Philosophy of Education – D. J. – O’Connor

  2. Modern Philosophies of Education – Brubacher

  3. Philosophy of Education – A. S. Seetharamu  - Ashish Pub. House

  4. Logic & Language of Education – George F. Kneller

  5. Philosophy and Education – Israel Scheffler

  6. Four Philosophies – J. Donald Butler

  7. Philosophic Foundations of Education – S. S. Shermis

  8. An Introduction to Philosophical Analysis – John Hospers

  9. Philosophical Foundation of Education – Ozmon & Craver

  10. On Education –  J. Krishnamurti

  11. On Education & the significance of life – J. Krishnamurti

  12. Doctrines of Great Philosophers – Rusk

  13. Democracy & Education – John Dewey

  14. Pedagogy of the Oppressed – Paulo Freire

  15. Education in the Social Context – Prof. Salamatullah.

  16. Sociological Perspective in Education – S. Shukla & K. Kumar

  17. Indian Philosophy of Education – V.P. Verma

  18. Inequality – Andre Beteille

  19. School Education in India – NCERT, 1986

  20. The Idea of Natural Inequality & other Essays- Andre Beteille

  21. Equality –  Turner

  22. Mahatma Gandhi – Romain Rolland

 
 
 

 

 




Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

PSYCHOLOGY OF LEARNER & TEACHING – LEARNING PROCESS
Course Code: B. Ed. 102        Credits-6
 

OBJECTIVES: 

The course will enable the pupil teacher to:



  • Understand the implications of various principles, procedure and theories of psychology in the teaching-learning process.

  • Acquire knowledge and understanding about the learner and the teaching-learning process to bring effectiveness in the learning outcomes.

  • Identify and understand the needs and differences among learners and provide adequate guidance and counseling.

  • Systematically use the evaluation system in the educational process to bring improvement in the instructions

  • Develop skills to use various psychological tests, objectively.

 

COURSE CONTENT: 

Unit I - Educational psychology and Development of the Learner  (20 Periods) 



  • Meaning and Scope of Educational Psychology                                          (20 marks)

  • Importance of Educational Psychology for Teachers

  • Concept of Growth & Development

  • Principles of Growth & Development

  • Various Stages of Development from Infancy to Adolescence with Special Reference to Piaget, Erickson and Kohlberg

  • Characteristics and Problems of Adolescents, Aspects of Adolescents’ Development – Physical, Cognitive, Emotional, Social and Moral etc

Unit II – Understanding the Learner              (20 Periods) 

Understanding the Learner in the Light of Interests, Needs, Individual Differences and Personality Development



  • Nature, Characteristics and Types of Motivation; Techniques of Increasing Learner Motivation; Maslow’s Hierarchy of Needs

  • Intelligence: Meaning and Nature; Theories of Intelligence (Two-Factor, Group Factor, Multi-Factor).

  • Children with Special Needs: Gifted, Slow Learners, Physically Handicapped, Socio-Emotionally Disadvantaged; and Concept of Inclusive Education and Classroom Strategies used by the teacher.

  • Meaning & Nature of Guidance & Counseling

  • Types of Guidance & Counseling – Educational, Vocational & Personal

  • Techniques of Guidance & Counseling- Directive, Non-Directive and Eclectic Counseling 

Unit III – Learning                                                      (25 Periods) 

  •   Concept of Learning and Teaching-Learning Process                           

  • Approaches to Learning:                                                                         

    • Behaviouristic: (Pavlov, Thorndike, Skinner)

    • Cognitive: Gestalt

    • Humanistic: (Maslow’s, Roger)

    • Constructivism

  • Factors Influencing Learning: Learner, Teacher, School & Home

 

Unit IV – Evaluation                                         (15 Periods) 



  • Concept of Evaluation                                                                              

  • Approaches to Evaluation – Formative, Summative, Diagnostic, Norm Referenced and Criterion Referenced

  • Tools of Evaluation – Observation, Interview, and Self Reporting Techniques

  • Elementary Concept on Normal Distribution Curve & Co-Relation

  • Statistical Analysis – Calculation of Mean, Median, Percentiles, Standard Deviations & Uses of These Measures

  • Characteristics of a Good Tool – Reliability, Validity, Practicability

  • Teacher Made and Standardized Tests

Suggested Readings:- 
 Text Books:

Aggarwal, J. C. (1995), Essential Educational Psychology, Vikas Publishing House Pvt. Ltd., New Delhi.

Bhatia, H. R. (1977), Textbook of Educational Psychology, The McMillan Company of India Ltd., New Delhi.

Chauhan, S. S. (1988), Advanced Educational Psychology, Vikas Publication, New Delhi.

Mangal, S. K., Educational Psychology.

Sharma,R.A., (2004) Essentials of Measurement in Education and Psychology,(4th ed.) Surya Publication, 




Reference books:
Beihemer,S. Psychology Applied to the Classroom

Bruner,J.S. (1967) A Study of Thinking, New York:John Wiley

Dececco, J. P. (1977), The Psychology of Learning and Instruction, Prentice Hall of India Pvt. Ltd., New Delhi.

Garrett, H. E., Statistics in Psychology and Education.

Hurlock Elizabeth, Developmental  Psychology

Kubiszyn, T. & Borich,G. Educational Testing &Measurement –Classroom Application & Practice, Wiley/Jossey-Bass Education, 7th edition

Lindzey,G.,Hall, L& Thompson R.F.,(1978) Psychology, (2nd ed.), Worth Publishers

Maslow, A.H. (1970) Motivation and Personality( 2nd ed.), New York; Harper & Row

Morgan,C.T., King, R.A., Weisz,J.R. & Schopler,J.(2001) Introduction to Psychology, (15th ed.), TataMcGrawHill Publishing Ltd.

    Woolfolk,A.E. Education Psychology




Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)

SYSTEM AND ISSUES IN INDIAN EDUCATION

  

Course Code: B. Ed. 103      Credits-6

 

 Objectives 


After this course, the student-teachers will be able to:

  • understand the importance of educational policies and programmes during the pre and post independence period.

  • analyze the forces affecting the educational system.

  • appreciate the role of education in human resource development.

  • develop competencies to understand the various issues related to education and  

  • accordingly take necessary remedial measures.

  • develop vision for futuristic programmes in education.

 Course Content

Unit-I Status of Education in India (1813-1950)    (15 Periods) 



  • Charter Act 1813

  • Macaulay’s Minutes

  • Wood’s Despatch

  • Hunter Commission

  • Basic Education

 

Unit-II Status of Education in India (Post-independence) (28 Periods) 



  • Radhakrishnan Commission

  • Constitutional provisions related to education (with special reference to Article 45)

  • Kothari Commission

  • NPE 1986

  • Development of women education in India.

 Unit-III Issues in India Education                       (28 Periods) 
(A) Elementary Education

  • Programme of Action 1992

  • Wastage and Stagnation

  • Non-formal Education

  • Role of SCERT and DIET

(B) Secondary Education



  • Vocationalisation of Secondary Education

  • Common School System

  • Navodaya Vidyalayas, Kendriya Vidyalayas

  • Programme of Action 1992

  • Role of CBSE and NCERT  

(C) Higher Education

  • Student Unrest

  • Examination Reforms

  • Role of NCTE and UGC  

Unit-IV School Organization and Management    (09 Periods) 

  • School Plant

  • Preparation of Time-Table

  • Organization of Co-curricular Activities

  • Role of Principal, Teacher and Community (including PTA)  

References:- 

1. Biswa Ranjan Purkait (2001) - Milestones in Modern Indian Education, New Central Book Agency, Calcutta

2.  M.Dash (2000) – Education in India-Problems and Perspectives, Atlantic Publishers, New Delhi.

3. J.C. Aggarwal (2002) – Development of Modern Indian education, Vikas Publishing House, New Delhi.

4  J.C. Aggarwal (2002)- Landmarks in the history of Modern Indian Education, Vikas Publishing House Pvt. Ltd., New Delhi.

5.  R.N. Safaya and B.D. Shaida (2000)- School administration and organization- Dhanpat Rai Publishing Company, Daryaganj, New Delhi.

6.  S.P. Sukhia (2000) – Educational administration, organization and health education, Vinod Pustak Mandir, Agra.

7.  Nurullah S. & Naik J.P. (1981)- Student history of Education in India, Macmillan, Bombay  



Guru Gobind Singh Indraprastha University, Delhi
Bachelor of Education (B. Ed.)
CURRICULUM AND INSTRUCTION

 

Course Code: B. Ed. 104      Credits-4




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