Semester: 1 - Sardar Patel University

Semester: 1

B.Ed. (General) Syllabus (2 Years) Effect from June, 2015

2

SARDAR PATEL UNIVERSITY

B.Ed. (General)

PE- 1: Childhood and Growing Up

Semester: 1 Credit: 4

Hours: 80

Total Marks : 100

Objectives: The Student -teachers…. (1) Understand the Child Psychological concepts and their educational implication.

(2) Acquire knowledge and understand different aspects of childhood development

(3) Acquire knowledge and understand Personality, Adjustment and Motivation .

(4) Understand nature of different factor affecting learning.

(5) Acquire knowledge and understand the learning theories.

(6) Understand the concept, meaning, characteristic and types of exceptional children

and children of learning disability.

Unit:1 Name of Child Psychology H W

(A) Child Psychology - Concept, Nature, & Scope, Meaning and

Principles of Growth

& Development Factors influencing development (Heredity and

Environment)

(B) Physical Development of Child - Definition, Meaning

Infancy – Characteristic & Educational Implications

Child hood - Characteristic & Educational Implications

Role of School in Physical Development of a Child

(C) Social Development of Child – Definition, Meaning , Affecting

Factor in Social development of child.

16 18

Unit:2 Adolescence and Emotions & Language Development of Child

(A) Adolescence in Indian Context- Characteristic , Problems of

Adolescence Period , Educational implications of Adolescence

(B) Emotional Development - Definition, Meaning, Factors of Affecting

on Emotional Development , Adolescence and Emotional

Development , Role of School in Emotional Development of a

Child.

(C)Language Development – Definition, Meaning, Factor affecting on

Language Development.

12 16

Unit:3 Mental and Esthetic Development of Child

(A) Mental Development - Definition, Meaning, Factors of Affecting

on Mental Development , Role of School in Mental Development

(B) Asthetic Development - Definition, Meaning, Factors of Affecting

on Asthetic Development , Role of School in Asthetic

Development

( C) Sex Education Concepts , Objectives of Sex Education , Need of

Sex Education , Role of School for Sex Education

12 16


3

Unit:4 Personality , Adjustment and Motivation (A) Definition, Meaning, Nature , Types of Personality according to

karl young

(B) Concept, Factors, affecting adjustment Home, School, Society

(C) Motivation - Concept, Nature , Types of Motivation, Maslo’s self

Actualization theory

16 18

Unit:5 Learning Theroes and Exceptional Children (A) Theories of Learning

(1) Purpusive Learning of Taelmen

(2) Bruners Theory of Discovery Learning

(B) Factors Influencing Learning - Learner , Teacher, School, Home

(C) Exceptional Children – Definition , Meaning,

• Gifted Children -Meaning , Characteristics & Educational

Implication

• Creative Children - Meaning , Characteristics & Educational

Implication

• Educationally Backward Children - Meaning ,

Characteristics & Educational Implication

12 16

Unit :6 Children of Learning Disability - Definition, Meaning , Types of

Learning Disability – Language , Reading , Writing , Arithmetically

12 16

(A) Learning Disability - Definition, Meaning , Types of Learning

Disability – Language , Reading , Writing , Arithmetically

(B) Dyslexia – Meaning, Causes of Dyslexia , Characteristics &

Education of Dyslexia affected Children

(C) Attention Deficiency Disorder (ADD)- Meaning Causes,

Characteristics & Education of Children affected by ADD.


4

at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)at.@³W$ (jocoÞd) (2 gi®“o³ @ædoj¾$c)

PE 1 - aol‘Y @“³ CQ=³e (qgK$oj) (Childhood and Growing Up)

K³pWU - 04 KfoK : 80 Kxf MxY : 100 k³rx@o³ : âqhmYo’|@o³.... 1) aol c“o³g¥noq“K$ j„K$ë‘“o@o³ @“³ r³“o `qfro’o£ qgh³ jcÆ hK³$. 2) aol qgK$oj“o qgqg] ra½$o@o³“t jcR= @“³ no“ c³lg³. 3) ìdZ¼rÐg, @“xK{$f“ @“³ â³eYo qgh³ no“ r’o jcR= K³$lg³. 4) @Ýdd““³ @je K$ero qgqg] ‘pealo³“o õgñ$‘ qgh³ jcR= K³$lg³. 5) @Ýdd““o qjÙo„ro³ qgh³ no“ @“³ jcR= K³$lg³. 6) @‘gou$ñ$‘ aolK$o³ r’o @Ýdd““t @mcro aolK$o³“t j„K$ë‘“o, @’®, fmYo³ r’o r³c“o âK$oeo³ qgh³ jcR= K³$lg³.

@³K$c@³K$c@³K$c@³K$c----1111 aol c“o³qgno““x„ õgñ$‘ :aol c“o³qgno““x„ õgñ$‘ :aol c“o³qgno““x„ õgñ$‘ :aol c“o³qgno““x„ õgñ$‘ :

K$foK$ K$foK$ K$foK$ K$foK$ ---- boeo„K$ boeo„K$ boeo„K$ boeo„K$

(@) aol c“o³qgno“ - j„K$ë‘“o, õgñ$‘ @“³ K$od®m³Ó, g©pÙ @“³ qgK$oj“o³ @’® r’o qjÙo„ro³, r³“o ‘e @je K$ero„

‘pealo³ (goejo³ @“³ gorogeY) (a) aolK$“o³ hoetpeK$ qgK$oj - ìdo¿do, @’®, - qhhx @gõ’o - fmYo³ @“³ h¥mqYK$ `qfro’o£ - aoëdogõ’o fmYo³ @“³ h¥mqYK$ `qfro’o£ - aolK$“o hoetpeK$ qgK$ojco„ holo“t b{qcK$o (K$) aolK$“o³ jocoqR=K$ qgK$oj - ìdo¿do, @’® jocoqR=K$ qgK$oj“³ @je K$ero„ ‘pealo³, aolK$“o jocoqR=K$ qgK$ojco„ holo“t b{qcK$o

16 16 16 16 ---- 18 18 18 18

@³K$c@³K$c@³K$c@³K$c----2222 rñ$Yogõ’o r’o aolK$“o³ jo„g³qMK$ @“³ boio qgK$oj :rñ$Yogõ’o r’o aolK$“o³ jo„g³qMK$ @“³ boio qgK$oj :rñ$Yogõ’o r’o aolK$“o³ jo„g³qMK$ @“³ boio qgK$oj :rñ$Yogõ’o r’o aolK$“o³ jo„g³qMK$ @“³ boio qgK$oj :

(@) boertd j„u$b®co„ rñ$Yogõ’o - j„K$ë‘“o, fmYo³, rñ$Yogõ’o“t jcõdo@o³, rñ$Yogõ’o“o³ h¥mqYK$ `qfro’o£ (a) jo„g³qMK$ qgK$oj - ìdo¿do, @’®, jo„g³qMK$ qgK$oj ‘e @je K$ero ‘pealo³,aoëdogõ’o @“³ jo„g³qMK$ qgK$oj, aolK$“o jo„g³qMK$ qgK$ojco„ holo“t b{qcK$o. (K$) boio qgK$oj - ìdo¿do, @’®, boio-qgK$oj ‘e @je K$ero ‘pealo³, aolK$“o boio qgK$ojco„ holo“t b{qcK$o.

12 12 12 12 ---- 16 16 16 16


5

@³K$c@³K$c@³K$c@³K$c----3333 aolK$“o³ co“qjK$ @“³ jo¦u$d®c{fK$ qgK$oj :aolK$“o³ co“qjK$ @“³ jo¦u$d®c{fK$ qgK$oj :aolK$“o³ co“qjK$ @“³ jo¦u$d®c{fK$ qgK$oj :aolK$“o³ co“qjK$ @“³ jo¦u$d®c{fK$ qgK$oj :

(@) co“qjK$ qgK$oj - ìdo¿do, @’®, co“qjK$ qgK$oj ‘e @je K$ero ‘pealo³, aolK$“o co“qjK$ qgK$ojco„ holo“t b{qcK$o. (a) jo¦u$d®c{fK$ qgK$oj - ìdo¿do, @’®, jo¦u$d®c{fK$ qgK$oj ‘e @je K$ero ‘pealo³ aolK$“o jo¦u$d®c{fK$ qgK$ojco„ holo“t b{qcK$o. (K$) Årtd qhmY - j„K$ë‘“o, Årtd qhmY“o k³rx@o³, Årtd qhmY“t R=ñ$etdor, Årtd qhmY coU³$ holo“t b{qcK$o

12121212 ---- 16 16 16 16

@³K$c@³K$c@³K$c@³K$c----4444 ìdZ¼rÐg, @“xK{$f“ @“³ â³eYo :ìdZ¼rÐg, @“xK{$f“ @“³ â³eYo :ìdZ¼rÐg, @“xK{$f“ @“³ â³eYo :ìdZ¼rÐg, @“xK{$f“ @“³ â³eYo :

(@)ìdZ¼rÐg - ìdo¿do, @’®, õgñ$‘, dx„M“o cr³ ìdZ¼rÐg“o âK$oe (a)@“xK{$f“ - j„K$ë‘“o, @“xK{$f““³ @je K$ero ‘pealo³ - Ne, holo, jcoR= (K$)â³eYo - j„K$ë‘“o, õgñ$‘, â³eYo“o âK$oe, c³õfo³“o³ @oÐc jo’®K$ro“o³ qjÝ]o„r

16 16 16 16 ---- 18 18 18 18

@³K$c@³K$c@³K$c@³K$c----5555 @Ýdd“o qjÝ]o„ro³ @“³ @‘gou$ñ$‘ aolK$o³ :@Ýdd“o qjÝ]o„ro³ @“³ @‘gou$ñ$‘ aolK$o³ :@Ýdd“o qjÝ]o„ro³ @“³ @‘gou$ñ$‘ aolK$o³ :@Ýdd“o qjÝ]o„ro³ @“³ @‘gou$ñ$‘ aolK$o³ :

(@) @Ýdd““o qjÝ]o„ro³ -

(i) U$o³fc³““o³ k³rxfmt @Ýd““o³ qjÝ]o„r

(ii) a°x“e“o³ @Þg³iYoÐcK$ @Ýdd““o³ qjÝ]o„r (a) @Ýdd““³ @je K$ero ‘pealo³ - qgÛo’|, qhmK$, holo, Ne (K$) @‘gou$ñ$‘ aolK$o³ - ìdo¿do, @’® - âqrboholt aolK$o³ - @’®, fmYo³ @“³ h¥mqYK$ `qfro’® - jR=®“htf aolK$o³ - @’®, fmYo³ @“³ h¥mqYK$ `qfro’® - h¥mqYK$ ‘Q=or aolK$o³ - @’®, fmYo³ @“³ h¥mqYK$ `qfro’®

12 12 12 12 ---- 16 16 16 16

@³K$c@³K$c@³K$c@³K$c----6666 @Ýdd“ @mc aolK$o³ :@Ýdd“ @mc aolK$o³ :@Ýdd“ @mc aolK$o³ :@Ýdd“ @mc aolK$o³ : (@) @Ýdd“ @mcro - ìdo¿do@o³, @’®, @Ýdd“ @mc

aolK$o³“o âK$oeo³ -boio, goP“, f³L“, MYret (a) pW$õf³pK$jdo - @’®, pW$õf³pK$jdo“o K$oeYo³ @“³ fmYo³,

pW$õf³pK$jdo eo³MM°õr aolK$o³“x„ qhmY. (K$) Ýdo“ Þd{“ro“o³ eo³M - @’®, K$oeYo³, fmYo³, Ýdo“

Þd{“ro eo³MM°õr aolK$o³“x„

12 12 12 12 ---- 16 16 16 16


6

: j„u: j„u: j„u: j„u$b® ‘xõrK$o³ :$b® ‘xõrK$o³ :$b® ‘xõrK$o³ :$b® ‘xõrK$o³ : (1) Hurlock Elizabeth B., (1978), ‘Child Development’

International Edition, McGraw-Hill book Company, New Delhi.

(2) Mahmad Jafar (2004), ‘Child Psychology’

APH Publishing Co-operation, Dariya Ganj, New Delhi.

(3) Lada Aidarora (1982), Child Development and Education,

Progress Publishers, Moscow

(4) Chaube S.P. (1983), Adolescent Psychology’

Vikas Publishing House Pvt. Ltd. Ghaziabad, UP (India)

(5) Watson, Robert, & Henry Clay Lindgren (1979), ‘Psychology of the child and the

Adolescent’, 4th (ed.) Collier Macmillan International Editions, Macmillan

Publishing Co. Inc. New York.

(6) ‘lVv` Df. Df. (1991), ‘zdil ‘YlnzcjlY’ -

zcYlnW mvñUG$ ‘oÝW`, @lI`l

(7) d‘l© `lNnÝÐ (1998), ‘}la zcG$lf Dc§ ‘YlnzcjlY’ -

f}alA©‘ moãaGn$dY, N¶mv`

(8) d‘l© `LYl & zfÝgl DL. Df. (1996), ‘zdil ‘YlnzcjlY’ -

DP=al§zP=G$ moãadf© DÝR= zR=ñP´=qã¶xP=f©, YA© zWëaq.

(9) u$o¢Mo ““xboA (2001), ‘@Ýdd“, @Ýdo‘“ @“³ qgK$oj“x„ c“o³qgno“’, “teg âK$oh“, @cu$ogou$.

(10) u$o¢Mo ““xboA (2012), ‘@Ýdo‘“ c“o³qgno“co„ “gt pu$ho@o³’ : qgK$oj, qhmY âp¾$do @“³ coqkrt U³$K$“o³fo³Æ, q“R=R=“ jodK$o³ j³ÞU$e, eoR=K$o³U$

(11) eogf “Ux$boA gt. (2003), ‘@Ýd³ro“o³ qgK$oj @“³ @Ýdo‘“ @Ýdd“ âp¾$do’, “teg âK$oh“,

(12) hxK$f jrtiâK$oh @³j. (2010), ‘h¥mqYK$ c“o³qgno“’, @M°gof âK$oh“, @oM°o-2

(13) hxK$f jrtiâK$oh @³j. (2012), ‘@Ýd³ro-âK©$qr @“³ qgK$oj’, @M°gof âK$oh“, @oM°o-2


7

B.Ed. (General)

PE- 2 : Contemporary India and Education

Semester: 1

Credit: 4

Hours: 80

Total Marks : 100

Objectives: The Student -teachers….

(1) Understand the Fundamental Rights and Duties of Citizens .

(2) Analyze the relevance of Education in Indian Socio-Cultural Context.

(3) Examine the influence of policy Frame work on Education .

(4) Familiarize with inequalities in Education.

(5) Understand the issues and solution of various classes in contemporary India.

(6) Identify and analyze social Diversities.

(7) Understand the role of Education for Social Diversity.

Unit:1 Education H W

(A) Education- Meaning and Definition

(1) Indian Philosopher and Thinkers

(2) Western Philosopher and Thinkers

(B) Nature and Types of Education

(1) Formal , Informal

(2) Non Formal

(C) Process of Education and its Aims

(1) Process of Education

(2) Aims of Education

16 18

Unit:2 Constitution of India and Educational

(A) Indian Constitution

(1) Preamble

(2) Constitutional Values

(B) Rights and Duties of Indian Citizens

(1) Fundamentals Rights

(2) Duties of Indian Citizens

(C) Rights of Education

(1) Rights of Education Bill

(2) Provisions of Bill

12 16

Unit:3 Education in Cotemporary India

(A) Kothari Commission (1964-66)

(1) Recommendation

(2) Implementation

(B) NEP (1986)

(1) Recommendation

(2) Implementation

(Context of Liberalization, Globalization of Indian Economy)

(C) Policy Framework for marginalized Children

(1) Sarva Shiksha Abhiyan, Mid Day Meal Program

(2) National Knowledge Commission Formation and Vision

with reference to school

12 16


8

Unit:4 Educational Philosophy of Indian Thinkers (A) M.K. Gandhi

(1) Basic Education / Nayee Taleem

(2) Education for Self Reliance

(B) J. krishnamurti

(1) Education for Individual Transformation

(2) Education Social Transformation

(C) Ahryobindo Ghose

(1) Integral Education

16 18

Unit:5 Contemporary Indian Schooling : Concerns and Issues (A) Equality of Educational Opportunity : (with reference to

constitution of India)

(1) Concept

(2) Needs

(B) Issues and Solution of Various Classes

(1) Socially and Economically back word classes with reference

to schedule caste and scheduled tribes

- Issues

- Solutions

(2) Girls and Physically Challenged Child

- Issues

- Solutions

(C) Equality in Schooling : Issues and Solution

(1) Public School - Issues and Solution

(2) Rural School - Issues and Solution

12 16

Unit :6 Social Diversity and Education (A) Concept of Society and Social Diversity

(1) Society

(2) Social Diversity

(B) Diversity of Different levels

(1) Individual , Regions , Languages

(2) Religions, Casts, Tribes

(C) Roll of Education

(1) In the Formation of Collective living

(2) Resolution of Tensions peacefully and justly

12 16


9

at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)

(2 gi®“o³ @ædoj¾$c) PE- 2 :

qhmYco„ ‘peâ³ÿd : 2qhmYco„ ‘peâ³ÿd : 2qhmYco„ ‘peâ³ÿd : 2qhmYco„ ‘peâ³ÿd : 2 jcK$oft“ boer @“³ qhmY

j³c³õU$e -1 ¾³$pW$U$ - 4 K$oc“o K$foK$o³-40

Kxf MxY : 100Kxf MxY : 100Kxf MxY : 100Kxf MxY : 100 k³k³k³k³rx@o³ :rx@o³ :rx@o³ :rx@o³ : âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³.... 1) “oMpeK$o³“o c{lb{r k½$o³ @“³ èÅ³ qgh³ jcR= K³$lg³. 2) boertd jocoqR=K$-jo„õK©$qr j„u$b£ qhmY“t âõrxrro“x„ ‘©Õ’K$eY K$e³. 3) qhmY ‘e “trtqgidK$ colLo“t @jeo³ r‘oj³. 4) qhmYco„ ek³ft qgqg] @jco“ro@o³’t coqkrMoe ’od. 5) jcK$oft“ boerco„ qgqg] gMo£“o âño³ @“³ CK³$f qgh³ jcR= K³$lg³. 6) jocoqR=K$ qgqg]ro@o³ @o³lL³ @“³ ‘©Õ’K$eY K$e³. 7) jocoqR=K$ qgqg]ro coU³$ qhmY“t b{qcK$o qgh³ jcR=³.

@³K$c@³K$c@³K$c@³K$c----1111 K³$lgYtK³$lgYtK³$lgYtK³$lgYt

K$foK$K$foK$K$foK$K$foK$----boeo„K$boeo„K$boeo„K$boeo„K$

(@) K³$lgYt : @’® @“³ ìdo¿do@o³ 1. boertd u$oh®q“K$o³ @“³ sPrK$o³“t K³$lgYt“t ìdo¿do@o³ 2. ‘oòoÐd u$oh®q“K$o³ @“³ sPrK$o³“t K³$lgYt“t ìdo¿do@o³ (a) K³$lgYt“x„ õgñ$‘ @“³ âK$oeo³ 1. @o¥‘PopeK$, @“o¥‘PopeK$ 2. @g¥q]K$ (K$) K³$lgYt“t âp¾$do @“³ Ýd³do³ 1. K³$lgYt“t âp¾$do 2. K³$lgYt“o Ýd³do³

16 16 16 16 ---- 18 18 18 18

@³K$c@³K$c@³K$c@³K$c----2222 boer“x„ boer“x„ boer“x„ boer“x„ a„]oeY @“³ qhmYa„]oeY @“³ qhmYa„]oeY @“³ qhmYa„]oeY @“³ qhmY

(@) boertd a„]oeY 1. @ocxL 2. a„]oeYtd c{ëdo³. (a) boertd “oMpeK$o³“o k½$o³ @“³ èÅ³ 1. c{lb{r k½$o³ 2. boertd “oMpeK$o³“t èÅ³ (K$) qhmY kK$ 1. qhmY qg]³dK$ 2. qg]³dK$“t Å³MgoA@o³

12 12 12 12 ---- 16 16 16 16


10

@³K$c@³K$c@³K$c@³K$c----3333 jcK$oft“ boerco„ qhmY :jcK$oft“ boerco„ qhmY :jcK$oft“ boerco„ qhmY :jcK$oft“ boerco„ qhmY :

(@)K$o³V$oet ‘„P (1964-66) 1. bfocYo³ 2. @cftK$eY (CÛo³MtK$eY“o j„u$b£) (a)eoô²$td qhmY “tqr (1986) 1. bfocYo³ 2. @cftK$eY (boertd @’®r„Óco„ Cu$oetK$eY @“³ g¥qðK$eY“o j„u$b£) (K$)Q=³goW$o“o aolK$o³ coU³$ “tqrqgidK$ colLo“t eP“o 1. jg®qhmY @qbdo“, cÝdok“ bo³R=“ do³R=“o 2. eoô²$td no“ c„W$l“t eP“o @“³ u$h®“ hoLo qhmY“o j„u$b£

12 12 12 12 ---- 16 16 16 16

@³K$c@³K$c@³K$c@³K$c----4444 boertd sPrK$o³“x„ qhmY u$h®“ :boertd sPrK$o³“x„ qhmY u$h®“ :boertd sPrK$o³“x„ qhmY u$h®“ :boertd sPrK$o³“x„ qhmY u$h®“ :

(@) co³. K³$. Mo„]t 1. ‘odo“x„ qhmY/“A roftc 2. õgoîdt K³$lgYt (a) R=³ K©$óYc{qr® 1. õg. ñ$‘o„reY coU³$“x„ phmY 2. jocoqR=K$ ñ$‘o„reY coU³$“x„ qhmY (K$) @esgu$ No³i ‘{Y®ro“x„ qhmY

16 16 16 16 ---- 18 18 18 18

@³K$c@³K$c@³K$c@³K$c----5555 jcK$oft“ boertd holo qhmY (q“õar @“³ jcõdo):jcK$oft“ boertd holo qhmY (q“õar @“³ jcõdo):jcK$oft“ boertd holo qhmY (q“õar @“³ jcõdo):jcK$oft“ boertd holo qhmY (q“õar @“³ jcõdo):

(@) jco“ h¥mqYK$ rK$ : (boertd a„]oeY“o j„u$b£) 1. j„K$ë‘“o 2. R=ñ$etdor (a) qgqg] gMo£“t jcõdo @“³ CK³$f 1. jocoqR=K$ @“³ @oq’®K$ ‘Q=or gMo£ - @.‘. @“³

@.R=.Åqr“o j„u$bo£ - jcõdo@o³ - CK³$f 2. K$Þdo@o³ @“³ hoetpeK$ @h¼r aolK$o³ - jcõdo@o³ - CK³$f (K$) holo qhmYco„ jco“ro : jcõdo @“³ CK³$f 1. jeK$oet holo - jcõdo @“³ CK³$f 2. M°octY holo - jcõdo @“³ CK³$f

12 12 12 12 ---- 16 16 16 16

@³K$c@³K$c@³K$c@³K$c----6666 jocoqR=K$ qgqg]ro @“³ qhmYjocoqR=K$ qgqg]ro @“³ qhmYjocoqR=K$ qgqg]ro @“³ qhmYjocoqR=K$ qgqg]ro @“³ qhmY

(@) j„K$ë‘“o - jcoR= @“³ jocoqR=K$ qgqg]ro 1. jcoR= 2. jocoqR=K$ qgqg]ro

12 12 12 12 ---- 16 16 16 16


11

(a) Rx=u$t Rx=u$t K$mo@³ qgqg]ro 1. ìdZ¼rMr, âou$³qhK$ro, boio@o³ 2. ]c®, noqr, @opu$gojt (K$) qhmY“t b{qcK$o 1. jocxu$oqdK$ Æg“ colLo“o q“co®Yco„ 2. r“og“o ho„qr‘{Y® @“³ Þdod‘{Y® CK³$f coU³$

Reference Books : (1) Aggarwal J. C. (2003) Development and Planning of Modern Education

Seventh Revised Edition, New Delhi, Vikas Publication House Pvt. Ltd.

(2) Bhatia R.L., Ahuja B. N. (2004) Modern Indian Education and it’s Problems, Delhi - Surjeet

Publication.

(3) Aggarwal J. C. (2008) Education in the Emerging Indian Society, Delhi -

Shipra Publication.

(4) Aggarwal J. C. (2006) Basic Ideas in Education, Delhi - Shipra Publication.

(5) Govt. of India (1986/1992) National Policy on Education, New Delhi :

Min. of HRD.

(6) Deshpande, S. (2004) Contemporary India : A Sociological View, New Delhi : Pengain Chapter

5 : Caste Inequalities in India Today.

(7) Government of India (GOI) (1966) National Education Commission

(1964-66) New Delhi, Ministry of Education

(8) Govt. of India (GOI) Right to Education Act 2009 MHRD : New Delhi

http://www.gandhi-manibhavan.org/gandhicomesalive/speech8.htm

(9) Amarty Sen, and Jean Dreze (1997) India : Economic Development and Social Opportunity,

Oxford India, Delhi.

(10) ‘lVv Df. Df. (2009), ‘B]Ùn gþD ]lÙq¶ f‘lN ‘{ zdiG$’, @lI`l : @I«cla moãaGn$dY

(11) @I«cla Nn. fq. (2008), ‘BW²=Wq¶¶lY ]lÙq¶ f‘lN ‘{ zdil’ -Ý¶v zWëaq : zfàl moãaGn$dY

(12) GOI (2011) Sarva Shiksha Abhiyan - Framework for implementation based on the right of

children to free and compulsory education Act, 2009 GOL, Retrieved from

http://www.upefa.com/upefaweb/admin/myuploads/SSA-frame-work-(revised)-9-6-

2011.pdf.

(13) NCERT (2005) National curriculum framework.NCERT

(14) qÓg³u$t @oe.@³j., u$g³ R=d³ÞÖ ho”t @“³ ‘U³$f co³rtboA c., qhmY qgPoe h©„Lfo, @cu$ogou$, at.@³j.ohk âK$oh“

(15) u$g³ ho”t R=d³ÞÖ, K³$lgYt“o roZÐgK$ @o]oeo³ (1983) dxq“. M°„’ q“co®Y ao³W®$, @cu$ogou$.

16) ‘U³$f co³rtboA c., u$g³ ho”t R=d³ÞÖ, boerco„ h¥mqYK$ âYoft“o³ qgK$oj (2005-06), at.@³j.hok âK$oh“, @cu$ogou$

(17) ‘U³$f co³rtboA c., u$g³ ho”t R=d³ÞÖ, qhmY“t qgõrert qmqrÅ³ (1999-2000), at.@³j.hok âK$oh“, @cu$ogou$. u$³joA qg‘xf @oe., boer“x„ j„qg]o“ (2010) @cu$ogou$, axK$ j³ë`

(18) ‘U³$f co³rtboA c., u$g³ ho”t R=d³ÞÖ, qgK$ojco“ boertd jcoR=co„ qhmK$, (2006-07) @cu$ogou$, at.@³j.hok âK$oh“, @cu$ogou$.

(19) ‘U³$f co³rtboA c., u$g³ ho”t R=d³ÞÖ (2003-04), qhmY sPrK$o³“x„ qhmY u$h®“, @cu$ogou$, at.@³j.hok âK$oh“, @cu$ogou$.

(20) ‘U³$f cYtboA (1959) ckoÐco Mo„]t“t p`fjx t (â’c @og©qÑ) @cu$ogou$, “gÆg“ cxÖoYofd.

(21) ‘U³$f jt.‘t. (1986) qhmY“t cx¼r âMqr - ‘Ùqr â’c @og©qÑ, gëfb qgÛo“Me. j.‘.dxq“gqj®U$t.

(22) ‘U³$f co³rtboA, u$g³ ho”t R=d³ÞÖ (1978) qhmY“t roZÐgK$ @“³ jcoR=ho”td @o]oehtfo, @cu$ogou$, at.@³j.hok âK$oh“, @cu$ogou$.

(23) eogf “Ux$boA (2004) qgK$ojco“ boertd jcoR=co„ qhmY$ @“³ phmK$, q“eg âK$oh“, @cu$ogou$.


12

CPS 1- Language Across the Curriculum Semester : 1 Credit 2

Total Teaching Hours: 40 Total Marks: 50

Objectives:

The student teachers will be able to-

• Understand the role of language in thinking and communication.

• Understand the concept of multilingualism and the effect of culture on it.

• Differentiate standard language and home language.

• Understand role of communication in multilingual classroom.

• Utilize classroom communication techniques.

• Analyse various types of texts.

• Develop reading comprehension and writing skills.

Unit:1 Role of language and Multilingualism H W

A) Language as a means of thinking and communication

B) Multilingualism : effect of cultural background

C) Standard language and home language: Nature and Effect

16 36

Unit:2 Communication in Classroom

A) Communication: concept, Factors affecting communication

B) Communication skills : Listening, speaking, reading and writing +

Comprehension

C) Classroom communication techniques: Group discussion, symposia,

questioning, dialogue

12 32

Unit:3 Developing reading Comprehension and writing

A) Types of Texts : Expository text Vs narrative texts, transactional Vs

reflexive text Analysis of different types of texts.

B) Developing Reading Comprehension: Concept, process and

Strategies.

C) Developing writing: Writing with specific purpose, writing for

specific audience, Qualities of effective writing.

12 32


13

CPS 1- �� :2

�� : 40 �� : 50

�� :

�� !"�-

• િવચારણા અન ��યાયનમા ભાષાની �િમકા સમ�.

• બ�ભાિષતાની સક�પના અન સ��િતની તના પ રની અસરો સમ�.

• �માણ�ત ભાષા અન #હ ભાષા વ%ચનો તફાવત સમ� .

• બ�-ભાષી વગ)ખડમા ��યાયનની �િમકા સમ�.

• વગ)ખડ ��યાયન �,-.તઓનો ઉપયોગ કર 1.

• વિવ3યસભર �િતઓ4 િવ5લષણ કર 1 .

• વાચન અથ)8હણ અન લખન કૌશલ િવ.સાવ.

$�� : 1 ��&� ' ()�� & *+ �)�, � � K$foK K$foK K$foK K$foK $$$$

boeo„K$boeo„K$boeo„K$boeo„K$

અ) િવચારણા અન ��યાયનના સાધન તર=ક ભાષા1

બ) *+ �)�� : સા��િતક પ>ાદ�ની અસર

ક) �માણ�ત ભાષા અન #હ ભાષા : �વAપ અન અસર

16$16$16$16$ 36$36$36$36$

$�� : 2 .��/0��0 �1��&

અ ) ��યાયન : સક�પના, અસર કરતા પCરબળો

બ) ��યાયન કૌશલો: Eવણ, લખન, વાચન, લખન અન અથ)8હણક

)વગ)ખડ ��યાયન �,-.તઓ : Fથ ચચા) , સીGપોિસયા, �HોIર=,

સવાદ/વાતા)લાપ

12$12$12$12$ 32323232

$�� : 3 .�02& �!�3�� & �/&&4 ).��, ,

અ) �િતના �કારો અન ત4 િવ5લષણ :

• િનAપણા�મક િવરોધી વણ)ના�મક �િત

• KયવહારરલLી િવરોધી �િતMLNત �િત

બ) વાચન અથ)8હણનો િવકાસ : સક�પના, �COયા અન �,-.તઓ

ક ) લખનનો િવકાસ : ચોPસ હQ માટ4 લખન1 1 , ચોPસ વાચક વગ)

માટ4 લખન1 , અન અસરકારક લખનના લLણો

12$12$12$12$ 32323232


14

References :

Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K. Heugh, A. Siegrühn, & P.

Plüddemann (Eds.), Multilingual education for South Africa (pp. 3– 7). Heinemann Educational

Books. Anderson, R.C. (1984). Role of the reader’s schema in comprehension, learning and memory. In

R.C. Anderson, J. Osborn, & R.J. Tierney (Eds.), Learning to read inAmerican schools: Basal

readers and content texts. Psychology Press.

Eller, R.G. (1989). Johnny can’t talk, either: The perpetuation of the deficit theory in classrooms.

The Reading Teacher, 670–674


15

B.Ed. (Genral) Pedagogy of school subject – 1 (CPS 2)1 ENGLISH

Semester-1

No. of credits:2 Hours: 40

Total Marks : 50

Objectives: The Student -teachers…. 1) understand the basic language skills of English

2) define educational objectives of teaching English in terms of behavioural outcomes.

3) possess skill of using instructional material

4) adopt appropriate techniques for teaching of English.

Unit:1 Teaching of English H W

(A) Teaching of English as a second language

1) Importance of Teaching English as a second language

2) Problems of Teaching English as a second language

(B) Aims, Objectives and Basic language skills

1) General aims and specific objectives of teaching English

2) Listening, Speaking, Reading, Writing : (LSRW) meaning and

activities

(C) Lesson Planning

1) Reading Comprehension, Poetry

2) Grammar lesson based on language functions

16 36

Unit:2 Teaching of English : Approaches, textbook and teaching aids

(A) Approaches

1) Structural Approach

2) Communicative Approach

(B) Analysis of text book (std.VI to X)

1) Variety of activities and exercise

2) Classroom interaction and teaching learning process

(C) Teaching aids and Reference Materials

1) Teaching Aids

(i) Pictures, Charts, Toys

(ii) Computer Aided Language Learning (CALL)

2) Dictionary and Thesaurus as reference material

12 32

Unit:3 Language Enrichment

(A) Grammar in Use

1) Parts of Speech, Tenses

2) Direct Indirect, Proverbs & Idioms

(B) Teaching of Oral Skills

1) Strip Story, Listen and Do/Draw, Jigsaw

2) Language Games

(C) Developing Writing

1) Paragraph, Essay writing, story writing based on outline/picture

2) Application

12 32


16

CPS : 2 Understanding Discipline and Subject Cum Pedagogy-1

Gujarati : Semester - I

Credit : 2

Hours : 40

Total Marks : 50

k³rx@o³ : âqhmYo’|@o³.... - qhmY @odo³R=““t j„K$ë‘“o qgidK$ jcR= K³$lg³. - cor©boio MxR=eort qhmY @odo³R=““o„ jo³‘o“o³ qgidK$ ÅYK$oet K³$lg³. - MÛ, ‘Û, ìdoK$eY @“³ f³L“ qhmY qgidK$ ÅYK$oet K³$lg³. - cor©boio MxR=eort ìdoK$eY“o„ NU$K$o³ qgidK$ no“ K³$lg³. - cor©boio MxR=eort qgidK$ jÄR=ro K³$lg³. - Rx=u$t Rx=u$t joqkÐd K©$qr@o³ j„u$b£ c{ëd qgidK$ jcR= K³$lg³. @³K$c-1 : cor©boio qhmYco„ ‘oV$ @odo³R=“. K$foK$K$foK$K$foK$K$foK$----boeo„K$boeo„K$boeo„K$boeo„K$

1:1 cor©boio MxR=eortco„ ‘oV$ @odo³R=“ - ‘oV$ @odo³R=““t j„K$ë‘“o - ‘oV$ @odo³R=““x„ ckÒg 1:2 roj @odo³R=“ @“³ @³K$c @odo³R=“ - roj @odo³R=““o„ jo³‘o“o³ - roj @odo³R=“ @“³ @³K$c @odo³R=“ gÃP³“o³ rògr 1:3 MÛ, ‘Û, ìdoK$eY @“³ f³L“ qhmY - k³rx@o³ @“³ gM® ìdgkoe - qgidgõrx cxØo @“³ boiogõrx cxØo

16 16 16 16 ---- 36 36 36 36

@³K$c-2 : cor©boio @Ýdo‘“ ‘Ùqr@o³ @“³ j„ho³]“

2:1 âño³Ñe ‘Ùqr - âño³Ñe ‘Ùqr“t j„K$ë‘“o - âño³Ñe ‘Ùqr“t ckÒg 2:2 @oMc“-q“Mc“ ‘Ùqr - j„K$ë‘“o - ckÒg 2:3 p¾$doÐcK$ j„ho³]“ - p¾$doÐcK$ j„ho³]““t j„K$ë‘“o - p¾$doÐcK$ j„ho³]““o„ ‘Mq’do„

12 12 12 12 ---- 32 32 32 32


17

@³K$c-3 : ìdoK$eY @“³ joqkÐd K©$qr@o³

3:1 Ag„L$pf A_¡ R>„v$

- Ag„L$pf : hZp®_yâpk, Djdp A_¡ ïg¡j

- R>„v$ : d„v$pL$pÞsp, Qp¡`pB A_¡ riMqfZu

3:2 joqkÐd K©$qr@o³ - ApS>_u OX$u frmepdZu

- bp_p¡ hpX$p¡

3:3 rhfpd rQÞlp¡ A_¡ hp¼e

- rhfpd rQÞlp¡ A_¡ s¡_u D5ep¡rNsp

- hp¼e A_¡ hp¼e_p âL$pfp¡

12 12 12 12 ---- 32 32 32 32

j„u$b® `yõsL$p¡ :

(1) ‘U$³f co³rtboA, u$g³ R=d³ÞÖ @“³ bo³Modro : MxR=eort @Ýdo‘““x„ ‘pehtf“ at.@³j.hok âK$oh“, @cu$ogou$. (2) eogf “Ux$boA at. @“³ @Þd : MxR=eort (cor©boio“x„) @qb“g @Ýdo‘“. “teg âK$oh“, @cu$ogou$. (3) ìdoj do³M³ÞÖ : boio jÄR=ro @“³ f³L“ K$o¥hëd (4) K$o³V$oet R=d„r : boio ‘pePd @“³ MxR=eort boio“x„ õgñ$‘ dxq“gqj®U$t M°„’ q“co®Y ao³W®$, @cu$ogou$. (5) V$oK$e berKx$coe : jel MxR=eort ìdoK$eY @ou$h® âK$oh“, @cu$ogou$ - 380001. (6) @o¾x$gofo jt.K³$. @“³ K$ëdoYt : MxR=eort @qb“g @Ýdo‘“. boer âK$oh, @cu$ogou$. (7) ‘U³$f qg“o³u$ @“³ ‘U³$f co³rtboA : boio ìdoK$eY @“³ f³L““x„ @Ýdo‘“ @ædoj¾$c @odo³R=“ U²$õU$, Lo“‘xe, @cu$ogou$. (8) eogf “Ux$boA at. MxR=eort qgidgõrx “teg âK$oh“, @cu$ogou$.


18

B.Ed. (Genral)

CPS – 2 : Pedagogy of School Subject : Mathematics

Semester: 1 Credit: 02 Hours: 40

Total Marks : 50

Objectives: The Student -teachers…. (1) Understand the History, Nature and Importance of Mathematics .

(2) Know the contribution of Mathematicians in Mathematics.

(3) Understand the general & specific objectives of teaching Mathematics

(4) Understand and develop the skill of using various methods of teaching

Mathematics for better Instruction .

(5) Understand & Implement the planning for effective instruction of Mathematics.

(6) Develop the skill to use the moder Mathematical devises .

(7) Familiar with learning material of Mathematics for upper Primary and

Secondary Schools.

Unit:1 History, Meaning , Objectives and Importance of Mathematics H W

(A) Mathematics – History of Maths, Historical Value of Maths, Meaning

, Defination and concept of Maths, Nature and Aims of

Mathematics, Importance of Mathematics in present Scenario.

(B) Domains and Objectives of Mathematics Education.

• Domains of Mathematics Education - Cognitive, Psychomotor &

Attractive domain

• General & Specific objectives of Mathematics Education

• Short terms objectives - Knowledge , Understanding Application,

Skill

• Long Term Objectives - Interest , Attitude, Appreciation

(C) Values and Mathematicians of Teaching Mathematics

• Values – Utilization (Practical) , Disciplinary , Cultural , Moral and

Social Value

(3) Mathematicians – Arya Bhatt, Mahavir Achyarayji , Shri Ramanujan

Aiyagar, Eclid, Pythagoras , Charls Babej

16 36

Unit:2 Planning for Effective Instruction of Mathematics

(A) Planning of Teaching Mathematics

• Lesson Planning - Concept, Importance & Various Steps

• Unit Program - Concept, Importance & Various Steps

(B) Method of Teaching Mathematics

(1) Inductive – Deductive

(2) Analytic – Synthetic

(3) Experimental Method

(4) Project Method

(C) Aids in Teaching of Methods

• Importance of Teaching Aids

• Teaching Aids for Teacher of Mathematics Graphics AIDS ,

Three – Dimensional Aids, Projected Aids, Mass Media and

Other Teaching Aids

12 32

Unit:3 Mathematics Content

(A) Standard - 8 , Semester - 1

(B) Standers – 9 Semester - 1

(3) Constructions and Theorems

12 32


19

at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)at.@³W$ (jocoÞd)

(2 gi®“o³ @ædoj¾$c) CPS-2 - Padagogy of School Subject : Mathematics

j³c³õU$e j³c³õU$e j³c³õU$e j³c³õU$e 01010101

Credit: 02

Hours: 40

Total Marks : 50

k³rx@o³ :k³rx@o³ :k³rx@o³ :k³rx@o³ : âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³....

1) MqYr“o³ Aqrkoj, õgñ$‘ @“³ ckÒg qgh³ jcÆ hK³$.

2) MqYrco„ MqYrho”t@o³“o âu$o“ qgh³ no“ c³lg³.

3) MqYr @Ýdo‘““o jocoÞd @“³ qgqhô$ k³rx@o³“t jcR= K³$lg³.

4) @jeK$oeK$ @Ýdo‘“ coU³$“t qgqg] ‘Ý]qr@o³“t jcR= K³$lg³ @“³ r³“o C‘do³M

@„M³“x„ K$o¥hëd K³$lg³.

5) MqYr“o @jeK$oeK$ @Ýdo‘“ coU³$“x„ @odo³R=“ K$ego“t mcro K³$lg³.

6) @o]xq“K$ MqYr qhmY“o jo]“o³“o³ C‘do³M K$ego“x„ K$o¥hëd K³$lg³.

7) CÃP âo’qcK$ r’o coÝdqcK$ holo“o MqYr“o @ædoj¾$c“t` @Ýd‘“ jocM°t“x„ no“ c³lg³.

@³K$c@³K$c@³K$c@³K$c----1111 MqYr“o³ Aqrkoj, @’®, Ýd³do³ @“³ ckÒgMqYr“o³ Aqrkoj, @’®, Ýd³do³ @“³ ckÒgMqYr“o³ Aqrkoj, @’®, Ýd³do³ @“³ ckÒgMqYr“o³ Aqrkoj, @’®, Ýd³do³ @“³ ckÒg K$foK$K$foK$K$foK$K$foK$----boeo„K$boeo„K$boeo„K$boeo„K$

(@) MqYr qgid - MqYr“o³ Aqrkoj, @¥qrkoqjK$, c{ëd, MqYr“o³ @’®, ìdo¿do r’o j„K$ë‘“o, MqYr“x„ õgñ$‘ r’o MqYr qhmY“x„ Ýd³d, MqYr qhmY“o âgoko³, âgr®co“ jcdco„ MqYr qhmY“x„ ckÒg.

(a$) MqYr qhmY“o gr®“ m³Óo³ r’o k³rx@o³ - MqYr qhmY“o jocoÞd @“³ qgqhô$ k³rx@o³ - - Ux„$K$oMolo“o k³rx@o³ - no“, jcR=, C‘do³M, K$o¥hëd - fo„aoMolo“o k³rx@o³ - ej, gfY @“³ K$u$e. (K$) MqYr qhmY“o c{ëdo³ r’o MqYrho”t@o³ - MqYr qhmY“o c{ëdo³ - C‘do³Mtro, q“docK$, jo„õK©$qrK$, “¥qrK$,

jocoqR=K$ - MqYrho”t@o³ - @od®bË$, ckogteoPod®Æ, îteoco“xR= @d„Me,

dxpK$fW$, ‘od’oMo³eoj, Poëj® a³a³R=

16 16 16 16 ---- 36 36 36 36


20

Reference Books : (1) Aggarwal S.M. (1994), ‘Teaching of Modern Mathematics’, Dhanpat Rai & Sons, Delhi

(2) Anice James (2014), ‘Teaching of Mathematics’, Neelkamal Publication Pvt. Ltd. New Delhi.

(3) Gupta H. N. and Shankaram, 5th (Ed.) (1994), ‘Content-cum-Methodology of teaching

Mathematics’, NCERT, New Delhi.

(4) Suneetha E & Rao D.B. (2004), “Methods of Teaching Mathematics,

Discovery Publishing House, New Delhi.

(5) Russel, John, (2004), ‘Teaching of Mathematics’ Campus Books International, New Delhi.

(6) Siddhu, K. S. (1987), ‘Teaching of Mathematics’, Sterling Publications Pvt. Ltd., New Delhi.

(7) bogjoe W$t.@³c., ‘MqYr qhmY’ R=d boer âK$oh“, @cu$ogou$.

(8) K$o³V$oet @“³ @Þd (2005), ‘MqYr“x„ @Ýdo‘“ ‘Ý]qr’ @“W$o âK$oh“, @cu$ogou$

(9) ‘U³$f @“³ @Þd, ‘MqYr qhmY ‘Ý]qr’ @³[email protected]³V$“t K„$‘“t, @cu$ogou$

(10) ‘U³$f Å³it @“³ @Þd, ‘MqYr“o @Ýdo‘““x„ ‘pehtf“’ at.@³j.hok âK$oh“, @cu$ogou$

(11) ‘U³$f, hok @“³ @Þd, ‘MqYr“x„ @ou$h® @Ýdo‘“’ gopei³Y âK$oh, @cu$ogou$

(12) ‘U³$f @oe. @³j., ‘MqYr qgidgõrx’ : “teg âK$oh“, @cu$ogou$

(13) So @g]³h @³j., ‘MqYr qhmY“t ‘Ý]qr³’ @M°gof ‘åftK³$h“, @oM°o-2

(14) ‘U³$f @oe.@³j. @“³ So @g]³h @³j., ‘MqYr“x„ @qb“g @Ýdo‘“’ “teg âK$oh“, @cu$ogou$

@³K$c@³K$c@³K$c@³K$c----2222 MqYr“o @jeK$oeK$ @Ýdo‘“ coU³$“x„ @odo³R=“MqYr“o @jeK$oeK$ @Ýdo‘“ coU³$“x„ @odo³R=“MqYr“o @jeK$oeK$ @Ýdo‘“ coU³$“x„ @odo³R=“MqYr“o @jeK$oeK$ @Ýdo‘“ coU³$“x„ @odo³R=“

(@) MqYr @Ýdo‘““x„ @odo³R=“ - ‘oV$ @odo³R=“ - j„K$ë‘“o, ckÒg @“³ jo³‘o“o³ - @³K$c @odo³R=“ - j„K$ë‘“o, ckÒg @“³ jo‘o³“o³ (a) MqYr qhmY“t ‘Ý]qr@o³ - - @oMc“-q“Mc“ - ‘©’½$eY - j„do³MtK$eY - âdo³M ‘Ý]qr - âK$ë‘ (âo³R=³K$U$) (K$) MqYr qhmY“o jo]“o³ - h¥mqYK$ jo]“o³“x„ ckÒg - qhmK³$ C‘do³Mco„ f³go“o„ MqYr qhmY“o jo]“o³ - M°op`K$, qÓ-‘pecoYu$h®K$, âm³‘Y, jc{k coÝdc, @Þd jo]“o³

12 12 12 12 ---- 32 32 32 32

@³K$c@³K$c@³K$c@³K$c----3333 MqYr qgidgõrxMqYr qgidgõrxMqYr qgidgõrxMqYr qgidgõrx

(@) ]o³eY-8 j³c³õU$e-I (a) ]o³eY-9 j³c³õU$e-II (K$) eP“o@o³ r’o âc³do³

12 12 12 12 ---- 32 32 32 32


21

Semester: 1 Course Code: CPS 2

No of Credit: 2 Course Title: Method of Teaching Economics

No. of hours: 40

Total Marks : 50

Objectives: To enable the student teachers to..

(1) understand the aims and the objectives of teaching of Economics

(2) understand the techniques of teaching Economics

(3) understand correlation of Economics with other subjects

(4) understands and Plans Lesson in Economics

(5) devise the skill of using various methods of teaching Economics

(6) evaluate the syllabus and text books of Economics of standard 11 & 12

(7) suggest appropriate devices of evaluation in Economics

Unit-1 The meaning of Economics, Importance, Scope and Correlation Teaching

hours

Marks

(Weight

age)

(A) Economics

(1) Meaning and Importance (2) Scope

(B) Teaching of Economics

(1) Aims and Objectives (2) Importance of teaching

Economics at Higher Secondary level

(C) Correlation

(1) Meaning and Importance (2) Correlation with

Commerce, Social Science and Mathematics

16 36

Unit-2 Lesson planning, Syllabus, Teacher, diagnostic-Remedial work

and Methods

(A) Lesson Planning and Syllabus

(1) Lesson planning :Meaning, importance, stages and

detail planning in teaching Economics

(2) Syllabus : Meaning, Importance, good syllabus need

Characteristics

(B) Economics Teacher and Diagnostic-Remedial work

(1) Economics Teacher Characteristics and Training

(2) Diagnostic and Remedial work: Meaning, Stages

and Difference between Diagnostic and Remedial

(C) Methods of Teaching Economics

(1) Assignment Method (2) Team teaching Method

(3) Inductive and Deductive Method

12 32

Unit-3 Tools of Production, Demand and Supply, Market, Money and

Commercial Bank

(A)Tools of Production and Market

(1) Tools of Production: Meaning and Characteristics

(2) Market: Meaning and Types

(B)Demand and Supply

(1) Meaning and Principle (Law)

(2) Conjecture and affecting factors

(C) Money and Commercial Bank

(1) Meaning and Type

(2) Commercial Bank: Meaning, Importance and

Functions

12

32


22

semIS3r semIS3r semIS3r semIS3r : 1

kosR xI8Rk: A4RxaSkosR xI8Rk: A4RxaSkosR xI8Rk: A4RxaSkosR xI8Rk: A4RxaSÓÓÓÓ ix9` p@2it ix9` p@2it ix9` p@2it ix9` p@2it

kosR koDkosR koDkosR koDkosR koD: CPS 2

k/eDI3k/eDI3k/eDI3k/eDI3: 2 klakoklakoklakoklako: 40

Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50 hetuAohetuAohetuAohetuAo: p/ix9à4IRAo..p/ix9à4IRAo..p/ix9à4IRAo..p/ix9à4IRAo..

(1) A\®ip÷ A@yapnna @yeyo Ane hetuAone sm+ xke

(2) A\®ip÷no ANy iv8yo sa4eno Anub>2 sm+ xke

(3) pa# Aayojnnu> mhTv sm+ A\®ip÷na pa#nI rcna krI xke

(4) A\®ip÷ A@yapnnI p/yuiKtAonI smj me5vI xke

(5) A\®ip÷ A@yapnnI iviv2 p@2itAona ]pyognu> kOxl ke5vI xke

(6) 2or` 11 & 12 na A4RxaS a pa#ypuStk Ane AWyask/mnu> mULya>kn kre

AekmAekmAekmAekm-1 A\®ip÷no A4R,mhTv,kayRno A4R,mhTv,kayRno A4R,mhTv,kayRno A4R,mhTv,kayR9e9e9e9eÓ Ane Anub>2 Ane Anub>2 Ane Anub>2 Ane Anub>2 KlakoKlakoKlakoKlako wara>kwara>kwara>kwara>k

(A) A\®ip÷

(1) A4R Ane mhTv (2) kayR9e a (B) A\®ip÷ ix9ìx9ìx9ìx9`

(1) @yeyo Ane hetuAo(2) ]Cctr ma@yimk k9aAe A\®ip÷ ix9`nI J½iryat

(C) Anub>2Anub>2Anub>2Anub>2 (1) A4R Ane mhTv (2) ANy iv8yo sa4e Anub>2

Vaai`Jy,gi`t,sama+k iv)an

16 16 16 16 36 36 36 36

AekmAekmAekmAekm-2 pa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indan----]pcarkayR ]pcarkayR ]pcarkayR ]pcarkayR Ane A@yapn p@2itAo Ane A@yapn p@2itAo Ane A@yapn p@2itAo Ane A@yapn p@2itAo (A) pa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/m (1) pa# Aayojn : A4R,mhTv,pgi4ya Ane pa# AayojnnI rcna

(2) AWyask/m: A4R,mhTv Ane sara AWyask/mna l9ò (B) A\®ip÷no ix9k Ane indanno ix9k Ane indanno ix9k Ane indanno ix9k Ane indan----]pcar kayR]pcar kayR]pcar kayR]pcar kayR

(1) A\®ip÷ ix9k

l9ò Ane talIm- pUvRseva talIm Ane ]trseva seva talIm

(2) indan Ane ]pcar kayR : A4R, sopan Ane tfavt (C) A@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAo

(1) Sva@yay p@@it (2) jU4 A@yapn p@@ait (3) Aagmn-ingmn p@@ait:

A4R,l9ò,law,myaRda Ane sf5tanI xrto

12 12 12 12 32 32 32 32


23

AekmAekmAekmAekm-3 ]Tpadnna sa2no,ma>g purv#o,b=r, naù> Ane ]Tpadnna sa2no,ma>g purv#o,b=r, naù> Ane ]Tpadnna sa2no,ma>g purv#o,b=r, naù> Ane ]Tpadnna sa2no,ma>g purv#o,b=r, naù> Ane VyaparI be>kVyaparI be>kVyaparI be>kVyaparI be>k (A) ]Tpadnna sa2no Ane b=r ]Tpadnna sa2no Ane b=r ]Tpadnna sa2no Ane b=r ]Tpadnna sa2no Ane b=r (1) ]Tpadnna sa2no- A4R Ane l9ò

(2) b=r : A4R Ane p/kar (B) ma>g Ane purv#o ma>g Ane purv#o ma>g Ane purv#o ma>g Ane purv#o

(1) A4R Ane inym (2) 2arà Ane Asrkrta> prIb5o (C) na`>u Ane na`>u Ane na`>u Ane na`>u Ane VyaparI be>kVyaparI be>kVyaparI be>kVyaparI be>k

(1) naù>-A4R Ane p/kar (2) VyaparI be>k- A4R,mhTv Ane kayoR

12 12 12 12 32 32 32 32

References :-

(1) A.M.A. Teaching of Economics in Secondary School, New Delhi, Central Books Co.

(2) Lumbsden, A.F. New Research in the Teaching of Economics, Cambridge University

Press.

(3) Lumsend, K.G. New Developments in the Teaching of Economics, Prentice Hall, New

Jersey-1967

(4) TyagI, guruxrndas. A\®ip÷ ix9`, ivnod puStk m>idr,Aagra

(5) p3el, motIwa[ m. t4a ANy. A\®ip÷na A@yapnnu<> pirxIln.

bI.Aes.xah p/kaxn, Amdavad

(6) p3el, ivnuwa[ yu. A\®ip÷nu> A@yapn,AnDa p/kaxn,Amdavad

(7) p3el, 6nXyamwa[ bI.t4a Any. A\®ip÷ ix9` p@2it,nvdIp

p/kaxn g<h,Amdavad

(8) dve, p/wakrn Aen.A4RxaS a ix9` p@2it, gujrat yuuinvisR3I,Amdavad

(9) mheta, Aec.ke. Ane ANy. A@yeta L¡$ÞÖu ix9` p@2it, Aen.Aes.p3el

kolej Aof AeJyukexn,Aa`>d

(10) xah t4a ANy. A\®ip÷ puStk, 2or`-ÉÊ, gujrat raJy xa5a

paªpuStk m>D5, ga>2Ingr

(11) raà, je.je.Ane ANy,vai`Jy-namana mU5tTvo- A\®ip÷, A9r

piBlkexn,Amdavad

(12) p3el, hirwa[ Ane ANy. vStI Ane ivkas, +.sI.[.Aar.3I, Amdavad

(13) barEya, vI.vI. A\®ip÷ ix9` p@2it, A9r piBlkexn,Amdavad


24

CPS 3

dkslZ ’khdkslZ ’khdkslZ ’khdkslZ ’kh"kZd%fgUnh f’k{kk i//kfr"kZd%fgUnh f’k{kk i//kfr"kZd%fgUnh f’k{kk i//kfr"kZd%fgUnh f’k{kk i//kfr lsehLVj&1 lsehLVj&1 lsehLVj&1 lsehLVj&1

ØsfMV “2ØsfMV “2ØsfMV “2ØsfMV “2 ?kaVs%40?kaVs%40?kaVs%40?kaVs%40 Total Marks : 50

mís’;% izf’k{kkFkhZmís’;% izf’k{kkFkhZmís’;% izf’k{kkFkhZmís’;% izf’k{kkFkhZ 1 fgUnh Hkk"kk ds Hkk"kkdh; <k¡psa dh le> izkIr djsaaA 2 Hkk"kk”v/;;u ds fl)kUrksa dh le> izkIr djsaA 3 Hkk"kkdh; dkS’kY;ksa ds fodkl ds fy, vko’;d iz;qfDr;ksa dh tkudkjh izkIr djsaA 4 f)fr; Hkk"kk ds :i esa fgUnh fl[kkrs le; lEHkfor leL;kvksa ds izfr ltkx gksaA 5 O;kdj.kxr let izkIr djsaA bdkbZ”1 ifjp;kRed H W

¼A½ fgUnh Hkk"kk dh fLFkfr vkSj Hkwfedk ¼1½ Hkk"kk dh ladYiuk vkSj fo’ks"krk,¡ lekt esa Hkk"kk vkSj fo|ky; esa Hkk"kk jk"VªHkk"kk dk egRo vkrajjkf"Vª; Lrj ij fgUnh dk LFkku ¼2½ Hkk"kk”f’k{kk ds fl)kUr ¼B½ ikB~;iqLrd ¼1½ mís’;] fo’ks"krk,¡ ,oa egRo ¼2½ fgUnh ds orZeku ikB~; iqLrd dh leh{kk ¼¡½d{kk”6¼¡¡½d{kk”7¼¡¡¡½d{kk”8¼v¡½d{kk”9 ¼c½ ikB vk;kstu ¼1½ lkekU; ,oa fof’k"V mís’; ¼2½ egRo] lksiku ,oa fofHkUu fo/kkvksa eas /;ku esa j[kus ;ksX; ckrsa

16 36

bdkbZ”2 ¼A½ ’kS{kf.kd lk/ku ,oa lgk;d lkexzh ¼1½ ’kS{kf.kd lk/ku ¼¡½ egRo ¼¡¡½ mi;ksx ¼¡¡¡½ izdkj ¼pkVZ]fp=]dksE;qVj½ ¼2½ lgk;d lkexzh ,oa Hkk"kk iz;ksx ’kkyk ¼¡½ orZekui= ¼¡¡½ lkekf;d ¼¡¡¡½ bUVjusV ¼B½ v/;kiu i)fr;k¡ ¼1½ x|”izR;{k iz.kkyh] ijks{k iz.kkyh] laizs"k.kkRed iz.kkyh

12 32


25

¼2½ i|”xhr”vfHku;][k.MkUo;h]rqyuk ¼C½ Hkk"kkdh; dkS’ky ¼1½ Jo.k dkS’ky ¼¡½ egRo]izo`fr;k¡ ¼¡¡½ lEHkfor nks"k]dkj.k ,oa mik; ¼2½ ekSf[kd vfHkO;fä dFku dkS’ky ¼¡½ egRo]izo`fr;k¡ ¼¡¡½ lEHkfor mPpkj.k nks"k]dkj.k ,oa mik;

bdkbZ”3 O;kdj.k ,oa lS)kfUrd leh{kk ¼A½ O;kdj.k ¼1½ laKk]dkjd vkSj Hkkookpd laKk fuekZ.k ¼2½ jpuk ys[ku ¼¡½ fucU/k ys[ku ¼¡¡½ #ijs[kk ds vk/kkj ij dgkuh jpuk ¼B½ ’kCn fuekZ.k vkSj ys[kd ifjp; ¼1½ ’kCn”le~g ds fy, ,d ’kCn ¼2½ dchj]izsepan ¼C½ d{kk 6]7]8 ,oa 9oha ds ikB~; iqLrdksa ls lEcfU/kr lkfgR; Lo#iksa dh lS)kfUrd leh{kk ¼1½ x| leh{kk% ¼¡½ dqrs dh oQknkjh ¼¡¡½ /kzqo Lokfeuh ¼2½ i| leh{kk% ¼¡½ ek¡ dg ,d dgkuh ¼¡¡½ ,d txr ,d yksd

12 32


26

semIS3rsemIS3rsemIS3rsemIS3r----1111

k/eDI3k/eDI3k/eDI3k/eDI3----2 2 2 2 CPS3:Understanding discipline and subject cum pedagogy-2

klakoklakoklakoklako---- 40 40 40 40 s>Sks>Sks>Sks>Sk'tttt A@yapnxaÆ A@yapnxaÆ A@yapnxaÆ A@yapnxaÆ

hetuAo: p/ix9à4IRAo..

1. s>Sk't wa8anI iviv2 wUimkaAo smje. 2. s>Sk't wa8ana Sv½pnI smj ivksave. 3. s>Sk't wa8ana S4an Ane mhTv4I pirict 4ay. 4. s>Sk't wa8a A@yapn ma3ena Aayojn Ane p@2itAonI smj ke5ve. 5. s>Sk't wa8a A@yapnma> bhuwa8a Aiwgm ke5ve. 6. s>Sk't wa8a A@yapn ma3e iviv2 p/karna pa# Aayojn krI teno vgRq>Dma> ivinyog kre.

AekmAekmAekmAekm----1111 s>Sks>Sks>Sks>Sk't t t t wa8anu> S4an, mhTv Ane Sv½p K$foK$K$foK$K$foK$K$foK$----boeo„K$boeo„K$boeo„K$boeo„K$

(A) s>Sk s>Sk s>Sk s>Sk't t t t wa8anu> Sv½p

1. s>Sk't wa8anu> p/ix*3 Sv½p 2. s>Sk't wa8anu> kOxl Sv½p

(B) s>Sks>Sks>Sks>Sk't wa8anu> mhTvt wa8anu> mhTvt wa8anu> mhTvt wa8anu> mhTv

1. s>Sk't wa8anu> samaijk-sa>Sk'itk mhTv 2. s>Sk't wa8anu> saihiTyk mULy

(C) s>Sk s>Sk s>Sk s>Sk't wa8ano p/cart wa8ano p/cart wa8ano p/cart wa8ano p/car----p/sarp/sarp/sarp/sar

1. Xaa5a Stre s>Sk't wa8anu> AWyask/m s>dweR S4an {]Cctr p/a4imk,ma@yimk, ]Cctr ma@yimk}

2. s>Sk't wa8ana p/car-p/sar ma3ena ]payo

16 16 16 16 ---- 36 36 36 36

AekmAekmAekmAekm----2222 s>Sks>Sks>Sks>Sk't wa8a A2yapnma> pa# Aayojn Ane A@yapn p@2itAot wa8a A2yapnma> pa# Aayojn Ane A@yapn p@2itAot wa8a A2yapnma> pa# Aayojn Ane A@yapn p@2itAot wa8a A2yapnma> pa# Aayojn Ane A@yapn p@2itAo

(A) g·,p· pa# Aayojng·,p· pa# Aayojng·,p· pa# Aayojng·,p· pa# Aayojn 1 g·pa# Aayojnna sopano 2 p·pa# Aayojnna sopano

(B) g·,p· A@yapn p g·,p· A@yapn p g·,p· A@yapn p g·,p· A@yapn p@2it@2it@2it@2it

1. mnovE)aink p@2it: law-myaRda 2. smiNvt p@2it: law-myaRda

(C) Vyakr`pa# Aayojn Ane p@2itVyakr`pa# Aayojn Ane p@2itVyakr`pa# Aayojn Ane p@2itVyakr`pa# Aayojn Ane p@2it

1. . . . Vyakr`pa# Aayojnna sopano

2. Aagmn-ingmn p@2it: law-myaRda

12 12 12 12 ---- 32 32 32 32


27

AekmAekmAekmAekm----3333 s>Sks>Sks>Sks>Sk't Vyakr` A@yapn t Vyakr` A@yapn t Vyakr` A@yapn t Vyakr` A@yapn

(A) s>Sks>Sks>Sks>Sk't v`R pircy:t v`R pircy:t v`R pircy:t v`R pircy:

1. s>Sk't v Rmala : Svr,Vy>jn, 2. xBda4R

(B) 2atu½p: g`kayR ivix*3 1, 4, 6, 101, 4, 6, 101, 4, 6, 101, 4, 6, 10

1. vtRman ka5 : prSmEpd, AaTmnepd 2. ÁStn wUtka5 : prSmEpd, AaTmnepd ((((CCCC)))) namnamnamnam½p :½p :½p :½p :

1. nam½p: puiLl>g: ‘A’karaNt, ‘[’karaNt

S+Iil>g: ‘Aa’karaNt, ‘{’karaNt

2. svRnam: ASmd\,yu*md\,ikm\ (puiLl>g,

S+Iil>g,npu>skil>g)

(D) s>i2 : s>i2 : s>i2 : s>i2 : Svr s>i2, Vy>jn s>i2, 2. ivsgR s>i2

(E) KivKivKivKiv----kkkk'it pircy :it pircy :it pircy :it pircy : 1. Aaidkiv vaiLmkI,2. mhakiv kaildas 3. iv* uxmaR

(F) semIS3rsemIS3rsemIS3rsemIS3r---- 1 1 1 1 na sna sna sna sa>p/t pa#ypuStk Aa2airt inb>2 leqna>p/t pa#ypuStk Aa2airt inb>2 leqna>p/t pa#ypuStk Aa2airt inb>2 leqna>p/t pa#ypuStk Aa2airt inb>2 leqn----ivcar ivStarivcar ivStarivcar ivStarivcar ivStar 1111. s>Sk't suwai8tono ivcar ivStar

2. 2. 2. 2. inb>2 leqninb>2 leqninb>2 leqninb>2 leqn

(É) मम �दनचया

(Ê) मम वास

(Ë) वलभी �व�या�थानम

(Ì) आचाय: चरक:

12 12 12 12 ---- 32 32 32 32

Reference Books

1. ADalja Ane desa[: s>Sk<t 2atu½pavil wag: 1,2 Ane s>Sk<t xBd½pavil, mu>b[-2,

nvint p/kaxn keN§,

2. Aak/uvala sI.ke.: s>Sk<tnu> A@yapn,(1963) wart p/kaxn,Amdavad

3. Aaku/vala sI.ke: s>Sk<tnu> iv8yvStu,( 1976-77) Amdavad,jy wart p/kaxn AeND k>pnI,

4. Aaku/vala sI.ke: s>Sk<t ix9`nI heNDbuk, Amdavad, wart p/kaxn

5. AacayR ramxaÆI: s>Sk<t ix9` sarÌ, idLhI, )anpI#

6. ck/6r nai3yal ‘h>s’ xaÆI: b<hd Anuvad ciN§ka motIlal bnarsIdas, idLhI.

mu>b[, ceNn[,klkta,be>glor,varasÌ,pune,p3na


28

7. Do.xaÆI jyeN§ dve,Do.c>N§kaNt wogayta,Do.xxIkaNt AWy>kr,Do.lal+wa[

p3el,Do.p/ivàben #KKr,p/a mheN§ co3lIya: s>Sk<tnu> A@yapn pirxIln,(1987-88)

Amdavad,bI.Aes.xah p/kaxn

8. Do.+.+.nkum: s>Sk<t Vyakr` ivcar. (2002-03) Amdavad, bI.Aes.xah p/kaxn,

9. Do.ramxkl paNDey: s>Sk<t ix9`,(1977) Aagra ivnod puStk m>idr

10. Do. inr>jn p3el: s>i9Pt l6uis@2a>t kOmudI, Amdavad, pa&vR p/kaxn,

11. Do.p/wax>kr im7a: s>Sk<t ix9`, c>dIg!, hiryaà ihNdI g/>4 AkadmI,

12. desa[ +teN´: s>Sk<t wa8a iv)an, Amdavad-6, yuinvisR3I g/>4 inmaR` boDR,gujrat raJy,

13. p3el je.Aes.t4a ANy: Vyavhairk s>Sk<t Vyakr`, Amdavad-1, pa&vR piBlkexn,

14. ix>de +.bI: s>Sk<t Vyakr` Ane leqn, Amdavad, Ae Aar.xe#nI ka>u.

15. s>Sk<t pa#ypuStk 7eÌ: 2or`-8,9,10,11,12 ga>2Ingr, gujrat raJy xa5a pa#ypuStk m>D5,

16. ivnuwa[ yu p3el: s>Sk<tnu> AadxR A@yapn, Amdavad ,vair8e` p/kaxn,

17. Vaasudev xaÆI: ik/yaTmk s>Sk<t ix9`, nvI idLhI,ra*§Iy s>Sk<t s>S4an

18. Apte D. G. : Teaching Of Sanskrit, (1961) Bombay , Padma Publication

19. Bokil V.P. and parasnis N. K.: A new Approach to Teaching of Sanskrit Sangrha, (1967)

20. Hyparikar : The Problem of Sanskrit Teaching, Kolhapur-3960,Bharat Book Stall

21. M.R.Kale Motilal Banarasidass,Delhi,Varansi : A Higher Sanskrit grammar


29

C P S 3: Understanding Discipline and Subject cum pedagogy – 2

Pedagogy of Sanskrit Teaching -2

Semester: 1

Credit: 2

Hours: 40

Total marks : 50

Objectives: The Student -teachers….

(1) To understand the different roles of Sanskrit Language.

(2) To development an understanding of the nature of Sanskrit language.

(3) To understand the place and importance of Sanskrit language.

(4) To understand about planning and methods of teaching Sanskrit.

(5) To be able to use multilingualism as a strategy in classroom situation.

(6) To be able to prepare and practice of various kinds of lesson plans.

Unit:1 Place, Importance and Nature of Sanskrit Language. H W

(A)Forms of Sanskrit Language

(1)Classical form of Sanskrit Language.

(2)Skill form of Sanskrit Language.

(B)Place and Importance of Sanskrit Language.

(1)Socio-Cultural importance of Sanskrit Language.

(2)Literary Value of Sanskrit Language.

(C)Dissemination and propagation of Sanskrit Language.

(1)Place of Sanskrit Language teaching at School Level in reference to

school curriculum.(U.P.L,S.L,H.S.L)

(2)Measures to disseminate and propagate Sanskrit language.

16 36

Unit:2 Lesson Planning and Methods.

(A)Lesson Planning of Prose and Poetry teaching.

(1)Steps of Prose lesson planning.

(2)Steps of Poetry lesson planning.

(B)Teaching Methods of prose and poetry teaching.

(1)Psychological Method: Merits and demerits.

(2)Eclectic Method: Merits and demerits.

(C)Lesson Planning and Methods of Grammar teaching.

(1)Steps of Grammar Lesson Planning.

(2)Inductive-Deductive Methods: Merits and demerits.

12 32


30

Unit:3 Sanskrit Grammar Teaching

(AAASA)स�कत वणप!रचय

(1) स�कत वणमाला : �वर,%यजन

(2) श)दाथ

(BBB)धात,प , गणकाय �व/श0ट: १,४,६,१०

(1)वतमानकाल: पर�मपद,आ7मनपद

(2)9य�तनभतकाल : पर�मपद,आ7मनपद

(CC)नाम,प

(1)पि=ल ग :’अ’काराAत,’इ’काराAत

�Cीि=लग:’आ’काराAत,’ई’काराAत

(2)सवनाम :अ�मE,य�FE ,Gकम

प,�Cी,नप.

(EDD) सKध

(1) �वरसिAध,%यजनसिAध

(2) �वसगसिAध

(DE) क�व-कMत प!रचय

(1) आ�दक�व वा=मीGक

(2) महाक�व का/लदास

(3) �व0णशमा

(FF) સમ�ટર-1 સા�ત પાઠVW�તક આધાCરત િનબધલખન અન

િવચારિવ�તાર.

(1) સ��ત Yભાિષતોનો િવચારિવ�તાર .

(2) િનબધ લખન

(1)मम �दनचया

(2)मम वास

(3)वलभी �व�या�थानम

(4)आचाय: चरक:

12 32


31

SEMESTER I

CPS – 3 :Method of Teaching Social Science

Marks :50, Credit : 02

Teaching Hours : 40

To Enable Student-teachers

�� Understand the concept of Social Science

�� Plan lesson in Social Science

�� Define the objectives of teaching Social Science

�� Adopt appropriate methods and techniques for teaching of Social Science

�� Posses skills of using teaching aids and reference materials

�� Understand interrelationship of Social Science with History , Geography

�� Define the activities of Social Science club

Unit I : Teaching of Social Science , Interrelation Social Science

Association

H W

(A) Teaching of Social Science

(1) Concept- Nature Differs

(2) Importance

(B) Interrelation in Teaching of Social Science : Meaning

and importance

(1) History of Geography

(2) History of Civics ( C) Social Science Text Book

(1) Importrance , Limitations

(2) Characteristics of Text Book

16 36

Unit II : Lesson Planning, Method and Teaching AIDS in Teaching

of Social Science

(A ) Lesson Planning

(1) Concept, Importance

(2) Steps

(B) Methods in Teaching of Social Science

Teaching Method and Importance

(1) Narration Discussion Method

(2) Source Method

( C) Teaching Aids (Importance and Application in

Classroom)

Importance of Teaching Aids in Social Science

(1) Maps

(2) Charts- Maintenance of Teaching Aids

12 32


32

Unit III : Social Science : Content

( A) Std . 8 Chapter - 1

Chapter – 6

Chapter- 9

History

Std. 9 Chapter – 4

Chapter - 5

(B) Std . 8 Chapter - 2

Chapter – 5

Chapter- 7

Geography


Chapter – 15


CIVICS


12 32


33

CPS – 3 kpdpqSL qinZ rhop_ `Ùqs k¡qdõVf -1

L¡°qXV : 2 LgpL : 40 Lyg NyZ : 50

l°[yAp° :

1. kpdpqSL qhop__u k¨LÎ`_p kdS° 2. kpdpqSL qhop_dp¨ `pW Apep°S_ Lf°. 3. kpdpqSL qhop_ qinZ_p l°[yAp° Ap°mM° 4. kpdpqSL qhop_ qinZdp¨ ep°¡e `Ÿq[Ap° A_° ∞qhqÂp°_p° Dèp°N Lf°. 5. i•nqZL kp^_p° A_° k¨]cÆ kpdN∞u_p Dèp°N_y Lp•iÎe L°mh°. 6. kpdpqSL qhop_ qinZ kp\° Cq[lpk A_° c}Np°m qhjep°_p° A_yb¨ bp¨ ° 7. kpdpqSL qhop_ d¨Xm_u ∞h©q—Ap°\u hpL°a \pe.

eyq_V eyq_V eyq_V eyq_V ññññ 1 1 1 1 kpdpqSL qhop_ qinZ A_yb¨ A_° d¨Xm L$gpL$L$gpL$L$gpL$L$gpL$----cpfp„L$cpfp„L$cpfp„L$cpfp„L$

(A) kpdpqSL qhop_ (1) k¨LÎ`_p A_° dl–h (2) ıhÍ`/ qhi°j[pAp° (b) kpdpqSL qhop_ qinZ A_yb¨ (1) A\Æ , dl–h (2) (1) Cq[lpk A_° c}Np°m (2) Cq[lpk A_° _pNqfLipı” (L) kpdpqSL qhop_ `pW$e `yõsL$ (1) dlÐh, dep®v$p (2) kpdpqSL qhop__p `pW$e `yõsL$_p gnZp¡

16°16°16°16°----36363636

eyq_V eyq_V eyq_V eyq_V ññññ 2 2 2 2 kpdpqSL qhop_dp¨ `pW Apep°S_, `Ÿq[Ap°, i•nqZL kp^_p°

(A ) `pW Apep°S_ (1) k¨LÎ`_p, dl–h

(2) kp° p_p° (b) kpdpqSL qhop_ qinZ `Ÿq[Ap° (gpnqZL[pAp° hNÆdp¨ Dèp°N) (1) qinZ `Ÿq[ A_° dl–h (2) L\_ QQpÆ `Ÿq[ / Ap^pf `Ÿq[ (L) kpdpqSL qhop_dp¨ i•nqZL kp^_p° dl–h, Dèp°N)

12121212----32323232


34

(1) (1) kpdpqSL qhop_dp¨ i•nqZL kp^_p°_y dl–h (2) D`LfZp°_u Lpm∆ (2) _Lip°, QpVÆ

eyq_V eyq_V eyq_V eyq_V ññññ 3 3 3 3 kpdpqSL qhop_ qhje hı[y-dp¨ `pW Apep°S_, `Ÿq[Ap°, i•nqZL kp^_p°

( A) ^p°fZ ñ 8 ∞LfZ -1 ∞LfZ ñ 6 ∞LfZ ñ 9 Cq[lpk qhcpN ^p°fZ - 9 ∞LfZ ñ 4 ∞LfZ ñ 5 ( b) ^p°fZ ñ 8 ∞LfZ -2 ∞LfZ ñ 5 ∞LfZ ñ 7 c}Np°m qhcpN ^p°fZ - 9 ∞LfZ ñ 14 ∞LfZ ñ 15 ( L) ^p°fZ ñ 8 ∞LfZ -3 _pNqfL ipı” ^p°fZ - 9 ∞LfZ ñ 9

12121212----32323232


35

SEMESTER I

COURSE CPS 3 (Curriculum and Pedagogic Studies)

UNDERSTANDING DISCIPLINE AND PEDAGOGY OF SCIENCE SUBJECT

(Science & Technology)

Credit : 02 Hours ; 40 Hours

Marks : 50,

Objectives :


� To understand Science as a discipline and its relationship with other disciplines

� To make aware about the importance of teaching science at schools

� To apply the Understanding of Sciences in Human life

� To implement the general and specific Objectives of teaching science in Instructional

planning and learner centered classroom

� To Create awareness among student-teachers about the recent trends in science education

Unit I : Understanding Science As a Discipline

H W

(A) Nature and Scope Of Science

(i) Science: Concept, Nature, Interdisciplinary nature of Science

(ii) Significance Of teaching Science at school level

(B) Paradigm Shift In Discipline Of Science

(i) Historical and Sociological Development Of Science

(ii) Recent Trends Of teaching science at schools

(C ) Aims and Objectives Of Teaching Science

(i) General and Specific Objectives of teaching science ( With Reference to

Bloom’s Taxonomy)

16 36

(ii) Science as a Process/method ( Observation, enquiry, hypothesis,

experimentation, data collection, generalization

Unit II : Exploring Learning And Instructional Planning:

(A) Instructional planning/Lesson Planning In Holistic manner

(i ) Developing Lesson plan : Structure and Framework

(ii) Concept development, Questioning, Activity based and student centered

Learning

(B )Maxims Of Teaching Science

(i ) Concrete to Abstract (ii) Known to Unknown

(C ) Learning Resources

(i ) Improvised Apparatus and Teaching Aids : Concept, Construction and

Importance

(ii ) General Science Laboratory : Organization and Importance

12 32

Unit III School subject content: Duration Marks

Science Textbook : Class IX Semester I

Gujarat Secondary Education Board, Gujarat

12 32


36

Semester: 1 Course Code: CPS 3

No of Credit: 2 Course Title: Method of Teaching Commerce

No. of hours: 40

Total : 50

Objectives: To enable the student teachers to ..

(1) understand the aims and the objectives of teaching of Commerce

(2) understand the techniques of teaching Commerce

(3) understand correlation of Commerce with other subjects

(4) understands and Plans Lesson in Commerce

(5) devise the skill of using various methods of teaching Commerce

(6) evaluate the syllabus and text books of Commerce of standard 11 & 12

(7) suggest appropriate devices of evaluation in Commerce

Unit-1 The meaning of Commerce, Importance, Scope and Correlation Hours

Weightage

(A) Commerce: (1) Meaning and Importance (2) Scope

(B) Teaching of Commerce

(1) Aims and Objectives

(2) Importance of teaching Commerce at Higher

Secondary level

(C) Correlation

(1) Meaning and Importance

(2) Correlation with Economics, Accountancy and Mathematics

16

36

Unit-2 Lesson planning, Syllabus, Teacher, diagnostic-Remedial work

and Methods


(1) Lesson planning :

Meaning, importance, stages and detail planning

in teaching Economics

(2) Syllabus :

Meaning, Importance, good syllabus need

Characteristics

(B) Commerce Teacher and Diagnostic-Remedial work

(1) Commerce Teacher :

Characteristics and Training

(2) Diagnostic and Remedial work

Meaning, Stages and Difference between

Diagnostic and Remedial

(C) Methods of Teaching Commerce

(1) Assignment Method

(2) Team teaching Method


12

32

Unit-3 Business, Commerce, Bank, Insurance and Partnership Firm

(A)Business and Commerce

(1) Meaning and Types (2) Difference

(B) Bank and Partnership firm

(1) Bank: Meaning, Functions and Different types of Banks

and Bank Accounts

(2) Partnership Firm : Meaning and Importance

(C) Insurance : Meaning, Importance and Principles

(1) Difference between Life Insurance and General insurance

12

32


37


kosR xI8Rk: vai`Jy ix9` p@2itkosR xI8Rk: vai`Jy ix9` p@2itkosR xI8Rk: vai`Jy ix9` p@2itkosR xI8Rk: vai`Jy ix9` p@2it

semIS3rsemIS3rsemIS3rsemIS3r: 1

k/eDI3k/eDI3k/eDI3k/eDI3: 2

klako:klako:klako:klako: 40

Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50

hetuAo: p/ix9à4IRAo..hetuAo: p/ix9à4IRAo..hetuAo: p/ix9à4IRAo..hetuAo: p/ix9à4IRAo..

(1) Vaai`jy A@yapnna @yeyo Ane hetuAone sm+ xke (2) Vaai`jyno ANy iv8yo sa4eno Anub>2 sm+ xke (3) Vaai`jy pa# Aayojnnu> mhTv sm+ Vaai`jyna pa#nI rcna krI xke (4) Vaai`jy A@yapnnI p/yuiKtAonI smj me5vI xke (5) Vaai`jy A@yapnnI iviv2 p@2itAona ]pyognu> kOxl ke5vI xke (6) 2or` 11 & 12 na Vaai`jy pa#ypuStk Ane AWyask/mnu> mULya>kn kre

AekmAekmAekmAekm-1 Vaai`JynI s>kLpna,mhTv,kayR9eVaai`JynI s>kLpna,mhTv,kayR9eVaai`JynI s>kLpna,mhTv,kayR9eVaai`JynI s>kLpna,mhTv,kayR9e aaaa Ane Anub>2 Ane Anub>2 Ane Anub>2 Ane Anub>2 klakklakklakklak wara>kwara>kwara>kwara>k

(A) vai`Jyvai`Jyvai`Jyvai`Jy (1) A4R,s>kLpna Ane mhTv (2) kayR9eÓ

(B) vai`Jy ix9`vai`Jy ix9`vai`Jy ix9`vai`Jy ix9` (1) hetuAo Ane @yeyo (2) ]Cctr ma@yimk k9aAe vai`Jy ix9`nI J½iryat

(C) Anub>2 Anub>2 Anub>2 Anub>2 (1) A4R Ane mhTv (2) ANy iv8yo sa4eno

Anub>2: A4RxaSÓ nam>u, gi`t

16 36

AekmAekmAekmAekm-2 pa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indan----]pcarkayR ]pcarkayR ]pcarkayR ]pcarkayR Ane A@yapn p@2itAo Ane A@yapn p@2itAo Ane A@yapn p@2itAo Ane A@yapn p@2itAo

(A) pa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/m

(1) pa# Aayojn: A4R,mhTv,pgi4ya Ane pa#

AayojnnIrcna (2) AWyask/m: A4R,mhTv Ane

sara AWyask/mna l9ò

(B) vai`Jyno ix9k Ane indanvai`Jyno ix9k Ane indanvai`Jyno ix9k Ane indanvai`Jyno ix9k Ane indan----]pcar kayR]pcar kayR]pcar kayR]pcar kayR

(1) vai`Jy ix9k: l9ò Ane talIm- pUvRseva talIm Ane

]trseva seva talIm

(2) indan Ane ]pcar kayR : A4R, sopan

Ane tfavt

(C) A@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAo

(1) Sva@yay p@@it (2) jU4 A@yapn p@@ait

(3) Aagmn-ingmn p@@ait:A4R,l9ò,

law,myaRda Ane sf5tanI xrto

12 32


38

AekmAekmAekmAekm-3 Vaepar, vai`Jy, be>k,vImo,Ane wagIdarI pe!IVaepar, vai`Jy, be>k,vImo,Ane wagIdarI pe!IVaepar, vai`Jy, be>k,vImo,Ane wagIdarI pe!IVaepar, vai`Jy, be>k,vImo,Ane wagIdarI pe!I

(A) Vaepar Ane vai`JyVaepar Ane vai`JyVaepar Ane vai`JyVaepar Ane vai`Jy

(1) A4R Ane p/kar (2) tfavt

(B) be>kbe>kbe>kbe>k

(1) A4R,kayoR,be>kna iviv2 qataAo Ane b>ekna p/kar

(2) wagIdarI pe!I: A4R Ane mhTv

(C) vImo vImo vImo vImo

(1) A4R, mhTv Ane is@2a>t

(2) samaNy vIma Ane +vn vIma vCceno

tfavt

12 32

References :-

(1) Khan Mohd.Sharif. The Teaching of Commerce. Sterling publishers (p) Ltd.

New Delhi

(2) barEya,vI.vI.t4a ANy.vai`Jy A@yapnnu> pirxIln,bI.Aes.xah

p/kaxn,Amdavad

(3) prIq, 6nXyamwa[ t4a ANy.vai`Jy ix9` p^6it, nvdIp

p/kaxn,Amdavad

(4) jo8I, rajeN¸.vai`Jy ix9`, gujrat yuinivisR3I,Amdavad

(5) raà,je.je. Ane ANy. vai`Jy-namana> mU5tTvo-A4RxaS a, A9r

piBlkexn,Amdavad

(6) sKsena,]dyvIr. vai`Jy ix9`,ivnod puStk m>idr, Aag/a

(7) jEn,ke.sI.Aes.,vai`Jy ix9`,raJS4an ihNdI g>/4 AkadmI,Jypur

(8) ravl,n3uwa[ Ane ANy. vai`Jynu> Aiwnv A@yapn,nIrv

p/kaxn, Amdavad

(9) raà,je.je.Ane ANy. su(m A@yapn,A9r piBlkexn,Amdavad


39

Semester: 1

Course Code: CPS 3

Course Title: Methods of teaching Accountancy

No of Credit: 2

No. of hours: 32

Total Marks : 50

Objectives: To enable the student teachers to..

1. understand the aims and the objectives of teaching of Accountancy

2. understand the techniques of teaching Accountancy

3. understand correlation of Accountancy with other subjects

4. understands and Plans Lesson in Accountancy

5. devise the skill of using various methods of teaching Accountancy

6. evaluate the syllabus and text books Accountancy of standard 11 & 12

7. suggest appropriate devices of evaluation in Accountancy

Unit-1 The meaning of Accountancy, Importance, Scope and

Correlation

Hours Weightag

e

(A) Accountancy

(1) Meaning and Importance (2) Scope

(B) Teaching of Accountancy

(1) Objectives and Aims

(2) Importance of teaching Accountancy at

Higher Secondary level

(C) Correlation


(2) Correlation with Economics, Commerce

and Mathematics

16 36

Unit-2 Lesson planning, Syllabus, Teacher, diagnostic-Remedial

work and Methods


(1) Lesson planning :

Meaning, importance, stages and detail planning

in teaching Accountancy

(2) Syllabus :

Meaning, Importance, good syllabus need

Characteristics

(B) Accountancy Teacher and Diagnostic-Remedial

work

(1) Accountancy Teacher :

Characteristics and Training

(2) Diagnostic and Remedial work

Meaning, Stages and Difference between

Diagnostic and Remedial

12

32


40

(C) Methods of Teaching Accountancy

(1) Assignment Method

(2) Team teaching Method


Unit-3 Transaction Accounts, Journal, Cashbook, Depreciation

and Account of non-commercial organization

(A) Transaction

(1) Meaning and Types

(2) Accounts

Meaning, Types and Rules of Debit and Credit

(B) Journal and cash book

(1) Journal

Meaning, Uses and Examples

(2) Cash book

Meaning, Uses, Types and examples

(C) Depreciation and Account of non-Commercial

organization

(1) Depreciation

Meaning, characteristics, factors affecting

depreciation-general examples

(2) Account of non-commercial organization

Meaning, Characteristics and general example

12

32


41


ko8R koD ko8R koD ko8R koD ko8R koD : CPS 3

kosR xI8Rk kosR xI8Rk kosR xI8Rk kosR xI8Rk : nama nama nama nama ix9` p@2itix9` p@2itix9` p@2itix9` p@2it k/eiD3 k/eiD3 k/eiD3 k/eiD3 : 2 smy smy smy smy : 40 Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50

hetuAohetuAohetuAohetuAo : p/ix9à4IR ..p/ix9à4IR ..p/ix9à4IR ..p/ix9à4IR .. (1) Naama A@yapnna @yeyo Ane hetuAone sm+ xke (2) namano ANy iv8yo sa4eno Anub>2 sm+ xke (3) pa# Aayojnnu> mhTv sm+ namana> pa#nI rcna krI xke (4) nama A@yapnnI p/yuiKtAonI smj me5vI xke (5) nama A@yapnnI iviv2 p@2itAona ]pyognu> kOxl ke5vI xke (6) 2or` 11 & 12 na namana pa#ypuStk Ane AWyask/mnu> mULya>kn kre

AekmAekmAekmAekm-1 s>KLpna, mhTv,kayR9es>KLpna, mhTv,kayR9es>KLpna, mhTv,kayR9es>KLpna, mhTv,kayR9eÓ Ane Anub>2 Ane Anub>2 Ane Anub>2 Ane Anub>2 klakoklakoklakoklako wara>kwara>kwara>kwara>k

(A) namu>namu>namu>namu> (1) A4R Ane mhTv (2) kayR9e a (B) namu> ix9`namu> ix9`namu> ix9`namu> ix9` (1) hetuAo Ane @yeyo (2) ]Cctr ma@yimk k9aAe namanokrvanI j½iryat AWyask/m daql (C) Anub>2Anub>2Anub>2Anub>2

(1) A4R Ane mhTv (2) ANy iv8y sa4e Anub>2: vai`Jy, A\®ip÷,gi`t

16 36

AekmAekmAekmAekm----ÔÔÔÔ pa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indanpa# Aayojn, AWyask/m,ix9k,indan----]pcarkayR ]pcarkayR ]pcarkayR ]pcarkayR Ane A@yapn p@2itAoAne A@yapn p@2itAoAne A@yapn p@2itAoAne A@yapn p@2itAo (A) pa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/mpa# Aayojn Ane AWyask/m (1) A4R,mhTv,pgi4ya Ane pa# AayojnnI rcna

(2) AWyask/m: A4R,mhTv Ane sara AWyask/mna AavXyk l9ò

(B) namano ix9k Ane indannamano ix9k Ane indannamano ix9k Ane indannamano ix9k Ane indan----]pcar kayR]pcar kayR]pcar kayR]pcar kayR (1) namano ix9k: l9ò Ane talIm- pUvRseva talIm Ane ]trseva talIm

(2) indan Ane ]pcar kayR : A4R, sopan Ane tfavt

(C) A@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAo (1) Sva@yay p@@ait (2) jU4 A@yapn p@@ait

(3) Aagmn-ingmn p@@ait: A4R,l9ò,law,myaRda Ane sf5tanI xrto

12 32


42

AekmAekmAekmAekm----ÕÕÕÕ Vyvhar,qatu>,Aamno>2,6saro Ane ibnveparI s>S4ana Vyvhar,qatu>,Aamno>2,6saro Ane ibnveparI s>S4ana Vyvhar,qatu>,Aamno>2,6saro Ane ibnveparI s>S4ana Vyvhar,qatu>,Aamno>2,6saro Ane ibnveparI s>S4ana ihsaboihsaboihsaboihsabo (A) Vyvhar Ane qatu>Vyvhar Ane qatu>Vyvhar Ane qatu>Vyvhar Ane qatu> (1) A4R Ane p/kar(2) qatu>- A4R,p/kar Ane ]2ar-jmana inymo (B) Aamno>2 Ane rok5me5Aamno>2 Ane rok5me5Aamno>2 Ane rok5me5Aamno>2 Ane rok5me5

(1) Aamno>2: A4R,]pyoigta Ane ]dahr` (2) rok5me5: A4R Ane ]pyoigta,p/kar Ane daqla (C) 6saro Ane ibn veparI s>S4ana ihsabo6saro Ane ibn veparI s>S4ana ihsabo6saro Ane ibn veparI s>S4ana ihsabo6saro Ane ibn veparI s>S4ana ihsabo (1) 6saro:A4R,l9ò,Asr krta pirb5o Ane daqla HPtanI p@2it (2) ibn veparI s>S4ana ihsabo A4R,l9ò Ane SaamaNy daqla

12 32


43

SEMESTER I

COURSE EPC1

READING AND REFLECTING ON TEXTS Marks :50, Credit : 02

Total Teaching Hours: 40


�� To develop understanding of the process of reading, types and models of reading �� To enhance meta-cognitive awareness of their own thinking processes through reading of texts

�� To enhance their capacities as readers and writers by becoming participants in the process of reading

�� To Read selected books during the course and reflect on their personal and educational

experiences

Unit I : Process Of Reading and Reflecting

Hours Weightage

(A) Reading : (i)Types Of Reading,

(ii)Models Of Reading

(a) William S.Gray’s

Model Of Reading

(b) Robinson’s Model Of

Reading

(B) Enhancing Cognitive Thinking Through Reading

( Questing, Apprasing arguments and Interpretations,

Offering Justifications and Making Conjectures )

( C ) Process Of Reflection: Meaning, Importance and

Strategies to enhance reflection

16 36

Unit II : Reading And Reflecting On Texts

( Content Analysis and Deriving Interpretations )

(A ) Narrative Texts

(i) Divaswapna : Gijubhai Badheka

(ii) Jonathan Livingston-The Seagull : Richard Bach

(B) Literary Texts

(i) Sidhdhartha : Harman Hesse

(ii) Tatvamasi : Dhruv Bhatt

( C) Educational Texts

(i) Education: The Treasure Within UNESCO

Dellor’s Report

(ii) Why Children Fail ? John Halt

12 32

Unit III : Reflection On Selected Reading( Analysis Of Selected

text, Responding On texts, One’s own opinion about

books, Writing within the context of other’s ideas)

12 32

( A) (i) To Have Or To Be : Eric From

(ii) Art Of Learning : J.Krishnamurti

(B) (i)The third Wave : Alvin Tofler

(ii) Charitrya Nirmaan Matenu Shikshan :

Prof.Kirit Joshina Pravachanono Anuvad

(C ) (i ) Mann sathe Maitri : Vimla Thakar

(ii ) Shikshan Vichar : Vinoba Bhave


44

References :

પટલ બી1 . વી.,ઉપા3યાય આઈ . �., (૧૯૯૪) વાચન િવaાન , ,િનવસbટ= 8થ િનમા)ણ બોડ) ,

#જરાત રાdય

િeવદ= આર.એસ.,પટલ બી1 .વી.,(૧૯૭૫) વાચનિશLણ મીમાસા,અiયાસEણી 8થ :૨,એમ. બી.પટલ 1

કૉલજ ઓફ એd,કશન 1 , સરદાર પટલ ,નીવસbટ=1 ,વ�લભ િવlાનગર. Alvin Toffler(1990) The Third Wave,The Classic Study Of Tomorrow,Bantam Books,USA

Gujarati Translation By Kanti Shah Triju Moju, Yagna Prakashan

Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K. Heugh, A. Siegrühn, & P.

Plüddemann (Eds.), Multilingual education for South Africa (pp. 3– 7). Heinemann Educational Books. Anderson, R.C. (1984). Role of the reader’s schema in comprehension, learning and memory. In

R.C. Anderson, J. Osborn, & R.J. Tierney (Eds.), Learning to read in American schools: Basal

readers and content texts. Psychology Press.

Ahuja P., Ahuja G.C.(1991) Learning To Read Effectively And Efficiently, Sterling Publishers

Private Limited.

Bach Richard (1970) Jonathan Livingston The Seagull, A Story,Macmillan Publishers Translated In

Gujarati By: Mira Bhatt(2009),Navbharat Sahitya Mandir, Ahmedabad

Badheka, G. (2006). Divasvapna. National Book Trust. Retrieved from

http://www.arvindguptatoys.com/

Bhatt Dhruv (1998) Tatvamasi ( Gujarati) Gurjar granthratnaPrakashan,

Bhatt, H. (n.d.). The diary of a school teacher. An Azim Premji University Publication. Retrieved

from www.arvindguptatoys.com/arvindgupta/diary-school-teacher-eng.pdf

Cheek Earl H.Jr., Collins M.D. (1985) Strategies For Reading Success, Louisiana State

University,Charles E. Merrill Publishing Company

Gray William S. (1960) The Major Aspects Of Reading: UniversityPress Of Chicago, Chicago

Grellet F., (1981) Developing Reading Skills: A Practical Guide to Reading Comprehension

Exercises, Cambridge University Press

Harris Albert J., (1961) How To Increase Reading Ability,Longmans,London

Hermann Hesse (1922,1951) Sidhdharha Translator : Hilda Rosner, New Directions U.S.

Heyes Bernard L.,Ed., (1990) Effective Strategies For Teaching Reading, Utah State University,

Allyn and Bacon

Holt, J., (1964) How Children Fail (Rev.Ed.) Penguin Gujarati Translation By Shinglot Kiran :

Balako Nishfal Shathi Nivde chhe?

Joshi Kirit., Education For Character Building, Gujarati (Charitrya Nirmaan Matenu Shikshan)

Translated By : Prafull Dave, Vicharvalonu Publication

Krishnamurti J. Art Of Learning (1987) Gujarati Translation: Shikhavani Kala (2007)Translated By:

Arvind Desai

Letter to a Teacher : By the School Of Barbiana,(1970) Retrieved from

http:/www.arvindguptatoys.com/arvindgupta/letter.pdf

Quandt Ivan J. (1977) Teaching Reading: A Human Process, Temple University, Rand McNally

College Publishing Company, Chicago

Robinson H.M. (1966) Reading: Seventy Five Years Of Progress, University Of Chicago

Swaby Barbara E.R. (1984) Teaching And Learning Reading: A Pragmatic Approach Little Brown

and Company. Boston, Toranto

Thakar Vimla, (1996)Mann Sathe Maitri Vimal Prakashan Trust,Ahmedabad Guj. Traslation Bt:

Arvind Desai

Witty Paul (1949) Reading In Modern Education, D. C. Heath and Company: Bosten


45

Semester : 01

Course EPC-1 ‘oV$d goP“ @“³ sPr“‘oV$d goP“ @“³ sPr“‘oV$d goP“ @“³ sPr“‘oV$d goP“ @“³ sPr“

MxY : 50 ¾³$W$tU$ : 02 KfoK : 40 k³rx@o³ :k³rx@o³ :k³rx@o³ :k³rx@o³ : âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³.... 1) âqhmYo’|@o³ goP“ âp¾$do, âK$oeo³ @“³ goP““o âqrco@o³“x„ @’®M°kY K$e³. 2) âqhmYo’|@o³ ‘oV$é goP“ âp¾$do @„rM®r õgqgPoe âp¾$do @“³ @q]ao³]oÐcK$

qgPoe âp¾$do“o³ qgK$oj K$e³. 3) âqhmYo’|@o³ goP“ âp¾$doco„ jkboqMro u$ho®gt goPK$ @“³ f³LK$ retK³$“t

mcro@o³ qgK$jog³. 4) âqhmYo’|@o³ @ædoj¾$c u$eçdo“ qgqg] âK$oe“o ‘xõrK$ goP“ Üoeo ìdZ¼rMr

@“³ h¥mqYK$ @“xbgo³ qgh³ sPr“ K$e³. @³K$c@³K$c@³K$c@³K$c----1111 goP“ @“³ sPr“ âp¾$dogoP“ @“³ sPr“ âp¾$dogoP“ @“³ sPr“ âp¾$dogoP“ @“³ sPr“ âp¾$do

K$foK$K$foK$K$foK$K$foK$----boeo„K$boeo„K$boeo„K$boeo„K$

(@) goP“ : (1) goP““o âK$oeo³ (2) goP““o âqrco“o³

(i) qgqfdc @³j.M°³“x„ goP“ âqrco“

(ii) eo³qaÞj““x„ goP“ âqrco“ (a$) goP“ Üoeo ao³]oÐcK$ qgPoeYo“o³ qgK$oj (âño³, u$ftfo³“x„ c{ëdo„K$“, @’®NU$“o³“x„ c{ëdo„K$“, goP“

qgh³ jc’®“ @“³ @“xco“ (K$) sPr“ âp¾$do : @’®, ckÒg @“³ sPr“ qgK$oj

âqgq]@o³

16 16 16 16 ---- 36 36 36 36

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(@) gY®“oÐcK$ ‘oV$d

(i) u$tgoõgà“ : MtRx=boA a]³K$o

(ii) joMe‘„Lt : etPoW®$ aoK$¹$ (a$) joqkZÐdK$ ‘oV$é :

(i) qjÙo’® : kc®“ k³j®

(ii) rÒgcqj : ]°xg bË$ (K$) h¥mqYK$ ‘oV$é

(i) qhmY - btre“o³ LÅ“o³ (dx“³õK$o³, W³$fo³j® et‘o³U®$)

(ii) aolK$o³ q“ó`l ho coU³$ “tgW³$ Q=³ > : Äko³“ ko³ëU$

12 12 12 12 ---- 32 32 32 32

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@qbâod, @Þd“t qgPoeYo“o j„u$b£ f³L“)

(@) (i) ‘ocgx„ K³$ ko³gx„ : @³peK$ ò³c

(ii) htLgo“t K$lo : R=³. K©$óYc{qr®

12 12 12 12 ---- 32 32 32 32


46

(a$) (i) ÓtRx= co³Rx=„ : @o³Zëg“ U$o³`fe

(ii) PopeÔd q“co®Y coU³$“x„ qhmY : W$oµ. pK$etU$ Å³ht“o âgP“o³“o³ @“xgou$

(K$) (i) c“ jo’³ c¥Ót : qgcfo V$K$oe

(ii) qhmY qgPoe : qg“o³ao

: j„u$b® j{qP :: j„u$b® j{qP :: j„u$b® j{qP :: j„u$b® j{qP :

(1) ‘U³$f at.gt., C‘oÝdod @oA.R=³. (1994), goP“ qgno“, dxq“gqj®U$t M°„’q“co®Y ao³W®$, MxR=eor eoR=d (2) Robinson H. M. (1966) Reading : Seventy Five years of Progress, University of Chicago

(3) Gray William S. (1960) The Major Aspects of Reading, University Press of Chicago, Chicago

(4) Harris Albert J. (1961) How to Increase Reading Ability, Longmans, London.

(5) Grellet, F. (1981) Developing Reading Skills : A Practical Guide to Reading Comprehension

exercises, Cambridge University Press.

(6) Holt, J. (1964) How Children Fail (Rev. Ed.) Penguin

(7) Letter to a teadchef : By the School of Barbiana, (1970) Retrieved from

http:/www.arvindguptatoys.com/arvindgupta/letter.pdf.

(8) qÓg³u$t @oe.@³j., ‘U³$f at.gt. (1975) goP“ qhmY ctco„jo, @ædoj î³Yt M„°’:2, @³c.at.‘U³$f K$o³f³R= @o³` @³ÄdxK³$h“, j.‘.dxq“gqj®U$t, gëfb qgÛo“Me.

(9) Ahuja P., Ahuja G.C.(1991) Learning To Read Effectively And Efficiently, Sterling Publishers

Private Limited.

(10) Heyes Bernord L. (Editor) (1990), Effective Strategies for Teaching Reading, Utah State

University, Allyn and Bacon.

(11) Witty Paul (1949) Reading In Modern Education, D. C. Heath and Company : Botson

(12) Quandt Ivan J. (1977) Teaching Reading : A Human Process, Temple, University, Rand

McNally College Publishing Company, Chicago

(13) Swaby Barbara E.R.(1984) Teaching and Learning Reading : A Pragmatie Approach. Little

Brown and Company, Boston, Toranto

(14) Cheek Earl H. Jr. Collins M.D. (1985) Strategies for Reading Success,

Louisiana State University, Charles E. Merrill Publishing Company


47

Semster :02


48

Semster :02

PE 3

Learning and Teaching Credit : 4

Time : 80 Hours

Marks 100

Objectives:

To enable the student teachers

• To draw distinctions between the old and new assumptions of learning and teaching.

• To understand the context of the paradigm shift in learning and Teaching.

• To understand the utilisation of Bloom’s Taxonomy for facilitating cognitive and affective

development of learners.

• To understand and utilise different perspectives to learning.

• To understand the role of technology in enhancing learning.

• To understand and implement models of teaching for enhancing learning.

• To implement the advanced pedagogical perspectives for enhancing learning.

Unit : 1 Old and new paradigm of learning and teaching

H W

a) Understanding Learners and learning :

• A paradigm shift in assumptions about learning

• Types of learners and learning process.

b) Understanding Teachers and teaching :

• A paradigm shift in assumptions about teaching,

• Teachers as managers of teaching: Skills, qualities,

personality and operational mode

c) Facilitating development of the learners:

• Bloom proposed Cognitive Development

• Bloom proposed Affective Development

16 18

Unit : 2 Perspectives in learning : I

a) Behaviouristic perspective of learning:

• Contribution of Pavlov and Thorndike in brief

• Skinner’s Classical Conditioning: concept and educational

implications

b) Social learning theory of Albert Bandura:

• Concept,

• Phases and educational Implications

c) Information Processing Theory of Bihler and snowmen:

• Principles, Model

• Educational implications

12 16

Unit: 3 Perspectives in learning : II

a) Cognitivist theories of learning

• Bruner’s Discovery Learning: concept and implications

• Ausubel’stheory of Meaningful Reception of Learning :

16 18


49

concept, concept of advance organiser and implications

b) Constructivist Theories of Learning

• Piaget’s cognitive constructivism : concept and

implications

• Vygotsky’s social constructivism : concept and

implications

c) Humanist perspective of learning

• Contribution of Maslow: Major concepts and

implications

Contribution of Rogers : Major concepts and implications

Unit :4 Educational Technology

a) Educational Technology:

• Concept

• nature

b) System approach

• Concept

• system analysis of instruction

c) Dale’s cone of experience

• Concept

• educational implications

12 16

Unit : 5 Models of Teaching

a) Concept Attainment Model :

• Assumptions, Syntax, Effects

• Lesson Planning

b) Inquiry Training Model :


• Lesson Planning

c) Synactic Model:


• Lesson Planning

12 16

Unit: 6 Advanced Pedagogy

a) Co-operative learning:

• Principles, techniques, process

• Classroom implications

b)Project Based Leaning:



d) Meta-cognition:



12 16


50

Semster : 02

PE 3

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• અ3યયન અન અ3યાપનના Fના અન નવા oયાલો વ%ચનો ભદ પારખ .

• અ3યયન અન અ3યાપનના બદલાયલ �વAપનો સદભ) સમ�.

• અ3યતાના ભાવા�મક અન બોધા�મક િવકાસ માટ pqમ YMચત હQ1 1 -વગbકરણની ઉપયોગીતા સમ�.

• અ3યયન rગના વિવ3યસભર િસsાતો સમ� અન તનો ઉપયોગ કર1.

• અ3યયનના સtusકરણ માટ ત.નીક=ની �િમકા સમ� 1 .

• અ3યયનના સtusકરણ માટ િવિવધ �િતમાનોન સમ� અન તમનો ઉપયોગ dકા 1 ર1.

• અ3યયનના સtusકરણ માટ �વત)માન અ3યાપનશાvીય oયાલો આન િસsાતો4 અમલીકરણ કર 1 1 .

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અ) અ3યયન અન અ3યતાની સમજ

• અ3યયન rગના ખયાલો/#હ=તોમા આવલ પCરવત)નો

• અ3યતાના �કારો અન અ3યયનની �COયા

બ) અ3યાપન અન અ3યાપકની સમજ

• અ3યાપન rગના ખયાલો/#હ=તોમા આવલ પCરવત)નો

• અ3યાપક: અ3યાપનના Kયવ�થાપક તર=ક 1 ( કૌશલો, #ણો ,

Kય-.ત�વ, અન વગ)ખડમા Kયવહાw વત)ન )

ક) અ3યતાના િવકાસ4 Yિવધાકરણ

• pqમ YMચત બો ધા�મક િવકાસ

• pqમ YMચત ભાવા�મક િવકાસ

16 16 16 16 ---- 18 18 18 18

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• પાKલોવ અન થોન)ડાઇકનો ફાળો

• �ક=નરનો કારક અMભસધાનનો oયાલ : સક�પના

અન શLMણક ફMલતાથ)


51

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• સક�પના

• તpબકા અન શLMણક ફMલતાથ)

ક) Mબહલર અન �નોમન4 માCહતી સ�કરણ �િતમાન

• િસsાતો અન �િતમાન

• શLMણક ફMલતાથ)

$�� :3 �8��& �&� .).8�� < ;��4 , = -2 12 12 12 12 ---- 16 16 16 16

અ) અ3યયનના બોધા�મક િસsાતો

• {નરનો શોધ અ3યય નનો િસsાત : સક�પના અન

શLMણક ફMલતાથ)

• ઓYબલનો અથ)Wણ) અથ)8હણ l�Gક અ3યયનનો

િસsાત : સક�પના, એડવા}સ ઓગ~નાઈઝરનો

oયાલ અન શLMણક ફMલતાથ)

બ) અ3યયનના રચનાવાદ= િસsાતો

• પીયા�નો રચનાવાદ : સક�પના અન શLMણક

ફMલતાથ)

• વાયગો�સક=નો સામાzજક રચનાવાદ: સક�પના અન


ક) અ3યયનના માનવતાવાદ= િસsાતો

• મ�લોનો ફાળો: toય સક�પનાઓ અન


• રોજસ)નો ફાળો: toય સક�પનાઓ અન


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• �વAપ

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• અ4દશ4 તe 1 -િવ5લષણ


52

ક) ડલનો અ4ભવ1 - શ�


• શLMણક ફMલતાથ)

$��: 5 �8��9& �)��&4 12 12 12 12 ---- 16 16 16 16

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• #હ=તો ,સરચના, અસરો

• પાઠ આયોજન

બ ) W%છા તાલીમ �િતમાન



ક ) સ�ના�મકતા િવકાસ �િતમાન



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• િસsાતો, �,-.તઓ અન �COયા

• વગ)ખડ ફMલતાથ�

બ )�ો�.ટ આધાCરત અ3યયન:

• િસsાતો, �,-.ત ઓ અન �COયા


ક)અિધ-aાન

• િસsાતો, �,-.તઓ અન �COયા


References:

ભોગાયતા, ચ�કાત. (૨૦૦૩). અ3યાપન �યોzજત મનોિવaાન. અમદાવાદ. પા�) �કાશન.

Anderson Lorin w (1989).The Effective Teacher. Study Guide and Readings. New York.McGraw-Hill Book

Company.

Bugelski, B. R. (1964). The psychology of Learning.University of Buffalo. Methuen & Co limited. London

Clark L H (1968) Strategies and Tactics in Secondary School Teaching: A Book of Reading. New York. The

Macmillan company. Educational Researcher.

Highet, G. (1964). The Art Of Teaching. London. University Paperbacks.

Kumar, K. (2004). What is worth teaching? (3rd ed.). Orient Blackswan.


53

Lampert, M. (2001).Chapter 1 & Chapter 2.In Teaching problems and the problems ofteaching.Yale University

Press.

Lembo, J. M.(1971). When Learning Happens Schocken Books. New York.

Mac MIllan, C J B, and Nelson, T. W. (1969). Concepts Of Teaching: Philosophical Essays. Rand Menally and

Company. Chicago.

Marx, M H. (Editor) (1969). Learning: Processes. University of Missouri. Columbia.

McClosky M G (1971). Teaching Strategies and Classroom Realities. New York. Printice-Hall Publication.

Percival F, Ellington H. (1988). A handbook of educational Technology.Second edition.Kogan page. London.

Nichos Publishing company.

Piaget, J. (1997). Development and learning.In M. Gauvain& M. Cole (Eds.), Readingson the development of

children. New York: WH Freeman & Company.

Richmond w k. (1970) The concept of Educational Technology: A Dialogue with Yourself. Weidenfeld and

Nicolson

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching.

Thwaite, A., &Rivalland, J. (2009). How can analysis of classroom talk help teachers reflect on their practices?

Australian Journal of Language and Literacy.

Vygotsky, L. (1997). Interaction between learning and development.In M. Gauvain& M. Cole (Eds.), Readings

on the development of children. New York: WH Freeman & Company.

Whitaker, Patrick. (1995). Managing to Learn.Cassell Villages Huse.London.

Wilson J A R. Robeck M C, Michael W. B. (1969) Psychological Foundation of Teaching and Learning. McGraw

Hill Book Company.

Wright, T. (1979).Roles of Teachers and Learners.Oxford University press.


54

PE - 04 Course Title: Knowledge and Curriculum-I No. of Credits: 2 Semester-2 No. of Hours: 40

Total Marks : 50 Objectives: Student-teachers......

(1) Understand the Epistemological bases of Education

(2) Differentiate between various epistemological Concepts of Education

(3) Understand historical changes in Education.

(4) Understand Values rooted in conventional and Daily School Practices.

(5) Understand the Concept of Curriculum.

(6) Understand aims and Principles of Curriculum

(7) Understand the approaches and criteria for evaluating curriculum.

Unit Topics Hours Weightage

Unit:1 Epistemological bases of Education

(A) Knowledge, Skill and Information

(i) Concept: Knowledge, Skill and Information

(ii) Difference between Knowledge and Skill

(B) Teaching and Training

(i) Concept: Teaching and Training

(ii) Difference between Teaching and Training

(C) Reason and Belief

(i) Concept: Reason and Belief

(ii) Difference between Reason and Belief

16 36

Unit:2 Social bases of Education

(A) Historical changes in Education

(i) Historical changes introduced by industrialisation

(ii) Historical changes introduced by democracy

(B) Modern values in Education with reference to Ambedkar

(i) Equity and Equality

(ii) Individual opportunity and Social justice

(C) Values rooted in conventional and Daily School Practices

(i) Critical Multiculturalism

(ii) Democratic Education

12 32

Unit:3 Understanding Meaning of Curriculum

(A) Concept of Curriculum

(i) Concept of Curriculum

(ii) Place of curriculum in Education Process

(B) Curriculum Determinants

(i) Aims of Curriculum

(ii) Principles of Present Day School Curriculum

(C) Evaluation of Curriculum

(i) Need and approaches for Evaluating Curriculum

(ii) Criteria for Evaluating Curriculum

12 32


55

PE- 04 �4��: D�& �& �� , ( ��-1) ��@� �0;�� : 2 ��G�<, , -2

�� : 40 ��

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�� : �)� �!"�.......

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(2) િવMભ� aાનમીમાસીય સક�પનાઓ વ%ચનો ભદ તારવ

(3) િશLણના ઐિતહાિસક પCરવત)નો સમ�

(4) પરપરાગત અન દ� િનક શાળય કાય)Oમોમા �થાિપત t�યોન સમ�

(5) અiયાસOમની સક�પના સમ�

(6) અiયાસOમના 3યયો અન િસsાતો સમ�

(7) અiયાસOમ t�યાકન ના અMભગમો અન માપદડો સમ�

$�� &� JK�� <�0�

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(ii) aાન અન કૌશ�યો વ%ચનો ભદ

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(ii) િશLણ અન �િશLણ વ%ચનો ભદ

(C) તાCક�ક િવચારણા અન મા}યતા

(i) સક�પના: તાCક�ક િવચારણા અન મા}યતા

(ii) તાCક�ક િવચારણા અન મા}યતા વ%ચનો ભદ

16 36

$��:N )� �&� ��O� LM�<4

(A) િશLણના ઐિતહાિસક પCરવત)નો

(i) ઔlોMગક=કરણથી આવલ ઐિતહાિસક પCરવત)નો

(ii) લોકશાહ=થી આવલ ઐિતહાિસક પCરવત)નો

(B) �બડકરના સદભ)મા િશLણમા આ�િનક t�યો

(i) સમતા અન સમાનતા

(ii) વય-.તક તકો અન સામા�ક }યાય

12 32


56

(C) પરપરાગત અન દ� િનક શાળય કાય)Oમોમા tળ�ત t�યો

(i) જCટલ બ�સ��િતવાદ

(ii) લોકશાહ=4 િશLણ

$��:3 �� 0�P9&�&� ��Q

(A) અiયાસOમ

(i) સક�પના

(ii) િશLણ �COયામા અiયાસOમ4 �થાન

(B) અiયાસOમની િનણા)યક બાબતો

(i) અiયાસOમના 3યયો

(ii) �વત)માન શાળય અiયાસOમના િસsાતો

(C) અiયાસOમ4 t�યાકન

(i) અiયાસOમના t�યાકન માટની જACરયાતો અન અMભગમો 1

(ii) અiયાસOમ t�યાકનના માપદડો

12 32


57

Semester – 2

CPS-4

No. of credits: 4 Assessment for Learning

Hours : 80

Total Marks : 100

Objectives: To enable student-teachers to

(1) understand assessment, measurement and evaluation process

(2) understand some useful statistics for assessment

(3) understand some tools of assessment

(4) understand some techniques for assessment

(5) understand recent trends in assessment

Unit-1 Assessment, Measurement and Evaluation Hours Weightage

(a) Assessment

(i) Concept, Objectives and importance

(ii) Assessment of learning and Assessment for

learning

(b) Measurement

(i) Meaning and types of measurement

(ii) Scales of Measurement

(c) Evaluation

(i) Concept and characteristics

(ii) Steps of evaluation process

16 18

Unit-2 Educational Statistics

(a) Mean, Median and Mode

(i) Importance and limitations

(ii) Calculation

(b) Percentile and Percentile Score

(i) Meaning

(ii) Calculation and interpretation

(c) Normal Probability Curve

(i) Characteristics and uses

(ii) Kurtosis and Skewness

12 16

Unit-3

Tools for Assessment

(a) Rating Scale

(i) Meaning and types

(ii) Uses and limitations

(b) Diagnostic test

(i) Concept and construction


(c) Rubrics

(i) Concept and types

(ii) Uses

12 16


58

Unit-4 Techniques of Assessment

(a) Formative and Summative assessment

(i) Concept and its methods

(ii) Uses

(b) Observation

(i) Meaning and types


(c) Gradation by assessment, GPA and CGPA

(i) Absolute and Relative grade system:

Meaning and Uses

(ii) Meaning of GPA and CGPA

16 18

Unit-5 Students’ Assessment

(a) Continuous Comprehensive Evaluation

(i) Meaning

(ii) Uses

(b) Anecdotal

(i) Meaning

(ii) Uses

(c) Students’ portfolio

(i) Meaning

(ii) Uses and assessment of

portfolio

12 16

Unit-6 Assessment in recent

(a) Current Examination System

(i) Limitations and Suggestions to improve

examination system

(ii) Influences of current examination system on

learner and stakeholder of school

(b) Computer assisted assessment

(i) Computer assisted item construction

(ii) Importance and Limitations

(c) Internal and external assessment

(i) Meaning

(ii) Advantages, Disadvantages and Suggestions

12 16


59

Semester – 2

CPS-4

No. of credits: 4 yæÞÞLk {kxuLkwt ÃkheûkýyæÞÞLk {kxuLkwt ÃkheûkýyæÞÞLk {kxuLkwt ÃkheûkýyæÞÞLk {kxuLkwt Ãkheûký LgpL : 80LgpL : 80LgpL : 80LgpL : 80 Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50

nuíkwyku:nuíkwyku:nuíkwyku:nuíkwyku: «rþûkýkÚkeoyku (1) Ãkheûký, {kÃkLk yLku {qÕÞktfLkLke Mk{s {u¤ðu (2) Ãkheûký{kt WÃkÞkuøke yktfzkþk†Lke Mk{s fu¤ðu (3) ÃkheûkýLkk fux÷ktf MkkÄLkkuLke Mk{s {u¤ðu (4) ÃkheûkýLke fux÷ef «ÞwÂõíkykuLke Mk{s {u¤ðu (5) ÃkheûkýLkk ðíko{kLk «ðknkuÚke ðkfuV ÚkkÞ

yuf{ yuf{ yuf{ yuf{ ---- 1 1 1 1 Ãkheûký, {kÃkheûký, {kÃkheûký, {kÃkheûký, {kÃkLk yLku {qÕÞktfLkÃkLk yLku {qÕÞktfLkÃkLk yLku {qÕÞktfLkÃkLk yLku {qÕÞktfLk

y) Ãkheûký (i) MktfÕÃkLkk, nuíkwyku yLku {níð

(ii) yæÞÞLkLkwt Ãkheûký yLku yæÞÞLk {kxuLkwt Ãkheûký çk) {kÃkLk

(i) {kÃkLkLkku yÚko yLku «fkhku

(ii) {kÃkLk fûkkyku

f) {qÕÞktfLk (i) MktfÕÃkLkk yLku ÷ûkýku (ii) {qÕÞktfLk «r¢ÞkLkk MkkuÃkkLkku

yuf{ yuf{ yuf{ yuf{ ---- 2 2 2 2 þiûkrýf yktfzkþk†þiûkrýf yktfzkþk†þiûkrýf yktfzkþk†þiûkrýf yktfzkþk†

y) {æÞf, {æÞMÚk yLku çknw÷f (i) {n¥ð yLku {ÞkoËkyku

(ii) økýíkhe çk) þíkktþMÚk yLku «ríkþík ¢{ktf

(i) yÚko

(ii) økýíkhe yLku yÚko½xLk f) Mk{Äkhý ð¢

(i) ÷ûkýku y™u WÃkÞkuøkku (ii) ffwËíkk yLku rð»k{íkk

yuf{ yuf{ yuf{ yuf{ ---- 3 3 3 3 ÃkheûkýLkk MkkÄLkkuÃkheûkýLkk MkkÄLkkuÃkheûkýLkk MkkÄLkkuÃkheûkýLkk MkkÄLkku

y) ¢{{kÃkËtz

(i) yÚko yLku «fkhku

(ii) WÃkÞkuøkku yLku {ÞkoËkyku çk) rLkËkLk fMkkuxe


60

(i) MktfÕÃkLkk yLku h[Lkk

(ii) WÃkÞkuøkku yLku {ÞkoËkyku f) ÁçkheõMk (Mk{sqíke Mk{qnku) (i) MktfÕÃkLkk yLku íkuLkk «fkhku

(ii) WÃkÞkuøkeíkk yuf{ yuf{ yuf{ yuf{ ---- 4 4 4 4 ÃkheûkýLke «ÞwÂõíkykuÃkheûkýLke «ÞwÂõíkykuÃkheûkýLke «ÞwÂõíkykuÃkheûkýLke «ÞwÂõíkyku y) rðfkMkkí{f yLku Mktf÷Lkkí{f Ãkheûký

(i) yÚko yLku íkuLke heíkku

(ii) WÃkÞkuøkku çk) yð÷kufLk

(i) yÚko yLku «fkhku

(ii) WÃkÞkuøkku yLku {ÞkoËkyku f) Ãkheûký îkhk økúuzuþLk, GPA yLku CGPA

(i) rLkhÃkuûk yLku MkkÃkuûk økúuz «ýk÷e: yÚko yLku WÃkÞkuøkku (ii) GPA yLku CGPALkku yÚko

yuf{ yuf{ yuf{ yuf{ ---- 5 5 5 5 rðãkÚkeoykuLkwt ÃkheûkýrðãkÚkeoykuLkwt ÃkheûkýrðãkÚkeoykuLkwt ÃkheûkýrðãkÚkeoykuLkwt Ãkheûký y) Mkíkík Mkðoøkúkne {qÕÞktfLk

(i) yÚko

(ii) WÃkÞkuøkeíkk çk) Mktøk]neík «økrík Ãkºkf (i) yÚko

(ii) WÃkÞkuøkeíkk f) rðãkÚkeoykuLkku ÃkkìxoVkur÷yku

(i) yÚko

(ii) WÃkÞkuøkeíkk yLku ÃkkìxoVkur÷ykuLkwt Ãkheûký

yuf{ yuf{ yuf{ yuf{ ---- 6 6 6 6 Ãkheûký{kt ðíko{kLkkuÃkheûký{kt ðíko{kLkkuÃkheûký{kt ðíko{kLkkuÃkheûký{kt ðíko{kLkku y) ðíko{kLk Ãkheûkk «ýk÷e

(i) {ÞkoËkyku yLku Ãkheûkk «ýk÷e MkwÄkhýkLkk Mkq[Lkku (ii) ðíko{kLk Ãkheûkk «ýk÷eLke yæÞuíkk yLku þk¤kLkk Mkt÷øLk ½xfku WÃkh yMkhku

çk) fkìBÃÞwxh ykÄkheík {kÃkLk (i) fkìBÃÞwxh ykÄkheík f÷{ Mkth[Lkk

(ii) {n¥ð yLku {ÞkoËkyku f) yktíkrhf yLku çkkÌk Ãkheûký (i) yÚko

(ii) ÷k¼k÷k¼ yLku Mkq[Lkku


61

References:

(1) Dandekar, W. N. (1971). Evaluation in Schools. Pune: Vidhya Prakashan

(2) Garrette, H. E. (1969). Statistics in Psychology and Education. Bombay: Vakils Fefferand Simons Pvt.

Ltd.

(3) Linn, R. L. & Miller, M. D. (2011). Measurements And Assessment In Teaching(9th

Ed.). New Delhi:

Pearson Education, Inc.

(4) Sidhu, K.S. (2009). New Approaches to Measurement and Evaluation. New Delhi: Sterling Publishers

Pvt. Ltd.

(5) Thorndike, R. M & Thorndike-Crist, T. (2010). Measurement and Evaluation in Psychology and

Evaluation. New Delhi: Pearson Education, Inc.

(6) Walton, J. A. (2007). Handbook of Objective tests and Evaluation. New Delhi: Commonwealth

Publishers

(7) अ�थाना, Qब॰ और अ�थाना एस॰ (2012)॰ मनो�वWान और /शXा मY मापन एव म=याकन॰ आZा: [ी

�वनोद प�तक म�दर

(8) शमा, आर॰ ए॰ (2006)॰ /शXा तकनीक\ क मल त7व म=याकन एव साि]यक\॰ मरठ: आर॰ लाल बक

_डपो॰

(9) çkkhiÞk, ðe. ðe. (2012). þiûkrýf yktfzkþk†. ykýtË: «íkef «fkþLk

(10) ËhS, ze. ykh. (2006). þiûkrýf {kÃkLk yLku {qÕÞktfLke «rðrÄyku. y{ËkðkË: ÞwrLkðŠMkxe økútÚk rLk{koý çkkuzo

(11) ËuMkkR, ze. yu{. yLku yLÞ. yr¼Lkð þiûkrýf {qÕÞktfLk. y{ËkðkË: yu. ykh. þuXLke ftÃkLke

(12) ËuMkkR, fu. S. (2007). {qÕÞktfLk «rðrÄyku. y{ËkðkË: sÞ¼khík «fkþLk

(13) òu»ke, yu[. yku. (2004). þiûkrýf {qÕÞktfLk. hksfkux: yu[.yku.òu»ke

(14) òu»ke, yu[. yku. (2008). þiûkrýf {kÃkLk yLku {qÕÞktfLk. hksfkux: yu[.yku.òu»ke


62

CPS : 5 Understanding Discipline and Subject Cum Pedagogy-1

Gujarati : Semester - II

Credit : 2

Hours : 40

Total Marks : 50

k³rx@o³ : âqhmYo’|@o³.... - boio“o„ õgñ$‘o³ qgidK$ ÅYK$oet K³$lg³. - cor©boio MxR=eort qhmY âÐd³ kK$oeoÐcK$ @qbMc K³$lg³. - cor©boio MxR=eort qhmY“x„ ckÒg jcR=³. - MxR=eort cor©boio qhmK$ retK³$“t jÄR=ro K³$lg³. - cor©boio MxR=eort“o„ c{lb{r K$o¥hëdo³ qgidK$ ÅYK$oet K³$lg³. - MxR=eort ìdoK$eY“o NU$K$o³ qgidK$ ÅYK$oet K³$lg³. - Rx=u$t Rx=u$t joqkÐd K©$qr@o³ j„u$b£ c{ëd qgidK$ ÅYK$oet K³$lg³. - MxR=eort f³L““o âK$oeo³ qgidK$ ÅYK$oet K³$lg³. @³K$c-1 : cor©boio“x„ õgñ$‘ @“³ cor©boio qhmY K$foK$K$foK$K$foK$K$foK$----boeo„K$boeo„K$boeo„K$boeo„K$ 1:1 boioK$td õgñ$‘ @“³ boio qgK$oj

- boio“o„ õgñ$‘o³ - boio qgK$oj“³ @je K$ero„ ‘pealo³ 1:2 cor©boio âÐd³ j³gort C‘³mo - cor©boio C‘³mo“o„ K$oeYo³ - cor©boio C‘³mo u{$e K$ego“o C‘odo³ 1:3 cor©boio“x„ qhmY @“³ cor©boio“o³ qhmK$ - cor©boio qhmY“x„ ckÒg - cor©boio qhmK$“t jÄR=ro

16 16 16 16 ---- 36 36 36 36

@³K$c-2 : cor©boio“o„ c{lb{r K$o¥hëdo³

12 12 12 12 ---- 32 32 32 32

2:1 K$’“ K$o¥hëd - K$’“ K$o¥hëd“t j„K$ë‘“o @“³ ckÒg - K$’“ K$o¥hëd qgK$oj coU³$“t jkoædoqjK$ âg©qÑ@o³ 2:2 goP“ K$o¥hëd - goP“ K$o¥hëd“t j„K$ë‘“o @“³ ckÒg - goP“ K$o¥hëd qgK$oj coU³$“t jkoædoqjK$ âg©qÑ@o³ 2:3 f³L“ K$o¥hëd - f³L“ K$o¥hëd“t j„K$ë‘“o @“³ ckÒg - f³L“ K$o¥hëd qgK$oj coU³$“t jkoædoqjK$ âg©qÑ@o³


63

@³K$c-3 : ìdoK$eY, joqkÐd K©$qr@o³ @“³ f³L“

3:1 jZÞ] @“³ jcoj - õge jZÞ] @“³ ìd„R=“ jZÞ] - jcoj : Ü„Ü jcoj, cÝdc‘u$fo³’t jcoj @“³ akºqg°kt jcoj 3:2 joqkÐd K©$qr@o³ - ]{qld³ coeM - Rx=co³ qbõrt 3:3 f³L“ (@‘pV$r) - @k³gof f³L“ @“³ q“a„] f³L“ - qgPoe qgõroe

12 12 12 12 ---- 32 32 32 32

: j„ub® ‘xõrK$o³ : (1) ‘U$³f co³rtboA, u$g³ R=d³ÞÖ @“³ bo³Modro : MxR=eort @Ýdo‘““x„ ‘pehtf“ at.@³j.hok âK$oh“, @cu$ogou$. (2) eogf “Ux$boA at. @“³ @Þd : MxR=eort (cor©boio“x„) @qb“g @Ýdo‘“. “teg âK$oh“, @cu$ogou$. (3) ìdoj do³M³ÞÖ : boio jÄR=ro @“³ f³L“ K$o¥hëd (4) K$o³V$oet R=d„r : boio ‘pePd @“³ MxR=eort boio“x„ õgñ$‘ dxq“gqj®U$t M°„’ q“co®Y ao³W®$, @cu$ogou$. (5) V$oK$e berKx$coe : jel MxR=eort ìdoK$eY @ou$h® âK$oh“, @cu$ogou$ - 380001. (6) @o¾x$gofo jt.K³$. @“³ K$ëdoYt : MxR=eort @qb“g @Ýdo‘“. boer âK$oh, @cu$ogou$. (7) ‘U³$f qg“o³u$ @“³ ‘U³$f co³rtboA : boio ìdoK$eY @“³ f³L““x„ @Ýdo‘“ @ædoj¾$c @odo³R=“ U²$õU$, Lo“‘xe, @cu$ogou$. (8) eogf “Ux$boA at. MxR=eort qgidgõrx “teg âK$oh“, @cu$ogou$.


64

CPS : 05 Pedagogy of School Subject

English

Semester-2

No. of credits : 02

Hours : 40

Total marks 50

Objective : To enable student teachers :

1) To develop unit plan

2) To develop skill based lesson plan

3) To understand personal and professional attributes an expertise of teacher of English.

4) To understand details and relevance of method of teaching English.

5) To evolve an Eclectic approach for teaching English

6) To organize co curricular activities for enriching English Language skills.

7) To construct test items for assessing language skills.

Unit:1 Lesson Planning Hours Weightage

(A) Unit Planning

1) Concept of Unit planning

2) Steps in Unit planning

(B) Skill based lesson planning

1) Oral Communication

2) Written Composition

(C) Teacher of English

1) Personal Attributes

2) Professional expertise

16 36

Unit:2 Methods, Approaches and Assessment

(A) (1) Grammar Transition Method and Direct

Method

1) Principles

2) Merits and Demerits

(2) Direct Method

1) Principles

2) Merits and Demerits

(B) Evolving an Eclectic Approach in teaching

English

1) Consideration of groundroot realities

2) Role of the teacher

(C) Enriching ELT and Construction of test items

1) English language Club and co-curricular

activities for developing language skills

2) Development of Test items

i) Objective types

Short answer and essay types

12 32


65

Unit:3 Language Enrichment

(A) Grammar in Use

1) Active-passive, Degree of comparison

2) Transformation of sentences

(B) Language in Use

1) Translation of Sentences

2) Use of Vocabulary (std.VI to X)

(C) Developing Oral and Written Skills

1) Language function and structure

2) Reports for special programmes, festivals

etc letter writing

12 32

Basic References :

(1) Nagraj, Geetha. English Language Teaching : Approaches, Methods, Techniques. Orient Longman

(2) Natraj, Sulbha (2005). Developing Communication Skills, Charutar Vidya Mandal

(3) Tickoo, M.L. Teaching and Learning English : A Source Book for Teachers and Teacher-rainer, Orient

Longman

(4) Adrian, Doff (1986). Teach English. Cambridge University Press

References :

(1) Brumfit, C.J. and Johnson, K. (1985). The Communicative Approach to Language Teaching. ELBS

Publication

(2) Kadri, N. (2007). Fun with letters & word. Gurjar Prakashan

(3) Kadri, N. (2003). Fun with word & sentences. Gurjar Prakashan, Ahmedabad

(4) Kadri, N. (2007). Teacher Effectiveness : A Comprehensive Approach, S.P.University, V.V.Nagar

(5) Krishnaswamy, N. Teaching English Grammer : A Modern Guide to An Interactive Approach

(6) Keith, Johnson and Keith, Morrow. Communication in the classroom, ELBS Publication

(7) Littlewood, William. Communicative Language Teaching-An Introduction, Cambridge University

Press

(8) Lee, W.R. Language Teaching Games And Contents, Oxford University Press

(9) Roger, Gowers and Steve Walter. Teaching Practice Handbook-A Reference Book for ELT Teachers in

Training, ELBS Publication

(10) Verma, Shivendra K. and Nagrajan, Hemalatha. An Interactive Grammar of Modern English. Frank

Bros & Co. Ltd, New Delhi.


66

B.Ed. (Genral)



Hours: 40

Total Marks : 50

Objectives: The Student -teachers…. (1) Understand and devlop the skill of using various techniques of teaching Mathematics

for better instruction.

(2) Adopt the appropriate approaches for the teaching Mathematics.

(3) Devlop Attitude to be a committed and competent Mathematics teachers.

(4) Correalte the knowledge the mathematics with its branches and other school subjects .

(5) Evawate textbook of mathematics at upper primary and secondary school levels.

(6) Familiar with exsisting state syllabus of mathematics in secondary school.

(7) Familiar with learning material of Mathematics for upper Primary and Secondary

Schools.

Unit:1 Techniques and Approches of Teaching Mathamaitcs and Mathamatics Club H W

(A) Techniques of Teaching – Oral Work, self study techniques, Drill and

rivew work, diagnostic and remedial work

(B) Approches of Teaching – Problem Solving, Program Learning and

Logical and logical approaches.

(C) Mathematics Club – Concept, organization Importance , objectives and

activities of Mathematics Club

16 36

Unit:2 Relationship , Mathematics Teacher and textbooks of Mathematics 12 32

(A) Relationship – Concept , Impportance

• Relationship with its branches of Mathematics

• Realtionship with other school subject

(B) Mathematics Teacher and origin of Mathematics Education

• Essential Qualification, Qualities and competnency

• Studetns workbook - Meaning , objectives formation Importnace ,

Limitations

• Teacher’s Handbook- Meaning , objectives formation Importnace ,

Limitations

(C) Text Books of Mathematics

• Characterstic of Good Text -Book

• Importance of Good Text -Book

• Evluatiuon of Text Book- In External , Internal and other

Characterstic

• Evluatiuon of Text Book of Standaed 6th

& 7th

Unit:3 Mathematics Content 12 32

(A) Standard - 8 , Semester - II

(B) Standers – 9 Semester - II

(C) Theroes and construction

(1) Constructions and Theorems


67

B.Ed. (Genral)



Hours: 40

Total Marks : 50

k³rx@o³ :k³rx@o³ :k³rx@o³ :k³rx@o³ : âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³....âqhmYo’|@o³.... 1) @jeK$oeK$ @Ýdo‘“ coU³$“t qgqg] âdxZ¼r@o³ jcR=³ @“³ C‘do³M @„M³“o K$o¥hëd K³$lg³. 2) MqYr qhmY coU³$“o do³Ád @qbMco³ K³$lg³. 3) MqYr qhmY retK³$ âqraÙro @“³ jmcro“o gfYo³ K³$lg³. 4) MqYr“o³ r³“t @Þd hoLo@o³ r’o @Þd holoK$td qgido³ jo’³“o³ @“xa„] jo]go“t mcro K³$lg³. 5) CÃP âo’qcK$ r’o coÝdqcK$ holo“o MqYr“o ‘oV$é‘xõrK$o³“x„ c{ëdo„K$“fmt no“ c³lg³. 6) âgr®co“ eoÄdõre“o CÃP âo’qcK$ r’o coÝdqcK$ holo“o MqYr“o @ædoj¾$c“x„ no“ K³$lg³. @³K$c@³K$c@³K$c@³K$c----1111 MqYr qhmY“t âdxZ¼r@o³, @qbMc @“³ MqYrc„W$l :MqYr qhmY“t âdxZ¼r@o³, @qbMc @“³ MqYrc„W$l :MqYr qhmY“t âdxZ¼r@o³, @qbMc @“³ MqYrc„W$l :MqYr qhmY“t âdxZ¼r@o³, @qbMc @“³ MqYrc„W$l : (@)MqYr qhmY“t âdxZ¼r@o³ - co¥qLK$ K$od®, õg-@Ýdd“ âdxZ¼r, $ØX$tK$eY

@“³ qgk„Mogfo³K$“ K$od®, q“u$o“ @“³ C‘Poe K$od®. (a$)MqYqhmY“o @qbMco³ - K$o³dW$o-CK³$f, @qb¾$qcr @Ýdd“, ropK®$K$ @qbMc. (K$)MqYr c„W$l - ¿dof, eP“o (a„]oeY), MqYrc„W$l“x„ ckÒg, MqYrc„W$l“o k³rx@o³ r’o âg©qÑ@o³.

@³K$c@³K$c@³K$c@³K$c----2222 @“xa„], MqYrqhmK$ @“³ MqYr“x„ ‘oV$é‘xõrK$@“xa„], MqYrqhmK$ @“³ MqYr“x„ ‘oV$é‘xõrK$@“xa„], MqYrqhmK$ @“³ MqYr“x„ ‘oV$é‘xõrK$@“xa„], MqYrqhmK$ @“³ MqYr“x„ ‘oV$é‘xõrK$ (@)@“xa„] - ¿dof @“³ ckÒg, MqYr“o³ r³“t hoLo@o³ jo’³“o³ @“xa„],

MqYr“o³ @Þd qgido³ jo’³“o³ @“xa„] (a)MqYr qhmK$ r’o MqYr qhmY coU³$“o Cu¹$Mco³

- MqYr qhmK$“t ìdgjoqdK$ jÄR=ro - fodK$or, MxYo³, èÅ³ - qgÛo’| K$od®‘o³’t - @’®, k³rx@o³, eP“o, ckÒg, cdo®u$o@o³ - qhmK$ kod‘o³’t - @’®, k³rx@o³, ckÒg, cdo®u$o@o³

(K$) MqYr“x„ ‘oV$d‘xõrK$ - joeo ‘oV$é‘xõrK$“o fmYo³ @“³ ckÒg. - ‘oV$é‘xõrK$“x„ c{ëdo„K$“ - bo¥qrK$ aoaro³, @o„retK$ aoaro³ r’o

@Þdaoaro³ - ]o³eY 6 @“³ 7 “o ‘oV$é‘xõrK$“x„ c{ëdo„K$“


68

Semester: 2

Course Code: CPS 5

Course Title: Method of teaching Economics

No of Credit: 2

No. of hours: 40

Total Marks : 50

Objectives: To enable the student teachers to

(1) devise the skill of using various methods of teaching Economics

(2) suggest appropriate devices of evaluation in Economics

(3) understands diagnosis and remedial work in Economics

(4) understands Economics Teacher and Economics club

(5) know use of technology in teaching of Economics

(6) visit Economics organization

Unit-1 Evaluation tools of Economics, Audio-Visual aids and Methods Hours Weightage

(A) Evaluation tools of Economics and Audio-visual Aids

(1) Evaluation tools: Meaning, Uses and tools

(2) Audio-Visual tools: Computer, Maps, T.V., Internet,

Radio, News Paper

(B) Blue Print

(1) Meaning and characteristics (2) Steps and Construction

(C) Method of Teaching

(1) Project Method (2) Symposium Method

(3) Problem Solving Method

16

36

Unit-2 Field work, Text book and Economics study club

(A) Field work

(1) Meaning and Importance (2) Visits to place, field work

and keep to mind field work

(B) Text book

(1) Concept and characteristics (2) Importance and criticism

(C) Economics study club

(1) Meaning and Importance (2) Activities

12

32

Unit-3 Population Problems, Unemployment in India, Budget, Migration

and Urbanization

(A) Population Problems

(1) Meaning and Effects

(2) Causes of Birth rate and Death rate

(B) Unemployment in India

(1) Meaning, Type, Causes and Remedies

(2) Budget : Meaning, Importance and Type

(C) Migration and Urbanization

(1) Migration: Meaning, Type and Effects

(2) Urbanization: Meaning, Type and Effects

12

12

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69



kosR xIkosR xIkosR xIkosR xI8888Rk: ARk: ARk: ARk: A4444RxaSRxaSRxaSRxaS a ixa ixa ixa ix9999` p@` p@` p@` p@2222itititit k/eDI3k/eDI3k/eDI3k/eDI3: 2

klakoklakoklakoklako: 40

Marks : 50

hetuAohetuAohetuAohetuAo: p/ix9à4IRAo..p/ix9à4IRAo..p/ix9à4IRAo..p/ix9à4IRAo..

(1) A4RxaS a A@yapnnI iviv2 p@2itAona ]pyognu> kOxl sm+ xke (2) A4RxaS ama> mULya>knna sa2nonu> sUcn krI xke (3) A4RxaS ama> indan Ane ]pcarkayRnI smj me5vI xke (4) A4RxaS a ix9kna l9ò Ane A4RxaS a m>D54I maihtgar 4ay

(5) A4RxaS a A@yapnma> 3eknolo+na ]pyog4I maihtgar 4ay

(6) A4RxaS ane lgtI s>S4anI mUlakat le

AekmAekmAekmAekm-1 mULya>knna sa2no, mULya>knna sa2no, mULya>knna sa2no, mULya>knna sa2no, ´Xy 7aVy´Xy 7aVy´Xy 7aVy´Xy 7aVy sa2no, sara p/&np sa2no, sara p/&np sa2no, sara p/&np sa2no, sara p/&np aaaanI rcna nI rcna nI rcna nI rcna Ane p@2itAoAne p@2itAoAne p@2itAoAne p@2itAo KlakKlakKlakKlak

wara>kwara>kwara>kwara>k

(A) AAAA4444RxaSRxaSRxaSRxaS aaaama> mULya>knna> sa2no Ane ´Xy 7aVy ma> mULya>knna> sa2no Ane ´Xy 7aVy ma> mULya>knna> sa2no Ane ´Xy 7aVy ma> mULya>knna> sa2no Ane ´Xy 7aVy sa2no sa2no sa2no sa2no (1) A4R,]pyog Ane sa2no (2) ´Xy 7aVy sa2no koMPyu3r,[N3rne3,nkxa,3I.vI.,reDIyo, vtRmanp ao (B) sarap/&npsarap/&npsarap/&npsarap/&np anI rcnaanI rcnaanI rcnaanI rcna (1) BLyu ip/N3no A4R Ane l9ò(2) saepan Ane rcna (C) A@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAo

(1) p/ojeK3 p@2it (2) pirs>vad p@2it (3) smSya]kel p@2it: A4R,l9ò,law,myaRda Ane sf5tanI XFrto

16

36

AekmAekmAekmAekm-2 9e9e9e9e aaaakayR, pa#ypuStk Ane AWyasm>D5kayR, pa#ypuStk Ane AWyasm>D5kayR, pa#ypuStk Ane AWyasm>D5kayR, pa#ypuStk Ane AWyasm>D5 (A) 9e9e9e9e akayRakayRakayRakayR (1) A4R Ane mhTv (2) 9e akayR go#vI xkay teva S45o Ane 9e akayR vqte @yanma> raqvanI babto shkarI,naà>kIy Ane AoE2oigk s>S4a (B) pa#ypuStkpa#ypuStkpa#ypuStkpa#ypuStk

(1) A4R Ane l9ò (2) mhTv Ane smI9a (C) AAAA4444RxaSRxaSRxaSRxaS ama> AWyas m>Dama> AWyas m>Dama> AWyas m>Dama> AWyas m>D5555

(1) A4R Ane mhTv (2) p/v<i|Ao

12

32

AekmAekmAekmAekm-3 vStI smSya,berojgarI,A>dajpvStI smSya,berojgarI,A>dajpvStI smSya,berojgarI,A>dajpvStI smSya,berojgarI,A>dajp a,Sa,Sa,Sa,S45454545a>tr Ane xherIkrà>tr Ane xherIkrà>tr Ane xherIkrà>tr Ane xherIkr` (A) vStI smSyavStI smSyavStI smSyavStI smSya (1) A4R Ane Asro (2) jNmdr Ane m<Tyudrna karò (B) wartma> berojgarI Ane A>dajpwartma> berojgarI Ane A>dajpwartma> berojgarI Ane A>dajpwartma> berojgarI Ane A>dajp aaaa

(1) A4R,p/kar,karò Ane ]payo (2) A>dajp a-A4R,mhTv Ane p/kar (C) S45a>tr Ane xherIkr`S45a>tr Ane xherIkr`S45a>tr Ane xherIkr`S45a>tr Ane xherIkr`

(1) S45a>tr- A4R,p/kar Ane Asro (2) xherIkr`- A4R,p/kar Ane Asro

12

32


70

Semster : 02

dksl± dksM“dksl± dksM“dksl± dksM“dksl± dksM“ CPS 6 dkslZ ’kh"kZd% fgdkslZ ’kh"kZd% fgdkslZ ’kh"kZd% fgdkslZ ’kh"kZd% fgUnh f’k{kk i//kfrUnh f’k{kk i//kfrUnh f’k{kk i//kfrUnh f’k{kk i//kfr dsfMV “2dsfMV “2dsfMV “2dsfMV “2 ?kaVs% 40?kaVs% 40?kaVs% 40?kaVs% 40 Total Marks : 50

mís’;% izf’k{kkFkhZmís’;% izf’k{kkFkhZmís’;% izf’k{kkFkhZmís’;% izf’k{kkFkhZ 1 e~Y;kadu dh izfØ;k dks tkusaA 2 Hkk"kk lh[kus dh l`tukRed izfØ;k dks tkusaA 3 Hkk"kkdh; dkS’kY;ksa ds fodkl ds fy, vko’;d iz;qfä;ksa dh tkudkjh izkIr djsaA 4 fgUnh Hkk"kkf’k{kd dh vko’;d ;ksX;rkvksa dh tkudkjh izkIr djsaA 5 O;kdj.kxr let izkIr djsaA bdkbZ”1 v/;kiu i)fr;k¡ ¼A½ O;kdj.k ,oajpuk ys[ku

¼1½ O;kdj.k ¼¡½ vkxeuiz.kkyh ¼¡¡½ fuxeuiz.kkyh ¼2½ jpukys[ku ¼¡½ egRo]nks"k ,oamik; ¼¡¡½ /;kuesa j[kus ;ksX; ckrsa ¼B½ ewY;kadu izfØ;k ¼1½ ewY;kadu dk egRo]fo’ks"krk,¡ ¼2½ LoewY;kadu vkSj lewg ewY;kadu ds Hksn ¼c½ bdkbZ vk;kstu ,oa iz’u fuekZ.k ¼1½ bdkbZvk;kstu ¼¡½ ladYiuk ¼¡¡½ egRo ¼2½ iz’uks ds Lo#i vkSj izdkj ¼¡¡½ fuca/k ¼¡¡½ cgqfodYi ¼¡¡¡½ y/kqmÙkj


71

bdkbZ”2 Hkk"kkdh; dkS’kY;ksa dk fodkl ¼A½ Hkk"kkdh; dkS’kY; ¼1½ iBudkS’ky ¼¡½ egRo] izo`fr;¡ ¼¡¡½ nks"k] dkj.k ,oa mik; ¼2½ iBudkS’ky ds izdkj ¼¡½ lLojiBu ,oa ekSuiBu dh ladYiuk ¼¡¡½ lLojiBu ,oa ekSuiBu dk Hksn ¼B½ fyf[kr dkS’ky ¼1½ fyf[kr vfHkO;fä dkS’ky ¼¡½ egRo] izo`fr;k¡ ¼¡¡½ nks"k] dkj.k ,oamik; ¼2½ fyf[kr vfHkO;fä dkS’ky ds izdkj ¼¡½ Jqrys[ku ,oa vuqyss[ku dh ladYiuk ¼¡¡½ Jqrys[ku ,oa vuqyss[ku dk Hksn ¼C½ fgUnh dk f’k{kd ¼1½ fgUnh f’k{kd dh O;kolkf;d ;ksX;rk,¡ ¼2½ fgUnh f’k{kd dh ’kSf{kd ;ksX;rk,¡ ,oa 21oha lnh ds fgUnhHkk"kk ds f’k{kd dh Hkk"kklTtrk,¡

bdkbZ”3 O;kdj.k ,oa lS)kfUrd leh{kk ¼A½ okD; #ikUrj.k¼vFkZ ds vk/kkjijokD; izdkj½ ,oa jpukys[ku ¼1½ fof/k okD;]fu"ks/k okD;] iz’ukFkZokD;] mn~xkj okD; vkSj dròkpd laKk fuekZ.k ¼2½ i= ys[ku vkSj vuqokn ¼B½ O;kdj.k vkSj lkfgR;dkj ifjp; ¼1½ fojkefpàu] fo’ksÔ.k] loZuke ¼2½ lqHkækdqekjh pkSgku] lqn’kZu ¼C½ d{kk 6]7]8 ,oa d{kk 9oha ds ikB~; iqLrdksa ls lEcfU/kr lkfgR; Lo#iksa dh lS)kfUrdleh{kk ¼1½ x| leh{kk% ¼¡½ gkj dh thr ¼¡¡½ iqLrd&gekjsfe×k ¼2½ i| leh{kk% ¼¡½ csVh¼¡¡½ iFk dh igpku


72

C P S 6: Understanding Discipline and Subject cum pedagogy – 2

Pedagogy of Sanskrit Teaching -2


Hours: 40

Total Marks : 50

Objectives: The Student -teachers…. (1) To be able to develop activities and task for teaching Sanskrit.

(2) To be able to practice the language teaching skills.

(3) To appreciate the use of audio-visual aids and ICT.

(4) To be able to review relevant text book of Sanskrit.

(5) To be able to professional competence to be a Sanskrit teacher.

(6) To be able to understand the problems and its remedies in Sanskrit language teaching.

Unit:1 Professional competence of Sanskrit Teacher, Co-curricular activities and Review of

relevant Text-Book

H W

(A)Quality in Sanskrit Language Teaching (in reference to audio-visual aids and ICT and

Classroom activities) and Competence of Sanskrit Teacher.

(1)Reflection on Teaching: Before-class, During-class and after-class.

(2)Sanskrit Teacher: desired virtues and Professional Competence.

(B)Co-curricular activities to develop Sanskrit language.

(1)Co-curricular activities.

(2)Planning and Management.

(C)Review of Related Text Book of Sanskrit.

(1)Characteristics of an ideal Textbook.

(2)Review of Text book of Secondary and Higher secondary Level.

16 36

Unit:2 Classroom Problems and remedies.

(A)Oral work

(1)Problems.

(2)Remedies.

(B)Memorization.

(1)Problems.

(2)Remedies.

(C)Spellings

(1)Problems.

(2)Remedies.

12 32

Unit:3 Sanskrit Grammar Teaching

(AA) धात,प , गणकाय �व/श0ट: १,४,६,१०

(1)सामाAय भ�व0यकाल: पर�मपद,आ7मनपद

(2)आWाथ: पर�मपद,आ7मनपद

(BB) कदत प!रचय

(1)ह7वथ कदत

(2)सबधक भतकदत

(3)�वधथ कदत

12 32


73

(CC) समास

(1) �}�समास

(2)बहaी�ह

(3) u�गसमास

(4)अ%ययीभाव

(DE) उपसग,अ%यय,स]यावाचक

(1) उपसग :या�द,उपयोग

(2) अ%यय या�द,उपयोग

(3) स]यावाचक श)दो(१ थी १००)

(ED) क�व-कMत प!रचय

(1)आ�दक�व %यास

(2)महाक�व शdक

(3)महाक�व भास

(F) સમ�ટર-2 સા�ત પાઠVW�તક આધાCરત િનબધલખન અન િવચા રિવ�તાર.

(1)સ��ત Yભાિષતોનો િવચારિવ�તાર .

(2)િનબધ લખન

(1)रमणीया नगरe

(2)स�कतभाषाया :व/श0gयम

(3)सदलभा सवमनोरमा वाणी

(4)�वá शसा


74

semIS3rsemIS3rsemIS3rsemIS3r----2222 k/eDI3k/eDI3k/eDI3k/eDI3----2 2 2 2 CPS6: Understanding discipline and subject cum pedagogy-2

klakoklakoklakoklako----40 40 40 40 s>Sks>Sks>Sks>Sk'tttt A@yapnxaÆ A@yapnxaÆ A@yapnxaÆ A@yapnxaÆ Total Marks : 50 hetuAo: p/ix9à4IRAo..hetuAo: p/ix9à4IRAo..hetuAo: p/ix9à4IRAo..hetuAo: p/ix9à4IRAo.. 1. s>Sk't A@yapn ma3enI iviv2 p/v<itAo Ane p/kayoR rcva s9m bne. 2. s>Sk't A@yapn kOxlono p/yog krvanI 9mta ke5ve.

3. s>Sk't wa8ana A@yapnma> ¸Xy-7aVy sa2no Ane ICT no ivinyog krvanI 9mta me5ve. 4. Saap/>t s>Sk't pa#ypuStkonI smI9a krvanI 9mta p/aPt kre. 5. s>Sk't ix9k bnva ma3enI Vyavsaiyk sJjta ke5ve. 6. iv·a4IRAonI wa8aix9`ma> ]´wvtI smSyaAo Ane tena ]pcar ma3e s9m bne. kmkmkmkm----1111 s>Sks>Sks>Sks>Sk't ix9knI sJjta, s>Skt ix9knI sJjta, s>Skt ix9knI sJjta, s>Skt ix9knI sJjta, s>Sk't shAWyaisk p/v<itAo Ane t shAWyaisk p/v<itAo Ane t shAWyaisk p/v<itAo Ane t shAWyaisk p/v<itAo Ane

Saa>p/t s>SkSaa>p/t s>SkSaa>p/t s>SkSaa>p/t s>Sk't pa#ypuStkonI smI9at pa#ypuStkonI smI9at pa#ypuStkonI smI9at pa#ypuStkonI smI9a L$gpL$L$gpL$L$gpL$L$gpL$ cpfp„L$cpfp„L$cpfp„L$cpfp„L$

(D) s>Sk s>Sk s>Sk s>Sk't wa8a A@yapnma> gu`v|a t wa8a A@yapnma> gu`v|a t wa8a A@yapnma> gu`v|a t wa8a A@yapnma> gu`v|a (¸Xy¸Xy¸Xy¸Xy----7aVy sa2no,7aVy sa2no,7aVy sa2no,7aVy sa2no,

ICT Ane A@yapnAne A@yapnAne A@yapnAne A@yapn p/v<itAona> s>dwRma>p/v<itAona> s>dwRma>p/v<itAona> s>dwRma>p/v<itAona> s>dwRma>) Ane s>Sk Ane s>Sk Ane s>Sk Ane s>Sk't ix9knI t ix9knI t ix9knI t ix9knI sJjtasJjtasJjtasJjta 1.A@yapn ic>tn : pUvRtEyarI,vgRq>D A@yapn Ane A@yapnnu> Anuic>tn

2. s>Sk't ix9k: Apei9t guò Ane Vyavsaiyk sJjta

(E) s>Sks>Sks>Sks>Sk't wa8a ivkas ma3enI shAWyaisk p/v<itAo.t wa8a ivkas ma3enI shAWyaisk p/v<itAo.t wa8a ivkas ma3enI shAWyaisk p/v<itAo.t wa8a ivkas ma3enI shAWyaisk p/v<itAo. 1.shAWyaisk p/v<itAo 2.Aayojn Ane s>caln (F) Saa>p/t s>Sk Saa>p/t s>Sk Saa>p/t s>Sk Saa>p/t s>Sk'tna pa#ypuStkonI smI9atna pa#ypuStkonI smI9atna pa#ypuStkonI smI9atna pa#ypuStkonI smI9a 1. AadxR pa#ypuStkona l9ò 2. ma@yimk Ane ]Cctr ma@yimk Strna Saa>p/t pa#ypuStkonI smI9a

16 36

AekmAekmAekmAekm----2222 vgRq>DnI smSyaAo Ane ]payovgRq>DnI smSyaAo Ane ]payovgRq>DnI smSyaAo Ane ]payovgRq>DnI smSyaAo Ane ]payo

(A) mOiqk kayR mOiqk kayR mOiqk kayR mOiqk kayR 1. smSyaAo 2. ]payo

(B) k>#S4Ikr` k>#S4Ikr` k>#S4Ikr` k>#S4Ikr` 1 smSyaAo 2. ]payo

(C) joDÌjoDÌjoDÌjoDÌ 1111.... smSyaAo 2. ]payo

12 32

AekmAekmAekmAekm----3333 s>Sks>Sks>Sks>Sk't wa8a Vyakr` A@yapn t wa8a Vyakr` A@yapn t wa8a Vyakr` A@yapn t wa8a Vyakr` A@yapn (5) 2222atu½p: g`kayR ivix*atu½p: g`kayR ivix*atu½p: g`kayR ivix*atu½p: g`kayR ivix*3 3 3 3 1,4,6,101,4,6,101,4,6,101,4,6,10

1 samaNy wiv*yka5 : prSmEpd,AaTmnepd, 2 Aa)a4R : prSmEpd,AaTmnepd, (6) k<d>t pircy :k<d>t pircy :k<d>t pircy :k<d>t pircy : 1 heTv4R k<d>t 2 s>b>2k wUtk<d>t 3 iv@y4R k<d>t (7) smas :smas :smas :smas : 1 µNµ smas, 2. bhuv/Iih smas, 3. iµgu smas, 4. AVyyIwav smas

12 32


75

(8) ]psgR,AVyy Ane s>Qyavack xBdo]psgR,AVyy Ane s>Qyavack xBdo]psgR,AVyy Ane s>Qyavack xBdo]psgR,AVyy Ane s>Qyavack xBdo 1 ]psgR: yadI Ane ]pyog 2 AVyy: yadI Ane ]pyog 3 s>Qyavack xBdo: 1 4I 100 (9) KivKivKivKiv----kkkk'it pircy:it pircy:it pircy:it pircy: 1. Aaidkiv Vyas, 2. mhakiv xu¸k, 3. mhakiv was

(F) semIS3rsemIS3rsemIS3rsemIS3r----2222 na Saa>p/t pa#ypuStk Aa2airt inb>2 leqn Ane na Saa>p/t pa#ypuStk Aa2airt inb>2 leqn Ane na Saa>p/t pa#ypuStk Aa2airt inb>2 leqn Ane na Saa>p/t pa#ypuStk Aa2airt inb>2 leqn Ane ivcar ivStarivcar ivStarivcar ivStarivcar ivStar

(É) रमणीया नगरe

(Ê) स�कतभाषाया :व/श0gयम

(Ë) सदलभा सवम नोरमा वाणी

(Ì) �वá शसा

Reference Books

1. ADalja Ane desa[: s>Sk<t 2atu½pavil wag: 1,2 Ane s>Sk<t xBd½pavil, mu>b[-2, nvint p/kaxn keN§,

2. Aak/uvala sI.ke.: s>Sk<tnu> A@yapn,(1963) wart p/kaxn,Amdavad 3. Aaku/vala sI.ke: s>Sk<tnu> iv8yvStu,( 1976-77) Amdavad,jy wart p/kaxn AeND k>pnI, 4. Aaku/vala sI.ke: s>Sk<t ix9`nI heNDbuk, Amdavad, wart p/kaxn 5. AacayR ramxaÆI: s>Sk<t ix9` sarÌ, idLhI, )anpI# 6. ck/6r nai3yal ‘h>s’ xaÆI: b<hd Anuvad ciN§ka motIlal bnarsIdas, idLhI.

mu>b[, ceNn[,klkta,be>glor,varasÌ,pune,p3na b. Do.xaÆI jyeN§ dve,Do.c>N§kaNt wogayta,Do.xxIkaNt AWy>kr,Do.lal+wa[

p3el,Do.p/ivàben #KKr,p/a mheN§ co3lIya: s>Sk<tnu> A@yapn pirxIln,(1987-88) Amdavad,bI.Aes.xah p/kaxn

c. Do.+.+.nkum: s>Sk<t Vyakr` ivcar. (2002-03) Amdavad, bI.Aes.xah p/kaxn, d. Do.ramxkl paNDey: s>Sk<t ix9`,(1977) Aagra ivnod puStk m>idr e. Do. inr>jn p3el: s>i9Pt l6uis@2a>t kOmudI, Amdavad, pa&vR p/kaxn, f. Do.p/wax>kr im7a: s>Sk<t ix9`, c>dIg!, hiryaà ihNdI g/>4 AkadmI, g. desa[ +teN´: s>Sk<t wa8a iv)an, Amdavad-6, yuinvisR3I g/>4 inmaR` boDR,gujrat raJy, h. p3el je.Aes.t4a ANy: Vyavhairk s>Sk<t Vyakr`, Amdavad-1, pa&vR piBlkexn, i. ix>de +.bI: s>Sk<t Vyakr` Ane leqn, Amdavad, Ae Aar.xe#nI ka>u. j. s>Sk<t pa#ypuStk 7eÌ: 2or`-8,9,10,11,12 ga>2Ingr, gujrat raJy xa5a pa#ypuStk m>D5, k. ivnuwa[ yu p3el: s>Sk<tnu> AadxR A@yapn, Amdavad ,vair8e` p/kaxn, l. Vaasudev xaÆI: ik/yaTmk s>Sk<t ix9`, nvI idLhI,ra*§Iy s>Sk<t s>S4an m. Apte D. G. : Teaching Of Sanskrit, (1961) Bombay , Padma Publication

n. Bokil V.P. and parasnis N. K.: A new Approach to Teaching of Sanskrit Sangrha, (1967)

o. Hyparikar : The Problem of Sanskrit Teaching, Kolhapur-3960,Bharat Book Stall

p. M.R.Kale Motilal Banarasidass,Delhi,Varansi : A Higher Sanskrit grammar


76

SEMESTER II

CPS : 06 Method of Teaching Social Science


Teaching Hours : 40


�� Understand and adopt characestic and skills of Teacher of Social Science

�� Understand types and formation of Evaluation

�� Define the objectives of teaching Social Science

�� Adopt appropriate methods and techniques for teaching of Social Science

�� Posses skills of using teaching aids and reference materials

Unit I : Method in Teaching of Social Science and Social Science Room

(Characterstic and Application in Class room) Teacher of Social

Science Association

H W

(A) Method of Teaching

(1) Dramatization Method

(2) Tour Method

(3) Exhibition Method

(4) Project Method

(B) Teacher of Social Science

(1) Characteristics

(2) Skill

(3) View

( C) Social Science Association

(1) Formation, Importance : Important Point for effectiveness

(2) Activities

16 36

Unit II : Teaching AIDS and Evaluation (Imporatance and Application in

Class Room)

12 32

(A ) Teaching Aids

(3) T.V.

(4) Computer

(5) Time line

(6) Globe

(B) Typs of Evaluation

(3) Concept

(4) Formation

Unit III : Social Science : Content 12 32


Chapter – 7

Chapter- 10

History


Chapter - 7

(B) Std . 8 Chapter - 2

Chapter – 8

Chapter- 14


77

Geography


Chapter – 18


CIVICS


Reference :

a. Social Science - Dr. Ishwarbhai Vaghela and others

b. Akshar Publication, A’Bad (First Edition, Auguest -2008)

c. Samaj Vidyanu Adyayan , North Gujarat Uni., Patan

d. Desai Daulatbhai Samaj Vidyanu Shikshan

e. Patel Haribhai Samaj Vidyanu Shikshan- Parikshan

f. Samaj Vidyanu Adhyayan , Anada Publication ,A’ Bad

g. Dhamecha, R.K. Aarvachin Bharat No Itihas

h. Bharat na Swatnatrya Sangramo ane tena ghadvaiya, University , Granth Nirman Board

, A.bad

i. Dhand Harry (1997) A Hand book for teachers research in the teaching of social

studies Ashish publishing house, Punjab bash, New Delhi

j. Sharma R.N. (2001) Teaching of Social Studies , Vinod Pustak Mandir Agra

k. Kumar J.P. and Rao D.B. Method of Teaching Civics D. Ph 2004-8-6

l. Rao D.B. (2003) Teaching of Social Studis Sucessfully Marlow Edition- DPH

m. Teaching Social Studies A Practical Approach Vikas Publication House New Delhi


78

SEMESTER II

CPS : 06 Method of Teaching Social Science


Teaching Hours : 40

l°[yAp° : 1. kpdpqSL qhop_ qinL_p¨ Lp•iÎep° A_° gnZp°\u dpql[Npf \pe. 2. kpdpqSL qhop_ qinZ_p l°[yAp° Ap°mM° 3. kpdpqSL qhop_ qinZdp¨ d}Îep¨L__p ∞Lpfp° qhi° ≈Z°. 4. kpdpqSL qhop_ qinZdp¨ ep°¡e `Ÿq[Ap° A_° ∞qhqÂp°_p° Dèp°N Lf°. 5. i•nqZL kp^_p° A_° k¨]cÆ kpdN∞u_p Dèp°N_y¨ Lp•iÎe L°mh°. 6. kpdpqSL qhop_ qinZ `Ÿq[Ap°, kpdpqSL qhop_ qinZ , kpdpqSL qhop_ M°X

eyq_V eyq_V eyq_V eyq_V ññññ 1 1 1 1 kpdpqSL qhop_ qinZ `Ÿq[Ap° (gpnqZL[pAp° hNÆdp¨ qhq_ep°N) (A)

(1) ∞]iÆ_ `Ÿq[/ ∞hpk `Ÿq[ (2) ∞L∞Î` `Ÿq[

(b) kpdpqSL qhop_ qinL (1) kpdpqSL qhop_ qinL_y¨ ◊qÙ qb¨]y (2) gnZp° , Lp•iÎep° (L) kpdpqSL qhop_ d„X$m (1) fQ_p, dlÐh (2) âh©rÑAp¡ (AkfL$pfL$sp dpV¡$) Ýep_dp„ fpMhp_u bpbsp¡

eyq_V eyq_V eyq_V eyq_V ññññ 2 2 2 2 kpdpqSL qhop_dp¨ i•nqZL kp^_p°, d}Îep¨L_, kpdpqSL qhop_ `pWe yı[L`pW Apep°S_, `Ÿq[Ap°, i•nqZL kp^_p°

(A ) i•nqZL kp^_p° (dl–h, Dèp°N)

(1) kdef°Mp ,LÁ‡eyVf (2) V°qgqhT_, ©’hu_p° Np°mp°

(b) d}Îep¨L__p ∞Òp°_p ∞Lpf

(1) k¨LÎ`_p : V}¨Lp D—f, q_b¨^ ∞Lpf, A_p–dgnu ∞Òp° (2) k¨fQ_p : V}¨Lp D—f ∞Òp° , q_b¨^ ∞Lpf ∞Ò, A_p–dgnu ∞Òp° (L$) kpdprS>L$ rhop_

eyq_V eyq_V eyq_V eyq_V ññññ 3 3 3 3 kpdpqSL qhop_ qhje hı[y ( A) ^p°fZ ñ 8 ∞LfZ -1

∞LfZ ñ 7 ∞LfZ ñ 10 Cq[lpk qhcpN ^p°fZ - 9 ∞LfZ ñ 6 ∞LfZ ñ 7


79

( b) ^p°fZ ñ 8 ∞LfZ -2 ∞LfZ ñ 8 ∞LfZ ñ 14 c}Np°m qhcpN ^p°fZ - 9 ∞LfZ ñ 17 ∞LfZ ñ 18 ( L) ^p°fZ ñ 8 ∞LfZ -11 _pNqfL ipı” ^p°fZ - 9 ∞LfZ ñ 12

k¨]cÆ: a. kpdpqSL qhop_ - Xpµ. CÔhfcpC hpO°gp A_° Afie b. Anf `qÂgL°i_, Ad]php] ( ∞\d Aph©q—, Ap°NÙ, 2008) c. kpdpqSL qhop__y¨ A¬ee_, D—f NySfp[ eyq_. `pVZ d. ]°kpC ]p°g[cpC kdpS qh¤p_y¨ qinZ e. `V°g lqfcpC, kdpS qh¤p_y¨ qinZ `qfnZ f. kdpS qh¤p_y¨ A¬ep`_, A_Xp ∞Lpi_, Ad]php] g. Opd°Qp, Apf. L°. AhpÆQu_ cpf[_p° Cq[lpk h. cpf[_p ıhp[‘e k¨N∞pdp° A_° [°_p OXh•ep, eyq_. N∞¨\ q_dpZÆ bp°XÆ, Ad]php] i. Dhand Harry (1997) A Hand book for teachers research in the teaching of social

studies Ashish publishing house, Punjab bash, New Delhi

j. Sharma R.N. (2001) Teaching of Social Studies , Vinod Pustak Mandir Agra

k. Kumar J.P. and Rao D.B. Method of Teaching Civics D. Ph 2004-8-6

l. Rao D.B. (2003) Teaching of Social Studis Sucessfully Marlow Edition- DPH

m. Teaching Social Studies A Practical Approach Vikas Publication House New Delhi


80

SEMESTER II

COURSE CPS 6( Curriculum And Pedagogic Studies)

UNDERSTANDING DISCIPLINE AND PEDAGOGY OF SCIENCE SUBJECT

(Science & Technology)

Marks : 50, Credit : 02

Hours ; 40 Hours

Objectives :

To Enable Student-teachers-

� To Enhance understanding of Science Process Skills for learner centered science teaching

� To Practice Innovative approaches and methods of Teaching science in classroom situation

� To Enhance professional abilities of Science teacher for quality science teaching

� To understandthe process of constructing science curriculum at school level and assessment

� To utilize learning resources in science for experiential learning at schools

Unit I : Pedagogic Basis of Teaching Science Duration Marks

Hours Weightage

(A) Processes In Science Teaching

(i ) Science Process Skills : Observing, Inferring, Measuring,

Communicating, Classifying, Predicting

(ii) Illustrations And Implications Of Science Process Skills

( B) Approaches Of Teaching Science

(i ) Inquiry Approach : Concept, Steps, Role Of Teacher and Learner

(ii) Constructivist Approach : 5 E Model, Developing Lesson Plan as

Construction of knowledge

( C ) Methods Of Teaching Science

(i ) Demonstration Method : Concept, Steps, Merits and Demerits

(ii) Experiment Method : Concept, Steps, Merits and Demerits

16 36

Unit II :School Science Curriculum, Science Teacher and Assessment

(A) Curriculum and Assessment In Science

(i )Trends In School Science Curriculum

(ii ) Analysis Of Textbooks In Science and Assessment Of Practical

work

(B) Competencies of a Science Teacher

12 32


81

(i ) Role Of a Teacher in teaching science

(ii) Professional Development Of a Science Teacher

(C ) Field Experience

(i ) Botanical Garden and Sky Gazing : Organization And Implications

(ii) Science Club And Science Fair : Objectives and Activities

Unit III School subject content:

Science Textbook : Class IX Semester II

Gujarat Secondary Education Board,

Gujarat

12 32

Suggested Activities:

� Visit and Report Of Community Science Centre, Botanical Garden, SPRERI<Science City, Planetarium

etc.

� Construction Of Teaching-learning Aids, Improvised apparatus.

� Celebration Of Special days related to Science.

� Demonstration of Small scale experiments, activities at practice teaching phase.

� Orientation to Historical Perspectives Of Science.

� Perform Science play, street plays on various themes like awareness about superstition, pollution,

environment related Issues.

� Formation Of Science Club at school during Internship.

� Science news, creative writing in science, poster making and bulletin board activities

� Project work related to Social awareness in science and related to current affairs

� Planning and execution of ICT supported classroom session

� Case studies of Patients suffering of various diseases, Scientists, doctors and others at local level

� Participation in Science-math’s exhibition organized by GUJCOST


82

Semester: 2

Course Code: CPS 6

No of Credit: 2 Course Title: Method of Teaching Commerce

No. of hours: 40

Total Marks : 50


(1) devise the skill of using various methods of teaching Commerce

(2) suggest appropriate devices of evaluation in Commerce

(3) understands diagnosis and remedial work in Commerce

(4) understands Commerce Teacher and Commerce club

(5) know use of technology in teaching of Commerce

(6) visit Commerce organization

Unit-1 Evaluation tools of Commerce, Audio-Visual aids and Methods Hours

Weightage

(A) Evaluation tools of Commerce and Audio-visualAids

(1) Evaluation tools

Meaning, Uses and tools

(2) Audio-Visual tools

Computer, Internet, Chart, Models

(B) Blue Print

(1) Meaning and characteristics

(2) Steps and Construction


(1) Project Method

(2) Symposium Method

(3) Supervised study Method

16

36

Unit-2 Field work, Text book and Commerce study club

(A) Field work


(2) Visits to place, field work and keep to mind field

work

(B) Text book

(1) Concept and characteristics

(2) Importance and criticism

(C) Commerce study club


(2) Activities

12

32

Unit-3 Co-operative Society, Joint stock company, Consumer

protection and Office

(A) Co-operative Society

(1) Meaning and Characteristics

(2) Merits and Demerits

(B) Joint stock company

(1) Meaning, Characteristics and Type

(2) Merits and Demerits

(C) Consumer protection and Office

(1) Consumer protection: Meaning, Need, Rights and

Responsibilities of Consumer

(2) Office : Meaning and Function

12

32


83

semIS3rsemIS3rsemIS3rsemIS3r: 2


kosR xI8Rk: vai`Jy ix9` p@2itkosR xI8Rk: vai`Jy ix9` p@2itkosR xI8Rk: vai`Jy ix9` p@2itkosR xI8Rk: vai`Jy ix9` p@2it k/eDI3k/eDI3k/eDI3k/eDI3: 2

klako:klako:klako:klako: 40 Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50Lyg NyZ : 50

hetuAo:hetuAo:hetuAo:hetuAo: p/ix9à4IRAo.. p/ix9à4IRAo.. p/ix9à4IRAo.. p/ix9à4IRAo.. (7) Vaai`Jy A@yapnnI iviv2 p@2itAona ]pyognu> kOxl sm+ xke (8) Vaai`Jyma> mULya>knna sa2nonu> sUcn krI xke (9) Vaai`Jyma> indan Ane ]pcarkayRnI smj me5vI xke (10) Vaai`Jy ix9kna l9ò Ane Vaai`Jy m>D54I maihtgar 4ay

(11) Vaai`Jy A@yapnma> 3eknolo+na ]pyog4I maihtgar 4ay

(12) Vaai`Jyne lgtI s>S4anI mulakat le

AekmAekmAekmAekm-1 mULya>knna sa2no, mULya>knna sa2no, mULya>knna sa2no, mULya>knna sa2no, ´Xy 7aVy sa2no, sara ´Xy 7aVy sa2no, sara ´Xy 7aVy sa2no, sara ´Xy 7aVy sa2no, sara p/&npp/&npp/&npp/&npÓÓÓÓnI rcna Ane p@2itAonI rcna Ane p@2itAonI rcna Ane p@2itAonI rcna Ane p@2itAo

klakoklakoklakoklako wara>kwara>kwara>kwara>k

(A) vai`Jyvai`Jyvai`Jyvai`Jyma> mULya>knna> sa2no Ane ma> mULya>knna> sa2no Ane ma> mULya>knna> sa2no Ane ma> mULya>knna> sa2no Ane ´Xy7aVy a2no´Xy7aVy a2no´Xy7aVy a2no´Xy7aVy a2no (1) A4R,]pyog Ane sa2no (2) ´Xy 7aVy sa2no: koMPyu3r,[N3rne3,ca3R,nmUnaAae (B) sarap/&npsarap/&npsarap/&npsarap/&np anI rcnaanI rcnaanI rcnaanI rcna (1) BLyu ip/N3no A4R Ane l9ò (2) saepan Ane rcna (C) A@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAo (1) p/ojeK3 p@2it (2) pirs>vad p@2it (3) inrIi9t AWyas p@2it: A4R, l9ò, law,myaRda Ane sf5tanI xrto

16

36

AeAeAeAekmkmkmkm-2 n¡ÓL$pe®n¡ÓL$pe®n¡ÓL$pe®n¡ÓL$pe® pa#ypuStk Ane AWyasm>D5 pa#ypuStk Ane AWyasm>D5 pa#ypuStk Ane AWyasm>D5 pa#ypuStk Ane AWyasm>D5

(A) n¡ÓL$pe®n¡ÓL$pe®n¡ÓL$pe®n¡ÓL$pe®

(1) A4R Ane mhTv (2) n¡ÓL$pe® go#vI xkay teva S45o Ane n¡ÓL$pe® vqte @yanma> raqvanI

babto (B) pa#ypuStkpa#ypuStkpa#ypuStkpa#ypuStk

(1) A4R Ane l9ò (2) mhTv Ane smI9a

12

32


84

(C) vai`Jyma> AWyas m>D5vai`Jyma> AWyas m>D5vai`Jyma> AWyas m>D5vai`Jyma> AWyas m>D5 (1) A4R Ane mhTv (2) p/v<i|Ao

AekmAekmAekmAekm-3 shkarI m>D5I, =e{N3 S3ok k>pnI, g/ahk shkarI m>D5I, =e{N3 S3ok k>pnI, g/ahk shkarI m>D5I, =e{N3 S3ok k>pnI, g/ahk shkarI m>D5I, =e{N3 S3ok k>pnI, g/ahk sur9a Ane kayaRlysur9a Ane kayaRlysur9a Ane kayaRlysur9a Ane kayaRly (A) shkarI m>D5IshkarI m>D5IshkarI m>D5IshkarI m>D5I (1) A4R Ane l9ò (2) law Ane myaRda (B) =e{N3 S3ok k>pnI=e{N3 S3ok k>pnI=e{N3 S3ok k>pnI=e{N3 S3ok k>pnI

(1) A4R, l9ò Ane p/kar (2) law Ane myaRda(C) g/ahk sur9a Ane kayaRlyg/ahk sur9a Ane kayaRlyg/ahk sur9a Ane kayaRlyg/ahk sur9a Ane kayaRly (1) g/ahk sur9a: A4R,j½iryat,Ai2kar Ane jvabdarI (2) kayaRly: A4R Ane kayoR

12 32


85

Semester: 2

Course Code: CPS 6

Course Title: Methods of teaching Accountancy

No of Credit: 2 No. of hours: 40

Total Marks : 50


(7) devise the skill of using various methods of teaching Accountancy

(8) suggest appropriate devices of evaluation in Accountancy

(9) understands diagnosis and remedial work in Accountancy

(10) understands Economics Teacher and Accountancy club

(11) know use of technology in teaching of Accountancy

(12) visit Accountancy organization

Unit-1 Evaluation tools of Accountancy, Audio-Visual aids and Methods Hours Weightage

(A) Evaluation tools of Accountancy and Audio-visual Aids

(1) Evaluation tools

Meaning, Uses and tools

(2) Audio-Visual tools

Computer, Chart, Internet, Models

(B) Blue Print

(1) Meaning and characteristics

(2) Steps and Construction


(1) Project Method

(2) Symposium Method

(3) Supervised study Method

16 36

Unit-2 Field work, Text book and Accountancy study club

(A) Field work


(2) Visits to place, field work and keep to mind field work

(B) Text book

(1) Concept and characteristics

(2) Importance and criticism

(C) Accountancy study club


(2) Activities and functions

12 32

Unit-3 Annual Accounts, Partnership accounts and Turban

(A) Annual Accounts

(1) Meaning and Matters included in Annual Accounts

(2) General examples of Annual Accounts

(B) Partnership

(1) Meaning and Characteristics

(2) Partnership deed and Partners’ capital account and

general example

(C) Turban

(1) Meaning

(2) Factors affecting Turban

12

32


86


ko8R koD ko8R koD ko8R koD ko8R koD : CPS 6

kosR xI8RkkosR xI8RkkosR xI8RkkosR xI8Rk: nama ix9` p@2itnama ix9` p@2itnama ix9` p@2itnama ix9` p@2it k/eiD3 k/eiD3 k/eiD3 k/eiD3 : 2 smy smy smy smy : 40

Total Marks : 50

hetuAo: p/ix9à4IR..hetuAo: p/ix9à4IR..hetuAo: p/ix9à4IR..hetuAo: p/ix9à4IR.. (1) nama A@yapnnI iviv2 p@2itAona ]pyognu> kOxl sm+ xke (2) namana mULya>knna sa2nonu> sUcn krI xke (3) nama ma> indan Ane ]pcarkayRnI smj me5vI xke (4) nama ix9kna l9ò Ane nama m>D54I maihtgar 4ay

(5) nama A@yapnma> 3eknolo+na ]pyog4I maihtgar 4ay

(6) namane lgtI s>S4anI mulakat le AekmAekmAekmAekm----ÓÓÓÓ mULya>knna sa2no, mULya>knna sa2no, mULya>knna sa2no, mULya>knna sa2no, ´Xy 7aVy sa2no, sara ´Xy 7aVy sa2no, sara ´Xy 7aVy sa2no, sara ´Xy 7aVy sa2no, sara

p/&npp/&npp/&npp/&npÓÓÓÓnI rcna Ane p@2itAonI rcna Ane p@2itAonI rcna Ane p@2itAonI rcna Ane p@2itAo klakoklakoklakoklako

wara>kwara>kwara>kwara>k

(A) namana> mULya>knnamana> mULya>knnamana> mULya>knnamana> mULya>knna>na>na>na> sa2no Ane ´Xy sa2no Ane ´Xy sa2no Ane ´Xy sa2no Ane ´Xy 7aVy7aVy7aVy7aVysa2nosa2nosa2nosa2no (1) A4R,]pyog Ane sa2no (2) ´Xy 7aVy sa2no koMPyu3r,[N3rne3,ca3R, nmUnaAo (B) sarap/&npsarap/&npsarap/&npsarap/&np anI rcnaanI rcnaanI rcnaanI rcna (1) BLyu ip/N3no A4R Ane l9ò (2) saepan Ane rcna (C) A@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAoA@yapn p@2itAo

(1) p/ojeK3 p@2it (2) pirs>vad p@2it (3) inrIi9t AWyas p@2it A4R,l9ò,law,myaRda Ane sf5tanI ifsp¡

16 36

AekmAekmAekmAekm----ÔÔÔÔ 9e9e9e9eÓÓÓÓkayR, pa#ypuStk Ane AWyasm>D5kayR, pa#ypuStk Ane AWyasm>D5kayR, pa#ypuStk Ane AWyasm>D5kayR, pa#ypuStk Ane AWyasm>D5

(A) 9e9e9e9eÓÓÓÓkayRkayRkayRkayR

(1) A4R Ane mhTv (2) 9eÓÓÓÓkayR go#vI xkay teva S45o Ane

9eÓÓÓÓkayR vqte @yanma> raqvanI babto

(B) pa#ypuStkpa#ypuStkpa#ypuStkpa#ypuStk (1) A4R Ane l9ò (2) mhTv Ane smI9a

(C) namama> AWyas m>D5namama> AWyas m>D5namama> AWyas m>D5namama> AWyas m>D5 (1) A4R Ane mhTv

(2) p/v<i|Ao

12

32


87

AekmAekmAekmAekm----Õ Õ Õ Õ vai8Rk ihsabo, wagIdarIna ihsabo Ane vai8Rk ihsabo, wagIdarIna ihsabo Ane vai8Rk ihsabo, wagIdarIna ihsabo Ane vai8Rk ihsabo, wagIdarIna ihsabo Ane pa6DIpa6DIpa6DIpa6DI (A) vai8Rk ihsabovai8Rk ihsabovai8Rk ihsabovai8Rk ihsabo (1) A4R Ane tema> smavex 4tI babto

(2) vai8Rk ihsabna samaNy daqla (B) wagIdarI>wagIdarI>wagIdarI>wagIdarI>

(1) A4R Ane l9ò, (2) krarnamu>,mUDIqata Ane samaNy daqla

(C) pa6DIpa6DIpa6DIpa6DI (1) A4R (2) Asr krta prib5o

12

32


88

Semester-II

Course code:- EPC 2

Course Title:- Drama and Art in Education

Credit:- 2

Hours:- 40 ( Two hours per week and one week workshop for half day )

Total Marks : 50

Objectives:- To enable student - teacher to..

(1) Acquire knowledge about different types of Drama and Art.

(2) Develop an integrated total personality.

(3) Enhance artistic and aesthetic sensibility among learners through exploration, experience and

free expression of different Art forms.

(4) Understand contribution of drama and Art for holistic development of the learner.

(5) Enhance skills for integrating different Art forms.

(6) Prepare for pursuing professional Art courses.

(7) Indentify works of different artists and artisans.

(8) Enhance awareness of the rich cultural heritage of India.

(9) Provide opportunities for developing awareness about local culture and local Art.

Unit-I Introduction to Drama and Art in Education H W

(A) Drama in Education

(1) Concept and meaning of Drama

(2) Types & Nature of Drama

(B) Art in Education

(1) Concept and meaning of Art

(2) Types & Nature of different Art forms

(music, dance, visual art, fine arts, craft )

( C ) Contribution of Artists and Artisans in India

(1) Life sketches of well-known Artists related with music(Pandit

Sarangdev, Amir Khusharo, Pandit Vishnuprasad bhatkhande),dance(

Udayshankar, Lachhu maharaj, Birju maharaj, Rukmanidevi arundel) and

drama(Bharat muni, Shudrak, Kalidas, Jayshankar sundari)

(2) Life sketches of Artists and Artisans related with visual art, fine arts, and

craft (painting: Raja Ravi varma, Nandal boze, Ravishankar Raval)

16 36

Unit-II Theatre in Education and cultures festivals 12 32


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(A) Use of different soft skills (Drama) in Education

(1) Dialogue, script writing, prompting and movement & speech

(2) Role-play, improvisation, Grooming and story telling

(B) Street-play and movie in the context of social awareness

(1) Planning of a street play based on social issue and social impact

of street-play

(2) Review of Documentary, short films and movies(any one)

(C) Cultural festivals in India

(1) Introduction and impact of cultural festivals

(2) Role of Education for local culture and Art

Unit-III Practical 12 32

(A) Visual Arts and crafts ( Practical )

(1) Experimentation with different materials of visual Arts

(pastel, poster, rangoli, clay etc.)

(2) Exploration and display of Art works

(Painting, block painting, glass painting, collage, clay

modeling, paper cutting, folding etc.)

(B) Performing Arts: Dance, Music, Theatre and Puppetry

(1) Listing/Viewing and exploring Regional Art forms of music,

dance , theatre and puppetry

(2) Participation and performance in any one of the regional

arts forms(Folk dance, Bhavai, Folk-song, Bhajan etc.)

(3) Play making ( Creating a short theatre piece from the text

or through improvisation )

(4) Making puppet (Mask puppet, Finger puppet)

(C (D


90

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Suggested activities:

(1) Visit and report of Art and craft fairs.

(2) See performances of various Artists (live or recorded)

(3) Visit exhibitions related to visual arts and fine arts.

(4) Invite Artists and Artisans for interaction and demonstration from the community.

(5) Interpretation of art works/commercials/events etc.

(6) Maintain diary on art interactions.

(7) Study of biographies of eminent artists and artisans.

(8) Planning Radio-scripts.

(9) Searching of various reference materials of Drama and Art in Education.

(10) Preparation of various puppets.

(11) Use puppetry in lesson-planning.

References:

Armstrong, M. (1980). The practice of art and the growth of understanding. In Closely observed children:

The diary of a primary classroom (pp.131-170). Writers & Readers.

Davis, J .H. (2008). Why our schools need the arts. New York: Teachers College Press.

Devi Prasad,Art: The Basic of Education, National Book Trust.

Devi Prasad, Shiksha Ka Vahan: kala National Book Trust Contractor & Creative Drama and Puppetry in

Education. A Perspective National Book Trust.


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GOI. (1992,1998). National policy on education, 1986 (As modified in 1992). Retrieved from

http://mhrd.gov.in/sites/uplod_files/mhrd/files/NPE86-,pd92.pdf

Heathcote, D., & Bolton, G. (1994). Drama for learning: Dorothy Heathcote’s mantle of the expert approach

to education. Portsmouth. NH: Heinemann Press.

Jag Mohan, Documentary Films and Indian Awaking (NCERT).

John, B., Yogin, C., & Chawla, R.(2007). Playing for real: Using drama in the classroom. Macmillan.

Ladson-Billings,G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research

Journal, 32(3), 465-491.

Michale John, A (1993); A Practical Guide for Teaching visual Arts.

NCERT Committee on improvement of Art Education, 1966.

NCERT. (2005). National curriculum framework. NCERT.

Olson, D.R.,& Bruner, J.S.(1996). Folk psychology and folk pedagogy. In D.R.Olson & N. Torrance (Eds.), The

handbook of education and human development (pp. 9-27).Blackwell.

Parekh, B.C.(2000). Rethinking multiculturalism: Cultural diversity and political theory (pp. 213-130).

Palgrave.

Prasad, D. (1998). Art as the basis of education. National Book Trust. Retrieved from

http://www.vidaonline.net/list.php?pageNum_books=62&l2=bi%20&l1=b1%20&l3=b1tp

Pran Nath Mago, Contem Porary Art in India. A Perspective National Book Trust.

Sahasabudhe, Prabha: Design for learning through the Arts’ Presentation of paper at IICO Asia, project

UNESCO and centre for international Art Education symposium IIC, New Delhi.

Teachers’ Handbook of Art Education, NCERT (class VI) Fun with Art & crafts (NCERT).

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Semester: 1 - Sardar Patel University