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Created by Rajasthan Legislative Assembly as per Sec. 2 F of the UGC Act 1956) P.B-12 Pacific Hills, Airport Road, Pratap Nagar Extension, Debari, Udaipur-313024 (Rajasthan) INDIA Web Site www.pacific-university.ac.in Mail: info@pacific-university.ac.in



B.Ed. Programme is a full time, one academic year programme Introducation :- Enlightened, emancipated and empowered teachers lead communities and nation towards better and higher quality of life. Teachers are expected to create social cohesion, national integration and a learning society. They disseminate knowledge and also generate new knowledge therefore it becomes essential for any nation to give necessary professional imputs to its teachers PAHER University pursues the following curriculum for its preservice teacher training programme. Bachelor of Education (B.Ed.). Provision for Admission to B.Ed. Course Selection of Candidates for admission to B.Ed. course shall be made in accordance with the Result of PAHAR University Eiligibily test only. Objectives of the course: 1 To help prospective teachers to develop competence to teach subjects of their specialization on the basis of an adequate theory of learning and a sound knowledge of the subjects. 2 To develop interest, attitude and knowledge which will enable them (i) to foster the all-round growth and development of children under their care and (ii) to provide guidance to individual pupils. 3 To develop an understanding of the aims and objectives of education in the Indian background and to promote an awareness of the role of the school and the teacher in realizing these aims and ideals. 4 To develop an understanding of the close relation-ship between society and the school, between life and school work. 5 To build up professional consciousness.


The objectives of Practical Work prescribed for the B.Ed.course are as follow: To develop the ability and self-confidence of pupil teachers to1Be conscious of a sense of values and need for their inculcation in children through all available means including one's own personal life. 2Posses a high sense of professional responsibility. 3Develop resourcefulness so as to make the best use of the situation available. 4Appreciate and respect each child's individuality and treat him as an independent and integrated personality. 5Arouse the curiosity and interest of the pupils and secure their active participation in the education process. 6Develop pupil's capacity for thinking and working independently and guide pupils to that end. 7Organize and manage the class for teaching learning. 8Appreciate the dynamic nature of the class situation and teaching techniques. 9Define objectives of particular lessons and plan for their achievement. 10- Organize the prescribed subject matter in relation to the needs, interest and abilities of the pupils. 11- Use appropriate teaching methods and techniques. 12- Prepare and use appropriate teaching aids, use of the black board and other apparatus and material properly. 13- Convey ideas in clear and concise language and in a logical manner for effective learning. 14- Undertake action research. 15- Give proper opportunity to the gifted pupils and take proper care of the back-ward pupils. 16- Corelate knowledge of the subjects being taught with other subjects and with real life stuations as and when possible. 17- Prepare and use assignment. 18- Evaluate pupils progress. 19- Plan and organize co-curricular activities and participate in them. 20- Co-operate with the school teachers and administrators and learn to maintain school records and registers.


Learning outcomes: 1Competence to teach effectively two school subjects at the secondary level. 2Ability to translate broad objectives of Secondary Education in terms of specific programmes and activities in relation to the curriculum. 3Ability to understand children's needs, motives, growth pattern and the process of learning to stimulate learning and creative thinking to foster growth and development. 4Ability to use (a) individualized instruction and (b) dynamic methods in large classes. 5Ability to examine pupils progress and effectiveness of their own teaching through the use of proper evaluation techniques. 6Equipment for diagnosing pupils difficulties and deficiencies in achievement and dealing with them through remedial work. 7Readiness to spot talented and gifted children and capacity to meet their needs. 8Ability to organize various school programmes, activities for pupils. 9Developing the ability to provide guidance in educational, personal and vocational matters. 10- Ability to asses the all round development of pupils and to maintain a cumulative record. 11- Development certain practical skills such as: (a) Black board work (b) Preparing improvised apparatus (c) Preparing teaching aids. 12- Interest and competence in the development of the teaching profession and of education. Readiness to participate in activities of professional organizations. The B.Ed. Programme will Consist of the Following Components:Part-I Main theory papers (I-VI) Part-II Teaching Practice and Practical work Part-III Specialization (Additional/Optional Paper VII) Part-IV Qualifying Compulsary Paper (VIII)


Part-I Main Theory Papers There will be six theory papers of three hours duration carrying 100 marks each for final examination. Paper-I Education in Emerging Indian Society Paper-II Development of learner and learning process. Paper-III Educational System in India and school organization. Paper-IV Essentials of Educational Techonology and classroom management Paper- V & VI Methodology of Teaching Graduates in Arts, Science, Commerce Streams shall have to offer any two teaching subjects studied at Graduate Level at least for two years for paper V and VI out of the following. 1Teaching of Hindi 2Teaching of English 3Teaching of Sanskrit 4Teaching of Mathematics 5Teaching of General Science 6Teaching of Social Science 7Teaching of Art Education 8Teaching of Commerce General 9Teaching of any one of the following subjects. Physics, Chemistry, Biology, Home Science, History, Civics, Economics, Geography, Book Keeping & Accountancy.


Evaluation of Papers I to VI Each theory paper will carry 100 marks out of which 80 marks will be externally assessed at the final examination and 20 marks to be internally assessed. Out of the 20 marks 10 marks shall be for assessing the sessional work and 10 marks for the mid-term test. Question Papers 1Each question paper (in all six) will have two sections. Section- A will contain 8 short answer type questions, out of which candidate will be required to attempt 5 questions each carrying 7 marks. Section B will contain 3 essay type questions with an internal choice for each question. Essay type question will carry 15 marks each. 2The syllabus of content part in each of the papers V and VI shall be of the same level as prescribed in the relevant subject (optional whenever provided) for the Higher Secondary examination of the Board of Secondary Education, Rajasthan, Ajmer from time to time. The content part will be evaluated alongwith methodology. 3Short answer type question would aim at testing knowledge of concepts, facts, definition, laws, principles, generalizations etc. and also understanding of principles and concepts. 4Essay type questions are to aim at testing the abilities of critical thinking and application of principles taught in theory.


Part-II Teaching Practice and Practical work. The Teaching Practice will carry 300 marks comprising of : 1Internal assessment 200 marks 2External Examination 100 Marks (In one School Subject) The distribution of 200 marks shall be as follows Internal Assessment Scheme S.N. Activities Marks distribution 1 Micro Teaching (5 Skills) (Each 20 2 skill of 4 marks) Regular Practice Teaching 60 3 including Lesson (Each Subject of Criticism Unit-Test (Each subject 20 10 marks) 4 of 30 Marks) Observation 5 Criticism lesson 5 (i) Teaching aids. (for Arts Student 5 (ii) in each method subject ) (for Demonstration 6 four Psychological experiment 10 (iii) Ordinary lesson Education 7 Science students- two teaching Physical 5 aids and in the use entire each two in the of in practical Audio8 (Participation Practical 5 methodair session/ SUPW camp subject) Visual equipments9 session) Open 10 evaluated by 10 two (to be Participation AudioSocial and community services. and 10 visual Beautification, Incharge) at college Practice (i) and 11 community life(Block Internship 50 shramdan level Total Teaching) Grand 200 (ii) Community Participation (i) Shramdanof Method subject Teaching and beautification (iii) 2=30) (ii) Studies (work discipline (15x Punctuality and experience Organization and Evaluation of Practice Teaching and Practical work. relatedSocialsome? (iii) with participation in group participation and (ii) (iv) Cultural and literary achievements (5) Organization and Evaluationimportant Teaching: of Practice activities (iv) Celebration in all activities (iii) Participation of 1- days Every candidate Report of school (10) (iv) will teach 40 lessons under supervision (20 lessons in of each any feature subject ) during Practice teaching session. At least 2(each subject) (v) Wall magazine preparation of (vi) Other co-curricular group school/Case lessons should be study/Action taught through innovative methods other than and individual activities according Researchand demonstration. (5) lecture to local genius and situation.the syllabus should be completed as a full 240 lessons as desired in (vii) Cultural and literary period class room lesson. Micro-teaching lesson be used in addition to activities these 40 lessons for developing certain teaching skills. 3By and large, the evaluation of the performance in the practical teaching will be based on the last 10 lessons in the subject when the student has acquired some competence and skills of teaching. 4The internal assessment in practice of teaching will be finalized by the principal with the help of the members of teaching staff and the same


will be communicated to the University before the commencement of the practical examination each year. 5Each candidate should be prepared to teach both the lessons at the final practical examination. Each candidate is to be evaluated in one school subject. 6The Board of Examination for external examiners will consist of: a) The principal of the college concerned. b) One senior member of the college such that the Board of examiners represent all the three faculties Humanities, Languages and science. c) Two external members appointed by the university. Internship: A part from teaching practice experience in school, the trainee- teacher should function as a regular teacher in a school (i.e. taking attendence, organizing and Participating in all the school activities, like assembly, games, Bal Sabhas, Cultural and literary programmes, Preparing notice, exmination papers, various letter, maintenance of school record etc.) The trainee- teacher should prepare a report about the school experience with specific reference to their chosen areas of specialization. Internship may also be utilized for completing the application based assignment of the theory papers.


Practical Work: Trainee teachers are expected to develop the following records. 1234567Micro- Teaching lessons. Regular Practice teaching lessons Observation of lessons Record of teaching aids Report of psychological experiments Audio-visual practical file Report of school acitivty/case study/action research

Working out the result for awarding division. (i) A candidate in order to be declared successful at the B.Ed. Examination shall be required to pass separately in Part-I (Theory) and Part-II (Practice of Teaching) (ii) For a pass in Part-I (Theory) a candidate shall be required to obtain at least- (a) 30% marks in each theory paper the (b) 36% marks in the aggregate of all the theory papers. (iii) For a pass in Part-II (Practice of Teaching) a candidate shall be required to pass separately in the Internal & External Examinations and obtain at least 40% marks in each. (iv) The successful candidates will be clsssified in three divisions and shall be assigned separately in theory and Practice of Teaching as follows: Division I II III Theory 60% 48% 36% Practice of Teaching 60% 48% 36%


PAPER-I Education in Emerging Indian Society Unit-1 1. Education- Nature and meaning, its objectives in relation to the time and place. 2. Indian Thought and its contribution to educational practices.(i) Realism with reference to Jainism (ii) Idealism with reference to Geeta (iii) Humanism- Historical and scientific with reference to Buddhism (iv) Naturalism with refernce to Ravindra Nath Tagore. 3. Education in the Western context i- idealism with reference to Plato. ii- Naturalism with reference to Rousseau. iii- Pragmatism with reference to John Dewey. Unit-2 Educational approaches and their historical perspective. Basic education M.K. Gandhi Child centered education Giju Bhai Man making education- Swamy Vivekanand Integral education- Sri Aurobindo Unit-3 Indian Constitution and the status of education under its directive principles and various articles. Universalization of education Education and Fundamental Rights & Duties. Relationship between education and democracy. The role of education in developing Socialistic patterns of society and national integration. Role of education democratic Pluralistic society.

Unit-4 Educational development and social system- Gender disparities, Regional disparities, Social disparities Discussion on inequalities of educational opportunities. Education as an agent of social change, social change influencing the


trend of education since independence. Unit-5 National education policy (1986) Salient features in relation to aims of education and effort made by centre & state goverment implimenting them. - commitment to the teaching profession and the issue of accountability. Unit-6 The role of educational institution for creating a new social order, i.e. from traditional to emerging society. The challenges of transitionAwareness and action for protecting the environment Responsible citizenship Involving youth for national intergration. Sessional Work :- (Any one) 1. A term Paper on any one social aspect of Indian Society. 2. A Term Paper on any one philosphical aspect. 3. An essay on inclucation of baliees in the Present System of Education. 4. Inculcation of Values through Co-Curricular actitries. Text Books Teacher in Emerging Indian Society Dr. Sharma, Sharma and Agrawal Education and Teacher in Emerging Indian Society Sharma, Datta, Dubey and singh



Paper- II Development of Learning and Teaching Learning Process. Unit- 1 Nature of psychology and development of the learners a) Psychology : Its meaning, nature , methods and scope; function of educational psychology; application of educational psychology for teachers. b) Growth and Development of the learner i- Concept of growth. iiPrinciples of development , development and maturation. iii- Special study of physical, Mental, social and Emotional development in childhood and adolescence. Unit- II Learning and motivationa) Nature of learning theories- Behaviourists theories, Gestalt Theory, Cognitive Theories - Piaget and Bruner. b) Factors influencing learning and teaching process: learner relate d: teacher related, Process related and content related. c) Transfer of learning. d) Concept formation; problem solving; inquiry; discovery and creative learning. e) Motivation- nature, types, techniques of enhancing learner's motivation.



Unit- III AIntelligence a) Nature and characteristics of intelligence and its development. b) Theories of intelligence; Two factor Theory, Multi factor Theory and SOI Model. c) Measuring intelligence- Verbal, Non-verbal and Performance test (one representative of group test and individual test of each). Creativity- its concept, characteristics, assesment and fostering. Unit-IV Special Childrena) Individual differences- nature; accommodating individual differences in the classroom. b) Concept of exceptional children, types of special child- Physically handicapped; gifted: Slow learner, backward and delinquent- their characteristics and guidance. c) Learner centered techniques for teaching special children; Model of teaching its concept and Ausubel model in detail. Unit V Personalitya) Personality- definition, Meaning and nature ; development of personality; types , factors effecting personality. b) Assessment of personality. c) Identification of neurotic children and their adjustment. d) Mental health and adjustment techniques and role of teacher in promoting mental health of the students.




Unit-VI Guidance and Counsellinga) Meaning of Guidance & councelling. b) Principles of Guidance & Councelling c) Techniques of Guidance & councelling d) Introduction of Basic Guidance services. e) Disemmination of Guidance information, organisation of guidance services, group guidance techique. Sessional Work - In all each candidate will be required to submit two practical work and one Sessional work. 1. Psychological test (Any two) : Administering, Scoring and Interpreting the results. 2. To prepare the sessional work. according to syllabus. (Any one aspect) Text Books Development of Learner and Teaching Learning Process Dr. Gupta, R.K.Sharma & Pandit Educational Psychology R.K. Rawat, Kulshreshtha, Dr.Baraulia



PAPER III Educational System in India and School Organization Unit-1 Salient features of education in pre- independence era. British Period. a) Macaulay's Mission and Bentincks resolution of 1835. b) Adam's report c) Woods dispatch d) Growth of national consciousness and national education movement Unit- II Development of Education in post independence eraStudy of the main recommondations of different commissions in post independence era 1. University Education Commission (1446-48) 2. Secondary Education Commission (1952-53) 3. Indian Education Commission (1964-66) 4. National Education Policy (1986) 5. Revised National Education Policy (1992) Unit- III Educational Administrative system in India with reference toa) Constitutional provision regarding administration of education. b) Centre, State relationship with regard to education c) Central agencies of education NCTE, NCERT, NIEPA and UGC d) State agencies of education :- IASE, CTE, SIERT & DIET e) Organizational Structure and supervision of school education at state level (Rajasthan) Unit- IV Quality Concern in Educational Management a) Institutional Planning b) Organization of the following i) Time table ii) School Records c) Co-curricular activities-need, principle and organization. d) Organization of Infra-structural facilities.


e) Leadership role of school head in school organization. f) Leadership role of teachers in curricular and co -curricular activities in school. Unit- V Major challenges in Indian Education. a) Language controversy b) Education for secularism. c) Education for national and emotional integration. d) Indianisation of Education. Sessional Work (Any one) 1. Study of any one aspect of School organization. 2. Study of any one educational Institution with reference to managerial aspect. 3. Study of leadership role of school head. Text Books Development of Educational System in india Dr.Sharma , Srivastava, Sharma and Agrawal History and Problems of Indian Education Dr.Baraulia, R.K.Sharma & Tiwari History and Development of Educational System in India M.S.L. Kulshrestha & jyoti Kulshrestha



Paper IV Essentials of Educational Technology & Class room Management: Unit-1 Educational Technology (i) Concept of ET & its role in educational practices. (ii) Approaches of ET- hardware, software & system approach. (iii) Types of ET- Teaching Technology, Instructional technology & Behavioural Technology. (iv) Hardware technology - cone of experience. Audio-Visual tools and projection tools. (v) Information & Communication technology- T.V., Radio, video tape and preparation of their scripts, teleconferencing, computer as an instructional aid, virtual class and web based education. Unit-II Managing class-room teaching. (i) Nature of teaching (ii) Concept of teaching, training and instruction. (iii) Levels of teaching (iv) Content analysis (v) Classification & specification of instructional behaviour. Unit-III Organization of Teaching (i) Approaches of teaching - Herbertian, Morrison's, Hunt's, Kilpatric & Dewey approach. (ii) Strategies of Teaching at Secondary & Sr. secondary level (Concept, organization, merit & limitations): Group discussion, Panel discussion, Brain storming, problem- solving, supervised study , peer -group learning, team teaching, programmed instruction, Computer Assisted Instructionan (CAI). Unit-IV Communication & Communication technology Concept, types, process & functions of communication, Role of verbal & non -verbal communication, communication skills, problems of communication Unit-V


Developing Teaching Effectivness. (i) Teaching skills - Pre- active skills, Interactive skills, Post- active skills (ii) Micro teaching (iii) Interaction analysis (FIACS) (iv) Action Research Unit-VI Evaluating Learning. (i) Concept of evaluation & measurement, purpose of evaluation. (ii) Tools & techniques of evaluation. (iii) Reliability, validity & objectivity of a test. (iv) Elementary statistics - Normal distribution, central tendencies (mean, mode, median), S.D., Rank difference correlation. (v) Steps of achievement test construction. Sessional Work (Any One) 1- To prepare the sessional work according to syllabus (any one aspect) 2- Preparation of TV/Radio Script. 3- Preparation, try out and reporting of an instructional plan based on teaching strategies (any me) given in Unit 3



Text Books Essentials of Education Technology and Management Dr.Sharma , R.K Sharma and Agrawal Addition Special Programme. 1Educational and vocational Guidance. 2Basic Education 3Non-formal Education 4Physical Education 5School Library organization 6Audio-visual Education 7Measurement and Evaluation 8Moral Education 9Education of the Handicapped 10Primary Education 11Yoga Education 12Population Education 13Educational Technology 14Educational Television 15Programmed Learing 16Environmental Education 17- Computer Literacy & Education Application



METOD OF TEACHING -SOCIAL STUDIES Objectives 1. To enable the student Teachers, to appreciate the need for learning social studies. 2. To help them to understand the place of social studies in the secondary school curriculum. 3. To develop the skills in student teachers to select and apply appropriate methods and evaluate social studies. 4. To enable the student teachers to critically examine the social studies syllabus and text books. 5. To develop the classrooms skills needed for teaching of social studies . 6. To develop the ability to organize co- curricular activity and utilize community recourses for promoting social science learning . 7. To acquire the ability to develop instructional support materials. Course Content Unit 1 Social studies Nature and concepts a) Historical development of social studies modern concepts, nature, scope and importance of social studies. b) Correlation of social studies with other social sciences.

Unit II Aims and objectives of teaching social studies at different level. (Primary, Elementary Secondary and senior secondary levels) Unit III Curriculum Construction: Selection and organization of Content at various levels . Characteristics of good text book.



Unit IV Instructional strategies and methods of teaching: (Lecture, story telling, source, project supervised study, problem solving, and team teaching methods. Approaches: - Field trips visit, lab, use of community recourses. Unit V Planning for teaching and role of teacher a) Lesson Planning Annual plan , Unit Plan , and daily lesson plan b) Qualities, role and professional growth of social science teachers . Unit VI Use of instructional material in social studies a) Maps, graphs, time line, charts, slides, Transparency. b) Audio Visual aids slide projector , overhead projector , films c) Use of co curricular activities. Unit VII Evaluation in Social Studies a) Importance and purpose of evaluation in social studies b) Different types of tests, their merits and limitation (Essay type, short answers, and objective type). c) Blue print, construction of test paper. d) Construction of achievement test in social studies



Sessional Work Any one of the following: 1. Studying historical monuments availably locally and writing report on it. 2. Case Study of any N.G.O. Working locally. 3. Prepare a scrap book on any social issue. 4. Studying any social problem and write a report of the same. 5. Prepare a lesson plan using local / community recourses as teaching aid (Fair, festival, person, place etc). 6. Critical appraisal of social studies syllabus of secondary level. 7. Two Abstracts of articles published in newspapers / journals on current social issues. 8. Writing film Script.

References 1. Agrawal , J.C. Teaching social studies , Vikas publishing house , Pvt. Ltd . Delhi 1989. 2. Bining , A.C. and Brining , D.H. Teaching the social study in secondary school , Mc Graw Hill company , New york , 1952 3. Bhattacharya and Darji , D.R. Teaching of social study in Indian school , Acharya book depot , Baroda , 1966. 4. Ellis , Arthur K , Teaching and learning elementary social studies Alloy and Bacon , Boston 1991 . 5. Kaushik , Vijay Kumar Teaching Of Social studies in elementary schools Anmol publication , New Delhi . 6. Kochher, S.k. Teaching Of Social Studies Sterling Publisher pvt ltd , New Delhi , 1999. 7. Wesley , E.B. & Wronski , S.P.Teaching Of Social Studies in high school , D.C .Health and company , Bostan , 1958. 8. Yagnik , K.S. Teaching Of Social studies in India , Orient , Longman, Bombay , 1966.



METHOD OF TEACHING HISTORY Course Objectives Enable The Student Teacher To: 1) Understand The Nature, Scope And Importance Of Learning History At Secondary Level . 2) Understand The Aims And Objectives Of Teaching History At Different Levels Of The Secondary Stage.
3) To Develop Knowledge About The Basic Principles Governing The

Construction Of History Curriculum And Develop The Ability To Organize Co-Curricular Activities And Community Resources For Promoting History Learning.
4) To Develop Classroom Skills Needed For Applying Different Methods

And Approaches Of Teaching History At The Secondary Stage.

5) To Develop The Skill To Plan For Instruction And The Instructional

Support Materials.
6) To Develop The skill Needed For Diagnostic Testing And Remedial


Course Content Unit-1

a) Meaning, nature and scope of history. b) Importance of teaching history at different levels of secondary stage c) Importance of studying local history with reference to national integration

and international understanding . d) Correlation of history with other school subject. Unit-2 Aims and objectives of teaching history at the secondary stage.


Unit-3 a) History curriculum principles of designing a good curriculum

b) Different approaches to organizing history curriculum. i) ii) iii) iv)

Chronological Biographical Topical Concentric

c) Organization of co-curricular activities through history teaching i) ii) iii) iv) v) vi) vii)

Visit to historical sites. Study of a museum Role playing Planning a history room Clubs Visit local resource centers for teaching history Quiz contest. Unit-4

1- Method and approaches of teaching history a) Story telling , Biographical, Problem Solving, Project, Socialized b) c) d) e)

recitation, Source Method Narration, discussion, demonstration Models of teaching appropriate for teaching history. Team teaching Simulated teaching

2- Organizing Workshop, Seminar, Symposium

1- Planning for teaching of history a) Unit plan b) Lesson plan c) Annual plan 24


2- History Teacher qualities, functions and professional growth in

changing world perspectives.


Unit-6 Use of instructional material for teaching of history. Black board, maps, graphs, time charts, models, sildes,films,coins,puppet. b) Slide projector, epidiascope, film projector, Tape recorder, radio, T.V. Computer assisted teaching. c) Text books of history. d) Preparation of T.V. and Radio script.

Unit-7 Evaluating out comes of history teaching.

a) Item formats tryout and item analysis with respect to specific

outcomes in cognitive, affective and psychomotor domains. b) Diagnostic testing and remedial teaching. c) Blue-Print, preparation of question paper.



SESSIONAL WORK Any One Critical appraisal of any one of the history text book prescribed for the secondary level. b) Historical study of a place of local importance. c) An essay on study of a museum. d) An essay on any current issues. e) Preparing a scrap book on any one aspect of history and culture. f) Report writing of freedom fighter / social worker and the historical personality of 20th century at your locality, based on interview.

REFERENCE Hill C.P. Ghate, V.D. Suggestions on the teaching of history Suggestions for the teaching of history in india Hand book of history teachers Effective teaching of history in India , NCERT A handbook for history teachers , allied publisher , New Delhi Burston W. H. Principle of history teaching , Methuen , education ltd. London .

NCERT Choudhary , K.P. Vagrshwari , R



METHOD OF TEACHING -CIVICS Objectives The Student teacher will be able to:1. 2. 3. 4. 5. 6. 7. Understand the concept, nature and scope of civics. Understand the aims and objectives of teaching civics Understand the principles of curriculum development & characteristics of a good text book. Apply appropriate methods and techniques of teaching civics. Develop competencies in teaching civics Use different instructional materials for effective teaching of civics. Acquire knowledge of various evaluation procedures.

COURSE CONTENT Unit-I Nature & Concept h) i) j) The Concept and development of Civics Importance in Present time, nature, scope and new trends Developing critical thinking about civics Unit-II Aims & Objectives-

Aims and objectives of teaching civics t different levels (Elementary, Upper Primary, Secondary and Sr. Secondary) Role of civics in promoting International understanding.




(Curriculum Planning and Activities)

Selection and organization content at various levels (Elementary, Upper Primary, Secondary and Senior Secondary level) Fundamental Principles of formulation curriculum in civics and critical appraisal of the existing syllabus Characteristics of a good text book Unit-IV

Methods & Approaches of Teaching

Lecture, Story telling, Problem Solving, Project, Supervised Study, discussion

Techniques questioning, interview

Planning and organization of filed trips, Mock session, election, use of community resources. Unit-V

Planning for teaching and role of Teacher Planning-Annual plan, Unit Plan and Daily lesson Plan. Qualities, role and professional growth of civics teacher.

Unit-VI Use of instructional Material in civics.



a) b)

Black board, Maps, Graphs, Time charts, Slides, Transparency Audio visual aids: Slide projector, Overhead Projector, Projector.

Unit-VII Evaluation

Importance and purpose of evaluation Different type of tests, their merits and limitation (Essay type short answer and objectives type) Setting question paper, blue print scoring key. Construction of achievement test in civics.

Sessional work:k) l) m) n) o) p) Write comments on the role of a teacher to prepare students for responsible citizenship. A survey of any institution of local self government Write an essay on any political problem. A critical study of any one aspect of the constitution or one on its amendments. Prepare a scrap book on any political issue. Write an essay on how to organize programmes through co-curricular activities to strengthen and promote inter Reference:Teaching of Social Studies- Agrawal T.C. Teaching of Social Studies- Dr. R.A. Sharma Teaching of Social Studies- B.N.Das





To help the students to acquire the basic understanding in the field of Economics. To enable the student teachers to understand the aims and objectives of teaching Economics at the secondary school stage. To develop the ability to evaluate the present curriculum in Economics at the secondary level. To develop the ability to organize group activities and projects in the subject. To develop the ability to use of various methods of teaching Economics. To enable the student to acquire necessary skills for the use and preparation of teaching aids and instructional material in Economics. To develop in the students appropriate attitudes towards the country's Economy. To develop in the student an adequate sense of awareness about Economic issues of the country and an out-look of problem solving through analysis and application of the theory of Economics. To develop competence in framing objective based achievement and diagnostic test, their administration and their scoring and drawing conclusions there of. To develop in the students an ability to conduct various surveys in Economics and organize field trips. To enable the student-teachers to prepare unit plan, lesson plan and related teaching learning strategies.




5. 6.









To enable the student teachers to review the text book of Economics.

COURSE CONTENT Unit-1 The place of Economics in school curriculum. Unit-2

a) b)

Aims and objectives of teaching Economics at the secondary level Instructional objectives behavioral objectives, measurable and nonmeasurable objectives; behavioral statements of objectives for various learning points and lessons. Unit-3


Principles and approaches to framing syllabus and its critical appraisal at secondary level.
(b) Curriculum Planning and activities.


Evaluation of text-books in Economics at the school level:a) Criteria of good text-b b)

Assignments, Exercise the text. Unit-4

Methods of teaching Economics

a) b) c) d) e) f)

Lecture method. Project and Problem solving method. discussion method. Inductive and Deductive method. Auto educative method. Techniques of Economics teaching.



Unit-5 Planning for teaching and role of teacher: (i) (a) Purpose of lesson planning.
(b) (c)

Unit and Daily lesion plannings Formulation of objectives in terms of learning Experiences,

(d) Teacher's role and attitude. (ii) Maxims and principles of class-room teaching. (iii) Class-room observation. Unit-6 Use of Instructional material in Economics.





& Transparency.

(b) Audio-visual aids, Slide Projector, Overhead Projector etc.

Unit-7 Evaluation in Economics. a) b) Importance and concept of Evaluations, Evaluation devices- Essay type. Short answer Type and Objectives Type Test. c) Preparation, Administration and scoring of unit test.

Sessional Work:Any one

1 2 3

- Preparation of four teaching aids related to subject. - Review of two published papers related to subject. - Review of a text-book at school level.





Teaching of Social studies in secondary schools: Bining and Bining

2. Teachers Manual in Economics : Dr. N. Husen, Published by Regional college of Education, Ajmer


Teaching of Economics : Edited by Kadamari Sharma, Tripat Tuteja Commonwealth Publishers.

4. Teaching of Economics : Majibul Hasan Siddiqui Ashish Publishing House,

8/88 Punjab Bagh, New Delhi 110026

5. Teaching of Economics : Tadar Anita



METHOD OF TEACHING GEOGRAPHY ObjectivesTo enable the student-teachers to:1. 2. 3. 4. 5. 6. 7. 8.

Understand the modern concept of Geography. Understand the aims and objectives of teaching Geography. Prepare yearly plan, unit plan, and lesson plan for different classes. Prepare maps and charts to illustrate the content of different classes and use them effectively. Critically evaluate the existing school syllabus and. review the text book of Geography. Apply appropriate method and techniques of teaching to particular topics at different levels. Arrange field trips and local surveys. Prepare achievement test and diagnostic test, administration of the test, analysis of results, make suggestion for remedial teaching.

COURSE CONTENT Unit I Nature and concept. Development of Geography, Modern concept and new trends of Geography.
a) b)

Its place in schools curriculum. Its important in day to day life and International understanding. Correlation of Geography with other school subjects. Unit II

Aims and objectives.



Teaching objectives of Geography at different levels Primary. Upper Primary secondary and Higher Secondary. Unit III Curriculum planning and activities. Principles of curriculum construction in Geography and its critical appraisal

Basic Principles for selection and organization of content according to learners level.
b) c)

Co-curricular activities in Geography, study of home region, Organization of fields trips and excursion, Geography museum and library.

Evaluation of text book in Geography. Unit IV

Methods and approaches. a) Method- Story telling, Regional Method, Demonstration method, laboratory, inductive and Deductive method, Descriptive and Comparative method (Problem solving, project and Supervised study method)

Approaches- Field trips, visit labs, use of local resources in teaching of Geography.

Unit-V Planning for teaching and role of teacher

a) b)

Lesson planning- Annual plan, unit plan and daily lesson plan Qualities, role and professional growth of Geography teacher

Unit-VI Use of Instructional Material


Audio-Visual Equipment:- use of Slide Projector, OHP, Epidiascope, Television and computer in Geography Teaching aids of Various kinds, Their effective use in class room (Models

b) 35


maps, pictures, sketches, diagrams, film, film strips, Atlas, Slides transparencies etc.,

Geography room / laboratory. Importance of lab work, equipment and apparatus.


a) b)

Evaluation of achievement in Geography. Construction of achievement test. i) ii) Different types of tests. Their merits and limitations, (Essay type, short answer and objective type.) Blue- Print, preparation of question paper and item analysis.

Sessional Work:1. 2. 3. 4. 5.

Prepare a scrap book on Geographical articles and news. Preparation of maps, charts and models for physical Geography Develop some lesson plan based on new methods and approaches. Write one or two articles or abstract related to the current issues of Geographical Critical appraisal of Geographical syllabus at secondary level.
6. Construction of objective type test items.

7. 8. 9.

Collection of new paper cuttings related to Geographical issues. Prepare a bibliography of reference books on the topics prescribed in Geographical Syllabus. Practical demonstration of the ability to use some weather instruments.

10. Prepare a report on visit to some place of Geographical interest.



1. 2. 3. 4.

Source Book for the Teaching Geography- UNESCO Publication. Principles and Practical of Teaching Geography-Barnard. Teaching of Geography. Rao, M.S. A Handbook for Geography Teachers- Scarfe, N.V., London Methurn & Co. 1995

5. Geography in school. - Fairgrieve, J., London, University Tutorial Press, 1937 6. Suggestion for the Teaching of Geography in India-Macnee, E.A., London, Oxford University Press, 1937.

METHOD OF TEACHING PHYSICS Objectives After completing the programme the student teachers will be: 1. able to appreciate the contribution of eminent physists in connection with the development of the subject. Familiar with the aims & objectives of the subjects in relation to the present needs of the society &. Education policies of India. able to plan curriculum at Secondary & Senior Secondary level and analyze the syllabus of the subject in relation to its applicability to practical situations. able to develop scientific attitude & provide a training in scientific method to their students. skilled in writing the objectives in behavioral terms, content analysis & concept mapping. able to develop yearly plan, unit plan & lesson plan. able to plan, equip & organize physics practicals in the lab. able to use various method & with' appropriateness of content, level & class room situations. able to use method most appropriate to assess the progress & achievement' of the pupil & thus prepare appropriate tests for the purpose (both theoritical & practical physics)



4. 5. 6. 7. 8. 9.



COURSE CONTENT Unit - I Nature & Scope a) b) c) What is science? What is Physics? Nature of Science, major milestones in the development of Physics. Objectives & values of teaching physics at Secondary & Senior Secondary level (specially in the light, of nations Education policies.) Unit - II Physics curriculum a) Concept of curriculum. Place of physics in Secondary/ Sr. Secondary level curriculum. Selection & organization of content & experiences. b) Correlation of physics with other school .subjects & its role in daily life. c) Critical appraisal of the prescribed syllabus of Physics (at Senior Secondary level for Rajasthan & CBSE board) Unit - III Planning for Instruction & role of teachers a) Writing of objectives In behavioral terms, content ana.ysis, developing yearly, unit & daily lesson-plan & concept mapping. b) c) Qualities & responsibilities of physics teacher Teacher's role In training students In scientific. method and In developing scientific attitude & creativity among students. Unit - IV Methods & Approaches of Teaching Physics: 38



Demonstration method, laboratory method, approach, heuristic Inductive- deductive approach, Project method, Problem solving method, Assignment Method.


Developing lesson-plan based on above methods. Unit-V

Resources of teaching physics. a) Multi-sensory aids in teaching of physics like chart, model: Modern electronic resources likeoverhead projector; computers and their use in -Individualized & large group classroom instruction, Web based education. Improvised apparatus- meaning, importance & limitations of Improvisation. Process of designing improvised apparatus. c) Co-curricular activities like science clubs, science fairs & field trips.


Unit - VI Physics lab and Institutes. a) b) Planning & equiping physics laboratory & organizing practical work. Role of state & national level Institutes & laboratories (like NCTSE, DST, ISRO Solar Observatories etc.) in promoting science education.

Unit - VII Evaluation in Physics (Theory & Practicals) a) Type of test Items & their construction. b) Preparation of blue print & achievement test. c) Diagno & remedial teaching In physics d) Evaluation of practical work.

Sessional work:Any two of the following:(One from section A and one from section B) Section -A 39


1. 2. 3.

Case study of any one Senior Secondary lab of Physics Conducting & reporting 3 experiments useful at Sec. & Sr. Sec. level, (other than those in syllabus) Description of design of any 3 improvised apparatus Section -B

Sessional Work : 1. 2. 3. Planning of an out of class activity to use local environment to teach physics. Life sketch of any 2 modern physicists. Preparation of scrap book containing original scientoon (Scientific cartoon)/stories/articles (latest)/ feature/play/interview report (any two) useful for

teaching of physics. References : 1. Heiss, Obourn & Hoffruan , W.(ed) Thurber , W. & A Collett 3. 4. 5. 6. 7. 8. 9. 10. Brown Burniston Dhand, Harry Sharma, R.C. Nanda V.K. Prasad , Janardan Richardson, S Vaidya, N. Arthur, Carwin Roberts B. Charles E Dave R.H London : : : : : : : : : Modern Science Teaching The Macmillan Company, New York, 1961 Teaching Science in today's Secondary Schools, Boston Allyan & bacon inc. New York 1959 Science : its Method & philoshopy Techniques of Teaching Teaching of science Dhanpat rai and sons, Delhi 1971 Science Education Today Practical Aspects in teaching science Science Teaching in secondary school prentice hall USA 1957 The impact of science teaching Oxford & IBH publishing Company, New Delhi 1971 Teaching Modern Science Merrill publishing Co USA 1970



Taxonomy of Educational Objectives & Achievement Testing University Press London 1969




To enable the pupil teacher to: 1. Understand and appreciate the uses and significance of mathematics in daily life. 2. Learn successfully various approaches of teaching mathematics and to use them judiciously. 3. Know the methods of planning instruction for the classroom. 4. Prepare curricular activities and organize the library and book in it as per the needs. 5. Appreciate and organize activities to develop aesthetics of mathematics. 6. Obtain feedback both about teaching as well as students learning 7. To enable them to enrich and refresh their knowledge to content in mathematics. 8. To give them competence in teaching different topic effectively.

COURSE CONTENT Unit - I Meaning and nature of Mathematics, History of Mathematics and contribution of Indian and western mathematician with reference to Bhaskarachayra, Arybhatta, Ramanujan Euclid, Phythogogus, etc. 41


Unit II Objectives of teaching mathematics in terms of Instruction and behaviour, approaches to teaching mathematics-analytic, synthetic, inductive, deductive heuristic, project and laboratory; using various techniques of teaching mathematics viz, oral, written, drill, assignment, supervised study and programme learning.



Unit III a) Meaning and importance / purpose of a lesson plan Proforma of a lesson plan, and its rationality, meaning and purpose of a unit plan, yearly plan, short lesson plan developing / preparing low cost improvised teaching aids relevant to local ethos. Audio Visual aids in mathematics. Transfer of mathematics learning to various school subjects, among its different branches and in actual life situation. Unit - IV Principles and rationale of curriculum Development for the secondary and Sr. Secondary level. Recent trends in mathematics curriculum. Critical evaluation of existing mathematics curriculum prescribed by Rajasthan Board of Secondary Education and CBSE different levels. Unit V Using mathematics as a games for recreation, organizing Quiz Programmes, Skill development in answering Puzzles, riddles, Magic Square, Word Search etc. developing a maths laboratory, learning about the short cuts mentioned in Vedic' mathematics with special reference to Arithmetic (Base 10 and 100) Unit VI Text Book in mathematics- qualities of a good text book in mathematics; process of obtaining feed back and evaluation in mathematics in terms of cognitive, affective and psychomotor behavioural development. Preparation and use of tests for evaluation such as achievement test & diagnostic test. Unit-VII Diagnostic. Remedial and Enrichment programmes with respect to syllabus at upper primary, Secondary and Sr. Secondary stages in the state.




Session work Select any one: 1. Preparation of detail plan about (i) Development of Mathematics lab Or (ii) Mathematics Club. 2. Prepare an article related to general mathematical topic other than B.Ed. Mathematics syllabus student should select those type of topic which may be useful for creating mathematical interest such as mathematical Puzzles, Magic, Square, Vedic mathematics etc 3. Prepare a Brief History of two mathematician specially emphasized that how these Mathematicians contribute in the field of mathematics. 4. 5. Prepare a case study of slow learner in mathematics. Prepare a case study of gifted child in mathematics.

6. Observation of mathematics class room teaching in any secondary school. Prepare a list of errors committed by student then prepare a diagnostic test then remedia teaching. Bibliography 1. Aggarwal S.M. 2. : Teaching of Modern Mathematics, Dhanpat Rai and Sons, Delhi. A teaching of mathematics in the new education universal Publication The teaching of Secondary Methematics, Mc Graw Hill Book Company Shri Bharti Krishna Tirthji Vedic mathematics, Moti Lal Banarsids Publisher Delhi. Modern mathematics for teachers, Arya Book Depot, New Delhi

Aiyangar and Khuppuswami, N. : Butler and Wren Jagadguru Swami Kapur, J.N. : : :

3. 4. 5.

6. 7.

Mangal, S.K. Sidhu, K.S.

Teaching of mathematics Prakash Brothers Ludhiana : Teaching of mathematics Sterling Pub. Pvt. Ltd. New Delhi


Shanti Narayan

Modern Abstract Algebra. S Chand & Co. New Delhi.

9. Kapoor and Saxena

Mathematical Statistic, S. Chand & Co. New Delhi



Method Of Teaching General Science Objectives After completing the programme the student teachers will be : 1. Able to appreciate the contribution of aminent scientist in connection with the development of the subject. 2. Familiar with the aims and objectives of the subject in relation to present needs of the society and education policies of India. 3. Able to plan curriculum at secondary & senior secondary level and analyze the syllabus of the subject in relation to its applicability to practical situations. 4. to prepare an efficient General Science Teacher. 5. The content of this paper will introduce the prospective teacher with proper methodology to deal with the content which us to be handled by her as a teacher in secondary and higher secondary school. 6. Develop their essential skills for practicing modern science education . 7. Develop their skill necessary for preparing international accessories. 8. Manage introductional activity in such a way that the vast majority of the objectives. 9. Develop a broad understanding of the principles and procedures used in modern science Education. COURSE CONTENT

Unit 1 Science and its nature, body of knowledge, method of inquiring influence on man and environment , General science and its importance in school curriculum . Principles of Curriculum construction in general science. Unit II Objectives of Teaching General sciences, writing objectives in behavioral forms. Needs for planning unit and daily lesson planning.

Unit III


a) Providing Learning Experiences in general science.

Methods of Teaching General science: Lecturer Methods , Demonstration methods , Project Method, Problem Solving Method , Heuristic Method.
b) Identifying and developing instruction and support material for general

science teaching. UNIT-IV Evaluation of general science-skill in framing items for evaluating learning outcomes in general sciences. UNIIT-V Strengthening General Science education. a) Stress on creativity and discovery, science clubs, science fair, Sciences museum, improvement of practical work. b) Science teacher and their professional work. UNIT-VI Instructional materials and Resources. a)Types of practical work in general science. b)The role of laboratory, Text Book, Chart, Film-strip,, Television and Model in teaching general science. Sessional Work
1- Writing Of radio & T.V. Script . 2- Essay related to any unit prescribed above. 3- Preparation on the comprehensive field trip plan for group of

twenty students. 4- Prepare a plans of Science Laboratory for 20 students. 5- Make a list of local resources useful in teaching General science and prepare a lesson plan using some of them. Book for study and reference 1. Heiss Obrunand Hffman: Modern science teaching the Macmillan Company, New York 1961 2. Vaida N.: The impact of Science teaching 3. Westway, F.W.: Scientific teaching 4. UNESCO: Source book of science teaching 5. NCERT: General science, handbook of activities class VI-VIII


6. Dass-R.C.: Teaching science in India 7. Kohil, V.K.: Teaching of science, Krishna brothers Chown Tanda 8. Sood, J.K.: New direction in science teaching, Kohil publication

Chandigarh, 1989. 9. Gupta Nirmal Method of teaching science, Rastogi and company Meerut,1967. MEHTOD OF TEACHING BIOLOGY Objective:
1. To develop in the pupil teacher scientific attitude and understanding of

2. 3. 4.

5. 6. 7. 8.

nature and importance of Biological science and their correlation with other subject. To make familiar with aims and objective of the subject in relation to present need of Indian society & objective of general education. To make him release the essential unity between laboratory work and theoretical background of the subject. To enable him to analyses school syllabus of the subject in relation to its applicability to practical situation and adaptability of the curriculum to local needs. To make familiar with aims and objective of the subject in relation to present needs of Indian society and objective of general education. To enable him to utilize effectively the instructional material in teaching biology. To enable him to construct test items to measure objective belonging to various cognitive levels. To enable him to identify specific learning difficulties in Biology provide suitable remedial individual instruction.

CONTENT Unit 1 Nature and Concept.


Nature and meaning of Biological Sciences. Values and importance of Biology Correlation of Biology with other subject. Impact of thrust area in Biological sciences on community Eminent Indian Scientists Main discovery and development in biological science Professions in the area of Biological science





Unit 2 Aims and Objective.


Meaning of the term objective , difference , in aims and objectives Needs of objectives Bases of the formulation of objectives. Formulation of instructional objectives. Unit 3

Curriculum Planning and Curricular Activities


Concept , Principles , basis and measure to improve a syllabus Criteria for designing a Biological curriculum 1) Individualized 2) Interdisciplinary 3) Social issues orientated 4) Approach related with biology practical. Adapting the curriculum to local needs and requirements and the availability of local resources. Biology Text Book Criteria for designing a Biological science Curriculum study (BSCS) Critical appraisal of syllabus of science with references to biology prescribed by your state and CBSE Unit -4

Method and approaches of Teaching - Lecture method - Demonstration and lecture cum demonstration method - Laboratory method - Heuristic method - Project method - Problem solving method -Team teaching, panel discussion, seminar and workshop


- Inductive deductive method -Inquiry approach Developing lesson plan based an above methods Unit 5 Planning for teaching and role of Bio- Teacher - Concept of planning - Various steps of planning annual, unit and lesson plan - Importance and advantage of planning - Use of Behaviorist Pliagetian and Bruner Ian principles in developing lesson plan - Professional growth role in Biology teacher Unit -6 Use of Instructional Material for teacher
a) Reading material text books , generals , handbooks , magazines. b) Co- curricular activities in biology

Fields Trips and use of community resourses. Organization and importance of a) Science club b) Science fair Multisensory Aids Chart models, Specimen. Bulletin Boards, Flannel Board, Overhead Projector, Transparencies, slide, slides projector, T.V. Radio etc. Importance of aquarium, Vivarium and herbarium, The organization of Biology laboratory purchase and arrangement of apparatus of care and maintance of equipment The importance of practical work in biology Role of state and National level institution and laboratory a) Research centre in Botany , Zoology, Agriculture b) DST , Solar Observatories Unit 7



Evaluation in Biology

Concept of measurement and evaluation Criteria of good evaluation Types of Items. Merits and Demerits of evaluation Preparation of Blue Prints of unit plan Diagnostic and remedial test Try out and item analysis.

Sessional Work Two of the following : 1 - a) Preparation of comprehensive field trip plan for group of twenty students. b) Make a List of a professional in the area of biological Science c) Student any one out of the following environmental projects implemented science.
a) Government agencies like irrigational depts. PHED, PWD, etc. b) Non Govt. organization (NGOs) c) Local bodies municipalty d) a)

b) e) a) b) f) a) b) (i)

Design and describe three low cost teaching models. Prepare a Radio or Television Script. Prepare a plan of Science laboratory for 20 students. Make a list of practicals related to secondary school in Biology teaching. Preparation of Herbarium of Scrap book Prepare any two of the following related to Environment education. Poster (Miniahre) (ii) Article (iii) Story (iv) Play

g) Make a list of local resources useful in teaching Biology and prepare a

lesson plan using some of them. Reference Bruner jean Grear, T.L. Thurber, W.A. and Colletes

Teaching Biology The Teaching of Biology in Secondary school Teaching of Science in Secondary Schools.


Richardsvj John Sharma, R.C. Saxena, A.A, Sood. Nair PKG

Science Teaching in Secondary Schools Modern Science Teaching Vigyan Shikshan Ka Ayogyan Principles of Environmental Biology, UNESCO Training of Science Teachers and Educators, Bangkok UNESCO, 1985

NCERT Teacher Education Curriculum Frame Work NCERT New Delhi 1978 Environmental Education A Process for Pre-service Teachers Training Curriculum Development, UNESCO UNEP Inter National series 26 Prepared by NCERT, New Delhi. UNESCO New Trend in Biology Teaching Miller David F & Green W Woodburn John Obourm Ellsworth Method and Material of Biology Blayed sciences Teaching the pursuit of Science Teaching



METHOD OF TEACHING COMMERCE GENERAL Objectives Student Teachers will be able:1. To help the students to acquire the bas understanding in the field of

commerce education.
2. To enable the student to acquire necessary skills the use and

preparation of teaching aids and instructional material in commerce education.

3. To develop the ability to plan curriculum; instructions in General

Commerce at the school level.

4. To develop the ability to organize group activities and projects in the

subject and use of various methods of teaching commerce.

5. To develop the ability to critically evaluate existing school syllabus

and text books.

6. To develop competence in framing objective based achievement and

diagnostic tests. Administration and their scoring and drawing conclusions there of.
7. To develop the ability of identification competencies desired in

commerce education.




Unit l Commerce General its place in school curriculum.

Unit 2 a) Aims, Objectives and Values of its teaching at the Secondary level. b) Instructional objectives, measurable and non measurable objectives, behavioral statements of objectives & for various learning points and lessons. Unit 3 Methodology of Teaching:
a) b)

Planning teaching lesson & Units Analysis of different Methods: (i) Lecturer (ii) Assignments (hi) Discussion (vi) Projects (v) Problems Solving (vi) Field Trips (vii) Utilizing Community resource.

Unit 4 Instructional material for:

a) b) c)

Importance of Proper equipment and material for effective instruction. Criteria for selection of instructional material and equipment. Different audio-visual equipment and material used in commerce education. Evaluation of text books in general commerce at the school level. (i) Criteria of good text book.


(ii) Placement (iii) Criteria of reference books & Journals Unit 5



Qualities of commerce teacher, role and professional growth of commerce teacher.

Unit 6 Evaluation in commerce: Importance and purpose of evaluation in commerce.


Different type of tests, their merits and limitation (Essay type short answer type and objective type) Construction of achievement test administration and scoring of test.


Sessional Work: A pupil teacher is required to do the following sessional work 123Preparation of one lesson plan on any one method. Preparation of four teaching aids related to subject. Preparation of term paper Or Critical evaluation of curriculum at secondary or senior secondary level. Or Critical evaluation of text book at secondary or senior secondary level.

Selected Bibliography : (for intensive Reading) 1. 2Roo, Seema Agrawal J.C. - Teaching of Commerce, Anmol publication Pvt. Ltd year, 1995 - Teaching of commerce A practical approach; Vikash Publishing house, Pvt. Ltd. 1996 - Vanyjaya shikhan Hindi, General Academy Jaipur 1986


Jain, K.C.S.



4- Saxena, UdaMer - Commerce Education 5- Gartside, L

6- NEEB. W.B.

- Teaching Business Subjects, The Modern Approach made and printed in Great Britain by the Garden Press Ltd., Letehworth, Hert Fordshire year 1970 - Modern Businees Practice the Ryerson Press Toronto 1965 - The teaching of Commerce Sterling Publisher (P) Ltd. Jullunder-3


Khan, M.S.





To enable the students teachers to understand the aims and objectics of teaching Book-keeping & Accountancy at school level. To enable the student teachers to have a clear idea of the place of Bookkeeping & Accountancy in school curriculum. To inculcate desirable attitude and values in the teacher. Student will be able to know a clear picture by using of journal & ledger accounts.. To enable the students to recognize and list out specific behavioral changes in relation to objectives. Students will be able to construct an Achievement Test. To enable student teachers to have a full command of the subject matter prescribed for secondary senior secondary course. Develop skill and abilities which are required for a good & efficient teacher and organizing school activities related to the subject.

3 4




Unit-1 Book keeping and Accounting: its place in school curriculum.



a) A0 Aims and objectives of teaching book keeping and Accounting at

Secondary level.
b) Instructional objectives behavrioural objectives, measurement and non m

eaurable objectives, behavioural statements of objectives for various learning points and lessons. Unit-3 a) Principles and approaches to framing syllabus and its critical appraisal at secondary level. b) Evaluation of text books in Book-Keeping & Accounting at the Secondary level.

Criteria of good text book (ii) Assignements, Exercises, Glossary and summary in the text. Unit-4

Various Approaches of teaching the subjects. [a] Journal Approach (b) Ledger Approach
(c) (d)

Cash Book Approach Equation Approach Unit-5

Planning for teaching and role of teachers:


(a) Purpose of Lesson Planning


Unit and Daily lesson Planning

(c) Formulation of Objectivies in terms of learning Experiences. (d) Teachers role and attitude

Maxims and principles of classroom teaching.

(iii) Class room observation.



Evaluation in Book-Keeping & Accountancy : Importance and concept of Evaluation.


Various devices of testing and their need.

(ii) Role of teachers in Evaluating students. (iii) Construction of an Achievement test in Book Keeping & Accountancy. (iv) Administration and scoring of unit test.

Unit-7 Curriculum in Book Keeping & Accountancy.

Sessional Work. 1 - Preparation of four teaching aids related to subjects


Preparation of one term paper. Critical analysis of a text book (Subject related) e school level. Or

Critical analysis of curriclum of secondary or senic secondary level. Or Prepartion of a lesson plan based on any innovati\ method.


Aystic Rowal: A philoshophy for tecaching Boc keeping.

2- Tonne: Principles of teaching Business Educatic 3459

Tone, Pohem and Freeman: Method of Teachir Business subject, Grega Pub.Dir, Mc. Grow H Book Co. Ine , New York. Harvey: Ways to teachers Book-keeping ar Accounting.



Selby: The Tecaching of Book Keeping 6. Gupta and Gupta: Intermediate Book-keeping and Accounts, Agra Book Store, Agra (Hindi & English Version)

7- Kumbhat & Agrawal: Intermediate Book-keeping (M/s Students

Book Co.

Chaura Rasta Jaipur)

8- Agarwal and Dr. A.N.: Book keeping & Accountancy 9 - Roo Sudha: Teaching of Commerce.

10 Aggarwal, J.C.: Teaching of Commerce (A Practical Approach Suetan Publication (15) Methods of Teaching English Unit-1 (i) English grammar and usage-(i) (a) Basic sentences (b)Types of Sentences Affirmative, Negative, Interrogative, Simple,Compound,Complex,VerbPattern, Question Tag (ii) Usage- (a) Determiners (b) Model Auxiliaries (c) Tenses (d) Infinitives(e) Gerunds (f)Phrasal Verbs and idioms (g) Concord (h) Active and Passive voice (i)Direct and Indirect Speech (j) Punctuations Unit- 2: General considerations in teaching English as a second language - (a) Concept of language, language acquisition language-learning (b) Principles and psychology of teaching English as a second language (i) Principles of second language teaching (ii)Psychological factors affecting second language learning :Attitude, Motivation, Anxiety Interest (iii) Role and use of language drills and pattern practice(c) Objectives of teaching English as a second language at different levels of school education(d) Problems of effective teaching of English as a second language and their possible and practical solutions. Unit-3 Approaches and Methods (a) Direct Method (b) Structural Situational Approach (c) Bilingual Method (d) Communicative Approach (e) CALL (Computer Assisted Language Learning) and CALT (ComputerAssisted Language Teaching) (f) Eclectic Approach (g) Role play, Simulation and Group- work in the light of (a) psychology of second language learning (b) nature of the English Language (c) Classroom environment and conditions (d) Language functions (e) Aims of language teaching, role of mother-tongue, role of teacher , learners, text-book and A.V. aids, language skills, testing, errors


and remedial work. Unit-4: Teaching of listening and speaking skills:- (a) Listening: Concept of listening in second language, Difference between hearing and listening, Difference between listening and listening comprehension, the elements of listening, listenings skills, techniques of teaching listening, role of teaching aids in teaching listening, note-taking. (b) Speaking: Concept of speaking in second language, organs of speech, elements of speaking (monothongs, dipthongs, consonants, pause, juncture, strees,accent, beat, intonation, rhythm), use of pronouncing dictionary, phonetic transcription, teaching of speaking skills and pronunciation, role of A.V. aids and drills. Unit-5 Teaching Reading Comprehension and Writing - (a) Concept of reading in second language, mechanics of reading , silent reading, reading aloud, intensive and extensive reading, course reader and rapid reader, Cloze procedure Maza method, using dictionary and preparation of lesson plan, (b) Writing: Concept of writing in second language, concept of composition in second language oral, written, controlled, guided and contextualized composition Teaching, letter application, essays, report, review note making, developing stories lesson plans on composition. Unit-6 Teaching of Poetry (i )The place of poetry teaching in school curriculum (ii) Difference between prose and poetry teaching (in the light of aims, objectives, content and teaching procedure) (iii) Aims of teaching poetry, steps of preparing lesson plan on poetry Unit-7 Teaching of lexical, and structural items A) Concept of lexical items 1) Active and Passive vocabulary 2) Techniques of teaching vocabulary 3) Preparation of lesson plan on vocabulary B) Concept of structural items 4) Techniques of teaching structural items Unit-8 Teaching Aids in English -Concept and use of A.V. aids in second language teaching. Text book, work-book, teachers-book, chart, picture, flash cards,


flannel board, blackboard, tape-recorder, Radio, OHP, substitution tables, Language Lab, computer, newspapers, magazines, real objects. Unit- 9 Testing in English - Concept of testing in English as a second language. Testing language skills, lexical and structural items, poetry and grammar Preparation of unit test, blue-print Error analysis, concept of remedial teaching and rematerial. Sessional Work Anyone of the following (1) Review of a text-book. (2) List of structural items included in the text-book at the secondary stage. (3) Preparation of 5 word cards, 5 picture cards and 5 puzzles. (4) Preparation of 20 test items. Text-book according to syllabus A Hand book of Teaching of English Dr. Kusum Sharma Teaching of English Part One Dr.Kulshrestha, Verma and Rawat Teaching of English Part Two R.K. Rawat, Verma and Kulshrestha A way of Teaching of English S.D. Upadhyay



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f}rh; iz'u i=

vf/kxedkkZ dk fodkl vkSj f'k{k.k vf/kxe izf;k

;wfuV % 1 euksfoKku dh izd`fr vkSj vf/kxedkkZvksa dk fodkl & v euksfoKku% euksfoKku dk vFkZ] izd`fr] fof/k;k vkSj {ks=A f'k{kk euksfoKku ds dk;ZA v/;kid ds fy;s f'k{kk euksfoKku dk iz;ksxA c vf/kxedkkZ dh vfHko`f) vkSj fodklA vfHko`f) dk lEizR;;A fodkl ds fl)kUr] fodkl ,oa ifjiDorkA ckY;koLFkk ,oa fd'kksjkoLFkk esa 'kkjhfjd] ekufld] lkekftd ,oa laosxkRed fodkl dk fo'ks"k v/;;uA ;wfuV % 2 vf/kxe vkSj vfHkizsj.k & v vf/kxe ds fl)kUrksa dh izd`fr& 1 O;kogkjoknh fl)kUr] 2 xSLVkYV dk fl)kUrA 3 laKkuoknh fl)kUr&fi;kts ,oa czwujA c vf/kxe vkSj f'k{k.k izf;k dks izHkkfor djus okys rRo&vf/kxedkkZ ls lEcfU/kr] v/;kid ls lEcfU/kr] izf;k ls lEcfU/kr rFkk fo"k;oLrq ls lEcfU/krA l vf/kxe dk LFkkukUrj.kA nlEizR;; fuekZ.k] leL;k lek/kku] tkudkjh] [kkst] l`tukRed vf/kxeA ; vfHkizsj.kk&izd`fr] izdkj] vf/kxedkkZ dh vfHkizsj.kk lEcU/kh rduhdA ;wfuV % 3 cqf) vkSj l`tukRedrk & v cqf) dh izd`fr vkSj fo'ks"krk, rFkk bldk fodklA cqf) ds fl)kUr % f}rRo fl)kUr] cgq rRo fl)kUr rFkk ,l-vks-vkbZekWMyA cqf) dk ekiu & 'kkfCnd ijh{k.k] v'kkfCnd ijh{k.k vkSj fu"iknu ;k f;kRed ijh{k.k izR;sd dk ,d izfrfuf/kdkjh oS;fDrd ,oa lkewfgd ijh{k.kA ;wfuV % 4 fof'k"V ckyd & v O;fDrxr fofHkUurk,& izd`fr] d{kk&d{k esa oS;fDrd fofHkUurkvksa dk lek;kstuA c vlk/kkj.k ckydksa dk leizR;;A fof'k"V ckydksa ds izdkj&'kkjhfjd fodykax] izfrHkk'kkyh] eUn cqf)] fiNMs ckyd vkSj cky vijk/kh] mudh fo'ks"krk, vkSj funsZ'kuA l fof'k"V ckydksa ds fy;s ckydsfUnzr f'k{k.k rduhdhA f'k{k.k izfeku&lEizR;; vkSj vklqcsy izfreku dh O;k[;kA ;wfuV % 5 O;fDrRo & v O;fDrRo&ifjHkk"kkA vFkZ vkSj izd`frA O;fDrRo dk fodklA izdkjA O;fDrRo dks izHkkfor djus okys rRoA c O;fDrRo dk ekiuA l eu%Lrkih ckydksa dh igpku vkSj mudk lek;kstuA n



ekufld LokLF; vkSj lek;kstu rduhdhA Nk=ksa ds ekufld LokLF; ds mUu;u esa v/;kid dh HkwfedkA ;wfuV % 6 funsZ'ku ,oa ijke'kZ&v funsZ'ku ,oa ijke'kZ dk vFkZA c funsZ'ku ,oa ijke'kZ ds fl)kUrA l funsZ'ku ,oa ijke'kZ dh rduhdhA n vk/kkjHkwr funsZ'ku lsokvksa dk izk:iA ; funsZ'ku lsokvksa ds laxBu dh lwpukvksa dk iz;klA lkewfgd funsZ'ku rduhdhA
l=h; dk;Z & izR;sd fo|kFkhZ dks nks izk;ksfxd dk;Z o ,d l=h; dk;Z djuk gSA 1euksoSKkfud ifj{k.k dksbZ nks % iz'kklu] vadu o ifj.kke dh O;k[;k djukA 2ikB~;e ls lEcfU/kr fdlh ,d fo"k; ij l=h; dk;Z rS;kj djukA

ikB~;&iqLrdsa vf/kxedkkZ dk fodkl vkSj f'k{k.k vf/kxe izf;k Jherh 'kekZ] MkW- 'kekZ ,oa MkW- flag ,oa dqyJs"B



r`rh; iz'u i=

Hkkjr esa 'kSf{kd O;oLFkk ,oa fo|ky; laxBu

;wfuV % 1 1LorU=rk ls iwoZ dh vof/k ;qx esa f'k{kk dh izeq[k fo'ks"krk,& fczfV'kdky& v eSdkys fe'ku rFkk cSafVd izLrko&1853A c fofy;e ,sMEl izfrosnuA l oqM dk ?kks"k.kk&i=A n jk"Vh; psruk dk fodkl ,oa jk"Vh; f'k{kk vkUnksyuA ;wfuV % 2 2LorU=rk izkfIr ds ckn f'k{kk dk fodkl & LorU=rk izkfIr ds ckn dh vof/k ;qx esa fofHkUu vk;ksxksa dh izeq[k vuq'kalk,@laLrqfr;ksa dk v/;;u&1 fo'ofo|ky; f'k{kk vk;ksx 1946&48A 2 ek/;fed f'k{kk vk;ksx 1952&53A 3 Hkkjrh; f'k{kk vk;ksx 1964&66A 4 jk"Vh; f'k{kk uhfr] 1986A 5 la'kksf/kr jk"Vh; f'k{kk uhfr] 1992 A ;wfuV % 3 3Hkkjr esa 'kSf{kd iz'kklfud O;oLFkk fuEufyf[kr ds lUnHkZ esa& v f'k{kk ds iz'kklu lEcU/kh laoS/kkfud izko/kkuA c f'k{kk lEcU/kh dsUnz ,oa jkT; ds lEcU/kA l f'k{kk ds dsUnzh; vfHkdj.k& 1jk"Vh; f'k{kd f'k{kk ifj"kn~ ,u-lh-Vh-bZA 2 jk"Vh; 'kSf{kd vuqla/kku ,oa izf'k{k.k ifj"kn~ ,u-lh--bZ-vkj-Vh-A 3 jk"Vh; 'kSf{kd fu;kstu ,oa iz'kklfud laLFkku ,u-vkbZ-bZ-ih-,A 4 fo'ofo|ky; vuqnku vk;ksx ;w-th-lhA n f'k{kk ds jkT; vfHkdj.k& 1 mPp v/;;u f'k{kk laLFkku vkbZ-,-,l-bZA 2 dkWyst QkWj Vhpj ,T;qds'ku@f'k{kd f'k{kk egkfo|ky; lh-Vh-bZ-A 3 jkT; 'kSf{kd vuqlU/kku ,oa izf'k{k.k ifj"kn~ ,l-vkbZ-bZ-vkj-Vh-A 4 ftyk f'k{kk ,oa izf'k{k.k laLFkku Mh-vkbZ-bZ-Vh- ; jktLFkku jkT; Lrj ij fo|ky; f'k{kk dh laxBukRed lajpuk ,oa i;Zos{ks.kA



;wfuV % 4 4'kSf{kd izcU/ku esa xq.kork lEcU/k & v laLFkkxr fu;kstuA c fuEufyf[kr dk laxBu& 1 le; foHkkx pA 2 fo|ky; vfHkys[kA l ikB~; lgxkeh f;k,&vko';drk] fl)kUr ,oa laxBuA n vk/kkjHkwr lajpukRed <kpkxr lqfo/kkvksa dk laxBuA ; fo|ky; laxBu esa fo|ky; ds iz/kkuk/;kid ds usr`Ro dh HkwfedkA j fo|ky; esa ikB~;eh; ,oa ikB~; lgxkeh f;kvksa esa f'k{kd ds usr`Ro dh HkwfedkA ;wfuV % 5 5Hkkjrh; f'k{kk esa egRoiw.kZ pqukSfr;k & 1 Hkk"kk;h fooknA 2 /keZ&fujis{krk ds fy;s f'k{kkA 3 jk"Vh; ,oa HkkokRed ,drk ds fy;s f'k{kkA 4 f'k{kk dk Hkkjrh;dj.kA
fuEu esa ls ,d fo|ky; laxBu ds fdlh ,d igyq ij v/;;u djukA fdlh 'kSf{kd laLFkk ds izcU/kdh; O;oLFkk dk v/;;u djukA fo|ky; iz/kku ds uSr`Ro Hkwfedk dk v/;;u djukA

l=h; dk;Z & 123-

ikB~;&iqLrdsa Hkkjr esa 'kSf{kd O;oLFkk dk fodkl ,oa fo|ky; laxBu MkW- O;kl] MkW- flag] 'kekZ] MkW- 'kekZ ,oa of'k"B



prqFkZ iz'u i=

'kSf{kd rduhdh dh vko';drk, rFkk d{kk&d{k izcU/k

;wfuV % 1 'kSf{kd rduhdh& 1 'kSf{kd rduhdh dk vfHkizk; ,oa 'kS{kf.kd vH;kl esa bldh HkwfedkA 2 'kSf{kd rduhdh ds mikxe&gkMZos;j dBksj f'kYi] lkWVos;j dksey f'kYi ,oa iz.kkyh mikxeA 3 'kSf{kd rduhdh ds izdkj & f'k{k.k rduhdh] vuqns'kukRed rduhdh] O;kogkfjd rduhdhA 4 gkMZos;j rduhdh& vuqHko 'kadqA J`O;&n`'; midj.k ,oa iz{ksi.k midj.kA 5 lwpuk ,oa lEizs"k.k lapkj rduhdh& nwjn'kZu] vkdk'kok.kh] ohfM;ks Vsi ,oa ik.Mqfyfi fuekZ.kA nwjLFk lEesyu leh{kkA vuqns'kukRed lkexzh ds :i esa dEI;wVjA vkfHk:fp@lkn`'; d{kk ,oa tky vk/kkfjr f'k{kkA ;wfuV % 2 d{kkxr f'k{k.k izcU/ku& 1 f'k{k.k dh izd`frA 2 f'k{k.k] izf'k{k.k ,oa vuqns'ku dh vo/kkj.kkA 3 f'k{k.k ds LrjA 4 fo"k;&oLrq dk fo'ys"k.kA 5 vuqns'kukRed O;ogkj dk oxhZdj.k ,oa f'kf'k"Vhdj.kA ;wfuV % 3 f'k{k.k dk laxBu & 1 f'k{k.k dh i)fr;k&gjcVZ i)fr] ekWjhlu i)fr] g.V i)fr] fdyiSfVd i)fr ,oa M~;woh i)frA 2 mPp ek/;fed ,oa ek/;fed Lrj ij f'k{k.k dh O;wg&jpuk, vo/kkj.kk] laxBu] xq.k ,oa lhek,&lkewfgd ifjppkZ fof/kA ny ifjppkZ fof/kA efLr"d m}syu fof/kA leL;k lek/kku fof/kA i;Zosf{kr v/;;u fof/kA lgikBh leo;Ld lewg vf/kxeA lewg f'k{k.kA vfHkfer vuqns'kuA dEI;wVj lgk;d vuqns'ku lh-,-vkbZ-A ;wfuV % 4 4- lEizs"k.k lapkj ,oa lEizs"k.k rduhdh & lEizs"k.k dh vo/kkj.k&izdkjA izf;k ,oa dk;ZA 'kkfCnd ,oa v'kkfCnd lEizs"k.k dh HkwfedkA lEizs"k.k dkS'kyA lEizs"k.k dh leL;k,A ;wfuV % 5 f'k{k.k dh izHkko'khyrk dk fodkl& 1 f'k{k.k dkS'ky voLFkk,& v f'k{k.k&iwoZ vnk dkS'kyA c f'k{k.k dh vUr%f;k ize dkS'kyA l f'k{k.ksRrj iznk dkS'kyA 2







lw{e f'k{k.kA yS.Mj dh vUr%f;k fo'ys"k.k Jsf.k;k FIACA f;kRed vuqlU/kkuA

;wfuV % 6 6ewY;kadu vf/kxe& 1 ewY;kadu ,oa ekiu dh vo/kkkj.kkA ewY;kadu ds mn~ns';A 2 ewY;kadu ds midj.k ,oa izfof/k;kA 3 ijh{k.k dh fo'oluh;rk] oS/krk ,oa oLrqfu"BrkA 4 izkjfEHkd lkaf[;dh&izlkekU; forj.kA dsUnzh; izo`fr;k ek/; cgqyd] ekf/;dkA ekud fopyuA dksfV vUrj lg&lEcU/kA 5 miyfC/k@KkuktZu@fu"ifr ijh{k.k fuekZ.k ds lksikuA
fuEu esa ls ,d ikB~;e ls lEcfU/kr fdlh ,d fo"k; ij l=h; dk;Z rS;kj djukA Vh-oh-@jsfM;ks fLIV Script rS;kj djukA rhljh bZdkbZ esa fn;s x;s fdlh ,d f'k{k.k O;wg jpuk dh ;kstuk] rS;kjh] f;kUo;u ,oa izfrosnu rS;kj djukA

l=h; dk;Z & 123-

ikB~;&iqLrdsa 'kSf{kd rduhdh dh vko';drk, rFkk d{kk&d{k izcU/k MkW- O;kl] MkW- flag] 'kekZ ,oa vxzoky



iz'u&i= V rFkk VI

fgUnh f'k{k.k dh fof/k;k

bdkbZ 1&1 Hkk"kk dk oSKkfud Lo:i o.kZ fopkj] 'kCn fopkj] okD; fopkj dh n`f"V ls 2 Hkk"kk dkS'kyksa ds fodkl gsrq fuEukafdr i{kksa ds Lo:i dk vad ,oa f'k{k.k d Jo.k [k mPpkj.k x orZuh ?k okpu M vfHkO;fDr ekSf[kd ,oa fyf[krA bdkbZ 2& v Hkk"kk;h ikB~;e fuekZ.k dk fl)kUrA c ikB~;e Lrjh; iqLrdh; ikB~;&iqLrd dk fo'ys"k.k fl)kUrA l jktLFkku ds ek/;fed Lrj ds ikB~;e ,oa ikB~;&iqLrdksa dk fo'ys"k.k ,oa leh{kkA bdkbZ 3& ikB ;kstuk, vk/kkj] izdkj ,oa fuekZ.k& v d{kk v/;kiu ds lkekU; fl)kUrA c Hkk"kk f'k{k.k lEcU/kh leL;kvksa dk p;u fo'ys"k.k ,oa lek/kkuA l bdkbZ] nSfud ,oa lw{e ikB ;kstuk, ek/;fed Lrj ij mn~ns'; fuekZ.k ds fl)kUr ,oa izf;kA n Hkk"kk f'k{k.k esa v/;kid dh HkwfedkA bdkbZ 4& fgUnh f'k{k.k esa fuEukafdr fof/k;ksa dk mi;ksx&v izk;kstuk fof/kA c funsZf'kr Lok/;k; fof/kA l lw{e v/;;u fof/kA bdkbZ 5& fgUnh dh fofHkUu fo/kkvksa dk f'k{k.k& v fofHkUu fo/kkvksa dk f'k{k.k ,oa vUrjA c x| f'k{k.k O;kid ,oa xgu ikB ds :i esa] nqzr ikB l i| f'k{k.k jl ikB ,oa cks/k ikB ds :i esaA ; ,dkadh f'k{kk okfpd vfHku;kRed :i esaA j dgkuh f'k{k.k ekSf[kd :i esaA y O;kdj.k f'k{k.k vukSipkfjd ,oa O;kogkfjd f'k{k.k :i esa 'k Hkk"kk f'k{k.k ,oa vU; fo|ky;h fo"k;ksa ls lg&lEcU/kA bdkbZ 6& fgUnh f'k{k.k esa n`';&J`O; midj.kksa dk egRo ,oa mi;ksxA bdkbZ 7& v fgUnh f'k{k.k esa ewY;kadu& d ewY;kadu dk vFkZ] egRo ,oa fo'ks"krk,A [k ikB~;kUrxZr ,oa ikBksijkUr ewY;kaduA x ewY;kadu fof/k;kA ?k iz'uksa ds fofHkUu izdkj ,oa jpuk lEcU/kh lafLFkfr;kA M ewY;kadu iz'u&i= dk fuekZ.kA c mipkjkRed f'k{k.k ,oa funkukRed ijh{k.k vFkZ] Lo:i egRo ,oa mi;ksxA Hkk"kk f'k{k.k esa uokpkjA l=h; dk;Z& fuEufyf[kr fo"k;ksa esa ls fdlh ,d ij fucU/k& v vius {ks= esa cksyh tkus okyh cksyh dk losZ{k.kA c fgUnh Hkk"kk f'k{k.k ds uokpkjA l fgUnh Hkk"kk ds fodkl esa fdlh lkfgR;dkj dk ;ksxnkuA n LFkkuh; yksd xhr] yksdksfDr;ksa ds rRoksa dk foospuA ; fgUnh Hkk"kk esa iz;qDr izpfyr vU; Hkk"kkvksa ds 'kCnA j fgUnh Hkk"kk ds rRoksa dk foospuA y jk"Vh; ,drk] HkkokRed ,drk ,oa vUrjkZ"Vh; ln~Hkkouk vkfn ewY;ksa ds lEizs"k.k ls lEcfU/kr ys[kdksa ,oa mudh jpukvksa dh lwph dk fuekZ.kA 'k fgUnh Hkk"kk ,oa lkfgR; ls lEcfU/kr mRd`"V jpukvksa dh lUnHkZ lwphA
l=h; dk;Z & buesa ls dksbZ ,d 1ek/;fed f'k{kk cksMZ fgUnh dh iqLrd dh leh{kk dhft,A




Hkk"kk v/;kid dh n`f"V ls fgUnh dh egkk le>krs gq, blds O;kid izpkj izlkj gsrq fofHkUu mik; lq>k,A fgUnh Hkk"kk f'k{k.k ds uokpkjA fgUnh Hkk"kk ds fodkl esa fdlh lkfgR;dkj dk ;ksxnkuA

ikB~;ekuqlkj ikB~; iqLrdsa& fgUnh f'k{k.k Jherh jktdqekjh 'kekZ fgUnh f'k{k.k&izFke Hkkx Jherh jktdqekjh 'kekZ fgUnh f'k{k.k & f}rh; Hkkx Jherh jktdqekjh 'kekZ fgUnh f'k{k.k ds u;s vk;ke MkW- Hkxorh yky O;kl ,oa osnizdk'k



iz'u&i= V rFkk VI

laLd`r f'k{k.k dh fof/k;k

bdkbZ 1&1 laLd`r O;kdj.k ,oa iz;ksx&'kCn:i] /kkrq:i] dkjd] fo'ks"k.k] lfU/k] lekl] milxZ] izR;;] okP;A 2 laLd`r /ofu foKku rRo&Loj] O;atu] cyk?kkr 'kCn ,oa okD; vkjksgkojksg] y;] fgUnh dh /ofu;ksa ls rqyuk ,oa vUrjA bdkbZ 2&1r`rh; Hkk"kk f'k{k.k ds fl)kUr&euksoSKkfud] Hkk"kk;h rFkk f'k{k.k foKku lEcU/kh] r`rh; Hkk"kk vf/kxe dks izHkkfor djus okys euksoSKkfud ?kVd&v vfHko`frA c mRizsj.kkA l :fpA n fpUrkA ; Hk;A 2 ek/;fed Lrj ijA 3 mPp ek/;fed Lrj ijA bdkbZ 3& 1 Hkk"kk;h dkS'ky f'k{k.k& v Jo.k dkS'kyA c Hkk"k.k dkS'kyA l iBu dkS'kyA n ys[ku dkS'kyA 2 pkjksa dkS'kyksa esa lg&lEcU/k ,oa leUo;kRed f'k{k.kA bdkbZ 4&1 r`rh; Hkk"kk ds :i esa laLd`r f'k{k.k dh fof/k;k ,oa izfof/k;k&fof/k&izR;{k fof/k] vuqokn fof/k] O;kdj.k fof/k vkxeu] fuxeu] lefUor fof/k] lxzUFku mikxe rFkk lEizs"k.k mikxeA izfof/k&vfHku;] ik=kfHku; ,oa lewg dk;ZA 2 mi;qZDr fof/k;ksa dk fuEukafdr n`f"V ls v/;;u ,oa iz;ksx& 1 r`rh; Hkk"kk vf/kxe euksfoKkuA 2 laLd`r Hkk"kk dh izd`frA 3 d{kk d{k okrkoj.k vkSj ifjfLFkfr;kA 4 Hkk"kk dk O;ogkj esa iz;ksxA 5 Hkk"kk f'k{k.k ds mn~ns';A 6 ekr`Hkk"kk dh HkwfedkA 7 f'k{kd] Nk= ikB~;&iqLrd rFkk n`';&JO; lgk;d lkexzh dh HkwfedkA 8 =qfV;k ,oa mipkjkRed dk;ZA 9 ewY;kaduA 3 laLd`r f'k{k.k dh fo/kk, ,oa f'k{k.k fof/k;k& 1 O;kdj.k f'k{k.kA 2 x| f'k{k.kA 3 i| f'k{k.kA 4 ukVd f'k{k.kA 5 dgkuh f'k{k.kA 6 laokn f'k{k.kA 7 jpuk f'k{k.kA 8 vuqokn f'k{k.kA bdkbZ 5& 1 r`rh; Hkk"kk f'k{k.k esa n`';&JO; lkexzh] fuEukafdr dk p;u] fuekZ.k ,oa iz;ksx&';keiV~V] fp=] pkVZ] 'kCnfp=] rkfydk] ySuj cksMZ] jsfM;ksa] VsifjdWkMZj] vks-,p-ih-] lekpkj i= ,oa oLrq,A bdkbZ 6& 1 ewY;kadu& 1 Hkk"kk esa ewY;kadu dk lEizR;;A 2 r`rh; Hkk"kk ds :i esa laLd`r esa ewY;kaduA 3 r`rh; Hkk"kk esa ewY;kadu dk lEizR;;@O;kdj.k vuqokn ,oa Hkk"kk dkS'kyksa dk ewY;kaduA 4 iz'u i= fuekZ.k Cyw fizUVA bdkbZ 7& funkukRed ,oa mipkjkRed f'k{k.k& 1 Jo.k lEcU/khA 2 Hkk"k.k lEcU/kha 3 iBu lEcU/kh 4 ys[ku lEcU/khA 5 O;kdj.k lEcU/khA 6 vuqokn lEcU/khA



l=h; dk;Z & fuEukafdr esa ls fdlh ,d ij l=h; dk;Z& 1 ek/;fed Lrj dh ,d laLd`r ikB~;&iqLrd dh leh{kk dhft;sA 2 ikB~;&iqLrd esa lfEefyr Hkk"kk&vH;kl dk;Z dh lwph cukukA 3 laxzUFku mikxe ij vk/kkfjr vH;kl dk;Z ikp rkfydk, 4 dkS'ky vk/kkfjr 20 iz'uksa dk fuekZ.kA 5 jpukikB ds fy;s ikp fp=ksa dk fuekZ.k rFkk mPpkj.k lq/kkj gsrq 5 vH;kfldk,A ikB~;ekuqlkj ikB~; iqLrdsa& laLd`r f'k{k.k Jherh jktdqekjh 'kekZ laLd`r f'k{k.k ds u;s vk;ke ,l-ds-nqcs] f}osnh ,oa feJ laLd`r O;kdj.ke~ MkW- vf[kys'k ipkSjh



iz'u&i= V rFkk VI

lekkftd v/;;u dh f'k{k.k fof/k;k

bdkbZ 1 & lkekftd v/;;u dh vo/kkj.kk rFkk izd`frA 1 lkekftd v/;;u dk ,sfrgkfld fodkl&lkekftd v/;;u dh vk/kqfud vo/kkj.kk] izd`fr rFkk egRoA 2 lkekftd v/;;u dh vU; lkekftd foKkuksa esa lgHkkfxrkA bdkbZ 2 & fofHkUu Lrjksa ij lkekftd v/;;u f'k{k.k ds y{; ,oa mn~ns';& izkFkfed] mPp izkFkfed] ek/;fed rFkk mPp ek/;fed Lrj bdkbZ 3 & ikB~;e fuekZ.k] fofHkUu Lrjksa ij fo"k;&oLrq dk pquko rFkk laxBu] vPNh ikB~;iqLrd dh fo'ks"krk,A bdkbZ 4 & vuqns'kkRed O;wg jpuk rFkk f'k{k.k dh fof/k;k] O;k[;ku] dgkuh lqukuk] L=ksr] ;kstuk] i;Zosf{kr v/;;u] leL;k lek/kku ,oa ny f'k{k.k dh fof/k;kA mikxe % Hkze.k ;k=k] iz;ksx'kkyk ,oa lkeqnkf;d lalk/kuksa dk mi;ksxA bdkbZ 5 & f'k{k.k dh ;kstuk rFkk f'k{kd dh HkwfedkA 1 ikB ;kstuk&okf"kZd ;kstuk] bdkbZ ;kstuk rFkk nSfud ikB ;kstukA 2 lkekftd v/;;u ds f'k{kd ds xq.k] Hkwfedk rFkk O;kolkf;d izxfrA bdkbZ 6 & lkekftd v/;;u esa vuqns'kkRed lkexzh dk mi;ksx& 1 ekufp= xzkQ] le;&js[kk] pkVZ] LykbM rFkk ikjnf'kZrkA 2 n`';&J`O; lgk;d lkexzh&LykbM iz{ksid] vksoj gSM iz{ksid rFkk fQYeA 3 lgxkeh f;kvksa dk mi;ksxA bdkbZ 7 & lkekftd v/;;u esa ewY;kadu 1 lkekftd v/;;u esa ewY;kadu dk egRo ,oa mn~ns';A 2 fofHkUu izdkj ds ihj{k.k] muds xq.k rFkk lhek, fucU/kkRed] y?kq mRrjh; ,oa oLrqfu"B iz'uA 3 uhy i= ,oa iz'u&i= dk fuekZ.kA 4 lkekftd v/;;u esa miyfC/k ijh{k.k dk fuekZ.kA
l=h; dk;Z & fuEu esa ls ,d 1fdlh ,d LFkkuh; ,u-th-vks- laLFkk dh dsl LVMh rS;kj djukA 2fdlh ,d lkekftd igyq ij Lsc cqd rS;kj djukA 3fdlh ,d lkekftd leL;k dk v/;;u dj izfrosnu rS;kj djukA

ikB~;ekuqlkj ikB~; iqLrdsa& lkekftd foKku@v/;;u f'k{k.k 'kekZ ,oa MkW- of'k"B lkekftd v/;;u f'k{k.k&izFke Hkkx Jherh 'kekZ] frokjh] MkW- cjkSfy;k lkekftd v/;;u f'k{k.k&f}rh; Hkkx Jherh 'kekZ] frokjh ,oa 'kekZ
Teaching of Social Science 75


Rawat, Tiwari & Barolia



iz'u&i= V rFkk VI

bfrgkl f'k{k.k dh fof/k;k

bdkbZ 1 & 1 bfrgkl dk vFkZ] izd`fr rFkk Lo:iA 2 ek/;fed Lrj ds fofHkUu Lrjksa ij bfrgkj f'k{k.k dk egRoA 3 jk"Vh; ,dhdj.k rFkk vUrjkZ"Vh; ln~Hkkouk ds lUnHkZ esa LFkkuh; bfrgkl dk egRoA 4 bfrgkl dh vU; fo|ky;h fo"k;ksa ds lkFk lgHkkfxrkA bdkbZ 2 & ek/;fed Lrj ij bfrgkl f'k{k.k ds y{; rFkk mn~ns';A bdkbZ 3 & 1 ,d vPNs bfrgkl ikB~;e fuekZ.k ds fl)kUrA 2 bfrgkl ikB~;e fuekZ.k ds fofHkUu mikxe& v dkye ds vuqlkjA c thou o`rkUrA l LFkkfudA n dsUnzhHkwrA 3 bfrgkl f'k{k.k }kjk lgxkeh f;kvksa dk xBu& v ,sfrgkfld LFky dh ;k=kA c fdlh laxzgky; dk v/;;uA l Hkwfedk fuHkkukA n bfrgkl d{k dh ;kstukA ; DycA j bfrgkl f'k{k.k gsrq LFkkuh; lalk/ku dsUnzksa dh ;k=kA y iz'uksRrj izfr;ksfxrk,A bdkbZ 4 & 1 bfrgkl f'k{k.k dh fof/k rFkk mikxe & v dgkuh lqukuk] thou o`rkUr] leL;k&lek/kku izk;kstuk] lkekftd dfork ikB rFkk L=ksr fof/kA c o`rkUr dFkk] okn&fookn rFkk izn'kZuA l fcUnqokj bfrgkl f'k{k.k ds lVhd izfrekuA n lewg f'k{k.kA ; vuqdj.kh; f'k{k.kA 2 lsfeukj] dk;Z'kkyk rFkk ofj"B yksxksa dh xks"Bh dk vk;kstuA bdkbZ 5 & 1 bfrgkl ds f'k{k.k dh ;kstuk cukuk&v bdkbZ ;kstukA c ikB ;kstukA l okf"kZd ;kstukA 2 cnyrh nqfu;k ds ifjos'k esa bfrgkl f'k{kd ds xq.k] dk;Z ,oa O;olkf;d izxfrA bdkbZ 6& 1 bfrgkl ds f'k{k.k esa vuqns'kkRed lkexzh dk iz;ksx& v ';keiV~V] ekufp=] xzkl] le; pkVZ] izfreku] LykbM] fQYEl] flDds] dBiqryhA c LykbM {ksid] ,ihMk;Ldksi] fQYe {ksid] Vsi fjdkMZj] jsfM;ks] Vh-ohrFkk dEI;wVj vk/kkfjr fk{k.kA l bfrgkldk ikB~; & iqLrdsaA n Vh-ohrFkk jsfM;ksa dh fLIV rS;kj djukA bdkbZ 7 & bfrgkl fk{k.k ds ewY;kadu lEcU/kh ifj.kke 1 laKkukRed] HkkokRed ,oa euksxR;kRed i{kksa ds fofk"B ifj.kkeksa ds lUnHkZ esa ifjektZu ,oa in foys"k.k ,oa k:i cukukA 2 uSnkfud rFkk mipkjkRed fk{k.k A 1 uhy i= rFkk u i=ksa dk fuekZ.kA
l=h; dk;Z & dksbZ ,d 1fdlh ,d LFkkuh; ,sfrgkfld LFky dk v/;;u djukA 2fdlh ,d ledkyhu fo"k; ij fucU/k fy[kukA 3ek/;fed Lrj ij] bfrgkl iqLrd dk leh{kkRed v/;;u djukA

ikB~;ekuqlkj ikB~; iqLrdsa& bfrgkl fk{k.k Jherh 'kekZ] fofk"B ,oa frokjh


bfrgkl fk{k.k fk{k.k ds u;s vk;ke MkW- esukfj;k] uhye] MkW- ehuk{kh
Teaching of History Sharma & Kulshrestha



iz'u&i= V rFkk VI

ukxfjd'kkL= f'k{k.k dh fof/k;k

bdkbZ 1 & 1 ukxfjd'kkL= dh vo/kkj.kk] fodkl rFkk izd`frA 2 orZeku le; esa bldk egRo] izd`fr] Lo:i rFkk uohu izo`fr;kA 3 ukxfjd'kkL= fo"k; esa vkykspukRed lksp fodflr djukA bdkbZ 2 & 1 mn~ns'; rFkk y{; & v fofHkUu Lrjksa ij ukxfjd 'kkL= f'k{k.k ds mn~ns'; rFkk y{; izkFkfed] mPp izkFkfed] ek/;fed rFkk mPp ek/;fed c vUrjkZ"Vh; ln~Hkkouk dh o`f) esa ukxfjd'kkL= dh HkwfedkA bdkbZ 3 & ikB~;e ;kstuk rFkk f;k,& 1 fofHkUu Lrjksa ij ikB~;&oLrq dk pquko rFkk laxBu izk-] m-izk- ek- rFkk m-ek- 2 ukxfjd'kkL= esa ikB~;e fuekZ.k ds vk/kkjHkwr fl)kUr ,oa orZeku ikB~;e dk vkykspukRed v/;;uA 3 ,d vPNh ikB~; iqLrd dh fo'k"krk,A bdkbZ 4 & f'k{k.k ds mikxe ,oa fof/k;k 1 O;k[;ku] dgkuh lqukuk] leL;k lek/kku] izk;kstuk] i;Zosf{kr v/;;u ,oa ifjppkZA 2 rduhd&iz'ukRed] lk{kkRdkjA 3 Hkze.k ;k=k] ekSu l=] pquko dh ;kstuk] laxBu rFkk lkeqnkf;d lalk/kuksa dk mi;ksxA bdkbZ 5 & f'k{k.k dh ;kstuk ,oa f'k{k.k dh HkwfedkA 1 ;kstuk&okf"kZd ;kstuk] bdkbZ ;kstuk rFkk nSfud ikB ;kstukA 2 ukxfjd 'kkL= f'k{kd ds xq.k] Hkwfedk ,oa O;olkf;d izxfrA bdkbZ 6 & ukxfjd'kkL= f'k{k.k esa vuqns'kkRed lkexzh dk iz;ksxA 1 ';keiV~V] ekufp=] xzkl] le; pkVZ] LykbM ,oa ikjnf'kZrkA 2 n`';&J`O; lkexzh % LykbM izkstsDVj] vksoj gSM izkstsDVj rFkk izkstsDVjA bdkbZ 7 & ewY;kadu & 1 ewY;kadu ds egRo rFkk mn~ns';A 2 fofHkUu izdkj ds ijh{k.k] muds xq.k rFkk lhek;sa fu-iz-] y-m-iz-] oLrqfu"B iz'uA 3 iz'u i= dk fuekZ.k] uhy i= rFkk Qykadu dqathA 4 ukxfjd 'kkL= esa miyfC/k ijh{k.k dk fuekZ.kA
l=h; dk;Z &

fdlh ,d jktuSfrd leL;k ij fucU/k fy[kukA fdlh Hkh jktuSfrd igyq ij Lsc cqd rS;kj djukA LFkkuh; LoFkklh laLFkk dk losZ djukA dksbZ ,d

ikB~;ekuqlkj ikB~; iqLrdsa& ukxfjd'kkL= f'k{k.k ds u;s vk;ke Jherh 'kekZ] frokjh ukxfjd'kkL= f'k{k.k izks- xxZ ,oa c['kh
Teaching of Civics Dr. Kulshrestha, Sharma & Dubey 79




iz'u&i= V rFkk VI

vFkZ'kkL= f'k{k.k dh fof/k;k

bdkbZ 1 & fo|ky;h ikB~;e esa vFkZ'kkL= dk LFkkuA bdkbZ 2 & 1 ek/;fed Lrj ij vFkZ'kkL= f'k{}k.k ds y{; ,oa egRoA 2 vuqns'kkRed y{;] O;kogkfjd y{;] ekiuh; rFkk vekiuh; y{;] fofHkUu vf/kxe fcUnqvksa ,oa ikB dh n`f"V ls mn~ns';ksa ds O;kogkfjd i{kA bdkbZ 3 & 1 ek/;fed Lrj dk ikB~;e rS;kj djus ds fl)kUr rFkk mikxe ,oa ek/;fed Lrj ij bldh vkykspukRed leh{kkA 2 ikB~;e ;kstuk rFkk f;k, 3 fo|ky;h Lrj ij vFkZ'kkL= dh ikB~;&iqLrdksa dk ewY;kadu & i ,d vPNh ikB~;&iqLrd ds ekun.MA ii ikB~; lkexzh esa vH;kl ekyk,] x`g&dk;Z] rduhdh 'kCndks"k rFkk lkjka'kA bdkbZ 4 & vFkZ'kkL= f'k{k.k dh fof/k;k & i O;k[;ku fof/kA ii izk;kstuk rFkk leL;k&lek/kku fof/kA iii okn&fookn fof/kA iv vkxeu&fuxeu fof/kA v Lo&'kS{kf.kd fof/kA vi vFkZ'kkL= f'k{k.k dh rduhdsaA bdkbZ 5 & f'k{k.k dh ;kstuk rFkk f'k{kd dh Hkwfedk & 1 v ikB ;kstuk ds mn~ns';A c bdkbZ rFkk nSfud ikB ;kstukA l vf/kxe vuqHkoksa ds lUnHKZ esa mn~ns';ksa dk fuekZ.kA n f'k{kd dh Hkwfedk rFkk vfHko`frA 2 d{kk&d{k f'k{k.k ds fl)kUr rFkk f'k{k.k lw=A 3 d{kk&d{k dk i;Zos{k.kA bdkbZ 6 & vFkZ'kkL= esa vuqns'kkRed lkexzh dk iz;ksx & 1 ';keiV~V] ekufp=] xzkl] LykbM ,oa ikjnf'kZrkA 2 n`';&JO; lkexzh] LykbM iz{ksid rFkk vksoj gSM iz{ksid vkfnA bdkbZ 7 & vFkZ'kkL= esa ewY;kadu & 1 ewY;kadu dh vo/kkj.kk rFkk egRoA 2 ewY;kadu fof/k;k&fucU/kkRed izdkj] y?kq mRrjh; ,oa oLrqfu"B izdkj ds ijh{k.kA 3 bdkbZ ijh{k.k dk fuekZ.k] iz'kklu rFkk x.kukA
l=h; dk;Z & dksbZ ,d 1fo"k; ls lEcfU/kr pkj lgk;d lkexzh rS;kj djukA 2fo"k; ls lEcfU/kr nks izdkf'kr isij dh lekykspuk djukA 3fo|ky; Lrj ij vFkZ'kkL= iqLrd dh lekykspuk djukA

ikB~;ekuqlkj ikB~; iqLrdsa& vFkZ'kkL= f'k{k.k ds vk/kkj MkW- ,l- ds- esgrk vFkZ'kkL= f'k{k.k MkW- th- dkes'k jko
Teaching of Economics 81


R.K. Upadhyaya & S.K. Dubey

iz'u&i= V rFkk VI

Hkwxksy f'k{k.k dh fof/k;k

bdkbZ 1 & izd`fr rFkk vo/kkj.kk & 1 Hkwxksy dk fodkl] Hkwxksy dh vk/kqfud vo/kkj.kk rFkk uohu vfHkeq[krkA i fo|ky;h ikB~;e esa bldk LFkkuA ii Hkwxksy dk nSfud thou rFkk vUrjkZ"Vh; le> esa egRoA 2 Hkwxksy dh vU; fo|ky;h fo"k;ksa ds lkFk lgHkkfxrkA bdkbZ 2 & y{; rFkk mn~ns'; & fofHkUu Lrjksa ij Hkwxksy f'k{k.k ds mn~ns';& izkFkfed] mPp izkFkfed] ek/;fed rFkk mPp ek/;fed LrjA bdkbZ 3 & ikB~;e ;kstuk ,oa f;k,& 1 Hkwxksy esa ikB~;e fuekZ.k ds fl)kUr ,oa mldh vkykspukRed leh{kkA 2 vf/kxedrkZ ds Lrj ds vuqlkj fo"k;&oLrq dk pquko rFkk laxBu ds ewy fl)kUrA 3 Hkwxksy esa lgxkeh f;k,] x`g {ks= dk v/;;u] Hkze.k ;k=k dk xBu ,oa i;ZVu] Hkwxksy dk laxzgky; ,oa iqLrdky;A 4 Hkwxksy dh ikB~; iqLrd dk ewY;kaduA bdkbZ 4 & fof/k;k rFkk mikxe& 1 fof/k&dgkuh lqukuk] izknsf'kd fof/k] izn'kZu fof/k] iz;ksx'kkyk fof/k] vkxeu&fuxeu fof/k] O;k[;kRed rFkk rqyukRed fof/k leL;k&lek/kku] izk;kstuk ,oa i;Zosf{kr v/;;u fof/kA 2 mikxe&Hkze.k ;k=k] iz;ksx'kkyk Hkze.k] LFkku;h lalk/kuksa dk Hkwxksy f'k{k.k esa iz;ksxA bdkbZ 5 & vuqns'kkRed lkexzh dk iz;ksx & 1 ikB ;kstuk& okf"kZd ;kstuk] bdkbZ ;kstuk rFkk nSfud ikB ;kstukA 2 Hkwxksy f'k{k.k ds xq.k] Hkwfedk rFkk O;olkf;d izxfrA bdkbZ 6 & vuqns'kkRed lkexzh dk iz;ksx & 1 n`';&J`O; midj.k Hkwxksy f'k{k.k esa LykbM iz{ksid dk iz;ksx] mijksfLFk iz{ksid] ,fiMk;Ldksi] Vh-oh- ,oa dEI;wVj dk iz;ksxA 2 fofHkUu izdkj dh f'k{k.k lkexzh] d{kk&d{k esa mudk izHkkoh iz;ksx tSls] izfreku] ekufp= rLohjsa] LdSp] fp=] fQYe fLVi] ,Vyl ,oa LykbM ikjnf'kZrk vkfnA 3 Hkwxksy d{k] iz;ksx'kkyk dk;Z rFkk midj.kksa dk egRoA bdkbZ 7 & ewY;kadu & 1 Hkwxksy esa miyfC/k;ksa dk ewY;kaduA 2 miyfC/k ijh{k.kksa dk fuekZ.k& v fofHkUu izdkj ds ijh{k.k] muds xq.k rFkk lhek, fucU/kkRed] y?kq mRrjh; rFkk oLrqfu"B izdkjA c uhy i=] iz'u&i= dk fuekZ.k rFkk in fo'ys"k.kA l=h; dk;Z & buesa ls dksbZ ,d 1uohure HkkSxksfyd fo"k; oLrq ij Lsi cqd rS;kj djukA 2HkkSfrd Hkwxksy esa ekufp=] pkVZ o ekWMy rS;kj djukA 3ek/;fed Lrj ij Hkwxksy ikB~;e dk lekykspukRed v/;;u djukA ikB~;ekuqlkj ikB~; iqLrdsa& Hkwxksy f'k{k.k ds u;s vk;ke MkW- gjiky flag


Hkwxksy f'k{k.k ds u;s vk;ke MkW- eukst dqekj HknkSfj;k Hkwxksy f'k{k.k ,oa uokpkj Jherh Hkkjrh ijlkbZ Hkwxksy dk f'k{k.k ,oa vk/kqfud fof/k;k MkW- jpuk dqekjh
Teaching of Geography Dr. Singh & Upadhyaya



iz'u&i= V rFkk VI

HkkSfrd 'kkL= f'k{k.k dh fof/k;k

bdkbZ 1 izd`fr ,oa dk;Z {ks= & 1 foKku D;k gS\ HkkSfrd 'kkL= D;k gS\ 2 foKku dh izd`fr] HkkSfrd 'kkL= ds fodkl esa eq[; ehy ds iRFkjA 3 ek/;fed rFkk mPp ek/;fed Lrj ij HkkSfrd 'kkL= f'k{k.k ds mn~ns'; rFkk ewY; fo'ks"kr% jk"Vh; f'k{kk uhfr ds lUnHkZ esaA bdkbZ 2 HkkSfrd 'kkL= dk ikB~;e& 1 ikB~;e dh vo/kkj.kkA ek/;fed rFkk mPp ek/;fed Lrj ds ikB~;e esa HkkSfrd 'kkL= dk LFkkuA fo"k; oLrqvksa rFkk vuqHkoksa dk pquko ,oa laxBuA 2 HkkSfrd 'kkL= dh vU; fo|ky;h fo"k;ksa ds lkFk lgHkkfxrk ,oa bldh nSfud thou esa HkwfedkA 3 HkkSfrd 'kkL= ds fu/kkZfjr ikB~;e dk vkykspukRed vadu jktLFkku rFkk lh-ch-,l-bZ- cksMZ ds mPp ek/;fed Lrj ijA bdkbZ 3 vuqns'ku dh ;kstuk rFkk f'k{kd dh Hkwfedk& 1 O;kogkfjd lUnHkZ esa mn~ns';ksa dk ys[ku] fo"k;&oLrq fo'ys"k.k] bdkbZ] nSfud rFkk okf"kZd ikB ;kstuk fodflr djuk ,oa lEizR;; ekufp=.kA 2 HkkSfrd 'kkL= f'k{kd ds xq.k ,oa nkf;RoA 3 fo|kfFkZ;ksa esa oSKkfud vfHko`fr ,oa l`tukRedrk rFkk muesa oSKkfud fof/k;k fodflr djus esa f'k{kd dh HkwfedkA bdkbZ 4 HkkSfrd 'kkL= f'k{k.k ds mikxe rFkk fof/k;k& 1 izn'kZu fof/k] iz;ksx'kkyk fof/k] mikxe] vUos"k.k mikxe] izk;kstuk fof/k] leL;k&lek/kku fof/k rFkk x`g dk;Z fof/kA 2 mijksDr fof/k;ksa ds vk/kkj ij ikB ;kstuk fodflr djukA bdkbZ 5 HkkSfrd 'kkL= f'k{k.k ds lalk/ku& 1 HkkSfrd 'kkL= ds f'k{k.k esa cgqlaosnh lkexzh tSls pkVZ rFkk izfreku % vk/kqfud bysDVkWfud lalk/ku tSls vksoj gSM iz{ksid] dEI;wVj budk O;fDrxr d{kk rFkk cM+s lewg ds vuqns'ku esa mi;ksx] osc vk/kkfjr f'k{kkA 2 vk'kqjfpr midj.k & vk'kqjpuk dk vFkZ] egRo ,oa lhek,A vk'kqjfpr ,oa fufeZr midj.kksa ds fuekZ.k dh izf;kA 3 lgxkeh f;k, tSls&foKku Dyc] foKku esys ,oa Hkze.kA



bdkbZ 6 HkkSfrd 'kkL= iz;ksx'kkyk rFkk laLFkk, & 1 izk;ksfxd dk;kZs dk laxBu rFkk iz;ksx'kkyk dh ;kstuk rFkk ltkoVA 2 foKku f'k{kk ds izlkj esa jkT; rFkk jk"Vh; Lrj dh laLFkkvksa rFkk iz;ksx'kkykvksa dh Hkwfedk tSls ,u-lh-Vh-,l-bZ-] Mh-,l-Vh-] bljks] lkSj oS/k'kkyk bdkbZ 7 HkkSfrd 'kkL= esa ewY;kadu ekSf[kd rFkk izk;ksfxd & 1 ijh{k.k inksa ds izdkj ,oa mudk fuekZ.kA 2 uhy i= cukuk rFkk fu"ifr ijh{k.kA 3 HkkSfrd 'kkL= esa uSnkfud ,oa mipkjkRed f'k{k.kA 4 izk;ksfxd dk;Z dk ewY;kaduA l=h; dk;Z & fuEu esa ls dksbZ ,d 1HkkSfrd foKku lh[kus ds fy, LFkkuh; okrkoj.k dk mi;ksx djrs gq,A d{kk d{k xfrfof/k dh ;kstuk cukukA 2vk/kqfud HkkSfrd 'kkL=h dk thou ifjp; dksbZ nks 3HkkSfrd foKku ds f'k{k.k dks izHkkoh cukus gsrq okLrfod oSKkfud fo"k;oLrq dks dkVwZu] dgkuh] ukVd] lk{kkRdkj izfrosnu vkfn ds ek/;e ls Lsi cqd rS;kj djukA ikB~;ekuqlkj ikB~; iqLrdsa& HkkSfrd foKku f'k{k.k MkW- fot;iky flag
Teaching of Physics Dr. Radhika, Singh and Sharma



iz'u&i= V rFkk VI

xf.kr f'k{k.k dh fof/k;k

bdkbZ 1 & xf.kr dk vFkZ ,oa izd`fr] xf.kr dk bfrgkl] Hkkjrh; rFkk ik'pkR; ds xf.krKksa dk xf.kr esa ;ksxnku] HkkLdjkpk;Z] vk;ZHkV~V] ;wfDyM rFkk ikbFkksxksjl ds fo'ks"k lUnHkZ esaA bdkbZ 2 & vuqns'ku ,oa O;ogkj ds lUnHkZ esa xf.kr f'k{k.k ds mn~ns';] xf.kr f'k{k.k ds mikxe] xf.krh; fo'ys"k.k] la'ys"k.k] vkxeu rFkk fuxeu] vUos"k.k] ;kstuk ,oa iz;ksx'kkyk] xf.kr f'k{k.k esa fofHkUu rduhdksa dk iz;ksx tSls] ekSf[kd] fyf[kr] fMy] x`g dk;Z] i;Zosf{kr v/;;u rFkk vfHkfed vf/kxeA bdkbZ 3 & 1 ikB ;kstuk dk vFkZ ,oa egRo] ikB ;kstuk dk izk:i] mn~ns'; rFkk mldh rkfdZdrkA bdkbZ ;kstuk rFkk okf"kZd ;kstuk dk vFkZ ,oa mn~ns';] y?kq ikB ;kstuk fodflr djukA de dher dh rkRdkfyd f'k{k.k lgk;d lkexzh LFkkuh; vko';drkvksa ds vuqlkj rS;kj djukA xf.kr esa n`';&JO; lkexzhA 2 xf.kr vf/kxe dk fofHkUu fo|ky;h fo"k;ksa esa LFkkukUrj.k] mldh fofHkUu 'kk[kk, ,oa okLrfod thou esa bldh xf.kr fLFkfrA bdkbZ 4 & ek/;fed ,oa mPp ek/;fed Lrj ij ikB~;e ds fodkl ds fl)kUr rFkk rdZokn] xf.kr ikB~;e esa u;h izo`fr;k] jktLFkku cksMZ rFkk lh-ch-,l-bZ- cksMZ }kjk fofHkUu Lrjksa ij izpfyr xf.kr ikB~;e dk vkykspukRed ewY;kaduA bdkbZ 5 & xf.kr dk euksjtau ds fy;s [ksy dh rjg mi;ksx] iz'u iwNus ds dk;Ze dk laxBuA mRrj nsus] iz'u iwNrkN djus] eSftd o.kZ rFkk 'kCn [kkst vkfn dkS'kyksa dk fodklA xf.kr dh iz;ksx'kkyk fodflr djuk] y?kq fof/k;ksa dk vf/kxe vad xf.kr ds lUnHkZ esa oSfnd xf.kr esa nh x;hA bdkbZ 6 & xf.kr dh ikB~;&iqLrd] xf.kr dh ,d vPNh ikB~;&iqLrd ds xq.k i`"B iks"k.k izkIr djus dh izf;k vkSj laKkukRed] HkkokRed ,oa xR;kRed O;kogkfjd fodkl ds lUnHkZ esa ewY;kadu ds fy;s ijh{k.k dh rS;kjh ,oa mi;ksx tSls & miyfC/k ijh{k.k ,oa uSnkfud ijh{k.k vkfnA bdkbZ 7 & jkT; esa ek/;fed] mPp izkFkfed ,oa mPp ek/;fed Lrjksa ds fy;s uSnkfud rFkk mipkjkRed dk;Zeksa dh :ijs[kk rS;kj djukA
l=h; dk;Z & fuEu esa ls ,d 1xf.kr iz;ksx'kkyk ;k xf.krh; Dyc ds fodkl gsrq foLr`r ;kstuk djukA 2xf.kr fo"k; dks l`tu'khy o #fpdj cukus gsrq xf.krh; Puzzles, tknw] oxZ] oSfnd xf.kr vkfn dh ;kstuk cukukA

xf.kr fo"k; esa /kheh xfr ls v/;;u djus okys fo|kfFkZ;ksa dh Case Study
rS;kj djuk

ikB~;ekuqlkj ikB~; iqLrdsa& xf.kr f'k{k.k ,p-,l- 'kekZ xf.kr f'k{k.k ,p-,l-'kekZ


xf.kr f'k{k.k ds u;s vk;ke 'kekZ ,oa jktsUnz nhf{kr

Teaching of Mathematics Sharma and Mangal

iz'u&i= V rFkk VI

1 lkekU; foKku f'k{k.k dh fof/k;k

bdkbZ 1 foKku ,oa mldh izd`fr] 'kjhj ds ckjs esa Kku] i;kZoj.k rFkk euq"; ij foKku ds izHkko dks Kkr djus dh fof/k] fo|ky;h ikB~;e esa lkekU; foKku dk egRoA lkekU; foKku esa ikB~;e fuekZ.k ds fl)kUrA bdkbZ 2 lkekU; foKku f'k{k.k ds mn~ns';] O;kogkfjd :i esa mn~ns'; fy[kukA bdkbZ rFkk nSfud ikB ;kstuk dh vko';drkA bdkbZ 3 1 lkekU; foKku esa vf/kxe vuqHkoksa dks iznku djukA lkekU; foKku f'k{k.k dh fof/k;k&O;k[;ku fof/k] izn'kZu fof/k] ifj;kstuk fof/k] leL;k lek/kku fof/k rFkk vUos"k.k fof/kA 2 lkekU; foKku f'k{k.k esa vuqns'ku ,oa lgk;d lkexzh dk ifjp; ,oa fodklA bdkbZ 4 lkekU; foKku esa ewY;kdau&lkekU; foKku esa vf/kxe ifj.kkeksa ds ewY;kadu gsrq inksa dh lajpuk gsrq dkS'ky ;k n{krkA bdkbZ 5 lkekU; foKku f'k{kk dks lqn`< djuk& 1 [kkst ,oa f;k'khyrk ij ncko] foKku Dyc] foKku esys] foKku vtk;c?kj] izk;ksfxd dk;ksZ esa lq/kkjA 2 foKku f'k{kd ,oa mudh O;kolkf;d izxfrA bdkbZ 6 vuqns'kukRed lkexzh ,oa lalk/ku& 1 lkekU; foKku esa izk;ksfxd dk;Z ds izdkj 2 lkekU; foKku f'k{k.k esa iz;ksx'kkyk] ikB~;&iqLrdsa] pkVZ] fQYe fLVi] nwjn'kZu rFkk izfrekuksa dh HkwfedkA



l=h; dk;Z 1 jsfM;ks rFkk nwjn'kZu Vh-oh- fLIV fy[kukA 2 fdlh mijksDr nh x;h bdkbZ;ksa ls lEcfU/kr fucU/kA 3 chl fo|kfFkZ;ksa ds lewg ds fy;s Hkze.k ;kstuk rS;kj djukA 4 chl fo|kfFkZ;ksa ds fy;s foKku iz;ksx'kkyk dh ;kstuk rS;kj djukA 5 lkekU; foKku f'k{k.k esa mi;ksxh LFkkuh; lalk/kuksa dh fyLV cukuk rFkk muls ,d ikB ;kstuk rS;kj djukA ikB~;ekuqlkj ikB~; iqLrdsa & foKku f'k{k.k ds u;s vk;ke MkW- jkf/kdk ikjk'kj ,oa MkW- fnfidk ikjk'kj lkekU; foKku f'k{k.k ,p-,l- 'kekZ] foosd 'kekZ ,oa nhfidk ikjk'kj foKku f'k{k.k % HkkSfrd ,oa tSfod MkW- ikjk'kj ,oa frokjh



2 tho&foKku f'k{k.k dh fof/k;k

bdkbZ 1 izd`fr ,oa vo/kkj.kk& 1 tho foKku dh izd`fr rFkk vFkZA 2 tho foKku ds ewY; rFkk egRoA 3 tho foKku dk vU; fo"k;ksa ds lkFk lg&lEcU/kA 4 tho foKku esa mRfer {ks= dk leqnk; ij izHkkoA 5 fo[;kr Hkkjrh; oSKkfudA 6 tho foKku esa eq[; vuqlU/kku rFkk fodklA 7 tho foKku ds O;olkf;d {ks=A bdkbZ 2 y{; rFkk mn~ns';& 1 mn~ns'; 'kCn dk vFkZ] y{; rFkk mn~ns';ksa esa vUrj 2 mn~ns';ksa dh vko';drk 3 mn~ns';ksa dh lajpuk ds vk/kkjA 4 vuqns'kukRed mn~ns';ksa dk fuekZ.k djukA bdkbZ 3 ikB~;e ;kstuk rFkk ikB~;e lgxkeh f;k,& 1 ikB~;e esa lq/kkj gsrq vo/kkj.kk,] fl)kUr] vk/kkj rFkk mik;A 2 tho foKku ikB~;e fuekZ.k gsrq ekun.M v O;fDrxr] c vUrj vuq'kklukRed] l lkekftd eqn~nksa dk LFkkuA n tho foKku iz;ksxksa ls lEcfU/kr mikxeA 3 ikB~;e dh LFkkuh; vko';drkvksa rFkk LFkkuh; lalk/kuksa dh miyC/krk ds vuqlkj vuqdwyuA 4 tho foKku dh ikB~; iqLrdA 5 tho foKku ds fuekZ.k gsrq ekun.MA 6 ikB~;e v/;;u ch-,l-lh-,l-A 7 jkT; ,oa lh-ch-,l-bZ }kjk fu/kkZfjr ikB~;e dk foKku ds lUnHkZ esa vkykspukRed ewY;kaduA bdkbZ 4 f'k{k.k dh fof/k rFkk mikxe& 1 O;k[;ku fof/kA 2 izn'kZu ;qDr O;k[;ku fof/kA 3 iz;ksx'kkyk fof/kA 4 vUos"k.k fof/kA 5 ifj;kstuk fof/kA 6 lewg f'k{k.k] lewg ifjppkZ] lsfeukj] dk;Z'kkykA 7 vkxeu ,oa fuxeu fof/kA 8 i`PNk mikxeA 9 mijksDr fof/k;ksa ds vk/kkj ij ikB ;kstuk fodflr djukA bdkbZ 5 f'k{k.k dh ;kstuk rFkk tho foKku f'k{kd dh Hkwfedk& 1 ;kstuk dh vo/kkj.kkA 2 okf"kZd] bdkbZ rFkk ikB ;kstuk ds fofHkUu lksikuA 3 ;kstuk ds ykHk rFkk egRoA 4 ikB ;kstuk fodflr djus esa O;ogkjoknh fi;ktks rFkk czwusfj;u fl)kUrksa dk iz;ksxA 5 tho foKku f'k{kd dh O;kolkf;d o`f)A bdkbZ 6 f'k{kd ds fy;s vuqns'kukRed lkexzh dk mi;ksx& 1 ikB~; lkexzh & ikB~; iqLrd] gLr iqfLrdk] if=dk rFkk i=A 2 tho foKku esa ikB~;e lgxkeh f;k,& v Hkze.k rFkk lkeqnkf;d lalk/kuksa dk iz;ksxA c foKku Dyc ds


egRo ,oa laxBu] l foKku esyksa dk egRo ,oa laxBuA 3 cgqlaosnh lkexzh&pkVZ] izfreku] uewus] cqysfVu cksMZ] ySuy cksMZ] vkosj gSM izkstsDVj] ikjn'khZ LykbM] LykbM izkstsDVj] Vh-oh- ,oa jsfM;ks vkfnA 4 tho foKku iz;ksx'kkyk dk laxBu] midj.kksa dh [kjhn ,oa izcU/k] midj.kksa dh ns[kHkkyA 5 tho foKku esa izk;ksfxd dk;Z dk egRoA 6 jk"Vh; rFkk jkT; Lrj dh iz;ksx'kkyk rFkk laLFkkvksa dh Hkwfedk& v izk.kh foKku] ouLifr foKku rFkk d`f"k foKku ds vuqla/kku dsUnzA c Mh-,l-Vh- lkSj oS/k'kkykA bdkbZ 7 tho foKku esa ewY;kadu& 1 ewY;kadu rFkk ekiu dh vo/kkj.kkA 2 vPNs ewY;kadu ds ekun.MA 3 fo"k;&oLrq ds izdkjA 4 ewY;kadu ds xq.k rFkk nks"kA 5 bdkbZ ;kstuk gsrq uhy i= dk fuekZ.kA 6 funkukRed ,oa mipkjkRed ijh{k.kA 7 iz;kl rFkk in fo'ys"k.kA l=h; dk;Z&fuEufyf[kr esa ls nks 1 v chl fo|kfFkZ;ksa ds fy;s foLr`r Hkze.k ;kstuk dk fuekZ.k djukA c tSoh; foKku ds {ks= esa O;olkf;;ksa dh lwph cukukA l i;kZoj.kh; ifj;kstuk lgk;d foKku esa fuEufyf[kr dk lekos'kA i ljdkjh vfHkdj.kksa tSls& flapkbZ foHkkx rFkk yksd fuekZ.k foHkkx vkfnA ii xSj&ljdkjh laxBuA iii LFkkuh; fudk;&uxjfuxeA n i fdUgha rhu de dher ds f'k{k.k izfrekuksa dk izk:i ,oa mudh O;k[;k dhft;sA ii jsfM;ks ;k nwjn'kZu dh ik.Mqfyfi rS;kj djukA ; i chl fo|kfFkZ;ksa ds fy;s foKku iz;ksx'kkyk dh ;kstuk rS;kj djukA ii ek/;fed fo|ky;ksa ls lEcfU/kr tho foKku f'k{k.k ds izk;ksfxd dk;ksZ dh lwph cukukA 2 i O;FkZ iM+h iqLrdksa ls gcsZfj;e cukukA ii fuEufyf[kr esa ls fdUgha nks ij i;kZoj.k f'k{kk ls lEcfU/kr cukb;s& v iksLVj] c fo"k;&lkekxzh l dgkuh] n ukVdA c tho foKku f'k{k.k esa mi;ksxh LFkkuh; lalk/kuksa dh ,d lwph cukb;s rFkk muesa ls dqN dk mi;ksx djrs gq, ,d ikB ;kstuk rS;kj djukA ikB~;ekuqlkj ikB~; iqLrdsa& tho&foKku f'k{k.k izKk feJk ,oa MkW- jkf/kdk ikjk'kj
Teaching of Biology Sharma, Sharma & Dr. Parashar



11 lkekU; okf.kT; f'k{k.k dh fof/k;k

bdkbZ 1 & lkekU; okf.kT; dk fo|ky;h ikB~;e esa LFkkuA bdkbZ 2 & 1 ek/;fed Lrj ij blds f'k{k.k ds y{;] mn~ns'; rFkk ewY;A 2 fofHkUu vf/kxe fcUnq rFkk ikBksa gsrq vuqns'kkRed mn~ns';] ifjfer rFkk vifjfer mn~ns';] O;ogkfjd mn~ns';A bdkbZ 3 & f'k{k.k dh fof/k & 1 f'k{k.k gsrq ikB rFkk bdkbZ ;kstuk cukukA 2 fofHkUu fof/k;ksa dk fo'ys"k.k 3 O;k[;kuA c x`g dk;ZA l okn&fooknA n ;kstukA ; leL;k lek/kkuA j Hkze.k ;k=kA y lkeqnkf;d lalk/kuksa dk iz;ksxA bdkbZ 4 & vuqns'kkRed lkexzh gsrq & 1 izHkkoh vuqns'ku ds fy;s mfpr midj.k rFkk lkexzh dk egRoA 2 vuqns'kkRed lkexzh ,oa midj.k ds pquko gsrq ekun.MA 3 okf.kT; f'k{k.k esa fofHkUu n`';&J`O; lkexzh dk iz;ksxA 4 fo|ky;h Lrj ij lkekU; okf.kT; dh ikB~;&iqLrdksa dk ewY;kadu& v vPNh iqLrd ds ekun.MA c O;oLFkkA l lUnHkZ iqLrdksa rFkk if=dkvksa ds ekun.MA bdkbZ 5 & okf.kT; f'k{kd ds xq.k] Hkwfedk rFkk O;kolkf;d izxfrA bdkbZ 6 & okf.kT; esa ewY;kaduA okf.kT; esas ewY;kadu ds mn~ns'; rFkk egRo & 1 fofHkUu izdkj ds ijh{k.k] muds xq.k rFkk lhek, fuEcU/kkRed] y?kq mRrjh; rFkk oLrqfu"B iz'uA 2 miyfC/k ijh{k.k dk fuekZ.k] iz'kklu rFkk ijh{k.k x.kukA
l=h; dk;Z &

fdlh ,d f'k{k.k fof/k ls ikB ;kstuk rS;kj djukA fo"k; ls lEcfU/kr pkj lgk;d lkexzh dk fuekZ.k djukA ek/;fed ;k mPp ek/;fed Lrj ij] okf.kT; ikB~;e dk lekykspukRed v/;;u djukA

ikB~;ekuqlkj ikB~; iqLrdsa & okf.kT; f'k{k.k vk'kh"k ikjk'kj ,oa vxzoky



12 iqLrikyu rFkk ys[kkadu dh fof/k;k

bdkbZ 1 & iqLrikyu rFkk ys[kkadu dk fo|ky;h ikB~;e esa LFkkuA bdkbZ 2 & 1 iqLrikyu rFkk ys[kkadu dk ek/;fed Lrj ij y{; rFkk mn~ns';A 2 fofHkUu vf/kxe fcUnqvksa ,oa ikBksa gsrq vuqns'kkRed mn~ns';] O;kogkfjd mn~ns';] ifjfer rFkk vifjfer mn~ns';] O;kogkfjd O;k[;k mn~ns';A bdkbZ 3& 1 ikB~;e fuekZ.k ds fl)kUr rFkk mikxe ,oa bldh ek/;fed Lrj ij vkykspukRed leh{kkA 2 ek/;fed Lrj ij iqLrikyu rFkk ys[kkadu dh ikB~;&iqLrdksa dk ewY;kaduA v ,d vPNh ikB~;&iqLrd ds ekun.MA c iqLrd esa x`g dk;Z] vH;kl] rduhdh 'kCndks"k ,oa lkjka'kksa dk lekos'kA bdkbZ 4 & fo"k; f'k{k.k ds fofHkUu mikxeA v udy cgh mikxeA c [kkrk&cgh mikxeA l cgh mikxeA n lehdj.k mikxeA bdkbZ 5 & f'k{k.k dh ;kstuk rFkk f'k{kd dh Hkwfedk& 1 v ikB ;kstuk ds mn~ns';A c bdkbZ rFkk nSfud ikB ;kstukA l vf/kxe vuqHkoksa ds vk/kkj ij mn~ns';ksa dk fuekZ.k djukA n f'k{kd dh Hkwfedk rFkk vfHko`fRrA 2 d{kk d{k f'k{k.k ds f'k{k.k lw= rFkk fl)kUrA 3 d{kk&d{k i;Zos{k.kA bdkbZ 6 & iqLrikyu rFkk ys[kkadu esa ewY;kaduA ewY;kadu dk egRo rFkk vo/kkj.kkA 1 ijh{k.k ds fofHkUu midj.k rFkk mudh vko';drkA 2 Nk=ksa ds ewY;kadu esa f'k{kdksa dh HkwfedkA 3 iqLrikyu rFkk ys[kkadu esa miyfC/k ijh{k.k dk fuekZ.kA 4 bdkbZ ijh{k.k esa iz'kklu rFkk QykaduA bdkbZ 7 & iqLrikyu rFkk ys[kkadu dk ikB~;eA
l=h; dk;Z & 123dksbZ ,d fo"k; ls lEcfU/kr pkj lgk;d lkexzh rS;kj djukA fo"k; ls lEcfU/kr l= i= rS;kj djukA ek/;fed ;k mPp ek/;fed Lrj ij cfg[kkrk ikB~;e dh lekykspuk djukA

ikB~;ekuqlkj ikB~; iqLrdsa& cgh[kkrk ;k iqLrikyu rFkk ys[kkadu f'k{k.k mik/;k; ,oa ikjk'kj



jlk;u 'kkL= f'k{k.k dh fof/k;k

bdkbZ 1 foKku dh izd`fr& jlk;u 'kkL= dh izd`fr] nSfud thou esa jlk;u 'kkL= dk egRo] jlk;u 'kkL= dh vU; fo"k;ksa ls lgHkkfxrk] oSKkfud vfHko`fr] oSKkfud lk{kjrk] jlk;u 'kkL= ds {ks= esa fo'o izfl) oSKkfud tSls] MkYVu] vkbUlVhu] uhy] Hkst] jnjWQksMZ] eSjh D;wjh] Mk- tVdj] oS'ohdj.k rFkk jlk;u 'kkL=A bdkbZ 2 mn~ns';& 1 Hkkjrh; lekt dh vko';drkvksa ds lEcU/k esa foKku dh mnh;eku izd`frA 2 vuqns'kkRed mn~ns';ksa ds ladyu gsrq ekun.MA 3 jlk;u 'kkL= f'k{k.k esa lk/kkj.k rFkk fof'k"V vuqns'kkRed mn~ns';A 4 Cywe dk vuqns'kkRed mn~ns';ksa dk oxhZdj.k rFkk ,u-lh-bZ-vkj-Vh- }kjk fodflr mn~ns';A bdkbZ 3 ikB~;e ;kstuk rFkk f;k,& 1 jlk;u 'kkL= dk fo|ky;h ikB~;e esa LFkku] jlk;u 'kkL= f'k{k.k ds ewY;A 2 jlk;u 'kkL= ds ikB~;e dks fodflr djus ds fl)kUr rFkk jlk;u 'kkL= ikB~;e ds pquko rFkk laxBu dks izHkkfor djus okys dkjdA 3 ikB~;e esa LFkkuh; vko';drkvksa ds vuqlkj vuqdwyu] ikB~;e laxBu ds mikxe tSls fdlh O;fDr fo'ks"k ds fy;s vUr% vuq'kklukRed] lkekftd eqn~nksa dk LFkku rFkk euksoSKkfudh; mikxeA 4 jlk;u 'kkL= ds ikB~;e esa vk/kqfud izo`fr] lh-oh-,- rFkk dSe v/;;u] ,dhd`r vks rFkk , LrjA 5 foKku ikB~;e dk vkykspukRed fu"iknu jkT; cksMZ }kjk vuqeksfnr jlk;u foKku ds lUnHkZ esA bdkbZ 4 f'k{k.k ds mikxe rFkk fof/k;k 1 O;k[;ku rFkk izn'kZu fof/kA 2 ifj;kstuk fof/kA 3 oSKkfud fof/kA 4 vUos"k.k fof/kA 5 lewg f'k{k.kA 6 lewg ifjppkZ] lsfeukj] dk;Z'kkyk ,oa iz;ksx'kyk fof/kA bdkbZ 5 1 f'k{k.k dh ;kstuk rFkk f'k{kd dh Hkwfedk] okf"kZd ;kstuk] fo"k;&oLrq fo'ys"k.k rFkk f'k{k.k] 'kkL=h; fo'ys"k.kA 2 f'k{k.k ikB ;kstuk rFkk Lrjh; ;kstuk esa i`PNk izfreku] fi;kts rFkk czwuj ds mikxeA O;ogkjokfn;ksa dk ;ksxnkuA bdkbZ 6


vuqns'kkRed lkexzh dk mi;ksx 1 ikB~; lkexzh&ikB~; iqLrd] iqfLrdk] gLr iqfLrdk rFkk foKku iqLrdky;A 2 f'k{k.k lkexzh&cqysfVu cksMZ] ySuy cksMZ] fQYe fLVi] vksoj gSM izkstsDVj] izR;{k izkstsDVj rFkk ,y-lh-MhiSuy vkfnA 3 vukSipkfjd mikxe&Hkze.kA 4 iz;ksx'kkyk esa ;kstuk] midj.k] QuhZpj] vfHkys[kksa dh ns[kHkky] ejEer] midj.kksa dh ns[kHkky rFkk mUur'khyrk] iz;ksx'kkyk esa lqj{kk mik;A bdkbZ 7 ewY;kadu 1 vPNs ewY;kadu ds ekun.M] ewY;kadu dh vo/kkj.kk] ijh{k.k lkexzh ds izdkj] mn~ns';] y?kq mrjh] fucU/kkRed] muds nks"k rFkk xq.k bdkbZ ijh{k.k ds fy;s uhy i=A 2 miyfC/k ,oa funkukRed ijh{k.k&ifjektZu rFkk in fo'ys"k.kA izk;ksfxd dk;Z & 1 rhu iz;ksx] d{kk ukS rFkk nl ds fy;sA 2 js[kh; rFkk 'kk[kh; vf/kxe dk;Ze dk ,d y?kq dk;Ze rS;kj djukA vkids ikB~;ekuqlkj ikB~; iqLrdsa& jlk;u foKku f'k{k.k 'kekZ] MkW- ikjk'kj
Teaching of Chemistry Dr. Parashar, Jain & Sharma



13 dyk f'k{k.k dh fof/k;k bdkbZ 1& f'k{kk ,oa dyk& 1 dyk dk vFkZ rFkk dyk vFkok lkSUn;kZRed f'k{kkA 2 f'k{kk ifjofrZr voLFkk rFkk lkekU; f'k{kk esa dyk dk LFkku 3 dyk f'k{kk esa O;ofLFkr v/;;uA 4 dyk ds 'kSf{kd ewY; rFkk mlds vU; fo"k;ksa ds lkFk lEcU/kA bdkbZ 2 & dyk rFkk l`tukRed vfHko`fRr & 1 dyk rFkk l`tukRedA 2 ulZjh ls ek/;fed Lrj rd l`tuked f;kvksa dk fo|ky;h f'k{kk esa egRoA 3 ckyd ,d l`tudrkZ ds :i esaA bdkbZ 3 & ckyd dh dyk& 1 cky dyk dh fo'ks"krk,A 2 ckyd dh l`tukRed vfHkO;fDr dh fofHkUu fodkl'khy voLFkk, v vkRe vfHkO;fDr dk izkjEHk& ykijokg voLFkkA c igyh izfrfuf/kRo voLFkk iwoZ vkdkj izkIr djus dh voLFkkA l vo/kkj.kk ls miyfC/k dh voLFkk] lewg voLFkkA n okLrfodrk ls nwj jgus dh voLFkkA ; feF;k&okLrfod voLFkkA j rkfdZd voLFkkA bdkbZ 4 & dyk dk f'k{k.k & 1 dyk esa f'k{k.k dh fof/k;k& v LorU= 'kSyh fof/kA c izkIr 'kh"kZd fof/kA l Jqfrys[k fof/kA n izfrd`fr fof/kA 2 dyk f'k{kd v d{kk d{k f'k{k.k esa dyk f'k{kd dh HkwfedkA c dyk f'k{kd ds xq.kA 3 dyk f'k{k.k gsrq n`'; lkexzh& ';keiV~V] dyk oLrq,] QksVksxzkl ,oa vU; lkexzhA bdkbZ 5 & 1 dyk d{k dk fo|ky; esa egRoA 2 dyk izn'kZfu;ksa] dyk laxzgky; rFkk dyk&xSyjh vkfn ds 'kSf{kd ewY;A bdkbZ 6 & dyk rFkk leqnk; & 1 dyk ,oa lektA 2 dyk rFkk lH;rkA 3 dyk rFkk vUrjkZ"Vh; ln~HkkoukA
l=h; dk;Z & dksbZ ,d


l`tukRed f'k{k.k gsrq rhu f;kRed dk;Z dh ;kstuk rS;kj djukA


dyk f'k{k.k esa pkj J`O;&n`'; lkexzh rS;kj djukA dyk f'k{k.k esa fo|kfFkZ;ksa dks djk;s tkus okys dk;Zeksa dk ewY;kadu dh :ijs[kk rS;kj djukA ikB~;ekuqlkj ikB~; iqLrdsa& dyk f'k{kk f'k{k.k MkW- 'kekZ ,oa Lusg dqekjh ,oa Jherh 'kekZ dyk f'k{k.k MkW- 'kekZ ,oa Jherh vkj-ds- 'kekZ



14 laxhr f'k{k.k dh fof/k;k bdkbZ 1 & fo|ky;h ikB~;e esa laxhr dk egRo rFkk LFkkuA bdkbZ 2 & d{kk d{k f'k{k.k ds fl)kUrA bdkbZ 3 & laxhr ds y{; rFkk ewY;& 1 Ldwyksa esa fo'ks"k lUnHkZ eas laxhr f'k{k.k ds ewY;A 2 laxhr Hkkjrh; lH;rk ds vkn'kZ Lo:ih izfrfuf/kRo ds :i esaA bdkbZ 4 & izpfyr ikB~;ppkZ dh vkykspukRed leh{kkA bdkbZ 5 & laxhr dk bfrgkl& 1 laxhr dh mRifrA 2 laxhr rFkk lkeosnA 3 eqlyekuksa dk izHkkoA 4 iru ds dkj.kA 5 ik'pkR; laxhr ,oa iwohZ rFkk ik'pkR; laxhr esa leukrk,s ,oa vlekurk,A 6 Hkkjrh; 'kkL=h; laxhr dk uothou rFkk uothou ds fy;s viuk;s x;s lk/kukas dh vkykspukRed leh{kkA 7 laxhr dh mkjh; rFkk nf{k.kh 'kSyhA bdkbZ 6 & laxhr dk f'k{k.k & 1 laxhr f'k{kd dh ;ksX;rkA 2 laxhr f'k{k.k dh fof/k ,oa rduhdsaA 3 fcuk ladsr i<+s xk;uA 4 'kSyh dh rRijrkA 5 laxhr d{k dh cukoV rFkk midj.kA bdkbZ 7& laxhr rFkk vU; Ldwyh fo"k;ksa esa lEcU/k] eq[; :i ls u`R; ,oa dfork lsA bdkbZ 8& ewY;kdau dh vo/kkj.kk] ewY;kadu rFkk ijh{kk esa vUrjA bldh fo'ks"krk, rFkk dk;ZA l=h; dk;Z & buesa ls dksbZ ,d 1- fdlh ,d laxhr fo"k; ls lEcfU/kr fuc/k rS;kj djukA 2- ikB ;kstuk rS;kj djukA 3- bdkbZ ;kstuk rS;kj djukA ikB~;ekuqlkj ikB~; iqLrdsa& laxhr f'k{k.k lR; izdk'k ikjk'kj



PART- III Paper VII- Specialization (Additional/Optional Paper) (1) Educational and Vocational Guidance : Theoritical Importance of Guidance in the life of individuals. Development Concepts of Guidance, Meaning of Guidance. Philosophy and Aims of Guidance. Educational and Guidance: Democracy and guidance. Individual Difference and Guidance, Guidance: Implications of the Current Indian Scenes. Importance of Occupational and Environmental information. Study of the Individual: A basic introducation to Guidance, means of studying the individual. Introduction to Guidance Services. Guidance in the School Programme. Text-book according to your syllabus Educational and Vocational Guidance 70 R.K.Sharma, Upadhayay and Barauliya




(2) Basic Education Theoritical The Theory of Basic Education. (a) Philosophy of Mahatma Gandhi and its educational implications. (b) Gandijis experiments in education- Tolstoy farm in South Africa. Gujarat Vidyapeeth in Sabarmati and Anand Niketan in Sevagram Culminating in Nai Talim, Essential elements in Gandhiji's constructive programme. The progress of Basic Education in India since 1937. The policy of National Educational Conference (Wardha, 1937). Implication in report of Zakir Hussain Committee, 1938 and in work of Hindustani Talimi Sangh, various stages of Nai Talim Pre- Basic and Post Basic training of Teachers for Baisc Schools. (c) The Psychological Basis-The laws of learning as applied to the acquisition of skills, individual difference in pratical ability, Measurement of progress in acquiring Skills. (d) The Basic Curriculum- Principles of Basic Curriculum, critical study of the following syllabuses. 1- Syllabus prepared by the Zakir Hussain Committee. 2- Syllabus prepared by the Ministry of Education. 3- vkB lkyksa dk fk{kke fgUnqLrkuh rkyhe la 4- Syllabus of the Basic School in Rajasthan , Correlation of Studies : Correlation, Coordination, Integration and Unification. Group I (a) Spinning and Weaving: Theoretical Knowledge: Preliminary knowledge of main fibres i.e. Cotton Nunte, Wool, Silk. Process of preparing 'pooni' from Cotton fibre. Takfl-its parts and their functions , different types of 'Charkhas', defective yarn, process of winding, wraping, looming, different types of looms. (b) Acriculture and Gardening. 1- Theoretical Knowledge : Development and importance of Agriculture in India, Definination and classification of crops., Improvement of crops, soils, The soil formation and classfication in India Tillage-Types of Tillage, and its effects on soils and Crops and its necessity. 2- Sources of Irrigation : Methods of Irrigation adopted in India, Manures and fertilizers, Difference between manures and fertilizers, their necessity and changes made by them in the soils. Their effect on crops.



(c) Carpentary and Wood Works. 1. Theoretical Knowledge : Important Timbers of India and their use, Shrinkage in wood, effects of weather on wood, Seasoning of wood advantage of seasoning, Method of saving wood from climatic effects, Insects, attack and defect in Timber. 2. Four articles from the following Group- (two from each group) Group- 1. Book Rack, Wall Bracket, Any one Science apparatus or other models for spinning use. Group-2. Toys, Crane, Zebra, Elephant and other kinds of birds, etc. (d) Leather Work: 1- Theoretical Knowledge: Kind of skin hide and their description. Tanning the skins into leather, Spirit calours and their use, Tools and their use, Different systems of polishing the products and their maintenances setting, sowing, modelling, embosing, engraving and fastening. Group-I - Key-case, Spectacte case: Comb case: Needle case: Pen case (Sheep skin, Note- Book or Diary case) Group-II - Gents Purse: Ladies purse (sheep skin). Group- III - Ladies hand-bag, Writing case, Document case, Children School Bag, (Crocodile Chrome Leather). Group-IV - Attachie case, Toilet set case, Brief case (Travelling), Under arm bag (Gents, and Ladies), Chrome calf leather, Ladies Vanity Bag with velvet and ornamental designs (fivy sheep skins).


Clay Modelling:

Theoretical Knowledge: sources of getting good clay for: (a) Clay Modelling, Using different kinds of clay, Methods of using tools (wooden), Maintenance and method of shortage of clay. Method of model making, moulds, and casting models through moulds in clay. Baning of Clay Models and Moulds. (b) Preparation of plaster of Paris, Moulding and Casting, Modelling through mould in plaster models, glazing articles, colouring with the paints and water colours. (f) Card Board Modelling: Theoretical Knowledge: tools and materials used in the craft; their correct specification. Maintenance and method of storage. Name of the


papers, Card Boards, Binding Cloth, Leather and their size, Principal features of desiging. (g) Smith: Theoretical Knowledge : Description of force and fuel used common hand tools, their names material from which they are made and their use . Care and maintenance of tools, Properties of metals, wrought from mild steel,, carbon, steel alloys smithy operation. Meaning and detailed description of all operations. (3) Non Formal Education 1- The concept of Non-Formal Education: Its meaning, scope and importance, difference between Non-Formal, Formal and Informal Education. 2- Functions of Non-Formal Education with special reference to all round development of rural people. 3- Process of Non-Formal Education Its need for personal, family, Social and National improvement. 4- The Philosophy of Non-Formal Education. 5- Psychological and sociological bases of Non-Formal Education. 6- Curriculum for Non-Formal Education. 7- Modern methods of teaching Non-Formal Education, 8- Agencies of Non-Formal Education. 9- Public relations and Non-Formal Education. 10- The place of Non-Formal Education in the Teacher Training Curriculum. 11- Financial sources of Non-Formal Education. 12- Organization of Non-Formal Education. 13- Brief historical survey of Non-Formal Education in Rajasthan and India. 14- Evaluation.

ikB~;ekuqlkj ikB~; iqLrdsa&

kS< f'k{kk ,oa vukSipkfjd f'k{kk vkj-,l-oekZ ,oa vkj-ds-'kekZ (4) Physical Education. Theoretical 1- Modern concept of Physical Education, its relationship with education and its place in school. 2- Aims and objectives of Physical Education.


3- Needs and interest of Secondary school children and activities and programmes to meet these. 4- Corrective exerciese with special reference to Yogic Asanas. 5- Short history of Physical Education in India and abroad (with special references to Russia, U.S.A., Germany and Japan) and History of Olympic Games. 6- Methods of marking a standard trac (400 M) and other connected areas and markings. 7- Biological and Psychological foundations of Physical Education and age characteristics of children. 8- Organization, management and administration of group competitions, efficiency test, tournaments, sport meets intramural, demonstrations, health day, play day, picnics, excursions, play centres, scouting girls guide, youth movements, hiking, mountaineering and other similar activities. 9- Tests and measurements. 10- Rules of important major games and sports and chief points of coaching in different items-Hockey, Football, Volleyball, Crecket, Basketball, Athletics, Kabaddi and kho Kho. 11- Methods of teaching Physical Education, Lesson-planning, class organization and management. 12- Introducation of Physiology and Exercise and proper nutrition. 13- Yogic Asanas their special features and values. Text book according to your syllabus Physical Education Sharma & Upadhyay (5) School Library Organization: Theoritical (1) (a) School Library and Secondary Education. (b) Some modern methods of teaching and school Lirbary. (c) Introducation to the Gen. Books and methods, taking notes and preparing Bibliography. (d) School Libraries in India and abroad-a brief introducation. (2) Organization and Administration. (a) Planning a School Library (b) School Library Budget. (c) Book Selection. (d) Ordering. Accession. (e) Maintenance, stock-taking/ checking


(3) Technical Services. (a) Classification. (b) Cataloguing. (4) Readers Services. (a) Issue work, different issues methods and School library. (b) Reference Work / Books (c) Library Publicity and Audio Visual Aids. (5) Periodicals. (a) Their selection and use. (6) Special problems of School Libraries. (a) Class Libraries. (b) Supervised study and the role of School library. (c) Library period and its use. (d) Reading interest of children and inculcation of Reading habits



(6) Audio-Visual Unit-I The Process of communication- Types of communication, tools of communication, Barriars of communication, process of teaching and learning, confusion about different terminologies of communication Verbalisation. Unit-II Concept of Audio-Visual education Types of Material (Old and the New) The core of experience of Dole-Bunners' system of classification-Trends in A.V. Education. Unit-III Qualities of an Audio-Visual specialist. Unit- IV Audio-Visual Aids for non-formal education and sale of mass media. i) Study of Rustic delights, Peep show, magic lantern and tableaux and puppets. ii) Audio-Visual aids for population education in the village. iii) Making use of community resources for producing low cost teaching materials. Unit- V The Graphic Aids: i) Charts, Diagrams, Maps, Globes, Flannel Board and Bulletin Boards. ii) Use of Chalk Board, for improving classroom instruction-writing, matchstick figures. iii) Objects, collection of specimens and their utilization. iv) Preparation of low cost Teaching Aids. Unit-VI The Projection Aids. Study of the construction and operation of the following electronic gadets. i) Movie Projectors; 16 mm, 8 mm, (Super & Standard ) and 35 mm. ii) Filmstrips-cum slide Projector- 36 mm. iii) Over Head Projector and the use of transparencies and overlays. iv) Tape Recorders. v) Epidiascope. Unit- VII Detailed study of Film as a media of Instruction: Use of 16 mm Instructive film- advantage limitation types of difficulties in setting up a projector and audio unit-arrangement of seats and position of speakers.


Unit- VIII Administering Audio-Visual Material. i) Principles governing adminisration of Audio-material. ii) Setting up of an Audio-Visual Resource Centre. iii) Evaluating Audio-Visual material in terms to different criteria laid down for different aids and efficiency. (7) Measurement and Evaluation I- Examination systems in India and aboard. 1- Detailed study of the system of examination of any one Board of Secondary Education in the country . 2- Examination system in any one country: U.K. , U.S.A. and Russia. II- The concept of Measurement and Evaluation. 1- Modern concept of evaluation, difference between measurement and evaluation. 2- Educational Objectives, their source and level including Taxonomic classification (elementry knowledge). 3- Objective-centered teaching and testing. 4- Purpose of evaluation-diagnosis, prognosis, survey guidance, placement, improvement of teaching learning process. III - Tehniques and tools. 1- Techniques and tools of evaluation, questionnaire check list, rating scales steps in the construction as standardized test. 2- Procedure of construction of diagnostic test Purpose and procedure of oral and practical examination, administration and scoring of test.

IV- Test Statistic. 1- Product moment coefficient of correlation. 2- Introduction of sampling statistics; ungrouped and grouped data. 3- Area under the Normal Probability Curve. 4- Tests of significance for difference between means. 5- Different methods of determining reliability and validity. Text-book acording to your syllabus Educational & Mental Measurement Dr. Barauliya & Upadhyay 'kSf{kd ,oa ekufld ekiu ,oa ewY;kadu vkj-ds-'kekZ] nqcs ,oa cjkSfy;k




(8) Moral Education, 1Meaning, Scope and Philosophy of Moral Education. 2Significance of Moral Education at Home, School and Soceity. 3Relationship of Moral Education with Religion and Ethics. 4Principles of Curriculum Development for Moral Education . Moral Education as related to: (a) School Subjects. (b) Co-curricular activities. 6Place of Moral Education in A Democratic Soceity. 7Role of moral Education in National Intergration. 8The relationship between Moral Education and the social socio-Curltural set up of Rajasthan. 9A critical study of Kabir, Gandhi and Vivekanand with reference to their moral teachings. 10- Relationship between Moral Education and the Character Development. 11- Evaluation of Moral Education. ikB~;ekuqlkj ikB~; iqLrdsa& ewY; f'k{kk vkj-ds- 'kekZ] 'kekZ ,oa ikjk'kj
Value Education Dubey, Upadhyay



(9) Education of the Handicapped 1234The Problem of handicapped children; its nature and setting ; the need for special education. Types of handicap, the physically, socially and mentally handicapped. Social and Psychological influences on schooling. (a) Psychology of teaching the physically handicapped; Visual and Aural defects, the blind and partially sighted, the deaf, and hard of hearing, speech defects. (c) The socially handicapped, nature of social handicaps, deliquent and the maladjusted remedial programme. (d) The mentally retarded and the mentally handicapped. Diagnosis, special classes for mentally handicapped. Programmes, Projects and Curriculum issues relating to education of the handicapped. The need for specialists, requirements and training the teacher for the handicapped. The school Administrators and special education, Existing provisions in India for education of special children, national policy and programme for education of the handicapped. ikB~;ekuqlkj ikB~; iqLrdsaa& fof'k"V oxZ ds ckydksa dh f'k{kk vkj-ds-'kekZ] 'kekZ ,oa ikjk'kj




(10) Primay Education: Theory 1Primary Education Plan, Scope and Objectives. 2A study of the development and expansion of: (a) Elementary Education in India with a special reference to Basic Education. (A Comparative study of Primary Education in India with that U.K., U.S.A. U.S.S.R) 3Different problems of Primary Education in India. (a) Universal and Compulsory Education . (b) Disparity Inenrolment of Girls and Boys in various region and different socio- economic group, caste and tribes. (c) Wastage and stagnation. (d) Single-teacher schools. (e) continuation of dual system and non-basic schools. (f) Primary schools and the community. 4Organization, set up of primary Education. (a) Lower Primary and Upper Primary Schools . (b) Administration and Supervision of Primary Schools. (c) Transfer of Primary School Administration to Local Bodies, Panchayat Samities and Municipalties. (d) Qualifications, training and service conditions of primary school teachers. 5Methods of Teaching and Learning . (a) Story Telling. (b) Dramatization and Demonstration. (c) Play way (d) Activity (e) Multi-subjects teaching (f) Correlated Teaching craft or activity centred. ikB~;ekuqlkj ikB~; iqLrdsa& izkjfEHkd f'k{kk dh leL;k, vkj-ds- 'kekZ
Elementary Education Dubey, Upadhyay



(11) Yoga Education 1 ^^;ksx** dk 'kkfCnd vFkZ & ^^;ksx** ds fofo/k lUnHkksZa esa vk;s vFkZ&;ksx rFkk dqN vU; laLFkkvksa tSls&/keZ] osnkUr] uhfr] n'kZu] euksfoKku] xw<+] fo|k] eks{k f'k{k.k vkfn esa LFkwy HksnA 2 ;ksx ds fofo/k oxZ lEiznk;&gB] jt] lka[;] deZ] HkfDr] Kkuky;] eU=] /;ku vkfn izR;sd oxZ dk ifjp;A 3 ;ksx ds vk/kkj& d nk'kZfud vk/kkj&iq:"k] O;fDr] lalkj] }sr&v}sr] lRo] jt] re] eks{k] lekf/kA lka[; vkSj ;ksxA mifu"knksDr ;ksx rFkk xhrk esa izfrikfnr ;ksxA gB lEiznk;] iratfy ;ksxA ;ksxof'k"B esa izfrikfnr ;ksx dk Lo:iA [k euksoSKkfud vk/kkj&eu dk Lo:i&fpr rFkk fpr&o`fr;k] laosx] mudk fu;U=.k Dys'k rFkk mldk izHkko] Dys'kksa ij fu;U=.k izkIr djus ds ;kSfxd fl)kUrA izR;kgkj] /;ku&/kkj.kk dk Lo:i vkSj egRoA /;ku dk egRo vkSj mls dsfUnzr djus dh ;kSfxd fof/k;kA ekufld LokLF;] Lo:i] ;kSfxd vFkZ esa ekufld LokLF;A ekufld dk;Z] la;U=] bn~e Id] vge Ego] ijrvge Super EgoA x 'kkjhfjd&ekuo 'kjhj ds rU=ksa dk ifjp;A 'kjhj fLFkfr Posture] 'olu] fofo/k ;kSfxd izdkjksa dk 'kjhj ij izHkko] izk.kk;ke dk Lo:iA izk.kk;ke rFkk fpRro`fr;ksa dk ;kSfxd n`f"V ls lEcU/kA mRrtZu vax] 'kjhj o`f) dh ;kSfxd fof/k;kA f'kFkyhdj.k dk egRo] 'kkjhfjd O;k;ke Exercise ds 'kkjhfjd izHkko&FkdkuA ;kSfxd vkgkj ds fl)kUrA ?k lkekftd vk/kkj&O;fDr dh izd`fr] ijekRek rFkk 'kkjhfjd lekt ds lEcU/kA lkekftd LokLF; rFkk lek;kstu dk egRoA lalkj dh fo|eku ifjfLFkfr esa ;ksx dk ;ksxnku e; fu;eksa dk egRoA 4 dqN vokZphu Hkkjrh; ;ksxh rFkk muds n'kZuksa dk LFkwy n'kZukas ifjp;&jked`".k] foosdkuUn] vjfoUn] jeik egf"kZA 5 ;ksx ds 'kks/k dk;ksZ dh vko';drk&Hkkjr dh izeq[k 'kks/k laLFkk,] dSoY;k/kke] ykSukokyk] ;ksx laLFkku 'kkarkqt] eqEcbZ vkfnA 6 fo|ky;ksa esa ;kSfxd dk;Zeksa dk LFkkuA 7 ;ksx dk fuokj.k d 'kkjhfjd rFkk ekufld jksx fuokj.kA [k iquoZlu Rehabilitaion x nhi nwjhdj.k rFkk ?k LokLF; j{kk dh n`f"V ls LFkkuA ikB~;ekuqlkj ikB~; iqLrdsa& ;ksx f'k{kk ,l-ds- nqcs] nhf{kr ,oa jktdqekjh





(12) Population Education 1Population Education :- Meaning and deffination, Scope, Need and importance of Population education. Role and purpose of Population Education as an Integral part of Education. Population in India in a World Perspective Concept of Population , Theories of Population. Over Population, under population , growth distribution and density of population with demographic data of India in a world perspective. Standard of Living and the Quality of Life:- Food and nutrition, health, hygiene, Sanitation, housing clothing , Educational travel, leisure, empolyment, income, consumption levels, efficiency and output, social, cultural and spiritual enlightenment, ethics and aesthetics. Different aspects and their interrelationship with examples and illustrations from India and abroad. Population and India's Development Endeavour:- Population growth and production with special reference to Natural resources. Agriculture and Industries : Per capital income, Net and Gross National Income. The impact of development on Family life, Society, Culture and Personality. Population Control and Planning : India's Population Policy. The role of society and the formation of public opinion favourable for population control. Role and responsibilities of family and individual. Small family unit for health. Happier and better homes, improved standard of living, better quality of life. Population Equilibrium : Emergency and long measurement and role of Population Education. Emergences of Population Education : Action taken for Population Education (Historical background) Introducation of Population Education in School, Colleges and teacher education/institutions. Role of different agencies' organization: - Home School, Community, Govt. (Population Policies and Programme) voluntary Agency, mass media. Teacher of Population Education: His preparation. Qualities. Role of teacher education. Educational Activities for Population Education : Extension lectures, Debates, Surveys Camps, Exhibition, Meeting with Parents, Preparation of aids, etc. ikB~;ekuqlkj ikB~; iqLrdsa& tula[;k f'k{kk f'k{k.k vkj-,l- oekZ ,oa Jherh 'kekZ
Population Education Upadhyay & Kulshestha











(13) Educational Technology Unit I Educational Technology in Indian Situation: 1-Meaning concept and scope. 2-E.T. as a chief agent in improving educational standards in order to arrive at Optimum results. 3-Hardware and software approach. Unit II System Apporach to Instructional Technology. 1- Identification of objectives-cognitive, affective and Psychomotor. 2-Task Analysis- selection learning experiences making use of available resources. 3-Competence based learning education. (a) Modular approach. (b) Micro-teaching. (c) Programmed learning (Linear and Branching). (d) Self learning packages. (e) Multi-media approach (f) Education and feed back: (g) Making use of community resources easily available for making optimum use of them. Unit III Information theory and various information system 1Various mediums of Mass Communication Radio, Television , Press and the use of Films Pupets and Maridrets. 2The role of tape- recorders, slides and filmstrips as a potent medium of systems. 3Teacher's role in utilization mass media tell cast and post- telecast activities.

Unit IV Other Teaching Resources: Working knowledge about the operation, Handling and maintenance of Hardwares like the following : (a) Charts; diagrams; flash cards : cartoons ; maps , gloves flannel boards, etc. (b) Models-realia or contrived including improvisation. (c) Other Aids:Slide Projectors (2"x2") Filmstrip projector (35 ") Tape Recorder (Double track & four track)


Kaleidoscope for prepartion of Graphic strip Overhead projector. (d) Making use of community resources easily available for making optimum use of them. ikB~;ekuqlkj ikB~; iqLrdsa& 'kSf{kd rduhdh flag 'kekZ] MkW- 'kekZ] lDlsuk 'kSf{kd rduhdh ds vk/kkj ch-,l- pkSgku
Essesntials of Educational Technology and Management Dr. Sharma, Sharma & Agarwal



(14) Educational Television. 123Importance and scope of TV as medium of education, formal and informal. Development of ETV programmes in India. Types of broadeast. (a) Open circuit (b) Closed Circuit (c) Satallite system. 4- Approaches to TV Teaching. (a) Total Television Teaching (TTT) (b) Supplemented Television Teaching (STT) (c) Television as a Teaching Aid (TTA) (d) Television Supplementing Class-room Teaching (STCT) (e) Satellite instruction TV Teaching (SITT) (f) Syllabus Oriented TV Teaching (SOT) (g) (Non-formal Teaching through Television (NFTT) Preparation and presentation of STV programmes. The Role of the script writer, producer and the Presenter and teacher's involvment in the process. Utilization of TV programmes in the class-room/ School for the best advantage of the pupil. (a) Organization and Physical facilities for viewing in the class-room school. (b) Pre and post telecast activities. 8Evaluation of the impact of the ETV programmes. 9Feedback and improvement of ETV programmes. 10- Development of some practical skills for telecast.




Programmed Learning:

Unit-I 1- Meaning, Scope and importance of programmed learning 2- History, Origion and Characteristics of Programmed learning. Unit-II 1- Type of Programmes: Their Principles, type and their hybrids, i.e. Linear Branching, Mathematics, Skill Linear, Liner-cum Branching and Adjunct Programmes. 2- Comparative analysis of characteristics of various types of programmes. Unit-III Formulating instructional Objective: 1- Three domains; Cognitive, Psychomotor; 2- Specificity Versus generality in instructional objectives; 3- Use of observable, measureble , behavioural terms in formulating specific operational instructional objectives. Unit-IV Development Programmes: 1- Dynamics of Programmed Construction; 2- Content/Task analysis; 3- Writing of Frames; 4- Step in developing criterion test; 5- Types of frames. 6- Testing of programmes, Individual small group field testing; Final editing Evaluation of programmes in terms of error rate, Sequence Progression, Density and 90/90 standard. Unit-V Certain concepts in writing of Frames: 1- Cues and Prompts, Formal and Thematic Prompts, Fading and Vanishing. 2- Types of Frame: Copying Frames, Defining Frames, Shaping Frames, Terminal Frames 3- Specifying steps and sequence in programmes, the Ruie and Egrule Systmes. Unit-VI 1- Criteria for assessing programmed learning material. 2- Advantages and Limitations of using programmed material. 3- Teacher's role in the use of programmed learning material in the class-room.


(16) Enviornmental Education: Unit-I: Man and the biosphere: 1- Ecosystem, Communities and biotic regions. 2- Problem of Modren Civilization: (a) Population explosion. (b) Pollution Air, Water, Noise and Waste. (c) Deletion of natural resources and the need for conservation of forests, wildlife, water, soil and energy. Unit-II The nature and Scope of Environmental Education: 1- Meaning , Importance, Objectives and Philosophy of Environmental Education. 2- Scope of Environmental Education Multi-disciplinary approach, a fusion of subjects of science, arts and humanities. 3- Environmental Education as a subject, its curriculum; A text-book on Environmental Studies prepared by N.C.E.R.T. 4- Environmental Education through different subject.





Unit-III Planning and implimentation of Environmental Education. Environmental Education in Schools. (a) Primary Stage. (b) Secondary Stage. Environmental awareness among school and adult learners through Adult education Programmes. 3- Environmental Education for Text-Book (a) Under-training and, (b) In-service. Unit-IV An Action Programme for Environmental Education. 1- Problem solving project. 2- Ecology Club, Ecology Laboratory, Library and Publications. 3- Field trips, Audio-Visual media, Games, Simulation. 4- Social Forestry activties of Societies, Friends of Trees, W.W.F., etc. Unit-V Looking at the FutureDestruction of environment: (a) Population (b) Food (c) Housing (d) Education The need for a global outlook- A Futurological approachUNEP and International Co-operation for Quality of Life. A Case for optimism. ikB~;ekuqlkj ikB~; iqLrdsa& i;kZoj.k f'k{kk 'kekZ ,oa flag i;kZoj.k f'k{kk ds u;s vk;ke cjkSfy;k] ikjk'kj] nqcs i;kZoj.k ehekalk oudke lquhy
Environmental Education H.S. Sharma & Jain


Part IV- Compulsory Qualifying Paper Paper VIII Computer Literacy and Educational Applications Computer Fundamentals Unit I Computer Fundamentals 1. History of Computer development. 2. General awareness about functioning of Computer:(a) Characteristics and uses of Computer. (b) Block diagram of Computer. (c) Classification of Computer. Unit II 1. Concept of hardware and software 2. Input /Output devices- keyboard, Mouse, Monitor, Printers, Floppies, Joystick. 3. Storage devices (Secondary)-Hard disk, floppy disk, CD-ROM 4. Computer memory and its units- RAM, ROM, PROM, EPROM , bit and byte. 5. Tyeps of Computer Languages Unit III Operating System 1. Basic features of Windows 2. 'Windows' and its accessories (a) Explorer. (b) File Manager. (c) Managing Printing. 3. MS- Office (a) MS-Word :- Text Management (b) MS- EXCEL:- To support database and graphics. (c) POWER POINT:- Preparation of Slides. Unit IV Internet and Multimedia 1. Server, Modem, E-Mail, Internet surfing for educational purpose, websites, Search Engines. 2. Concept of Multimedia and its educational uses. Unit V 1. Computer as teaching machine (a) Computer Aided Instruction (CAI):- concept and modes (b) Concept of other terms like CMI,CBI, CALT etc. Unit VI 1. Information Technology and Computer. (concept , role, impact on education system). 2. Role of Computers in Education System. ( eg. library management, Educational management and research, school management, evaluation, distance education, Education of special Children etc.)


Practical and sessional work (any two) 1. Preparation of mark sheet/ Question Bank.

2. Preparation of instructional material/ Coursewere (based on content-analysis to be used as

transparationcies chart using MS-word.

3. Preparation of marks register of a class and its statisticual analysis and graphical


Teaching of Computer Science

Amita Bhatnagar

Computer Fundamentals (Third Edition) -Pradeep K. Sinha, & Priti Sinha.

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