1 T⁄-Ym Es-[-Pd-Lmscert.kerala.gov.in/images/2013/D.Ed/01_Semister-01_Tamil.pdf · ÿRp TYjßp ˘UÙjRm Bﬂ RÙsLs Es[]. LpÆ E[ÆV¤dœh ThP "œZk˚R Y[of£Ÿm Lt\¤m' Gu\ RÙﬁm,

$Page 1: 1 T⁄-Ym Es-[-Pd-Lmscert.kerala.gov.in/images/2013/D.Ed/01_Semister-01_Tamil.pdf · ÿRp TYjßp ˘UÙjRm Bfl RÙsLs Es[]. LpÆ E[ÆV¤dœh ThP "œZk˚R Y[of£Ÿm Lt\¤m' Gu\ RÙfim,$
37˘RÙPd-LlTs∞ B£-̈ -Vo ̨ LpÆl TÙP-Ht-TÙ”

Es-[-Pd-Lm ˛ T⁄-Ym. 1

7

D.Ed LpÆ T⁄-Ye-L-∞u A•l-T-˚P-´p ÿ˚\l-T-”j-Rl-Th-”s-[-’. ÿRp

T⁄-Ym (S1) GpXÙ Y⁄-P-ÿm _¯u ÿRp Ad-˙PÙ-To Y˚W-VÙ] UÙRe-L∞p

Y⁄m. GpXÙ RÙs-L-fid-œm ˘RÙPo Ußl-¿-” SPj-Rl-T-”m. B]Ùp ˘TÙ’j

˙Ro‹ GpXÙ RÙs-L-fid-œm SPj-Rl-T-”-Y-ßp-˚X. T⁄-Ym ˛ 1 (S1)dLÙ] TX

RÙs-L-∞u Æ¨-YÙ] Æ[d-Le-Ls ∏˙Z RWl-Th-”s-[-].

7. 1. ÿRp T⁄-Ym (S1) RÙs-L-∞u Æ[d-Le-Ls

ÿRp T⁄-Yj-ßp ˘UÙj-Rm Bfl RÙs-Ls Es-[-]. LpÆ E[-Æ-V-¤d-œh-

ThP "œZk˚R Y[of-£-Ÿm Lt-\-¤m' Gu\ RÙfim, TÙPj-ßh-Pj-̊ Rd œ±j’m,

Lt-©j-Rp ÿ˚\-̊ Vl Tt-±-Ÿm Ußl-¿h-̊ Pl Tt-±-Ÿm ◊¨k-’ ̆ LÙs-Y-RtLÙL

Gi RÙs Gi RÙ∞u ˘TVov˘RÙPo Ußl-¿-” G›j-’j ˙Ro‹ ˘UÙj-Rm

1 S1

. P1

œZk˚R Y[of-£-Ÿm Lp-Æ-Ÿm 20 60 80

2 S1

. P2

TÙPj-ßh-P-ÿm Lt-©j-R-¤m 20 60 80

3 S1

. P3

R™r ˛ YW-XÙ-fl, A˚Ul-◊, NÍ-Ll ©u-◊-Xm 20 60 80

4 S1

. P4

Proficiency in English Language 20 - 20

5 S1

. P5

—t-fll-◊-\m J⁄ TÙP-Ëp 20 - 20

6 S1

. P6

L¶R A±-Æ-Vp Lp-Æ-Ÿm A‘-œ-ÿ-˚\-Ÿm 20 - 20

120 180 300

Ußl-˘Ti Æ[d-Le-Ls

7.2 ÿRp T⁄-Ym (S1) : RÙs ˛ Ußl-̆ Ti Æ[d-Le-Ls

"TÙPj-ßh-P-ÿm Lt-©j-R-¤m' Gu\ RÙfim ÿRp T⁄-Yj-ßp T¨k-’˚W ̆ NnVl-

Th-”s-[]. RÙn-˘UÙ-Ød Lp-Æd-LÙLj R™r ˛ YW-XÙ-fl, A˚Ul-◊, NÍ-Ll

©u-◊-Xm Gu\ RÙfim T¨k-’˚W ̆ Nn-Vl-Th-”s-[-’. —t-flf-„-Z-¤-Pu ̆ RÙPo-

◊-T-”j-Rl-Th-” —t-fll-◊-\m J⁄ TÙP-Ëp Gu\ RÙfim, L¶-Rd Lp-Æ-Ÿ-Pu

˘RÙPo-◊-T-”j-Rl-Th-” L¶R A±-Æ-Vp Lp-Æ-Ÿm A‘-œ-ÿ-˚\-Ÿm Gu\

RÙfim T¨k-’˚W ˘Nn-Vl-Th-”s-[-]. Cßp "œZk˚R Y[of-£-Ÿm Lp-Æ-Ÿm',

"TÙPj-ßh-P-ÿm Lt-©j-R-¤m'. R™r ˙TÙu-\˚Y Jq-˘YÙu-±t-œm 60 Ußl-

˘Ti-¶t-LÙ] ̆ TÙ’j ̇ Ro-‹m ̆ RÙPo Ußl-¿-” 20 Ußl-̆ TiLfim Bœm.

©\ RÙs-L-[Ù] Be-°X ˘UÙØd Lp-Æ, —t-flf „Zp Lp-Æ, L¶-Rd LpÆ

˙TÙu-\-̊ Yd-œj ̆ RÙPo Ußl-¿-” (20 Ußl-̆ Ti ≈Rm) Uh-”˙U LÙQlT”m.


7. 3. ÿRp T⁄-Yj-ß-¤s[ Jq-̆ YÙ-⁄ RÙsL-∞uÆŸÙ] Æ[d-Le-Ls

7. 3. 1. LpÆ E[-Æ-Vp

B£-¨V UÙQ-Yo-L-fid-œ E[-Æ-Vp √ß-VÙ] A•l-T-˚P˚V Ht-T-”j-’-

YRtLÙL ÿRp T⁄-Yj-ßp œZk˚R Y[of-£-Ÿm Lp-Æ-Ÿm Gu\ RÙs Lt-T-

Rt-LÙ-Ll T¨k-’˚W ˘Nn-Vl-Th-”s-[-’. Æ[d-Le-Ls ∏˙Z RWl-Th-”s-[-].

˘RÙPo-◊-Ls

T˚Pl-TÙdL ÿ˚\-´p ˘NVp-T-”-°u\ B£-¨-VoL˚[ E⁄-YÙd-œ-Y-Rt-LÙL

U] E[-Æ-V-≠u A•l-T-̊ P-VÙ] L⁄j-’d-L˚[ B£-̈ V UÙQ-Yo-Ls ◊¨k’

˘LÙs[ ˙Yi-•-V-RÙL Es-[-’. œZk-˚R-L-∞u EPp, E[ Y[of-£, Lt-\p,

A±‹ ̆ Tfl-Rp, Lt-\-≠p NÍLl Ti-TÙh-”l TÙo˚Y ̇ TÙu-\˚Y ̆ RÙPoTÙ]

£\kR Bn˚Y B£-¨V UÙQ-Yo-Ls ˘Nn-V-˙Yi-”m. ˙LÙh-TÙ-”-L-fim

˘NVp-TÙ-”-L-fim C˚Qk-’ ˙TÙL ˙Yi-”m. LpÆ E[-Æ-Vp ˘RÙPo-TÙLd

°˚Pd-œm A±-‹-L˚[ N¨-VÙ] ˙SWj-ßp ˘NVp-T-”j-’m YÙnl-˚T-Ÿm

˘R¨k’ ˘LÙs-Y-Rt-LÙL Ei-˚U-VÙ] Ts-∞d-·P A‡-T-Ye-L-fi-Pu

˘TÙ⁄kR ˙Yi-”m. Ts-∞d-·P A‡-T-Yd Lp-Æ-Ÿ-Pu ˘TÙ⁄k-ßl ˙TÙœm

ÿ˚\-́ p LÙX- Y-̊ W-V-̊ \l-T-• CWi-” Y⁄-Pe-L-∞p TX AX-œ-L-[ÙL ÿ˚\l-

T-• T¨-UÙt-\m ˘Nn-V-˙Yi-”m. ˘RÙPdL ®˚Xl-Ts-∞-´p Es[ J⁄

œZk˚R-́ u NÍ-Ll Ti-TÙh-”l ©u-◊-Xj-̊ Rl ◊¨k-’ ̆ LÙi-”s[ Lt-©jRp

ÿ˚\˚V Jq-˘YÙ-⁄ B£-¨V UÙQ-Y-‡m ˘Tt-fld ˘LÙs-[-˙Yi-”m.

ARtLÙLd LpÆ E[-Æ-V-≠u ̆ NVp-TÙh-”j R[j-˚Rl Tt-±V A±-˚YŸm

˘Tt±⁄dL ˙Yi-”m. œZk-˚R-ú EPp SXj-˚R-Ÿm EPp SXl TZd-L-

YZd-Le-L-˚[-Ÿm Tt-±j ˘R∞-YÙ] A±-˚Y-Ÿm ˘Tt-±-⁄dL ˙Yi-”m.

E⁄Y A˚Ul-◊m T -̈UÙt\ ÿ˚\-Ÿm

˘RÙPdL ®˚X Yœl-◊-L-∞p E⁄-YÙ-œm ©Wf-£-˚]-L˚[ E[-Æ-Vp A•l-

T˚P-´p Eh-˘LÙi-” Rt-N-UV æo-‹-L-fim A±-‹˚W-L-˚[-Ÿm R⁄-Y-Rt-LÙ]

Rœ-ß-˚Vl ̆ Tflm ÿ˚\-´-XÙ] A‡-T-Ye-Ls CkR RÙ˚[d Lt-T-Ru ÍXm

°˚Pd-L ˙Yi-”m. ARÙ-Y-’, Jq-˘YÙ-⁄ AX-˙LÙ-”m ˘RÙPo-◊-˚PV ˙LÙh-

TÙh-” √ß-́ -XÙ] TÙo-̊ Y-L˚[f ̆ NVp-TÙh-” R[j-ßp ̆ LÙi” Y⁄Y-RtLÙ]

A‡-T-Ye-Ls RÙu °˚PdL ˙Yi-”m. CkR ÿ˚\-´p Jq˘YÙ⁄ AX-

˙LÙ-”m ̆ RÙPo-◊-T-”jß ̆ Nn-V-̇ Yi-•V E[-Æ-Vp √ß-VÙ] ̆ NVp-TÙ”-L˚[

E⁄-YÙd-°-Ÿm AYt˚\ A±-Æ-Vp ÿ˚\l-T-• ̆ Nn-°\ÙoLs GuT˚R Eflß-

˘Nn-V-‹m-̇ Yi-”m.

E[-Æ-Vp Lp-Æ˚V SpX ÿ˚\-´p S˚P-ÿ-˚\l-T-”j-’-Y-Rt-LÙL RL-Yp

˘RÙPo◊ ˘RÙØp ÷h-Te-L˚[ SpX ÿ˚\-´p TVu-T-”j-Rl-T-”-Y˚R

EflßlT-”jR ˙Yi-”m.

˘RÙPo Ut-flm ÿ›-̊ U-VÙ] Lt-\˚X Efl-ßl-T-”j-’-Y-RtLÙL L⁄j-R-We-œ-Ls,

£m-˙TÙ-£-Ve-Ls, LXk-’-˚W-VÙ-Pp-Ls, T¨-˙NÙ-R-˚]Ls, Et-fl-˙SÙd-œ-Rp-Ls,

L[l-T-V-Qe-Ls, R≤-S-To Bn‹ ®˚X (Case study), ßh-Pl-T-¶-Ls, Bn‹f

˘NVp-TÙ-”-Ls ̇ TÙu\ L⁄-Æ-L-̊ [l TVu-T-”jR ̇ Yi-”m. £\kR Lp-Æ˚V

Efl-ßl-T-”j-’-Y-Rt-LÙL Lh-PÙ-V-UÙL YÙ£j-ß-⁄dL ˙Yi-•V YÙ£l-◊d

L⁄ÆL˚[-Ÿm Suggestive reading materials T¨k-’-˚WdL ˙Yi-”m. Jq-˘YÙ-⁄

œZk˚R-Ÿm Reflexive Journals L˚[ E⁄-YÙd-œm A[-Æt-œ Y[-W-˙Yi-”m.

CXd-œ-Ls

Lp-Æ-ú NÍLd LXÙf-NÙW ©u-◊-Xj-ß-u A•l-T-˚P-´p ß⁄l-ß-VÙ]

ÿ˚\´p T´t-fl-Æj-R˚X S˚P-ÿ-̊ \l-T-”jRd ∏˙Z RWl-Th-•-⁄d-œm CXdœ-

L-˚[d L˚P-©-•dL ˙Yi-”m.

$ œZk-˚R-˚Vl ◊¨k-’ ˘LÙs-fi-Rp Gu-T-’ ™L-‹m ÿd-°-Vj-’-Ym

˘Tfl°\-’. œZk-˚R-ú EPp E[- NÍL A•l-T-˚P-´-XÙ] R≤j-Ru-

˚U-L˚[d Li-P-±-Y-Rt-LÙLl Ts-∞d-·-Pe-L-̊ [l TÙo-̊ Y-́ -”-Rp, ≈”-

L-fid-œf ˘Np-¤-Rp (R-≤d LY-]m ˙R˚Yl-T-”-°u\ œZk-˚R-L-∞u)

Et-fl-̇ SÙd-œ-Rp, R≤-S-To Bn‹ ®˚X (Case study) ̇ TÙu\ ÿ˚\-L˚[d

L˚P-©-•j-’ ◊¨-Rp ®˚X˚V A˚PV ˙Yi-”m.

$ œZk˚R Y[of-£-Ÿm, Y[of-£j R˚P-L-̊ [-Ÿm ◊¨k-’ ̆ LÙs[ ̇ Yi-”m.

$ NÍ-L, LXÙf-NÙW ÈoY-UÙ] TÙo-˚Y-Ls Y[of-£´p GkR A[-Æt-œ

RÙdLm ˘N¤j-’-°-\-’ Gu-T-˚Rj ˘R¨k-’ ˘LÙs-[ ˙Yi-”m.


$ Lt-\p, Lt-\p ˘RÙPo-TÙ] E[-Æ-Vp √ß-VÙ] TX A‘-œ-ÿ-˚\-Ls

˙TÙu-\-Yt˚\d LXk-’-˚W-VÙ-Pp ÍX-ÿm (TX LXk-’-˚W-VÙ-Pp

Y•YeLs) TÙo-˚Y-´-”-Rp ÍX-ÿm Li-P-±k-’ ÿ•-˘Y-”dœm ß\u

˘T\ ˙Yi-”m.

$ Lt-\-≠p RÙd-Lm ˘N¤j-’m LÙW-¶-Ls G˚Y-˘Vp-XÙ-˘Uu-fl ◊¨k’

˘LÙs[ ˙Yi-”m.

$ A±‹, A±‹ Y[of£ ˙TÙu-\-Yt-˚\l Tt-±-Ÿs[ TX TÙo-˚Y-L-˚[d

Li-P-±V ˙Yi-”m.

$ œZk-˚R-L-∞u Bfi˚U Y[of-£, Bfi-˚U-˚Vj RÙd-œm LÙW-¶-Ls

˙TÙu-\-Yt-˚\l Tt-±V ÿ•-‹-L-˚[d Li-P-±-V ˙Yi-”m.

$ TVu-RdL ÿ˚\-´-XÙ] Lp-Æd-LÙL NÍL Ti-TÙh-” ©u-◊-Xm

GjR˚LV’ Gu-T-˚Rd Li-P-±-V ˙Yi-”m.

$ LXk-’-˚W-VÙ-Pp-Ls ˛ TX Li-˙QÙh-Pe-Ls, Ej-ß-Ls ˙TÙu-\-Yt-±p

A±-˚Yl ˘Tt-fld ˘LÙi-”/˘NVp-TÙh-” A‡-T-Ye-Ls ÍX-UÙL

ß\˚]l ˘T\ ˙Yi-”m.

˘UÙjRl Ußl-̆ Ti : 80 (˘RÙ-Po Ußl-¿-” ˛ 20 + ˘TÙ’j ˙Ro‹˛ 60)

˘UÙjRl T⁄YLÙXm : 90 U¶˙SWmJ⁄ YÙWd LÙXm : 5 U¶˙SWm

RÙs Gi RÙ∞u ̆ TVo

S1.P

1œZk˚R Y[of-£-Ÿm Lt-\-¤m(Child Development and Learning)

Es-[-Pd-LmAX-œ ˛ 1 : LpÆ E[-Æ-Vp ˛ J⁄ A±-Æ-Vp ©¨‹

(˙S-Wm : 20 U¶˙SWm)$ E[-Æ-Vp ˛ ÿ•-‹-Ls

$ ˙Yfl-ThP E[-Æ-Vp ©¨-‹-Ls

˛ A•l-T-˚P-VÙ] E[-Æ-Vp ©¨-‹-Ls

˛ TVu-TÙh-” E[-Æ-Vp ©¨-‹-Ls

$ LpÆ E[-Æ-Vp ˛ J⁄ TVu-TÙh-” E[-Æ-Vp Gu\ ®˚X-´p

$ LpÆ E[-Æ-V-≠u ÿd-°-Vj-’-Ym, Cu-±-V-˚U-VÙ-˚U, Gp-˚X-Ls

$ E[-Æ-Vp Lt-\p ÿ˚\-Ls

˛ Et-fl-˙SÙd-Lp, ̇ So-ÿ-Lm

˛ ˙NÙR˚] ÿ˚\

˛ R≤-S-To Bn‹

˛ Æ[dL ÿ˚\ (Anecdotal Method)

˛ (Cumulative record study)

˛ (Reflexive journal)

$ E[-Æ-Vp Bn-Æt-LÙ] YØ-ÿ-˚\-Ls

˛ Æ]Ù-®-Wp

˛ ˙NÙR-̊ ]l-Th-•-Vp

˛ Rating Scale

˛ Ah-P-Y˚QLs (Schedules)

˛ ˙NÙR-̊ ]l-Th-•-Vp

˛ Æ[dL Ah-P-Y˚Q

˛ Æ[d-L-ÿ˚\

˛ NÍL Æ[d-Ll-TPm (Sociogram)


AX-œ ˛ 2 : œZk˚R Y[of£ (˙S-Wm : 35 U¶˙SWm)

œZk˚R Y[of-£-Ÿm Lt-\-¤m

$ EPp E[ Y[of£ ˛ ÿd-°V L⁄j-’d-Ls

$ Y[of£ ®˚X-Ls

$ œZk˚Rú Y[of£j Rj-’-Ye-Ls

$ œZk˚R Y[of-£-˚Vj RÙd-œm LÙW-¶-Ls

$ Y[of-£d-œj ’˚Q-VÙ-œm LÙW-¶-Ls

$ Y[of£ Ui-P-Xe-Ls

-̨ A±-Æ-Vp Y[of£ (©-VÙ-˙`)

-˛ NÍL Y[of£ (G-±d-Ni-TkÁWÙ)

-̨ EQo‹ Èo-Y-UÙ] Y[of£ (˘L. Gm. l¨h-_v)

-̨ J›dL Y[of£ (˙LÙs-Tod)

˛ Motor Develepment

$ Æ˚[-VÙh-”d-Ls ˛ Æß-ÿ-˚\-Ls, R≤j-Ru-˚U-Ls

$ NÍ-Ll Ti-TÙh-” ˘TÙ⁄-[Ù-RÙW ®˚X-Ls Æ˚[-VÙh-”d-L-∞p

HtT”j’m UÙt-\e-Ls

$ TX Y[of£ Ui-P-Xe-L-∞p Æ˚[-VÙh-”d-Ls ̆ N¤j-’m RÙd-Lm (˘UÙØ

Y[of£ Eh-T-P)

$ YÙr-Æ-Vp Y[of£ (Life span development) ˛ A•l-T-˚P-VÙ] L⁄j-

’d-Ls

AX-œ ˛ 3 : Lt-\p (˙S-Wm : 35 U¶˙SWm)

$ Lt-\p ˛ ˘TÙ’d L⁄j-’d-Ls

$ Lt-\-˚Xd œ±jR ˘Yq-˙Y-\Ù] A‘-œ-ÿ-˚\-Ls (behavioural, social

cognitive, information processing, cognitive constructivist, social constructivist)

˛ connectionism (˙RÙi-˚Pd) Ap-X-’ ÿVufl RY-±d Lt-\p

˛ TÙq-˙XÙp, v°u-]o, YÙh-î

$ R⁄dL YÙRj-̊ Rl Tt-±-Ÿs[ ÆU-̈ -N] A•l-T-̊ P-́ -XÙ] Ußl-¿-”-Ls,

Lt-\p, Lt-\p ˘NVp-TÙ-”-Ls ˙TÙu-\-Yt-±-¤s[ £\l◊l TÙo-˚Y-Ls

$ ÿ›˚U YÙRm (Lvh-PÙp-”-˚Nd-˙LÙ-[-¥) ˛ UÙdv-˘Yp-æ-Uo, ˙LÙlLÙ

$ Es-˙SÙd-œ Lt-\p (˙LÙy-[o)

$ Lp-Æ-´p ÿ›˚U YÙRj-ßu ÿd-°-Vj-’-Ym

$ A±-YÙd-L-YÙ-Rm (©-VÙ-˙`) ˛ Eh-˘LÙs-fim ß\u ˘Y∞-¬h-”j ß\u

$ ˘_˙WÙm. Gv. lÏ-Q-⁄m A±-YÙdL YÙR-ÿm

˛ ˙R•d-Lt-\p

˛ —Zt£ ÿ˚\

˛ L⁄j-’-⁄-YÙdLd Lh-Pe-Ls

˛ L⁄j-’ ̆ Y∞-¬”

˛ Lt-\p J⁄ NÍ-Lf ˘NVpTÙ”

$ NÍL A±‹ E⁄-YÙd-L-YÙ-Rm (˚Y˙LÙhv°, lÏ-Qo)

˛ Lt-\p J⁄ NÍ-Ll Ti-TÙh-”f ˘NVp

˛ Zone of Proximal Development (ZPD)

˛ Seafolding

˛ Reciprocal teaching

˛ J⁄e-°-˚Qk-’ Lt-\-p

˛ LXk-’-˚W-VÙ-Pp ÍXm Lt-\p

˛ Yœl-T-˚\-ú ÿd-°-Vj-’-Ym

$ LÙs-˙WÙ-˙_rv ˛ Lt-\p Rj-’-Ye-Ls

$ Lt-\-˚Xj RÙd-œm LÙW-¶-Ls

˛ Ái-Pp

˛ LY-]m

˛ U]-®˚X

˛ A±‹

˛ Bo-Ym

˛ Lt-\p ÿ˚\


˛ Lt-\p ˙YLm

˛ œ”mTf NÍL LÙW-¶-Ls

˛ Lt-\p „Zp

˛ EPp, E[ √-ß-VÙ-L-‹m B˙WÙd-°V √ß-VÙ-L-‹-UÙ] œ˚\-Ls

˙TÙu\˚Y

$ Yœl-T˚\ ÿd-°-Vj-’-Ym

T -̈UÙt\ ÿ˚\T⁄-Ym Ju-±-¤s[ AX-œ-Ls ∏˙Z RWl-Th-”s[ Lt-\p Ej-ß-L-˚[l

TVuT”jß T¨-UÙt-\m ̆ Nn-Vl-T-”m.

$ Et-fl-̇ SÙd-œ-Rp

$ A‡-TYm

$ ˙So-ÿ-Lm

$ ˘NVp-ÿ˚\

$ L⁄j-R-We-Lm

$ £\l-◊d œ›d LXk-’-˚W-VÙ-Pp (Panel Discussion)

$ œ›d LXk-’-˚W-VÙ-Pp

$ LXk-’-˚W-VÙ-Pp

$ Ußl-¿-”-Ls

$ R≤-S-To Bn‹ ®˚X

$ Bn-‹f ˘NVp-TÙ-”-Ls

$ ICT TVu-TÙ-”

$ Th-P-̊ \-Ls

$ Bn‹ A±d˚L

$ L[l-T-V-Qm

$ ˘NVp-ßh-Pm

$ L[ Bn‹

Ußl-¿”

T⁄-Ym Ju-±p œZk˚R Y[of-£-Ÿm Lt-\-¤m Gu\ RÙ∞p CWi-” ÆRUÙ]

Ußl-¿-”-Ls C⁄d-œm.

1. ˘TÙ’j ˙Ro‹ 60 Ußl-˘Ti

2. ˘RÙPo Ußl-¿-” (˘N-Vp-TÙ-”-Ls Eh-T-P) ˛ 20 Ußl-˘Ti

1. ˘TÙ’j ˙Ro‹

Lt\ E[-Æ-Vp Rj-’-Ye-L-fim L⁄j-’d-L-fim Yœl-T-˚\-´p ˘NVp-T-”j-Rd

·•-V-’m Lp-Æ-́ u ÿd-°-Vj-’-Yj˚R Æ[d-Ld-·-•-V-’-UÙ] Æ]Ùd-L˚[˙V

˘TÙ’ G›j-’j ˙Ro-Æp Eh-T-”jR ˙Yi-”m.

2. ˘RÙPo Ußl-¿-”

TÙPj-ßh-Pj˚R Yœl-T-˚\-´p T¨-UÙt-\m ˘Nn-Ÿm ˙TÙ’ ˘LÙ”d-Ll-T-”m

R≤-S-To ˘NVp-TÙ-”-L-˚[Ÿm œ›f ˘NVp-TÙ-”-L-˚[Ÿm RdL ˙SWj-ßp

˘RÙPok-’ Ußl-©-”-R-˚Xj RÆW œZk-˚R-L-∞u —V-U-ßl-©-”-Rp, J⁄-Y-⁄d-

˘LÙ-⁄-Yo Ußl-©-”-Rp Gu-T-Yt-˚\-Ÿm TVu-T-”jR ˙Yi-”m. RÆW œ›

ÿ˚\-´-¤m Ußl-¿-” SPj-R-XÙm. ˘TÙ⁄j-R-UÙ] CPe-L-∞p RdL ˙SWj-ßp

Aß-L-Th-N-UÙL 20 Ußl-̆ Ti-Ls ̆ LÙ”j-’, NWÙ-N-̈ -̊ Vd Li-P-±k-’ T⁄-Yjßu

(C.E) ˘RÙPo Ußl-˘Ti-QÙL UÙt\ ˙Yi-”m.


AX-œ ˛ 1 LpÆ E[-Æ-Vp Ko A±-Æ-Vp ©¨‹

(˙S-Wm : 20 U¶˙SWm)

LpÆ E[-Æ-Vp J⁄ A±-Æ-Vp ©¨‹

1.1 E[-Æ-Vp Gu-\Ùp Gu-]?

$ ÿ•-‹-Ls (B-Wm-T-LÙX ÿ•-‹-Ls ˛ Æp-≠-Vm Ói-”,Æp≠Vm ̆ _´mv, S≈] ÿ•-‹-Ls ̨ ©VÙ-̇ ,̀ ̊ Y˙LÙhv-°)

1.2 TX-ÆR E[-Æ-Vp ©¨-‹-Ls

$ A•l-T-̊ P-VÙ] E[-Æ-Vp © -̈‹-Ls (˘TÙ-’ E[-Æ-Vp, EPpE[-Æ-Vp, ˙NÙR˚] E[-Æ-Vp, SÙ• E[-Æ-Vp, TVu-TÙh-”E[-Æ-Vp ©¨-‹-Ls (LpÆ E[-Æ-Vp, d∞-≤d-Lp E[-ÆVp)

$ LpÆ E[-Æ-Vp ˛ TVu-TÙh-” E[-Æ-Vp Gu\ ®˚X-´p

1.3 LpÆ E[-Æ-Vp (ÿ-•-‹-Ls, Cu-±-V-̊ U-VÙ-̊ U, ÿd-°-Vj-’Ym,

Gp-˚X-Ls)

1.4 E[-Æ-Vp Lt-\p ÿ˚\-Ls

$ Et-fl-̇ SÙd-œ-Rp, ̇ So-ÿ-Lm, ̇ NÙR-̊ ]-ÿ-̊ \, R≤-S-To Bn-‹,

Æ[d-L-ÿ-˚\, CRr YØd Lp-Æ, œZk-˚R-L-∞u (Reflective

journal) CRr-Ls

1.5 E[-Æ-Vp Bn‹ Ej-ß-Ls

$ (Æ-]Ù-®-Wp, ˙NÙR-˚]l Th-•-Vp, ˙Wh-•e v˘L-´p

Th•VpLs (Schedules) E[-Æ-Vp Æ[d-Ll-Th-•-Vp, CRr

A±d˚L, NÍL Æ[d-Ll-T-Pm. (Sociogram).

$ ÿ•-‹-L-∞u ÿd-°V L⁄j-’d-L-∞u (Ti◊, E[f ̆ NVp-TÙ-”-Ls, A±-Æ-Vp LpÆ)A•l-T-˚P-´p E[-Æ-V-≠u œQj-˚R-Ÿm ÿ˚\-˚V-Ÿm Li-P-±-Rp.

p A±-Æ-Vp ÿ˚\j ßh-Pm E[-Æ-V-≠p Gq-YÙ-fl TVu-T-”j-Rl-Th-”s-[-’.p U≤R œQj-˚Rd Lh-”l-T-”j-’m LÙW-¶-Ls G˚Y? AYt˚\ GkR A[-Æt-œ

Lt-\-¤d-œm Et-fl-˙SÙd-L-¤d-œm Eh-T-”j-R-XÙm?

n TX-Æ-R-UÙ] E[-Æ-Vp © -̈‹-L-∞-≠-⁄k-’m °˚Pd-œm ÆY-We-L-fim, TÙo-̊ Y-L-fimGk-˘RkR ˙Y˚[-L-∞p GkR ÿ˚\-´p TVu-T-”j-R-XÙm Gu-fl Li-P-±-Rp.

n Yœl-T-˚\-´p Es[ £X ©Wf-£-˚]-Ls/˘Nn-’ Lt-\p ÿ˚\-Ls Gu-T-Yt-±t-œCVp-TÙ] A±-Æt-œs-[Ù] Æ˚P-L-˚[d LXk-’-˚W-VÙ-• ˘RÙœd°-\Ùo-Ls.E[Æ-Vp Bn-Æu ÿ•-‹-L-∞u A•l-T-̊ P-́ -XÙ] Tßp-L-fi-Pu Jl-¿-” -̆ NnRp.G.LÙ: Lt-\-≠p ©u-Re-°V œZk-˚RLfidœ Gl-˘TÙ-›-˘Rp-XÙm ER-Y-XÙm?

n Lt-\p, Lt-©j-Rp, UÙQ-Yo-L-fi-P-]Ù] T¨-UÙt-\-ÿ-˚\-Ls, Yœl-T˚\ ̇ UXÙi˚U˙TÙu\ Ui-P-Xe-L -∞p LpÆ E[-Æ-V -≠u ˙SÙdœ-L˚[ Gq-YÙ -flTVuT”jRXÙ˘Uu-fl Li-P-±-Rp.

n £X ÿd-°-V-UÙ] Ui-P-Xe-L-∞u A‘-œ-ÿ-˚\-L-fid-œm ˘NVp-TÙh-”j ßh-Pe-Lfid-œm LpÆ E[-Æ-V˚X Gq-YÙ-fl TVu-T-”j-R-XÙm Gu-fl œ±l-©hP˙Y˚[Ls/©Wf -£ -˚]-L˚[ A•l-T -˚P-VÙ -Ld ˘LÙi-” ÆY-¨j -Rp/

LXk’˚WVÙ”Rp G.LÙ: £\kR Lt-©j-Rp, Lt-\p Lt-©j-Rp L⁄-Æ-L-∞u E⁄-YÙdLm,

Lt-T-Yo-L-˙[Ù-” SpX ÿ˚\-´p TZ-œ-Rp, RY-\Ù] S˚P-ÿ-˚\-L-˚[d Lh-”l-

T”j’Rp/ Ri-P˚], Ái-”-Rp.

$ ˙Rok-˘R-”jR E[-Æ-Vp Lt-\p ÿ˚\-L-∞u TVu-TÙ-”.

n œ±l-©hP Ui-P-Xe-L-∞p Æ]Ù-®-Wp-Ls, ̇ NÙR-̊ ]l Th-•-Vp-Ls ̇ TÙu-\-Yt-̊ \j

RVÙo ˘Nn-Rp

n ÿ˚\-VÙL ˙Rok-˘R-”d-Ll-ThP YØ-ÿ-˚\-L-˚[l TVu-T-”jß ÆY-We-L˚[

˙NL¨dL ˙Yi-”m, ˙NL-¨jR ÆY-We-L˚[j ß\-]Ùn‹ ˘Nn-V-˙Yi-”m.

Es-[-Pd-Lm T -̈UÙt-\m

S1.P1 œZk˚R Y[of-£-Ÿm Lt-\-¤m : AX-œ Æ[d-Le-Ls


AX-œ ˛ 2 œZk˚R Y[of£ (LÙ-Xm ˛ 35 U¶˙SWm)œZk˚R Y[of-£-Ÿm Lt-\-¤m2.1 EPp E[ Y[of£ ˛ A•l-T-˚P-VÙ] L⁄j-’d-Ls$ Y[of£ : (Et-fl ˙SÙd-L-¤d-œh-T-”jRd ·•-V, A[k-’ ˘R¨k-’-

˘LÙs-[d ·•V EPp ®˚X Y[of£/UÙt-\m, EPp √ß-VÙ]UÙt\m/Y[of£: (˘RÙ-Po ˘NVp-TÙ-” CVp-TÙ] UÙt-\m ˛ E⁄YA[-Æ-¤m J›d-Lj-ß-¤m)

2.2 Y[of£ ®˚X-Ls ©\l-◊d-œ ÿk-ßV LolT LÙX-Lh-Pm (Pre-

natal period conception to birth) ©\l-◊d-œl ©u Es[ LÙX-LhPm (Post-natal period) œZk-˚Rl T⁄-Ym, TÙXl T⁄-Ym,œU-Wl T⁄Ym, YÙ≠-Tl T⁄-Ym) U] EPp Y[of-£d-LÙ]˘RÙPo-◊, Y[of£ Æ°-Rj-ßu R≤-S-To ˙Yfl-TÙ-”-Ls

2.3 Y[of£j Rj-’-Ye-Ls$ E[ Y[of£ J⁄ T•l-T-•-VÙ]Y-[of£ ÿ˚\l-T-•-VÙ-]-’ ˛ E[

Y[of-£-ú Y[of£ ˙YLj-ßp R≤-S-To ˙Yfl-TÙ” LÙQl-T”°\’ ̨ Y[of-£-ú ̇ YLm ̆ Y∞l-T-Pd ·•-V-’ ̨ ̇ YflThPY[of£ Ui-P-Xe-Ls RUd-œs ˘RÙPo-◊-˚P-V] ˛ U]-Y-[of£Lt-\-¤-˚P-V-‹m, U]l Td-œ-Yjß-´-‡-˚P-V-‹m TVu. Jq-˘YÙ⁄Y[of£ ®˚X-´-¤m Gßo-˘LÙs-fim Æ¨-YÙdL ˘NVp-TÙ-”-LsEs[] ˛ aÙ≠e-£u Li-”-©-•l-◊-Ls

2.4 œZk˚R U]-Y-[of-£˚V TÙßd-œm LÙW-¶-Ls (TÙ-Wm-T-¨-Vm(heredity), —t-flf-„-Zp (environment), ÿßof£(maturation),Lt\p (learning)

2.5 E[-Y-[of-£j ˙R˚Y-Ls (Havighurst)E[Y-[of£ Ui-P-Xe-Ls

2.6 A±‹ Æ¨-YÙd-L Y-[of-£ (cognitive development)$ A±‹ Y[of-£, CVp-TÙ] L⁄j-’d-Ls ˛ ©VÙ˙`ú

L⁄j’Ls, v∏UÙ, Ht-˘\-”j-Rp (adaptation) Es-YÙe-œ-Rp(assimilation) ®˚X-˘T-\f ˘Nn-Rp (accommodation) CVt˚LNU-®˚X (equilibrium) A±‹ Y[of£ J⁄ ˘RÙPo ˘NVp˘T¸æL Y[of£ ®˚X-Ls ˛ ◊Xu Y[of£ ®˚X (0 ˛ 2) lWÙdE[-Æ-Vp ®˚X (7 ˛ 11) ©WÙd E[-Y-[of£ ®˚X-Ls (11 ˛ 17) ˛Jq-˘YÙ-⁄ ®˚X-L-∞-‡-˚P-V-‹m £\l-◊d-Ls ˛ ˘RÙPdL ®˚XlTs-∞d œZk˚R-L-∞u ˘T¸æL (E-Pp) R≤j-Ru-˚U-Ls ˛ Lt\p˘NVpTÙ”-Ls ̆ LÙ”d-œm˙TÙ’ A±‹ Y[of£ ®˚X-ú R≤j-Ru-˚U-L-˚[-Ÿm LY-≤dL ˙Yi-•-V-Ru ˙R˚Y.

$ LpÆ Y[of£ ®˚X-L-fid-œm A˚Ul-◊-L-fid-œm ˘TÙ⁄j-R-UÙ]RÙL C⁄dL ˙Yi-”mGu\ L⁄j-’ E⁄-YÙ-Rp.

$ Jq-˘YÙ-⁄ UÙQ-Y-‡-˚P-V-‹m Y[of£Ÿm £X L⁄j-’d-L-∞p GpXÙ UÙQ-Yo-L∞˚P˙VŸm Ju-fl ˙TÙX C⁄d-œm. £X L⁄j-’d-L-∞p ˙Yfl £X UÙQ-Yo-L-˚[l˙TÙ≠-⁄d-œm. £X L⁄j’d-L-∞p ©\ UÙQ-Yo-L-˚[l ˙TÙu-±-WÙ-’.

u ALd LÙW-¶-L-fim —t-flf-„-Zp (◊-\) LÙW-¶-L-fim Y[of£ ÿ˚\˚Vl TÙßd-°-\-’?u ˙Yfl-ThP Y[of£ ®˚X-L-∞p œZk-˚R-L-∞u ˙R˚Y-Ls (N-Í-L, ˘T¸æL A[-Æp)

Gu]-YÙ-L-´-⁄d-œm?n TX ®˚X-L-∞-¤s[ Ts-∞d-·Pl TÙPj-ßh-Pm/Lt-\p L⁄-Æ-Ls ˙TÙu-\-Yt-±p Y[of£

®˚X-Ls GkR ÿ˚\-´p ©W-ß-T-≠d-°-\-’ Gu-fl Bn‹ ˘Nn-Rpn ˙Yfl-ThP TÙPe-L-∞p ˙Rok-˘R-”d-Ll-ThP L⁄j-’ Ui-P-Xe-Ls TX Y[of£

®˚XL∞¤s[ UÙQ-Yo-L-fid-LÙL Gq-YÙ-fl RVÙo ˘Nn-V-XÙm Gu-fl ˘Y∞-´-”-Rp

n ˙Yfl-ThP SÙ”-L-∞-¤s[ Æ¨-YÙdL A[-‹-˙LÙp Æ°-Rj˚R Jl-¿-” ˘Nn-Rpn ◊\ ˙Yfl-TÙ-”-L˚[d (˘T¸-æ-L) ˘LÙi-” Yœl-T-˚\-ú C⁄d˚L YN-ß˚V Gq-YÙ-fl

˘NnV-XÙm Gu-fl ßh-Pm RVÙo ˘Nn-Rpn ˙Yfl-ThP EPp Y≠-˚U-Ÿm Ht-\j RÙr-‹-ÿs[ œZk-˚R-Ls J˙W Æ˚[-VÙh-•p

D”Th-PÙp, C˚Qk˙R EPt-T-´t-£-Ls ˘Nn-RÙp C’-˙TÙu\ ˙Y˚[-L-∞p L˚P-©•dL˙Yi•V A‘-œ-ÿ-˚\-L-˚[d Li-”-©-•j-Rp.

$ Lt-©j-Rp, Lt-\p, Lt-\p L⁄-Æ-Ls RVÙ-̈ j-Rp, Lt-\p L⁄-Æ-Ls, Æ˚[-VÙh-”l ̆ TÙ⁄hLs˙TÙu-\-Yt-˚\j ˙Rok-˘R-”j-Rp/RVÙ-¨j-Rp ˙TÙu\ Ui-P-Xe-L-∞p ©VÙ-˙`-úL⁄j’d-Ls ˘NVp-T-”j-’-Y-Rt-LÙ] A•l-T-˚P-VÙ] A±-˚Yl ˘Tt-±-⁄dL ˙Yi-”m.

n TX T⁄Y ®˚X-´-¤s[ œZk-˚R-Ls Y˚WkR TPe-L˚[ Jl-©h-” A±‹ Y[of-£d-œjRœkR R≤j-Ru-˚U-VÙ] œQe-L-˚[d Li-”-©-•j-Rp

n ©VÙ-˙`-ú ˙NÙR-˚]-L-˚[j ß⁄m-Tf ˘Nn-’ Li-”-©-•l-◊-L-˚[l Tß‹ ˘Nn-V-‹m.n TX-Æ-R-UÙ] Y[of£ ®˚X-L-∞-¤s[ UÙQ-Yo-L-fid-œl ˘TÙ⁄j-R-UÙ] Lt-\p/Lt-©j-Rp

Ej-ß-L-˚[d Li-P-±k-’ Tß‹ ˘Nn-V-‹m, LXk-’-˚W-VÙ-Pp SPj-R-‹m ˙Yi-”m.



2.7 NÍL Y[of£, EQo-‹-Èo-Y-UÙ] Y[of-£, J›d-Lm(Social development, emotional development & moral devel-opment)

$ NÍL Y[of£ ˘TÙ’d L⁄j-’d-Ls NÍL Y[of-£-˚Vl Tt±G±d-N-≤u ˙LÙh-TÙ-” (8 ˛ T•-®-˚X-L-∞u Æ[d-Lm) NÍLY[Ùf£ Tt± TkÁWÙÆu Et-fl ˙SÙd-Lp-Ls ˛ ˙TÙXf ˘Nn-Rp,ß⁄mTf ˘Nn-Rp, UÙß¨ ˙TÙu-\-Yt-±u ÿd-°-Vj-’-Ym, R≤j-ß\˚U (Self efficiency) ̊ V Y[oj-ßd ̆ LÙs-Y-Ru ÿd-°-Vj’Ym˛ NÍL Y[of£ ÿ›-˚U-VÙ] Y[of-£d-œ. EQo‹ Èo-Y-UÙ]Y[of-£, J›dL Y[of-£, ˙LÙs-˘To-°u ˙LÙh-TÙ-”.

2.8 Motor development$ Motor˛I Tt-±-Ÿs[ ˘TÙ’-YÙ] L⁄j-’d-Ls ˛ TÙßd-œm

LÙW¶Ls, ©\ Y[of£ Ui-P-Xe-L-fi-P-]Ù] ˘RÙPo◊

Æ˚[-VÙh-”d-Ls ˛ ÿ›-Y-[of-£d-LÙ] CPm

2.9 Æ˚[-VÙh-”d-Ls ˛ Æß-ÿ-˚\-Ls, R≤j-Ru-˚U-Ls

$ NÍ-Ll Ti-TÙh-” ˘TÙ⁄-[Ù-RÙW ®˚X-Ls Æ˚[-VÙh-”d-L-∞pHt-T-”j-’m UÙt-\e-Ls

$ TX-Æ-R -UÙ] Y[of£ Ui-P-Xe-L -∞p Æ˚[-VÙh-”dLs˘N¤j’m RÙd-Lm

$ YÙr-Æ-Vp Y[of£ (Life span development) A•l-T-̊ P-VÙ]L⁄j-’d-Ls

AX-œ ˛ 3 Lt-\p (˙S-Wm : 35 U¶˙SWm)

3.1 Lt-\p ˘TÙ’d L⁄j-’d-Ls

$ Lt-T-Yo ◊ßV Es-˙SÙd-˚Ll ˘T\˙YÙ T˚Z-V-]-Yt˚\ UÙt±A˚Ud-œm ˘NVXÙL˙YÙ ˘Nn-Ÿm ˘NV-XÙ-œm.

$ Lt-\p (˘X-Æu) ˛ E´-¨-]e-L-∞u Rt-˙TÙ-’s[ ®˚X-L-∞pHtT-”m UÙt-\m RÙu Lt-\p/R≤-S-To-L-∞u CVp-TÙ] UÙt-\m

˛ £\kR ÿ˚\-´p ˘NVp-T-”m-˙TÙ-’-RÙu Lt-\p AßL TV-‡-˚P-V-RÙ -° -\ -’ ˛ Td-œ-Yj-ß-]Ùp R≤-S -T -¨ -Pm Ht-T -”mUÙt\eLs Lt\-XÙ-Ld L⁄-Rl-T-”-Y-ßp-˚X, J⁄ R≤-S-T-⁄d-œ˙SW-•-VÙ-Ld °˚Pd-œm A‡-T-Ye-Ls Uh-”m Lt-\-XÙL UÙfl-Y-ßp-˚X. ©\⁄d-œ °˚Pd-œm. ˛ A‡-T-Ye-L-˚[-Ÿm ˙Noj-’Et-fl-˙SÙdLp ÍX-UÙL Y•Y UÙt-\e-L-fid-LÙLl TVu-T-”j-’-°\Ùo-Ls.

$ Lt-\p ˙TÙXf˘Nn-Rp ˘NV-XÙ-œm.

$ œZk-˚R-ú NÍL Y[of-£˚Vl TÙßd-œm ˙Yfl-ThP LÙW-¶-L-˚[d Li-”-©-•j-’, NÍLY[of£, Lt-\p, ©\ œZk-˚R-L-fi-Pu TZ-œm ÿ˚\ ˙TÙu-\-Yt˚\ Gq-YÙ-fl TÙßd-°-\-’Gu-T-˚Rd Li-P-±-V-‹m ˙Yi-”m.

$ £\kR NÍL Y[of-£˚V Fd-Ll-T-”j-’m ÆRj-ß-¤s[ T¨-UÙt-\-ÿ-˚\-L˚[ Yœl-T-˚\-´p TVu-T-”j-R-‹m Et-NÙ-Ll-T-”j-R-‹m ˙Yi-”m

n S˚P-ÿ-˚\-´p ©Wf-£˚] Es[ œZk-˚R-L-∞u œ”mTf „Zp, AYo-L-∞-Pm ˘Tt-˙\ÙoLsSPk-’-˘LÙs-fim ÿ˚\ ˙TÙu-\-Yt˚\j ˘R¨k-’-˘LÙs-Y-Rt-LÙ] ˙So-ÿL Æ]Ù-®-Wp RVÙo˘Nn-’ ÆT-We-L˚[f ˙NL-¨dL ˙Yi-”m

n NULÙX NÍ-Ll ©Wf-£-˚]-L-˚[l Tp-˙Y-fl-ThP T⁄Y ®˚X-L-∞-¤s[ œZk-˚R-Ls Gq-YÙ-fl Gßo-˘LÙs-°-\Ùo-Ls Gu-fl Li-P-±-V-˙Yi-”m; AYo-L-[-’ L⁄j-’d-L˚[ Ußl-©h-”ß\]Ùn‹ ˘NnV ˙Yi-”m.

n ˘TÙ⁄j-R-UÙ] Ju˙\Ù CWi˙PÙ G∞V ˙L≠f £j-ß-We-L˚[ A•l-T-˚P-VÙ-Ld ˘LÙi-”,˙L≠f £j-ß-We-Ls œZk-˚R-L-∞u CVp◊ E⁄-YÙd-Lj-ß-¤m S˚P-ÿ-˚\-´-¤m Lt-\-≠-¤mGkR A[-Æt-œ RÙd-Lm ˘N¤j-’-°-\-’ Gu\ L⁄j-’d-L˚[ Ußl-¿-” ˘Nn-’ ß\-]Ùn‹˘Nn-V-˙Yi-”m.

u J⁄ œZk-̊ R-́ u ÿ›-̊ U-VÙ] Y[of-£d-œ Æ˚[-VÙh-”d-Ls GkR A[-Æt-œl TVu-T-”-°-u\-].

u TX-Æ-R-UÙ] Æ˚[-VÙh-”d-Ls ÍXm ˙Um-T-”jR ÿ•-°\ NÍ-L-U-ßl-¿-”-Ls G˚Y?

n Ts-∞-ÿu Lp-Æ, ˘RÙPd-L-®-˚Xl Ts∞ ˙TÙu\ ®˚X-L-∞-¤s[ œZk-˚R-Ls Æ˚[-VÙ”m TX-ÆR Æ˚[-VÙh-”d-L˚[ Etfl-˙SÙd° AYt±-¤s[ A•l-T-˚P-VÙ] ˙YflTÙ”-L-˚[d Li-P-±-Rp

n Æ˚[-VÙh-”d-L-∞p APe-°-´-⁄d-œm ˘NVp-L˚[ Bn‹ ˘Nn-’ A˚Y Gk-˘RkR EPpß\u-L-fi-Pu ˘RÙPo-◊-˘LÙi-”s-[] Gu-fl Æ[d-Ll-T-”-°-\-’.

$ Au-\ÙP YÙr-Æ-Vp „ZpLs, £X ̆ T¸æL ̆ NVp-Ls, Lt-\p ̆ NVp-TÙ-”-Ls ̇ TÙu-\Yt±pLt-\-˚Xd œ±j-’s[ L⁄j-’d-Ls Gq-YÙ-fl ©W-ß-T-≠d-°-u\] Gu-fl Li-P-±-Rp



3.2 Lt-\-˚Xl Tt-±V Ik-’ A‘-œ-ÿ-˚\-Ls $ (behavioral, social cognitive, information processing, gestalt, cognitive

constructivist, social constructivist).˘_vh-PÙph-•u TÙo˚Y3.2.1˙Yfl-ThP Lt-\p A‘-œ-ÿ-˚\-Ls ˛ Et-Tj-ß-Ÿm Y[of-£-Ÿm:

SPj˚R YÙRm (behaviour) ÿVt£j ˙RÙp-Æd ˙LÙh-TÙ-”(connectionism) ̇ TÙu-\-Yt-±u ˙LÙh-TÙh-PÙ-[o-Ls TÙq-˙XÙp,˙RÙi-˚Pd, v°u-]o, YÙh-Ni ˛ LY-≤d-Ll-T-Pd-·-•V T¨-˙NÙ-R-˚]-Ls ˛ Lp-Æ-´p SPj˚R YÙRj-ßu ÿd-°-Vj-’-Ym

1. 2. 2. NÍL A±-Æ-Vp YÙRm3.2.2Bp-Toh-” TkÁWÙÆu ˙LÙh-TÙ-” ˛ Lt-\˚X TÙßl-T-’ NÍ-L,

A±-Æ-Vp, —V SPj˚R ÿ˚\-Ls RÙu (Self - efficiency) -Et-fl-˙SÙd-Lp ÍXm Lt-\p- (Observational learning) Aßp Es[˘NVp-Ls (attention), (retention), (Production), (motivation)

3.2.3 ˘Nn-ß-Æ-¨-YÙdLd ˙LÙh-TÙ-” (Information - processing approach)˘T¸æ-Lj ß\u-L-˚[l TVu-T-”jßf ˘Nn-ß-L˚[ Bn‹˘Nn’m J›e-œ-T-”j-’-Y-’m RÙu Lt-\-≠u A•l-T˚P ˛®˚]-‹j-ß-\‡m, £k-R -˚]j ß\‡m Lt-\ -≠p ™L-‹mÿd°VUÙ]’ ̨ ®˚]-‹, LY-]m, ̆ Nn-ß-L˚[ J›e-œ-T-”jRp,U\ß ˙TÙu\Yt˚\l TÙßd-œm LÙW-¶-Ls, A˚Y Lt-\-≠pHtT”j’m Te-œ.

p G∞V ·fl-L-[Ù-Ll TœdL ÿ•-VÙR £d-Lp ®˚\kR Lt-\p ˘TÙfll-©-≠-⁄k’ ˘UÙØ˘Y∞¬h” A‘-œ-ÿ-˚\dœ GkR A[‹ ÿd-°-Vj-’-Ym Ei-”.

n SPj˚R YÙRj-ßu L⁄j-’d-Ls Ri-P-˚], TÙWÙh-Pp, T¨-— YZe-œ-Rp Ái”-R˚XY[ojRp ˙TÙu\ Ui-P-Xe-L-∞p Gq-YÙ-fl TVu-T-”j-R-XÙm Gu-fl Li-P-±-Rp

n Yœl-T˚\ Et-fl ˙SÙd-Lp ÍX-UÙL S˚P-ÿ-˚\-YÙ-Rd L⁄j-’d-L˚[ B£-¨-Vo-Ls Gk˘RkR˙Y˚[-L-∞p TVu-T-”j-’-°-\Ùo-Ls Gu-flm, Gk-˘RkR ˙Y˚[-L-∞p TVu-T-”j-R-XÙmGuT˚R-Ÿm Li-P-±k-’ LXk-’-˚W-VÙ-Pp SPj’°-\Ùo-Ls. B£-¨-V-ü ˘UÙØ, EPp-˘UÙØ,Yœl-T-˚\d Lh-”l-TÙh-” ÿ˚\-Ls ˙TÙu-\-Yt-˚\d LY-≤d-L-XÙm

p —V SPj˚R ÍXm B£-¨-Vo Lt-T-Yo-L-fid-œd ˘LÙ”dL ˙Yi-•V UÙß-¨-Ls GqYÙflC⁄dL ˙Yi-”m?

p ˙TÙXf ˘Nn-Rp ÍXm Es[ Lt-\˚X Yœl-T-˚\-´p TVu-T-”j-’-Y-Rt-LÙ] YÙnl-◊-LsG˚Y?

n ˙Yfl-ThP NÍ-Ll ©u-◊-Xe-Ls Lt-\˚X Gq-YÙ-fl TÙßd-°-u\] Gu-fl Li-P-±-Rp (G. LÙ:J⁄ ÆYNÙVd œ”m-Tj-ß-≠-⁄k-’ Y⁄m UÙQ-Y-≤-Pm YÙnl-◊s[ Lt-\p ß\-˚U-LsGqYÙ-fl A˚Uk-ß-⁄d-œm?)

n J⁄ YØ-LÙh-•-VÙLf ̆ NVp-T-”m B£-̈ -V-‡d-œ C⁄d-L-̇ Yi-•V Ti-◊-L-̊ [l TX B£¨Vo-L-∞u Yœl-◊d-L-˚[d LY-≤j-’ Li-P-±-Rp

n ANÙ-RÙ-WQ UÙß-¨-L-[ÙL UÙQ-Yo-L-∞Pm £X R˚X-Yo-L-˚[f —h-P-XÙm. AYo-L∞u GkRR≤j-Ru-˚U˚Vd œZk-˚R-Ls UÙß-¨-VÙL Ht-L-XÙm Gu-T˚Rd LXk-’-˚W-VÙP ˙Yi”m.

n Et-fl-˙SÙd-Lp ÍXm ©\ œZk-˚R-L-fid-œ UÙß-¨-VÙdL ÿ•-°u\ £\l◊l Ti-◊-Ls £XœZk-˚R-L∞Pm Es-[RÙ Gu-T-˚Rd Li-P-±V ˙Yi-”m. Yœl-T˚\ ˙Y˚[-L-∞p ©\œZk-˚R-L-fid-œ UÙß-¨-VÙL CYt˚\ Gq-YÙ-fl TVu-T-”j-R-XÙm Gu-fl LXk-’-˚W-VÙP˙Yi”m.

n Ud-L-∞-Pm ◊Lr-˘Tt\ ß˚Wl-T-Pe-Ls/˘RÙ˚Xd-LÙh£ ˘RÙPo-Ls ˙TÙu-\-Yt-±p Y⁄mLRÙ-TÙj-ß-We-Ls GkR ÆR-UÙ] UÙß-̈ -L˚[d œZk-̊ R-L-fid-œj R⁄-°u-\] Gu-T˚R Bn‹˘Nn-V-‹m. (U-ßl-◊-Ls, SPj˚R ÿ˚\-Ls) ˙Yi-”m.

n ˙Yfl-ThP TÙPe-L-∞p Es[ L⁄j-’d-L˚[ Bn‹ ˘Nn-’ œ±l-©hP L⁄j-’d-L˚[Eh-˘LÙs-Y-ßp ®˚]-YÙt-\-≠u Te˚Ld Li-P-±-Rp

n ®˚]-YÙt-\-˚Xd ·h-”-Y-Rt-LÙ-Ll TVu-T-”j-’m Ej-ß-Ls ˙Yfl-ThP TÙPe-L-∞u L⁄j’-L-∞u A•l-T-˚P-´p Æ[d-Ll-T-”m.



n TÙPl-T-œ-ß-L˚[ Bn‹ ̆ Nn-’ L⁄j-’ Es-YÙe-Lp SPl-T-Rt-œj ̇ R˚Y-VÙ] E[f-˘NVp-TÙ-”-L-˚[d Li-P-±V ˙Yi-”m.

n TX TÙPe-L-∞-¤s[ Lt-\p ̆ NVp-TÙ-”-L˚[ Bn‹ ̆ Nn-’ AYt-±-X-Pe-°-Ÿs[ £k-R-̊ ]jß\u-L-˚[d Li-P-±V ˙Yi-”m.

n Lt-\p ˙SÙd-Le-L-∞u ˘RÙPo-TÙ] ©Wf-£-˚]-L-˚[j æo‹ ˘Nn-Y-Rt-LÙ] YÙnl-◊-L˚[-Ÿm ÿ˚\-L-˚[-Ÿm UÙQ-Yo-Ls LXk-’-˚W-VÙ-”-Y˚R Et-fl ̇ SÙdL ̇ Yi”m.©Wf-£-˚]j æo‹d-LÙ] TWv-TW T¨-UÙt-\m Gq-YÙ-fl NÙR-L-UÙL A˚U-°u-\-’GuT˚R-Ÿm J⁄Y˙WÙ˘PÙ⁄-Y-⁄d-œs[ T¨-UÙt-\j˚R Gq-YÙ-fl Fd-Ll-T-”j-R-˙Yi”m Gu-T-˚R-Ÿm Tœl-TÙn‹ ˘NnV-˙Yi-”m.

n Tp˙Yfl TÙPeL∞¤s[ L⁄j’L∞p UÙQYoLs C˚Qk’ Ltœm YÙnl◊ GkRA[‹ Es[’ GuT˚Rl T¨˙NÙßdL‹m.

n A‡TY™dL B£¨VoL∞u Yœl◊L˚[l TÙo˚Y´h” L⁄j’dL∞uA•lT˚P´XÙ] B£¨V UÙQYl TÜÙt\m GkR A[‹dœ S˚P˘Tfl°u\’GuT˚RŸm Aq Yœl◊L∞u R≤jRu˚UL˚[Ÿm A±k’ ˘LÙs[ ˙Yi”m.

n UÙQYoL∞u œ›f ˘NVpTÙ”L˚[ Etfl˙SÙdL ˙Yi”m. L⁄j’lTÜÙt\jßp BoY™pXÙR UÙQYoL∞u Bfi˚Ul Ti◊L˚[l◊¨k’˘LÙs[ ̇ Yi”m. ClT•lThP UÙQYoL˚[j æÆWUÙL D”TPf ̆ NnŸmYØÿ˚\L˚[d LXk’˚WVÙP ˙Yi”m.

$ TÙo˚Y Ëp-L-∞u YÙ´-XÙL RL-Yp-Ls ßWh-”-Rp, LXk’˚W-VÙ-Pp$ œ›d LXk-’-˚W-VÙ-Pp


˛ -̆ R¨k-’ ̆ LÙs-Y-’ Gq-YÙ-fl Gu-fl ̆ R¨k-’ ̆ LÙs-Rp (metacognition)

3.2.4 A±-YÙdL A‘-œ-ÿ˚\ (Cognitive constructivist approach)EVokR A[-Æ-XÙ] ˘T¸æL ˘NVp-L-˚[l TVu-T-”jßA±˚Y E⁄-YÙd-L-‹m L⁄j˚R Eh-˘LÙsY’m RÙu Lt-\≠pÿd-°-VUÙ]˚Y L⁄j-’d-Ls, L⁄j-’-⁄-YÙd-Lm

˛ (concept formation), (thinking and reasoning)critical thinking & creative thinking, ©Wf-£-˚]d-LÙ] æo-‹,©VÙ˙`ú ̇ LÙh-TÙ-”-Ls A±-‹-Y-[of£ ®˚X-Ls(Stage theory)ÿ›-˚U-V-˚P-R-¤m ®˚X-˘T-\f ˘Nn-R-¤m

˛ v∏UÙ ˛3.2.5NÍL A±‹ E⁄-YÙdL A‘-œ-ÿ-˚\-Ls

©\-˙WÙ-” C˚Qk-’ ˘NVp-T-”-Y-Ru ÍXm Ht-T-”m A±‹E⁄YÙd-Lm, L⁄j-’ Es-YÙe-Lp Gu-T-Yt-±t-œj RÙu Lt-\≠pÿd-°-Vj-’-Ym ˛ Lt-\-≠u NÍL ©u-]¶ J⁄-Y-˙WÙ-˘PÙ-⁄-Yo˘RÙPo◊ ˘LÙs-fi-Rp Lt -\˚X Gq-YÙ -fl TÙßd-° -\ -’?˚L˘LÙ”jRp (Scaffolding) (Cognitive apprenticeship)˘_˙WÙm lÏ-Qü Lt-\p ˙LÙh-TÙ-”-Ls (Li”©•j’dLt\p) L⁄j’⁄YÙdL ®˚XLs, L⁄j’l TÜÙt\ ÿ˚\Y˚LlT”j’Rp, ˘NVpÿ˚\d Lt\p ˚Y˙LÙhv°úLt\p ˙LÙhTÙ”Ls (TiTÙh”d L⁄ÆLs (Cultural tools)TVuT”j’YRu YØVÙLd Lt\p S˚P˘Tfl°\’ ZPD,

˘LÙs[p ˘LÙ”jRp ÿ˚\ Lt©jRp reciprocal teaching)

$ C˚Qk-’ (œ-›d) Lt -\ -¤m C˚Qj-’ Lt -\ -¤mLXk’˚WVÙ•d Lt-\-¤m

$ Yœl-T-̊ \f £\l◊$ U≤R ˙SV ÿ˚\ ˛ (LÙp-˙WÙ-˙_ov) ˛ Lt-\p Rj-’-Ye-Ls$ Lt-\p ¡’ RÙd-Lm ˘N¤j-’-°u\ ·fl-Ls, L⁄jÁhPm

ÿ›-̊ Uj Ru-̊ U, LY-]m, U]-®-̊ X, A±-‹, TRt-\m, Lt\pS˚P, Lt-\p ̇ YLm, œ”m-Tm Ut-flm NÍ-Ld ·fl-Ls, Lt\p„Zp, EPp Ut-flm E[-Æ-Vp ÿ˚\-´-¤m B˙WÙd-°V®˚X-´-¤m Æ˚[kR œ˚\-TÙ-”-L-˚[d ˘LÙi-P-’-UÙ]Yœl-T-˚\-L-∞u £\l-◊.


’˚Q-Ëp Ah-P-Y˚Q

1. Lt-\p E[-Æ-V-¤m U≤-R-Y[ ˙Um-TÙ-”m. ˛ WÙ.- œ. TÙ. LÙ∞-Vm-UÙs.

2. Lp-Æ-ú E[-Æ-Vp A•l-T˚P ˛ ˙TWÙ. Æ. LQ-T-ß.

3. Cu-˚\V Lp-Æ-´p E[-Æ-Vp ˛ PÙd-Po ©Wj-ß] NTÙ-Tß

4. £d-Uih ©WÙnh ˛ U]-£u˘\ °∞-YÙ-ß-¤-Ls

5. L˚Xj-ßh-Pf ˘NVp-TÙh-•u ˙LÙh-TÙ-”-Ls ˛ ˙TWÙ. N. CWÙ-˙_v-Y¨

6. Bfi˚U ˙Um-TÙ-” ˛ ÿ˚]-Yo S. ̊ YW-Y-WÙw,

ÿ˚]-Yo R. NÙk-R-œ-UÙ¨

7. Lp-Æ-ú Rj-’-Y-ÿm ˙UXÙi-˚U-Ÿm ˛ ˙TWÙ.-Æ. LQ-Tß

8. LpÆ U]-Æ-V-¤m œZk-˚Rd Lp-Æ-Ÿm ˛ P.K. ˚Yj-ß-V-SÙ-Ru


7. 3. 2. TÙPHtTÙ”m Lt©jRp A‘œÿ˚\Ÿm

B£¨V UÙQYoLs TÙP HtTÙh•¤m Lt©jRp ÿ˚\´¤m Lt©jRpA‘œÿ˚\´¤m Ußl¿h•¤m A•lT˚Pd L⁄j’L˚[ E⁄YÙdœYRtœl T⁄Ym "Ju±p TÙPHtTÙ”m Lt©jRp A‘œÿ˚\Ÿm' Gu\˙Ro‹j RÙs T¨k’˚W ˘NnVlT”°\’. Æ[dLm ∏˙Z RWlTh”s[’.

˘RÙPo-◊Lfim CXdœLfim

Ts∞L∞p Lt\≠p D”T”m NÙRÙWQ UÙQY˚]d Lt©jRp˘NVpÿ˚\dœd ̆ LÙi” YW˙Yi”m GuT˚R ̇ SÙdLUÙLd ̆ LÙs°\’.CkR UÙt-\j-ßt-œj ˙R˚YVÙ] A±‹, ß\u, D”TÙ” B°VYt˚\E⁄YÙdœY˙R SU’ ̇ SÙdLm. ARtœ Lt©jRp ̆ NVpÿ˚\ú Tp˙YflRXeL˚[ B£¨V UÙQYo A±kß⁄dL ̇ Yi”m. ARÙY’ TÙP HtTÙ”,Lt©jRp A‘œÿ˚\, Ußl¿” ̇ TÙu\Yt˚\l Tt±V ÆŸÙ] A±˚Yl˘Tt±⁄dL ˙Yi”m. TÙP HtTÙh•u A•lT˚P´pRÙu Lt©jRpS˚P˘Tfl°\’. G]˙Y TÙPjßhPm Gu\Ùp Gu]? ARu E⁄YÙdLm˙TÙu\Yt˚\l Tt±Ÿm A±kß⁄dL ˙Yi•V’ AY£Vm. ˘Yq˙YflYVß˚]Ÿ˚PV UÙQYoL˚[ B£¨Vo GqYÙfl ˚LVÙ[ ˙Yi”m?CRtœl ©u]¶VÙL Æ[eœm Lt©jRp A‘œÿ˚\dLÙ]A•lT˚Pd LÙWQeLs G˚Y? CYt-˚\d œ±jR A±-Æ-˚]-Ÿm B£-¨VUÙQ-Yo ̆ Tt-±-⁄dL ̇ Yi-”m. Gq-YÙ-fl Ußl-¿h-̊ Pd Lt-\-¤-Pu C˚Qj’d˘LÙi-” ˘Np-X-˙Yi-”m. Gu-˘]u] Ej-ß-L-˚[l TVu-T-”jR ˙Yi”mGu-T] Ußl-¿h-•u ÿd-°V LÙW-¶-L-[Ù-œm. Lt-\˚X ˙Um-T-”j-’-Y-ßpRLYp ˘RÙØp ÷h-Tj-˚Rl ◊\d-L-¶dL CV-XÙ-’. TÙPe-L-∞-¤s[ L⁄j-’-L˚[l T¨-UÙt-\m ˘Nn-Y-’m RL-Yp ˘RÙØp ÷h-Tj-ßu TVu-TÙ-”mC˚Qk’ ˘Np-X-˙Yi-”m. ARt-LÙL B£-¨V UÙQ-Yo-Ls ICT-´p ß\u˘T\-˙Yi-”m. ARt-LÙ] YÙnl-©t-œm Cl-TÙP Ht-TÙ-” YØ Yœd-°u-\-’.

Ck˙SÙdœ A•l-T-˚P-´p Lt-©j-Rp A‘-œ-ÿ-˚\-Ÿm TÙP HtTÙ-”m Gu\TÙPl-T-œß T¨k-’˚W ̆ Nn-Vl-T-”-°u-\-’.

Es-[-Pd-Ll Tœ-ß-L-∞u ˘RÙPo◊ (Running Thread)

TÙP Ht-TÙ-”, Lt-©j-Rp A‘-œ-ÿ-˚\, Ußl-¿-” B°-V˚Y Lt-\-˚Xl TVu-T-”j-’-Y-Rt-LÙ] A•l-T-̊ Pd L⁄j-’-L-fim E˚\-Æ-Pe-L-fi-UÙ-œm. AR-]ÙpTÙPj-ßh-Pm G”j-’-˚Wd-œm A•l-T-˚Pj Rj-’-Ye-L-∞p Tp-˙Y-fl TÙP Ht-TÙ-”-L-˚[d œ±j-’ A±k-’ ˘LÙs-Y-Rt-LÙ] YÙnl-◊-Ls A∞d-Ll-T-P-˙Yi”m. TÙP Ht-TÙh-•-̊ ]l Tt± ◊¨k-’-̆ LÙi-PÙp ARu T -̈UÙt-\-ÿ˚\-˚Vj ̆ R¨k-’ ̆ LÙs-[-˙Yi-”m. T¨-UÙt-\j-ßp D”-T-”m B£-¨-Vo UÙQ-Yo

Gu\ E\-˚Yd œ±j-’-ÿs[ A±-˚Yl ̆ T\ ̇ Yi-”m. Tp-˙Y-fl Lt-©jRpÿ˚\-Ls, Lt-©j-Rp L⁄-Æ-Ls, AYt-±u A•l-T-˚P-´-XÙ] £\kR ßh-PmRVÙ-¨j-Rp ˙TÙu-\˚Y B£-¨V UÙQ-Y-⁄d-œ A±-ÿ-Lm ˘Nn-Vl-T-”-°-\-’.©\ RXe-L-∞-¤s[ Ußl-¿-” ˙TÙu˙\ Lt-©j-Rp RXj-ß-¤m A’ ÿd-°-VUÙ] Ju-\Ù-œm. Ußl-¿h-•u Tp-˙Y-fl RXe-Ls, ÿ˚\-Ls, ÿd-°-Vj-’-YmB°-V-]-Yt-˚\j ˘R¨k-’-˘LÙs-[-˙Yi-•-V-’m Cu-±-V-˚U-VÙ-R-RÙ-œm.CqYÙfl L⁄j-’-Ls œ±jR A±-Æ-˚]l ˘Tt\ B£-¨V UÙQ-Yo-LsB£¨Vo-L-∞u Y[of-£d-œ ER-‹m ÿd-°V RXe-L-[Ù] Lt-\p Bn-‹-L˚[j˘RÙPok-’ ˘Nn-Y-Rt-œ AX-œ-Ls LY-]m ˘N¤j-’-°u-\-’. ARt-LÙLBnÆu ÿRp ®˚X-VÙL A±k-ß-⁄dL ˙Yi-•-V-Yt˚\ AX-œ YØ-VÙLÆ[d-Ll-T-”-°u-\-’. ̇ Ut-·-±V GpXÙ Nk-Rol-Te-L-∞-¤m RL-Yp ̇ NL-̈ j-R¤mT -̈UÙt-\j-ßt-œm RL-Yp ̆ RÙØp ÷h-Tj-̊ Rl TVu-T-”j-R-̇ Yi-”m. ARtœj˙R˚Y-VÙ] A•l-T-˚Pj ß\u GpXÙ UÙQ-Yo-L-∞-P-ÿm Ei-” Gu-T˚REflß ˘NnV ˙Yi-”m. AR-]Ùp RL-Yp ˘RÙØp-÷h-Tj-ßu A•l-T-˚PlTÙPl-T-œ-ß-Ÿm AYt-±u Lt-©j-Rp ÿ˚\-L˚[ CkR AX-°u YØ-VÙLA±ÿ-Lm ˘Nn-Vl-T-”-°-\-’.

CXd-œ-Ls1. B£-̈ -Vo Lp-Æ-́ p TÙP-Ht-TÙ-”, Lt-©j-Rp CYt-±u ÿd-°-Vj-’-Yj-̊ Rl

◊¨k-’ ˘LÙs-[-‹m. AYt-˙\Ù-” A‡-·X U]-®-˚X˚V Y[-Wf˘NnV‹m ˙Yi-”m.

2. Lt-©j-Rp ÿ˚\-L-∞p Rt-˙TÙ-’ ®X-Æ-Y-⁄m TVu-TÙh-˚P-Ÿm Lt-\p˘NVp-ÿ-˚\-˚V-Ÿm ÆUo-N] Èo-Y-UÙ-Ll T¨-˙NÙ-ßj-’ Ußl-©-P-‹mRj’Yd L⁄j-’-L˚[ E⁄-YÙd-L-‹m ˙Yi-”-m.

3. œZk˚R ˚UVd Lt-\p, ˙R•d Lt-\p, ˘NVp-TÙh-” ÿ˚\d Lt-\p,A±‹j ß\u ̇ TÙu\ A±-Æ-Vp ÿ˚\-L-̊ [-Ÿm L⁄j-’-L-̊ [-Ÿm ◊¨k’˘LÙs-[-‹m £\l-TÙL Lt-©j-R˚X S˚P-ÿ-̊ \l-T-”j-R-‹m B£-̈ V UÙQ-Y-⁄d-œj ß\u E⁄-YÙ-L-‹m ˙Yi-”m.

4. UÙQ-Y-≤u CVp-◊d-œ Ht\ Lt-©j-Rp Ej-ß-L˚[ E⁄-YÙd° ÿ˚\l-T-”jR ˙Yi-”m.

5. B£-¨V UÙQ-Yo-L-∞-˚P˙V Bn-‹j ß\˚] Y[-Wf ˘Nn-V-‹m S˚P-ÿ-˚\l-T-”j-R-‹m ˙Yi-”m.

6. Ußl-¿-” ̆ RÙPo-TÙ] A±-̊ Yl ̆ T\-‹m ◊ßV Ej-ß-L˚[ E⁄-YÙdL‹m˙Yi-”m.

7. ˘RÙPo-TÙ] ß\u-L-˚[d Lt-©j-Rp ˘NVp-ÿ-˚\-L-∞-¤m Ußl-¿h-”f˘NVp-TÙ-”-L-∞-¤m TVu-T-”j-’m ß\-˚]l ˘T\-˙Yi-”m.


Es-[-Pd-LmAX-œ 1 : TÙP Ht-TÙ-” ˛ Lt-©j-Rp ˘NVp-ÿ-˚\-ú A•j-R-[m

˙SWm : 20 U¶˙SWm

AX-œ 2 : Lt-\p Lt-©j-Rp A‘-œ-ÿ-˚\-L-fim Lt-©j-Rp ß\u-L-fim

˙SWm : 25 U¶˙SWm

AX-œ 3 : Ußl-¿-” ˛ A‘-œ-ÿ-˚\-Ÿm TVu-TÙ-”m

˙SWm : 20 U¶˙SWm

AX-œ 4 : Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-´p Tœl-TÙn-Æu CPm

˙SWm : 10 U¶˙SWm

AX-œ 5 : RL-Yp ˘RÙØp ÷h-Td Lp-Æ-´p Lt-\p Lt-©j-Rp ˘NVp-ÿ˚\

˙SWm : 20 U¶˙SWm

˘UÙjR Ußl-̆ Ti : 80

(˘RÙPo Ußl-¿-” CE 20 +

G›j-’j ˙Ro‹ TE˛ 60)

T⁄-Y ̇ SWm : 95 U¶˙SWm

J⁄ YÙW ˙SWm : 5 U¶˙SWm

RÙs Gi RÙ-∞u ̆ TVo

S1.P

2TÙP Ht-TÙ-”mLt-©j-Rp ÿ˚\-Ÿm


S1.P2 TÙP Ht-TÙ-”m Lt-©j-Rp L˚X-Ÿm : AXœ Æ[d-Le-Ls


AX-œ 1 : TÙP Ht-TÙ-” ˛ Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-ú A•j-R-[m (LÙ-Xm 20 U¶˙SWm)TÙP Ht-TÙ-”˛ L⁄j-’-L-fim ˘TÙ⁄i-˚U-L-fim (ideas and concepts)(Lt-©j-Rp, ßh-P-™-”-Rp Lt-\p B°-V-Yt-˚\f ˘NVp-T-”j-’-YRtLÙ] ̆ TÙ’-YÙ] Nh-P-Lm)

˛ Y˚W-V˚\˛ TÙP Ht-TÙ-” GRt-LÙ-L?

(Gp-˙XÙ-⁄d-œm LpÆ Gu-T˚R ®˚\˙Yt-flY˙R ˙SÙd-Lm)˛ L⁄j-’-Ls

Lt-\p, Lt-©j-Rp, ßh-P-™-”-Rp,˛ TÙP Ht-TÙh-” Et-Tj-ß-VÙ] YW-XÙ-fl(˙TÙh-•-ú YØ Gu-fl ˘TÙ⁄s-T-”m °Î-±˙VÙ Gu\ Xj-æu˘NÙp)

˙R£V TÙP Ht-TÙh-”f Nh-P-LmTÙP Ht-TÙh-•u Æ¨-YÙ] CXd-œ-Ls, ÷i˚U CXd-œ-LsLt©jRp ˙SÙd-Le-Ls-̨ ˙R∫V TÙP Ht-TÙ-”˛ Yh-PÙW A‡-T-Ye-L˚[ Eh-T-”j-’-Rp$ TÙP Ht-TÙh-” E⁄-YÙd-Lj-ßu A•l-T-˚Pj Rj-’-Ye-Ls˛ UÙQ-Y-≤u YV-’˛ CVp◊˛ „Zp

$ E[-Æ-Vp Èo-Y-UÙ] A‘-œ-ÿ-˚\-Ls$ ˘R¨k-R-ß-≠-⁄k-’ ˘R¨-VÙ-R-Yt-±t-œ$ L”˚U-≠-⁄k-’ G∞-̊ Ud-œ$ A⁄-LÙ-˚U-´-≠-⁄k-’ ˙Nn-˚U-´-¤s[ —t-fll-◊-\j-ßt-œ

$ Lt-©j-R-˚Xj ßh-P-™-P-‹m £\kR ÿ˚\-´p Lt-\˚X SPj-ßf ˘Np-X-‹m ER-‹mY˚L´p A˚Uk-’s[ ˘TÙ’f Nh-P-L˙U TÙP-Ht-TÙ-PÙ-œm Gu-T-˚Rl ◊¨k-’-˘LÙs-°-\Ùo-Ls.

p TÙP Ht-TÙh-•u L⁄j-’, æo-‹-Ls, Ei-˚U-Ls ˙TÙu-\-Yt-˚\d œ±jR A±-˚Yl˘T\-‹m Lt-\p Lt-©j-Rp ˘NVp ÿ˚\-Ls GkR A[‹ ’˚Q-◊-¨-°u-\-’?

n TÙP Ht-TÙ-” ˘RÙPo-TÙ] L⁄j-’-Ls, ˙LÙh-TÙ-”-Ls, æo-‹-Ls Eh-ThP Y˚W-‹-L-fim,TÙP-Ëp Tœ-ß-L-fim YÙ£j-’m Tœl-TÙn‹ ˘Nn-’m œ±l-◊-Ls RVÙ-¨j-’ ˘Y∞-´-”-°-\Ùo-Ls.

$ TÙP Ht-TÙh-•u Æ -̈YÙ] ̇ SÙdd-R-̊ Rl Tœl-TÙn‹ ̆ Nn-’ AYt-̊ \ A˚P-Y-RtLÙ]Lt-\p ̆ NVp-TÙ-”-Ls TÙP Ht-TÙh-•-¤m TÙP-Ëp-L-∞-¤m APe-°-Ÿs-[-]YÙ Gu-T˚RlT¨-˙NÙ-ßd-°-\Ùo-Ls.

$ Etfl ˙SÙd-Lp œ±l-◊-L-˚[l TVu-T-”jß UÙQ-Y-≤u YV-’, CVp-◊, „Zp B°-V-Yt˚\ U]-ßp ˘LÙi-”m E[-Æ-Vp A‘-œ-ÿ˚\Lfid-œ HtT TÙP Ht-TÙh˚PE⁄-YÙdL ˙Yi-”m Gu-T-˚Rl ◊¨k-’-˘LÙs-°-\Ùo-Ls.

$ TÙP Ht-TÙh˚P E⁄-YÙd-œm ̇ TÙ’ A•l-T-̊ P-VÙL Eh-T-”jR ̇ Yi-•-V˚Y G˚Y?p TÙP Ht-TÙ-” VÙ⁄d-œ? AYo-L-∞u Ti-◊-Ls, G˚Y? AqYÙ-\Ù-ú AYo-L-[-’

Gk˘RkR Ti-◊-L˚[ Eh-T”jR ˙Yi-”m B°-V-Yt˚\ G”j-’d-·-fl-°u-\-’.n TÙP Ht-TÙh”E⁄-YÙd-Lj-ßt-œj ˙R˚Y-VÙ] ·fl-Ls G˚Y Gu-T˚R UÙQ-Yo-

LfiPu LXk-’-˚W-VÙ-”-°-\Ùo-Ls. AYt-˚\d Li-”-©-•l-T-Rt-LÙ] Et-fl-˙SÙd-Lpœ±l◊-L-˚[j RVÙ-¨d-°-\Ùo-Ls.

n Et-fl-̇ SÙ-d-Lp œ±l-◊-L-̊ [l TVu-T-”jß UÙQ-Yo-L-∞u CVp◊ „Zp B°-V-Yt˚\Et-fl-˙SÙd° TÙP-Ht-TÙh-” E⁄-YÙd-Lj-ßp LY-≤dL ˙Yi-•V E[-Æ-Vp A‘-œ-ÿ˚\-L˚[ A±k-’ ˘LÙs-°-\Ùo-Ls.


$ TÙP Ht-TÙ-” ˛ NÍL A•j-R-[m-̨ NÍ-Lj-ßu (SÙh-•u) Æ⁄l-◊-Ls ˘LÙs-˚L-Ls CYt-±u

©WßT≠l◊˛ U≤R Y[j-ßu ÿu-˙]t-\j-ßt-LÙ] YØ-LÙh-•˛ NÍL Y[of-£d-LÙ-Ll ˘Tt\ A±-Æu Y[of£˛ NÍ-Ll TÙo˚Y˛ NÍ-Lj Ái-”-RpL∞u RÙd-Lm˛ UÙQ-Y-‡m NÍ-L-ÿm˛ Ti-TÙh-”f „Zp-Ls˛ SÙh˚P Æ⁄l-◊-L-fid-œ HtT UÙt-fl-Y-Rt-LÙ] Ndß E˚\-ÆPe-Ls

$ TÙP Ht-TÙh-˚Pj RVÙ-¨d-œm A‘-œ-ÿ-˚\-L-fim Tp-˙Y-flY˚LVÙ] TÙP Ht-TÙ-”Lfim

˛ ®Wp ®˚\d Lt-\p˛ —Zt£ ÿ˚\d Lt-\p A‘-œ-ÿ˚\˛ CXd-œ-L-∞u YØ-VÙ-Ld Lt-\p A‘-œ-ÿ˚\˛ ˘NVp-ÿ-˚\d Lt-\p A‘-œ-ÿ˚\˛ ß\u YØ A‘-œ-ÿ˚\˛ ©Wf-£˚] ˚UV A‘-œ-ÿ˚\˛ Tu-ÿL ˙SÙdœ A‘-œ-ÿ˚\

$ Tp-˙Y-fl TÙP Ht-TÙ-”-Ls-̨ J⁄e-°-˚QkR ÿ˚\-´-XÙ] TÙP-Ht-TÙ-”˛ TÙPe-L˚[ ˚UV-UÙ-Ld ˘LÙiP TÙP Ht-TÙ-”-̨ ˘NVp-TÙh-” ÿ˚\-´-XÙ] TÙP Ht-TÙ-”-̨ ˘TÙ-’ TÙP Ht-TÙ-” (Core curriculam)-̨ U˚\-ÿ-L-UÙ] Ht-TÙ-” (Hidden curriculam)˛ EX-Lj RWm YÙnkR TÙP Ht-TÙ-”

$ TÙP Ht-TÙh-•u A˚Ul◊ CXd-œ-Ls˛ CXd-œ-Ls˛ Es-[-Pd-Lm˛ T¨-UÙt-\-ÿ˚\˛ Lt-\p L⁄-Æ-Ls˛ Lt-\p TVu-Ls˛ Ußl-¿-”˛ LÙXm

$ NÍ-Lj-ßu ˙R˚Y-L-fim Bo-Ye-L-˚[-Ÿm ˘Y∞l-T-”j-’m TÙP Ht-TÙ-” Gu-T-˚Rl ◊¨k’-˘LÙs-°-\Ùo-Ls.

p TÙP Ht-TÙh-”j RVÙ-¨l-©p œZk˚R NÍ-Lm, Ti-TÙh-”f „Zp B°-V- ·-fl-L-fid-œ GkRA[‹ ÿd-°-Vj-’-Ym A∞d-Ll-Th-”s-[-’?

n UÙQ-Y-≤u Y[of-£-́ -¤m ̇ Um-TÙh-•-¤m NÍ-Lj-ßu RÙd-Lm Gu\ R˚Xl-©p L⁄j-RWeLmSPj-’-°-\Ùo-Ls. LXk-’-˚W-VÙ-Pp YØ-VÙ-Ll TÙP Ht-TÙh-•p ·\l-Th-”s[ NÍ-Lj-ßuA•j-R-[m Gu\ Tœ-ßd-œ ˙SWÙL LY-]j˚R Doj-Rp

n Rt-LÙ-Xf NÍ-Ll ©Wf-£-̊ ]-Ls TÙP Ht-TÙh-•p ̆ Y∞l-T-”-°u-\-]YÙ Gu-T-̊ Rl Tœl-TÙn‹˘Nn-°-\Ùo-Ls.

n TÙP Ht-TÙh-”j RVÙ-̈ l-©t-œ ̇ So-ÿ-̊ \, —Zt-£-ÿ-̊ \, ̆ Nn-ÿ˚\ ©Wf-£˚] ̊ UVm ̇ TÙu\TX-ÆR TÙo-̊ Y-L-fim A‘-œ-ÿ-̊ \-L-̊ [-Ÿm S˚P-ÿ-̊ \l-T-”j-R-XÙm Gu-T-̊ Rl ◊¨k-’-̆ LÙs-°-\Ùo-Ls.

$ TÙP-Ht-TÙ-” E⁄-YÙd-œm ˙TÙ’ Tp-˙Y-fl A‘-œ-ÿ-˚\-L˚[ Eh-T-”j-’-Y-’ Hu?LXk’˚WVÙ-Pp SPjR ˙Yi-”m.

p TÙP-Ht-TÙh-˚Pj RVÙ-¨d-œm ˙TÙ’ GYt-±u A•l-T-˚P-´p Tp-˙Y-fl A‘-œ-ÿ-˚\-LsEh-T-”j-Rl-Th-”s-[-’ ˛ LXk-’-˚W-VÙ-Pp.

n -TÙP-Ht-TÙh˚P E⁄-YÙd-œm ˙Y˚[-´p GYt-±u A•l-T-˚P-´p Tp-˙Yfl A‘-œ-ÿ˚\Ls ˚LVÙ-[l-Th-”s-[’ ˛ LXk-’-˚W-VÙ-Pp

$ GkR J⁄ TÙP-Ht-TÙh-•-¤m APe-°-Ÿs[ ÿd-°-V-UÙ] ·fl-L-˚[l ◊¨k-’-˘LÙs-°-\Ùo-Ls.p TÙP Ht-TÙh-˚Pf £\l-TÙ-Ll T¨-UÙt-\m ˘Nn-V-˙Yi-”-UÙ-ú Gu-˘]u] ·fl-L˚[ Eh-

T”jR ˙Yi-”m.n H˙R-‡m £X TÙP-Ht-TÙh-” Y˚W-‹-L-˚[l T¨-˙NÙ-ßd-°-\Ùo-Ls. AYt-±u TWkR ˙SÙd-Lj-

ßtœ HtT Es-[-Pd-L-ÿm Lt-\p Lt-©j-Rp A‘-œ-ÿ-˚\-L-fim Gq-YÙ-fl A˚UV ̇ Yi-”mGu-T-˚R-Ÿm LXk-’-˚W-VÙ-”-°-\Ùo-Ls.



$ TÙP A±‹ £\kR ˘Y∞-¬-” B°-V-Yt-±u YØ-VÙL UÙQ-Yo-L-˚[l ◊¨k-’ ˘LÙi-PÙpUh-”˙U £\kR B£-¨-V-]ÙL CV-¤m Gu-T-˚Rl ◊¨k-’-˘LÙs-°-\Ùo-Ls.

p J⁄ £\kR B£-¨-V-]ÙL Æ[e-œ-Y-Rt-œ GYt-˚\-˘Vp-XÙm LY-]j-ßp ˘LÙs[ ˙Yi-”m?n ®˚]-Æp ˚Yj-’d ˘LÙs-fim B£-¨-V-⁄d-LÙ] R≤j-Ru-˚U-Ls (Ti-◊-Ls) G˚Y?

LXk’˚WVÙ-”-°-\Ùo-Ls. B£-¨-V-⁄d-œ A˚Uk-ß-⁄dL ˙Yi-•V ß\u-L˚[ A±k-’-˘LÙs°\Ùo-Ls.

n B£-¨-V-ü ß\u-Ls ̨ CRt-LÙ] œ±l-◊-L˚[ G›-’-°-\Ùo-Ls. œ±l-◊-L-∞u A•l-T-˚P-´pYœl-©˚] Et-fl-˙SÙd° B£-¨-Vo ß\u-L˚[ Ußl-©-”-°-\Ùo-Ls.

n YÙn-˘UÙØ ˘Y∞-¬-”-L˚[ £\l-TÙL S˚P-ÿ-˚\l-T-”j-’-Y-Rt-LÙ] YØ-ÿ-˚\-L-˚[dLXk’˚WVÙ-• NL B£-¨V UÙQ-Yo-L-∞u ˘Y∞-¬-”-L˚[ Ußl-©-”-°-\Ùo-Ls.

n L⁄m-T-X-˚L, Æ[d-Ll-T-Pm B°-V-Yt˚\ £\kR ÿ˚\-´p TVu-T-”j-’-Y-Rt-LÙ]ÿ˚\L˚[d Li-P-±-°-\Ùo-Ls.

n J⁄ B£-¨V UÙQ-Y-ü Yœl-◊, NL B£-¨V UÙQ-Yo-L-∞u Yœl◊ CYt˚\ J∞l-Tß‹ ˘Nn’ Tœl-TÙn‹ ˘Nn-Rp.

$ ˘Yq-˙Y-fl Y˚L-VÙ] Lt-\p Lt-©j-Rp Ej-ß-Ls Es-[] Gu-T-˚Rl ◊¨k-’ ̆ LÙs-°-\Ùo-Ls.n Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-´p TVu-T-”j-’-Y-Rt-LÙ] Tp-˙Y-fl Lt-©j-Rp / ÿ˚\-L˚[ /

Ej-ß-L-˚[d œ±j-’d LXk-’-˚W-VÙ-”-°-\Ùo-Ls.n Tp-˙Y-fl Lt-©j-Rp YÙnl-◊-Ls/„Z-¤d-œj RœkR Lt-©j-Rp Ej-ß-L-˚[l Tt-±-Ÿm A±k-’

˘LÙs-°-\Ùo-Ls.p ˘UÙØl TÙPe-L-fid-œm A±-Æ-Vp TÙPe-L-fid-œm TVu-T-”j-’m Ej-ß-Ls G˚Y? Hu?n Tp-̇ Y-fl Lt-©j-Rp ÿ˚\-L-̊ [l TVu-T-”jR CV-¤-°u\ Yœl-◊-Ls/Yœl-◊-L-∞u J¸ılTß‹

®Lrf-£-Ls.

$ TX YV-ß-]-WÙ] UÙQ-Yo-L-∞u £k-R-˚]f ˘NVp-ÿ-˚\-Ÿm TÙPl-T-œ-ß-L-∞u TÙP R≤j-Ru˚U-L-∞u A•l-T-˚P-´p Uh-”˙U Lt-\p ˘NVp-TÙ-”-L-˚[j RVÙ-¨dL ˙Yi-”mGuT˚Rl ◊¨k-’ ˘LÙs-°-\Ùo-Ls.

AX-œ : 2 Lt-\p Lt-©j-Rp A‘-œ-ÿ-̊ \-L-fim Lt-©j-Rp ß\u-L-fim(LÙ-Xm : 25 U¶˙SWm)

B£-¨-Vo, Lt-©j-Rp˛ TÙPm œ±jR A±‹˛ E[-Æ-Vp A±‹˛ ˘NVp-TÙ-”-L-˚[f ˘Nn-Ÿm ß\u˛ Lt-©j-Rp Ej-ß-L-˚[f ˘NVp-T-”j-’m ß\u˛ UÙQ-Yo-L-˚[d œ±jR A±‹

$ B£-¨ -Vo ß\u

˛ ˘Y∞-¬h-”j ß\u˛ Æ[d-L-ÿ˚\˛ Æ]Ùd-Ls G›l-◊-Y-Rt-LÙ-]-ß-\u-̨ £\kR ˙Ls-Æ-VÙ-[o-̨ YØ-LÙh-•˛ ˘RÙPok-’ Lt-T-Yo˛ TÙPp-L-˚[l TÙ”m ß\u˛ —V-UÙL ÆUo-N-]-ÿm Tœl-TÙn-‹m ˘Nn-Ÿm Bo-Ym˛ —V-UÙL ÆUo-N-]-ÿm Tœl-TÙn-‹m ˘Nn-Ÿm U]-®˚X

$ Lt-©j-Rp ÿ˚\-L-fim Ej-ß-L-fim˛ ˘NVp-ßh-Pm, L⁄j-R-We-Lm, ÆYÙ-Rm-̨ œ›d-L-Xk-’-˚W-VÙ-Pp, £\l-◊d œ›d-L-Xk-’-˚W-VÙ-Pp˛ ÿ•-˘Y-”d-œm ÿ˚\-Ls˛ U≤-RÙ-©-UÙ] ˘NVp-Ls, Æ˚[-VÙh-” ÿ˚\-Ls˛ ˙RPp ÿ˚\-Ls˛ Bn‹ ÿ˚\, Li-”-©-•d-œm ÿ˚\˛ Æ[d-L-ÿ-˚\, ˘NÙt-˘TÙ-Ø‹ ÿ˚\˛ E˚W-VÙt-flm ÿ˚\˛ Tœl-TÙn‹ æo‹ ÿ˚\-Ls˛ ©Wf-£-˚]-L-˚[j æo‹ ˘Nn-Ÿm ÿ˚\˛ Et-fl-˙SÙd-Lp, Bn‹

$ Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-Ls˛ TX-R-Wl-ThP UÙQ-Yo-Ls˛ TÙPl-T-œ-ß-´p Tp-˙Y-fl TÙPe-Ls˛ UÙQ-Y-ü E[f ˘NVp-ÿ-˚\-Ls

$ A±‹ Ui-P-Xm$ EQo-‹-NÙo Ui-P-Xm$ E[ CVdL NÙo Ui-P-Xm


Conceptual competencyContextualTotal performal competencyCommitment


$ Yœl-TÙ-˚\-ú Es˙[ ®L-›m ˘NVp-TÙ-”-Ls˛ ßh-P-™-”-Rp˛ ˘Y∞-¬-”˛ Te-L-∞l◊˛ GpXÙ UÙQ-Yo-L-˚[-Ÿm Eh-T-”j-’-Rp˛ ˘TÙ⁄j-R-UÙ] Lt-\p ˘NVp-TÙ-”-L˚[ Eflß ˘Nn-Rp˛ ˘RÙPo Ußl-¿-”

$ Lt-\p „Zp˛ œZk-˚R-Ÿ-Pu Sh-◊-Pu TZ-œ-Y-’m CVt-˚L-Ÿ-Pu C˚Qk-R-’-

UÙ] Ts-∞d-·-Pm˛ œZk˚R ˚UVm˛ —Rk-ß-Wm˛ Ae-∏-LÙ-Wm˛ TÙ’-LÙl◊˛ Af-Nm Cu˚U˛ Sh-◊-Pu TZ-œm Yœl-T˚\˛ Lt-\p L⁄-Æ-Ls˛ B£-¨-Vo D”-TÙ-”˛ Ht-fld ˘LÙs-fi-Rp˛ œZk-˚Rd-œ G] A˚Ud-Ll-ThP Yœl-T˚\

$ ˘T¸æ-Lf „Zp˛ A˚U-Æ-Pm˛ ˘Y∞f-Nm˛ LÙt-±u ˙TÙd-œ˛ —j-Rm (L-Øl-T-˚\, œ•-øo)˛ Æ˚[-VÙh-”l ˘TÙ⁄s-Ls˛ ÈeLÙ˛ Èk-̇ RÙh-Pm˛ Lh-P-Pm J⁄ Lt-\p L⁄Æ (Building as a learning aid)˛ —t-±-Ÿs[ Ußp

$ Ts-∞d-œ ˘Y∞-˙V-Ÿs[ Lt-\p˛ Lp-Æf —t-flXÙ˛ ÆZÙd-Ls˛ Uu-\f ˘NVp-TÙ-”-Ls˛ —V Lt-\p˛ ≈h-•p Lt-\p˛ ß]-N¨ ÆZÙd-Ls ˘LÙi-PÙ-”-Rp

p Lt-\p Lt-©j-Rp ̆ NVp-ÿ-˚\-´p UÙQ-Yo-L-∞u E[-Æ-Vp ̆ NVp-ÿ-˚\d-œm Yœl-T-˚\f˘NVp-TÙ-”-L-fid-œm Es[ ÿd-°-Vj-’-Ym GkR A[‹ Es-[-’?

n Yœl-◊-L-˚[l TÙo-˚Y-´h-” B£-¨-V-ü D”-TÙ-”m UÙQ-Yo-L-∞u ˘NVp-L-˚[-Ÿmœ±l◊L-∞u A•l-T-˚P-´p Et-fl-˙SÙdL ˙Yi-”m.

$ Lt-\-˚Xf £\l-TÙL S˚P-ÿ-˚\l-T-”j-’-Y-ßp Lt-\p „Z-¤d-œ ÿd-°V Te-œi-”.

p øe-Ls LpÆ Lt\ Ts∞ Sh-◊-Pu TZ-œm Ts-∞-VÙL C⁄k-R-RÙ? Hu?

n œZk-˚R-L-∞-Pm Sh-◊-Pu TZ-œm Ts-∞-L-∞u A[-‹-˙LÙp-L˚[ E⁄-YÙd° J⁄œ±l©hP RW-®o-Q-Vl Th-•-Vp RVÙ-¨d-L-‹m. AR-˚]l TVu-T-”jß øe-Ls Lt\ Ts∞/A⁄-°-¤s[ Ts∞ GkR A[-Æt-œd œZk˚R ˚UV-UÙL Es-[-’ Gu-T˚R Ußl-¿-”˘Nn-L.

$ Yœl-T-˚\d Lt-\-≠p Uh-”m D”-Th-PÙp ˙TÙRÙ-’ Gu-flm ©\ Lt-\p „Zp-L-˚[-ŸmTVu-T-”j-’m ̇ TÙ’ RÙu Lt-\p ÿ›˚U A˚P-°u-\-’ Gu-T-˚Rl ◊¨k-’ ̆ LÙs-°\ÙoLs

p Yœl-T-˚\d Lt-\p Au± Lt-\-¤d-œ YØ-S-Pj-’m ©\ ˘NVp-TÙ-”-Ls Gu-˘]u-]?n J⁄ £fl —t-fl-XÙ-‹d-œf ˘Nu-fl AR˚] Ußl-©h-” Gu-˘]u] LpÆ NÙokR TXu-Ls

°˚Pj-R] Gu-T˚R A±d-˚L-VÙ-Lj RVÙ-¨j-’ YÙ£d-L-‹m.



$ Lt-\p Lt-©j-Rp L⁄-Æ-Ls˛ ÿd-°-Vj-’-Ym$ Bo-Y-Íh-”-Rp$ L⁄j-˚Rj ˘R∞‹ ˘T\f ˘Nn-Rp$ L⁄j-’-Ls Tt-±V A±‹˛ L⁄Æ-Ls Tt-±V A±‹˛ TB, HB, B.B. Computer, Laptop, LCD˛ TÙPe-Ls ˘RÙPo-TÙ] ©\ ’˚Qd L⁄-Æ-Ls-̨ Lt-\p L⁄-Æ-L-˚[f ˙NL-¨j-Rp/ Li-”-©-•j-Rp/E⁄-YÙd-œ-Rp˛ L⁄-Æ-L-˚[f „Z-¤d-œj Rœk-R-YÙ-fl TVu-T-”j-’-Rp˛ L⁄m-T-X˚L/˘Yi-T-X˚L CYt-±u N¨-VÙ] TVu-TÙ-”˛ RL-Yp ˘RÙØp ÷h-Tj-ßu TVu-TÙ-”˛ R≤d-L-Y-]m ˙R˚Y-VÙ] UÙQ-Yo-L-fid-œj ˙R˚Y-VÙ] Lt-\p

L⁄-Æ-Ls (˙TÙ-Xf ˘Nn-Rp)˛ IEP (Individualised Educational Planning).

$ ßh-P-™-”-Rp ˛ A‘-œ-ÿ-˚\-Ÿm ÿ˚\l-T-”j-R-¤m˛ A‘-œ-ÿ˚\˛ ˙LÙh-TÙh” A•j-R-[m

-̨ Herbartion ®˚X-Ls

-̨ ˘Tg-N-™u ◊-™u ˙LÙh-TÙ-”-Ls˛ LÙd-˙]-ú L⁄j-’-L-˚[l ◊¨k-’ ˘LÙs-Rp ˘RÙPo-TÙ] ßh-P-™-”-Rp

˛ Y⁄-Pj-ßh-Pm ˛ A±-YÙd-L-XÙ-Rj-ßu ßh-Pm RVÙ-¨l-T-Rt-LÙ] UÙß¨$ Aÿ˚\l-T-”j-’-Rp

˛ TÙPj-ßh-Pj-ßh-P-™-”-R-≠u ÿd-°-Vj-’-Ym˛ Es-[-P-dLm˛ T¨-UÙt\ Ej-ß-Ls/YØ-ÿ-˚\-Ls˛ ˘RÙPo-U-ßl-¿-”˛ Lt-\p TXu-L-∞u Tœl-TÙn-‹m ©uÚhP-ÿm

$ TÙPj-ßh-P-™-”-R-≠u ®˚X-Ls˛ Y⁄-Pj-ßh-Pm˛ Ts-∞-A-[-Æ-XÙ] ßh-Pm ˛ ˙Uu-˚U-VÙ] Lp-Æd-œ

$ UÙQ-Yo-L˚[ Bo-Y-Íh-P-‹m L⁄j-’-L-˚[j ˘R∞-‹-T-”j-R-‹m Lt-\p L⁄-Æ-Lsÿd°Vj’-Ym Y°d-°u-\-’ Gu-T-˚Rl ◊¨k-’ ˘LÙs-°-\Ùo-Ls.

p UÙQ-Yo-L-fid-œj R≤-VÙ-L -‹m B£-¨-Vo-L -fid-œj R≤-VÙ-L -‹m ˘TÙ’-YÙ-L-‹mTVuT”j’m Lt-\p Lt-©j-Rp L⁄-Æ-Ls G˚Y?

n Æ˚X œ˚\k-R, Æ˚X ˘LÙ”d-LÙR Lt-\p L⁄-Æ-L˚[ E⁄-YÙdL T¶-U-˚]-Ls YØ-VÙLYÙnl-◊-Ls A∞d-Ll-T-”-°-\-’

$ Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-´p ˘Yq-˙Y-fl ßh-P-™hP A‘-œ-ÿ-˚\-L -∞uÿd°Vj’Yj-˚Rl ◊¨k-’-˘LÙs-°-\Ùo-Ls.

$ ®fl-Y-]j-ßu ÿ˚\-VÙ] Lt-\˚X S˚P-ÿ-˚\l-T-”j-’-Y-Rt-œ Tp-˙Y-fl ®˚X-L-˚[l ◊¨k’˘LÙs-°-\Ùo-Ls

p ®fl-Y-]j-ßu ˘NVp-TÙ-”-L-˚[f £\l-TÙL S˚P-ÿ-˚\l-T-”j-’-Y-Rt-LÙ] ®˚X-Ls G˚Y?



˛ AX-œj- ßh-Pm˛ Au-\Ù-Pj ßh-Pm˛ Lt-\p ßh-P-Y-˚W-‹-L-∞u UÙß-¨-Ls

$ Lt-©j-Rp ÿ˚\ Tt-±V Tœl-TÙn‹-̨ Lt-\p ˙SÙd-Lm (L-⁄j-’, ß\u, U]-®-˚X)˛ Lt-©j-Rp ˙LÙh-TÙ-”-Ls œ±jR A±‹-̨ Es-[-Pd-Ll Tœl-TÙn‹-̨ Lt-©j-Rp Ej-ß-Ls Tt-±V A±‹-̨ L⁄j-’-L˚[ ÿ˚\l-T-”j-’-Rp-̨ L⁄j-’-L-∞u ˘Y∞-¬-”-̨ Ußl-¿h-” ÿ˚\-Ls/Ej-ß-Ls-̨ Gßo-TÙod-œm Lt-\p NÙu-fl-Ls

$ Tœl-TÙn‹ ˛ Tp-˙Y-fl TÙPe-L-∞p

AX-œ 3 : Ußl-¿-” ˛ A‘-œ-ÿ-˚\-Ÿm TVu-TÙ-”m (LÙ-Xm 20 U¶d-·o)

Ußl-¿-” ˛ L⁄j-’(Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-ú ÿd-°V ·fl-Ls)

˛ Ußl-¿-”m Ußl-©-”-R-¤m (Jt-fl-˚U-Ls ˙Yt-fl-˚U-Ls . . . )

˛ Ußl-¿-” Au-\ÙP YÙrd-˚Lf „Z-≠p˛ Ußl-¿-” Lt-\-≠p˛ Lt-\-¤d-LÙ] Ußl-¿-” (Assessment for learning)

(Lt-\-≠u TX-‡d-LÙL SPj-’m Tp-˙Y-fl D”-TÙ-”-Ls ̨ AR-]Ùp Ht-T-”m ÿu-˙]t-\j˚R Ußl-©h-” ©u-ÚhPm-A-∞j-R-¤m)

˛ Ußl-¿˙P Lt-\p (Assessment as learning)˛ R]d-œ Gu] ˘NnV CV-¤m Gu-T-˚R-Ÿm ˙Uu-˚U-L-˚[-Ÿm

A±k’ —V-UÙL ˙Um-T-”j-ßd ˘LÙs-fi-Rp˛ Lt\˚X Ußl-©-”-Rp (Assessment of learning)˛ Gu-̆ ]u] T•j-̇ RÙm Gu-T˚R J⁄ œ±l-©hP LÙXj-ßt-œl ©\œ

Ußl-©h-” A’-œ-±jR RWj˚R A±-Æj-Rp

n B£-¨-Vu, ßh-P-™-Pp B°V˚Y œ±j-’ £X-Yt˚\ ˘Y∞-´-”-°-\Ùo-Ls AYt-fls ˘Yq-˙Y-fl A‘-œ-ÿ-˚\-L˚[ ̆ Y∞-´-”-°-\Ùo-Ls. ̆ RÙPok-’ Tp-˙Y-fl Ëp-L-˚[l TÙo-˚Y´h”œ±l◊ RVÙ-¨j-’ YÙ£d-°-\Ùo-Ls.

$ Es-[-Pd-Lm Lt-©j-Rp A‘-œ-ÿ-˚\l-T-• Tœl-TÙn‹ ˘Nn-V-˙Yi-•-V-Ru ˙R˚Y-˚Vl◊¨k’-˘LÙs-°-\Ùo-Ls

p Lt-\p ˘NVp-ÿ-˚\-˚Vf £\kR ÿ˚\-´p S˚P-ÿ-˚\l-T-”j-’-Y-Rt-œ Es-[-Pd-Lj˚RLt©jRp A‘-œ-ÿ-˚\l-T-• Gq-YÙ-˘\p-XÙm Tœl-TÙn‹ ˘Nn-V-XÙm?

$ J⁄ TÙPj˚R ˘Yq-˙Y-fl œ›d-Ls Tœl-TÙn‹ ˘Nn-Ÿm ˙TÙ’ UÙQ-Yo-Ls Gk-˘RkRL⁄j’-L-˚[l ̆ Tt-fld ̆ LÙs[ ̇ Yi-”m Gu-T-˚Rl Tœl-TÙn‹ ̆ Nn-°-\Ùo-Ls. AYt˚\lTÙPj-ßp Eh-T-”j-ß-V-Ru ˙SÙd-Lm Gu-]? Lt-©j-R-¤d-LÙ] Ej-ß-Ls G˚Y? CYt˚\Gq-YÙ-fl Tß‹ ˘Nn-V-˙Yi-”m? LXk-’-˚W-VÙ-Pp, ˘RÙœj-’d ·fl-Rp

n Tp-˙Y-fl TÙPe-Ls, ˘Yq-˙Y-fl L⁄j-’-Ls, ˘Yq-˙Y-fl ß\u-Ls ˘Yq-˙Y-fl TÙPj-ßhPUÙß-¨-L-˚[j RVÙ-¨j-’d LXk-’-˚W-VÙ-”-°-\Ùo-Ls.

$ Lt-\p Gq-Y-[‹ £\l-TÙL SPk-R-’ Gu-T˚R A±k-’-̆ LÙs-Y-Rt-LÙ] ̆ NVp-ÿ-̊ \˙V Ußl¿”Gu-T-˚Rl ◊¨k-’ ˘LÙs-°-\Ùo-Ls.

p £\kR Lt-\-¤d-œ Ußl-¿-” Gq-YÙ-˘\p-XÙm ’˚Q-◊-¨-°u-\-’?n Ußl-¿h-•u Tp-˙Y-fl ®˚X-L-˚[d LXk-’-˚W-VÙ-Pp YØ-VÙ-L-‹m NÙu-fl-Ls YØ-VÙ-L-‹m

A±k’ ˘LÙs-Y-Rt-LÙ] YÙnl-T-∞dL ˙Yi-”m.



$ Tp-˙Y-fl Y˚L-VÙ] Ußl-¿-”-Ls˛ ®˚X-VÙ] Y[of£ (formative) : L⁄j-’ ˘NVp-ÿ˚\...

(Lt-\˚X ÿu-˙]t-\j ˙R˚Y-VÙ] Ußl-¿-”)˛ ˘RÙPd-Lm ÿRp Cflß Y˚W-´-XÙ] Ußl-¿-”˛ L⁄j-’˛ „Zp-Ls˛ G”j-’d-LÙh-”-Ls˛ £\l-◊-Ls˛ Es-U-ßl-¿-”, ˘Y∞-U-ßl-¿-”˛ „Zp-Ls˛ ˘NVp-ÿ-̊ \-Ls˛ Su˚U æ˚U œ±jR Gi-Qe-Ls˛ ˘RÙPo Ußl-¿-”m œ±l-©hP LÙXj-ßt-œs-[Ù] Ußl-¿-”m˛ ˘RÙPo Ußl-¿-” Gu\ L⁄j-’˛ T⁄-Yj-ßt-°-˚P˙V ˘Nn-Ÿm Ußl-¿-”˛ E˚\-Æ-Pe-Ls, Ej-ß-Ls˛ Lt-\p L⁄-Æ-Ls˛ ©uÚhPm$ ˘RÙPo Ut-flm ÿ›-˚U-VÙ] Ußl-¿-”

˛ ÿd-°-Vj-’-Y-ÿm Cu-±-V-˚U-VÙ-˚U-Ÿm˛ YØ-ÿ-˚\-L˚[ A±-ÿ-L-UÙ-Rp˛ —V Ußl-¿-”˛ œ› Ußl-¿-”˛ ˘NVp-TÙh-” ÿ˚\-´-XÙ] Ußl-¿-”

(C-Yt-±u L⁄j-’, ÿd-°-Vj-’-Ym ÿ˚\-L-fim, Ej-ß-L-fim,Lt-\p L⁄-Æ-Ls ˙TÙu-\˚Y

$ Ußl-¿h-” YØ-ÿ-˚\-Ls˛ G›j-’j-̇ Ro‹˛ S•l◊˛ Bn‹˛ E⁄-YÙd-Lm˛ ˘Nn-’-LÙh-”-Rp˛ Y˚W-Rp

$ UÙQ-Yo-L-∞u ÿ›-˚U-VÙ] Y[of-£d-œj ̆ RÙPo Ußl-¿-” ÿ›-˚U-VÙ] Ußl-¿-”CYt-±u ÿd-°-Vj-’-Yj-˚R-Ÿm Cu-±-V-˚U-VÙ-˚U-Ÿm ◊¨k-’-˘LÙs-°-\Ùo-Ls.

p Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-L-∞p TX-®-˚X-´-¤s[ Ußl-¿h-” ÿ˚\-L-˚[lTVuT-”j-’-Y-Ru ÿd-°-Vj-’-Ym Gu-]?

n ˘TÙ⁄j-R-UÙ] J⁄ Ußl-¿h-” A[-‹-˙LÙ˚X E⁄-YÙd° NL-UÙ-Q-Y-≤u Lt-©j-Rpß\˚] Ußl-©P ˙Yi-”m.

n B£-̈ -V-̈ u Lt-©j-R-¤m UÙQ-Yo-L-fid-°-̊ P˙V SPj-’m LXk-’-̊ W-VÙ-P-¤m YØVÙLTp-˙Y-fl Ußl-¿h-” Ej-ß-L-˚[-Ÿm T¨-UÙ-±d ˘LÙs-°-\Ùo-Ls.

n Tp-˙Y-fl Ußl-¿h-”d „Zp-L-∞p UÙQ-Y-‡d-œ A∞d-L-˙Yi-•V NÙu-±-Rr Gu-]-˘Yu-flm AYt˚\ Gq-YÙ-fl YÙn-˘UÙØ/G›j-’ ÿ˚\-´-XÙL ˘Y∞-´P ˙Yi-”-˘Uu-T-˚R-Ÿm LXk-’-˚W-VÙ-”-°-\Ùo-Ls ˛ ˘Y∞-´-”-°-\Ùo-Ls.

n Tp-˙Y-fl Y˚L-VÙ] Ußl-¿h-” A[-‹-˙LÙp-L˚[ E⁄-YÙd-œ-°-\Ùo-Ls

$ ˘Yq-˙Y-fl Y˚L-VÙ] Ußl-¿h-” YØ-ÿ-˚\-L-˚[l ◊¨k-’-˘LÙs-°-\Ùo-Lsp G›j-’, YÙn-̆ UÙ-Ø,-̆ Y-∞-¬h-” ÿ˚\ ̇ TÙu\ ̇ Ro-‹-L-∞u Su-̊ U-Ls Gu-̆ ]u]?

œ˚\-Ls G˚Y?p Lt-\p ˘NVp-ÿ-˚\-´p ˘Yq-˙Y-fl Y˚L-VÙ] Ußl-¿h-” YØ-ÿ-˚\-L-˚[l

TVuT”j-’-Y-Rt-LÙ] LÙW-Qm Gu-]?



˛ G›j-’j ̇ Ro‹ BluePrint RVÙ-̈ j-Rp˛ A±-‹f ˙NÙR˚] (˙SÙd-Lm, Lt-©j-Rp ÿ˚\-Ls, Lt-\p

L⁄-Æ-L-∞u R≤j-Ru-˚U-Ls, ÿd-°-Vj-’-Ym . . . )˛ U≤-R-˙S-Vm˛ B£-¨-Vo Y•-Y-˚Uj-R˚Y

(C-Yt-±t-°-˚P-˙V-Ÿs[ Jt-fl˚U ˙Yt-fl-˚U-Ls)$ Æ]Ù UÙß-¨-Ls

˛ UÙß-¨-L-fis Ju-˚\j ˙Ro‹ ˘Nn-Rp(Multiple Choice )-̨ G∞-˚U-VÙ] Æ˚P-Ls, Lh-”˚W Æ˚P-Ls˛ Lt-\p L⁄-Æ-Ls ©\ NÙu-fl-Ls(Gu-]? Gl-T-• Ußl-¿h-•t-œl TVu-T-”j-R-XÙm, YØ-ÿ-̊ \Ls,Ej-ß-Ls ˙TÙu-\-˚Y)◊j-R-Lm TÙoj-’ G›-’m ˙Ro-‹.(ÿd-°-Vj-’-Ym, R≤j-Ru-˚U-Ls, S˚P-ÿ-˚\l-T-”j-’m YØ-ÿ-˚\-Ls. œ˚\-V-±-˙NÙ-R-˚]-L-fim, ¡i-”m Lt-©j-R-¤m.)

$ A˚U-ß-VÙ] ˙NÙR-˚]-L-fim æo-‹-L-fim(L-⁄j-’ ˛ UÙQ-Yo-L-∞u Lt-\p ©Wf-£-˚]-L-fid-LÙ]LÙWQeL˚[ ̆ U’-YÙ-Ll TÙo-̊ Y-́ h-”d Li-P-±-Rp) A±‹f˙NÙR˚]-ú ˙Yfl-TÙ-”-LsYØ-ÿ-˚\-Ls, A±-ÿ-L-UÙ-Rp, E⁄-YÙd-œ-Rpæo-‹f ˘NVp-TÙ-”-Ls(Gu-]? Gl-T-•? . . . . )Tß‹ ˘Nn-R-¤m A±d˚L YÙ£j-R-¤m

˛ L⁄j-’˛ TVu˛ Gq-YÙ-fl Tß‹ ˘Nn-V-XÙm?˛ UÙß-¨-L˚[ A±-ÿ-L-UÙ-Rp

(U-ßl-̆ Ti/RWm)L⁄j-’YØ-ÿ-˚\-L˚[ BWÙn-RpUÙß-¨-L˚[ A±-ÿ-L-UÙ-RpTp-˙Y-fl UÙß-¨-Ls/ÿ˚\-L˚[ Æ¨-‹-T-”j-’-Rp

n Lt-\p L⁄-Æ-L˚[ Ußl-¿-” ̆ Nn-Y-ß-≠-⁄k-’ NL-UÙ-Q-Y˚] Ußl-©h-” L⁄j-’-L˚[d·fl-°-\Ùo-Ls.

n G›j-’, YÙn-˘UÙ-Ø, ̆ Y∞-¬-”-Ls ̇ TÙu\ ̇ Ro-‹-Ls ̨ ̇ Uu-˚U-Ls, ©Wf-£-˚]-Lsœ±j-’ ÆYÙ-Rm SPj-’-°-\Ùo-Ls.

n A±-ÿ-L-UÙ] £X Æ]Ùj-RÙs-L-̊ [d ̆ LÙ”j-’l Tœl-TÙn‹ ̆ Nn-’ Æ[d-L-U-∞j’˛BluePrint (Æ-[dL Y˚W-‹) Gu\ ®˚X-´˚] A˚P-°-\Ùo-Ls.

$ Lt-\p ˙Uu-˚U-L-˚[l Tß‹ ˘Nn-V-˙Yi-•-V-Ru ÿd-°-Vj-’-Yj-˚Rl ◊¨k-’-˘LÙs°\Ùo-Ls.

p Lt-\p TVu-L˚[ Ußl-©h-” Tß‹ ˘Nn-Y-Rt-œ Ußl-˘Ti A∞j-Rp/RWm®oQ´jRp CYt-fls Sp-X-’ G’?

n ˘UÙØl-TÙ-Pm/A±-Æ-Vp TÙPe-L-fi-Pu ˘RÙPo-◊-T-”jß UÙQ-Yu ˘Tt\ ß\˚]Ußl-©h-” RW Ußl-¿-” (Grade) A∞d-L-˙Yi-”m.



AX-œ ˛ 4 : Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-´p Bn-‹d-LÙ] CPm(LÙ-Xm 10 U¶d-·o)

Bn‹L⁄j-’Y˚W-V˚\

Bn‹ GRt-œBn-Æu R≤j-Ru-˚U-Ls

$ RWm YÙnkR Bn‹ (Qualitative research )

-̨ Ti-©˚] ˙NÙßj-Rp-˛ £fl-T-œ-ß-´˚]f ˙NÙßj-Rp-̨ Æ[d-L-U-∞j-Rp-˛ Et-fl-˙SÙd-L-≠u ÿd-°-Vj-’-Ym˛

˛

$ A[‹ A•l-T-̊ P-́ -XÙ] Bn‹ (Quantitative research)-˛ RW-‹-L˚[ Gi-L-[ÙL UÙt-fl-Rp˛ Æ]Ù-®-Wp Aß-Lm Gßo-TÙod-Ll-T-”-°-\’˛

$ A•l-T-˚P-VÙ] Bn-‹-Ls (Fundamental research)-̨ YW-XÙt-fl Bn‹ (Historical research)˛ ˙NÙR˚] ÿ˚\-́ -XÙ] Bn‹(experimental research)--

$ ˘NVp-ÿ˚\ Bn‹ (Applied Research)

-̨ ˘TÙ’d L⁄j-’-Ls-̨

$ LpÆ Bn-‹-Ls˛ ˘NVp-ÿ˚\ Bn‹˛ Case Study (R-≤-S-To Bn-‹)˛ ËR] Bn‹ UÙß-¨-Ls

$ £\kR ÿ˚\-´p Lt-©j-R˚X S˚P-ÿ-˚\l-T-”jR Bn‹ ÿd-°-V-UÙ-]-RÙ-œm Gu-T-˚Rl◊¨k’ ˘LÙs-°-\Ùo-Ls.

p B£-¨-Vo Bn-YÙ-[-WÙL ˙Yi-”m ˛ CkRd ·t-±˚] ®fl-‹-Y-Rt-LÙ] L⁄j-’-Ls G˚Y?

$ ˘NVp-TÙh-”j RXe-L-∞-¤s[ ©Wf-£-˚]-L-˚[l ◊¨k-’ ˘LÙs-[-‹m æo‹ ˘Nn-Y-Rt-LÙ]Bn-‹-L-˚[l ˘TÙfll-˙Tt-fl ˘Nn-Y-Rt-œ-UÙ] Bo-Ym Ht-T-”-°u-\-’.



$ Bn‹ ®˚X-Ls˛ Bn-‹l ©Wf-£-˚]-L˚[ Efl-ß-˘Nn-R-¤m Æ[d-œ-R-¤m˛ Bn-‹-ÿ-˚\-L-fim T•-®-˚X-L-fim˛ ÿu-]˙W S˚P-˘Tt\ Bn-‹-L˚[ A±k-’-˘LÙs-fi-Rp˛ UÙß-¨-L-˚[j ̇ Rok-˘R-”j-Rp˛ RW‹ ˙NL-¨j-Rp˛ —⁄d-œ-Rp, Tœl-TÙn‹ ˘Nn-Rp˛ ÿ•-‹-L˚[ E⁄-YÙd-œ-Rp˛ T¨k-’-˚W-L-fim ̆ RÙPo-˘N-Vp-TÙ-”-L-fim˛ TÙo˚Y Ëp-Ls

AX-œ ̨ 5 RL-Yp ̆ RÙØp ÷h-Td Lp-Æ, Lt-\p, Lt-©j-Rp ̆ NVp-ÿ-̊ \-L-∞p(20 U¶d-·o)

RL-Yp ˘RÙØp ÷h-T-ÿm Lp-Æ-Ÿm -˛ YW-XÙt-fll ©u-]¶˛ ICT -˛-ú ˙RÙt-\m˛ L¶-≤-ú Y⁄˚L

˛ Yu-˘TÙ-⁄s˛ ˘Uu-˘TÙ-⁄s˛ —Rk-ßW -˘Uu-˘TÙ-⁄s (Open Source Software)

$ ICT -˛-ú TVu Lt-\p ˘NVp-TÙ-”-L-∞p$ RL-Yp ˘RÙØp÷h-Tÿm NÍ-L-ÿm

˛ YÙnl-◊-Ls˛ Tp-˙Y-fl ’˚\-L-∞p

(E-Pp-S-Xj ’˚\, ˘RÙØp’˚\, ˙Y[Ùi-˚U)˛ RL-Yp ˘RÙØp ÷h-Tj-ßu YØ-VÙL Es[ Lt-\p A‘-œ-ÿ-˚\-Ls

J≠ J¸ı FP-Le-L-˚[l TVu-T-”j-ßd Lt-©j-Rp˛ L¶-≤-ú ER-Æ-Ÿ-Pu˛ C˚Q-Vj-ßu ER-Æ-Ÿ-Pu˛ ™u-]‘ YØd LpÆ (E-Learning)$ RL-Yp ˘RÙØp ÷h-Td Lp-Æ-ú Lt-©j-Rp ˘NVp-ÿ˚\˛ PPT RVÙ-¨j-’ ˘Y∞-´-”-Rp˛ ≈•˙VÙ œflm-T-ß-‹-L-˚[l TVuT”j-’Rp˛ C˚Q-Vj-˚Rl TVu-T-”j-’-Rp˛ NÍL Y˚X-R-[e-L-˚[l TVu-T-”j-Rp˛

˛

˛

p UÙQ-Yo-Ls Gßo-˘LÙs-fim Lt-\p ©Wf-£-˚]-L-˚[j æo‹ ˘Nn-Y-Rt-œ Bn-YÙ-[-WÙ]B£¨Vo Gu\ ®˚X-´p Gk-˘RkR ÿ˚\-L-∞p D”-T-P-XÙm.

n UÙQ-Yo-L-∞u J⁄ Lt-\p ©Wf-£-̊ ]d-œf ̆ NVp-ÿ˚\ Bn‹ SPjß A±d˚L RVÙ-̈ dL‹m.

$ RL-Yp ̆ RÙØp ÷h-Tj-ß-̊ ]l TVu-T-”j-’-Y-’ £\kR Lt-\p Lt-©j-Rp ̆ NVp-TÙ-”-L-fidœCu-±-V-˚U-VÙ-R˚Y Gu-T-˚Rl ◊¨k-’-˘LÙs-°-\Ùo-Ls.

p RL-Yp ˘RÙØp ÷h-Tj-ßu YØ-VÙ-Ll Tp-˙Y-fl Lt-\p A‘-œ-ÿ-˚\-L-˚[l Tœl-TÙn‹˘Nn-°-\Ùo-Ls.

$ RL-Yp ˘RÙØp ÷h-Td Lp-Æ-´p Lt-©j-Rp ˘NVp-ÿ-˚\d-LÙ] YÙnl-◊-L-˚[l ◊¨k-’-˘LÙs-[-˙Yi-”m.



$ B£-¨-V-ü ˙Y˚X ˙Uu˚U A˚P-Y-ßp RL-Yp-˘RÙ-Øp÷hTjßu Te-œ

˛ C-̊ Q-V-ÿm ©\ RL-Yp-̆ RÙ-Øp ÷h-Td L⁄-Æ-L-̊ [-Ÿm TVu-T-”jßRL-Yp-L-˚[f ˙NL-¨j-Rp

˛ C˚Q-VmC˚Q-V-R-[m

˛ Blog˛ Æd-°l-¿-•VÙ˛ C˚QV YØ ËX-Le-Ls˛

$ ˙NL-¨jR RL-Yp-L-˚[j ̇ R˚Yd-˙LtT ̆ U⁄-·h-”-Rp (InformationProcessing)

˛ Ußl-˘Ti Ah-P-Y˚Q RVÙ-¨j-Rp˛ RWm A∞j-Rp

UÙQ-Yo-L-˚[d œ±j-’s[ RL-Yp-L-˚[f ˙NL-¨j-’ ˚Yj-Rp˛ ETM RVÙ-¨j-Rp˛ ETB RVÙ-¨j-Rp˛ Digitial Portfolio (÷i˚U-VÙ] T˚Pl-◊f ˙NL-¨l◊)$ T¨-UÙt\ ÿ˚\-Ls-̨ (Ts-∞-̊ Vl Tt-±V RL-Yp-L-̊ [f NÍ-Lj-ßt-œm Ts-∞-̇ VÙ-” ̆ RÙPo-

◊-˚PV ©\ ®fl-Y-]e-L-fid-œm UÙQ-Yo-Ls J⁄-Y-⁄d-˘LÙ-⁄-Yo T¨-UÙ-±d-˘LÙs-Y-Rt-œ)

˛ C˚Q-Vm˛ Blogs˛ School Blogs˛ C˚QV R[m$ C˚Q-Vd œt-\e-Ls

˛ Email Harazment- Hacking and craking- C˚Q-Vj-˚Rj RY-\Ù-Ll TVuT-”j-’-Rp

˘RÙØp ÷hT A±‹$ Yu-˘TÙ-⁄s$ ˘Uu-˘TÙ-⁄s$ J¸ıl-T-ß-‹d L⁄Æ LCD, Digital Camera B°-V-Yt-˚\d Lt-\p

˙R˚Y-L-fid-œl TVu-T-”j-’-Rp$ TX-̇ R-̊ Y-L-fid-œm TVu-T-”j-’m ̆ Uu-̆ TÙ-⁄s (Application Software)

n NÍL Y˚Xj-R[ ˙N˚Y-˚Vl TVu-T-”jß ˙SW-•d LXk-’-˚W-VÙ-Pp SPj-’-°-\Ùo-Ls.

$ RL-Yp-L-˚[f ˙NL-¨l-T-Rt-œj RL-Yp ˘RÙØp-÷h-Tj˚R GkR A[‹ TVu-T-”j-’-°-\Ùo-LsGu-T-˚Rl ◊¨k-’ ˘LÙs-°-\Ùo-Ls.

p RL-Yp ˘RÙØp ÷h-Tj-ßu YÙ´-XÙ-Lj RL-Yp-L-˚[f ˙NL-¨d-œm ˙TÙ’ Ee-L-fid-œGu˘]u] YN-ß-Ls °˚Pd-°u-\-]?

n A±-Æ-Vp ˘RÙPo-TÙL Æd-°l-¿-•-VÙ-Æp J⁄ Td-Lj˚R E⁄-YÙd-L-‹m$ ˙NL-¨jR RL-Yp-L˚[ ˘U⁄-·h-•l TVu-T-”j-’m ˙TÙ’ B£-¨-V-ü ß\u Y[-⁄m

GuT˚R A‡-T-Yj-ßu YØ-VÙL A±k-’ ˘LÙs-°-\Ùo-Ls

n RL-Yp ˘RÙØp-÷h-Td Lp-Æ-ú YØ-VÙ-Ll ˘Tt\ RL-Yp-L˚[ Digital Port Folio-Æp˙NL-¨j-’ ˚Yd-°-\Ùo-Ls.

$ Ts-∞-˚Vd œ±j-’s[ RL-Yp-L-˚[l ©\-⁄-Pu T°ok-’ ˘LÙs-Y-Rt-œ ™L-‹m˘TÙ⁄jRUÙ]-’ RL-Yp ˘RÙØp ÷h-Td LpÆ œ±jR A±-YÙ-œm Gu-T-˚Rl ◊¨k-’˘LÙs°\Ùo-Ls.

p Ts-∞d-·-Pj-ßu ˘Nn-ß-L-˚[l T°ok-’ ˘LÙs-Y-Rt-œl Ts∞ Y˚Xl-Èd-L˚[ (Blog)Iøe-Ls Gq-YÙ-fl TVu-T-”j-’-≈o-Ls?

$ RL-Yp ˘RÙØp ÷h-Tj-ß-\˚]j ˘RÙØp-L-˚[f ˘Nn-Y-Rt-œ Aß-L-UÙ-Ll TVu-T-”j-R-XÙmGu-T-˚Rl ◊¨k-’ ˘LÙs-°-\Ùo-Ls.

p Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-´p RL-Yp-˘RÙ-Øp ÷h-Td Lp-Æ-˚Vl TVu-T-”j-’m ˙TÙ’Ht-T-”m Su-˚U-Ls G˚Y?

n A±-Æ-Vp TÙPj-’-Pu ̆ RÙPo-◊-˚P-V-Yt˚\ C˚Q-Vj-ß-≠-⁄k-’ ̇ NL-¨j-’l ̆ TÙ⁄j-R-UÙ]ÿ˚\-´p ˘U⁄-·h-• Lt-©j-Rp ˘NVp-TÙ-”-L-fid-œl TVu-T-”j-’-°-\Ùo-Ls.



$ RL-Yp ˘RÙØp ÷h-Tjßp ˘Tt\ A±-Æ-˚]-Ÿm ß\-˚]-Ÿm L⁄j-’-⁄-YÙd-Lm YØ-VÙ-L-‹m, L⁄j-’l T¨-UÙt-\m YØ-VÙ-L-‹mYœlT˚\f ˘NVp-ÿ-˚\-´p TVu-T-”j-’-Rp$ RL-Yp ˘RÙØp ÷h-Td L⁄-Æ-Ls YÙ´-XÙL ˘Y∞-´-”-Rp$ ≈•˙VÙ œflm-T-ß-‹-Ls$ TPe-Ls$ Text Files$ J≠d ˙LÙl-◊-Ls$ C˚Q-Vm, Blog, C˚QV R[e-Ls

$ RL-Yp ˘RÙØp ÷h-Tj-ßu L⁄-Æ-Ls J≠ J¸ı FP-Le-Ls B°-V-Yt-±u YÙ´-XÙ-LdL•]UÙ] L⁄j-’d-L˚[ ™L-‹m G∞-˚U-VÙ-Ll T¨-UÙt-\m ˘NnV CV-¤m Gu-T-˚Rl◊¨k-’-˘LÙs-°-\Ùo-Ls.

p Lt-\p Lt-©j-Rp ˘NVp-ÿ-˚\-´p L⁄j-’ E⁄-YÙd-Lj-ßt-œm T¨-UÙt-\j-ßt-œmGqYÙ˘\pXÙm RL-Yp ˘RÙØp-÷h-Td L⁄-Æ-L-˚[l TVu-T-”j-R-XÙm?

n RL-Yp ˘RÙØp ÷h-Tj-ßu YØ-VÙL A±-Æ-V-≠u J⁄ TÙPl-T-œ-ß-˚Vj ßh-P-™h-”(Electronic Teaching Manual) RVÙ-¨d-°-\Ùo-Ls.


’˚QËp Ah-P-Y˚Q

1. Lp-Æ-ú Ts-∞-®o-YÙ-L-‹m ˙UXÙi-˚U-Ÿm ˛ ˙TWÙ. V. LQ-Tß, G. °⁄xQÍojß

2. St-\-™r Lt-©d-œm ÿ˚\-Ls ˛ LQ-Tß

3. £\l-◊d Lp-Æ-NÙo £k-R-˚]-Ls ˛ ©.-Bo. N˙WÙ-¥≤. Bo. WÙ_-˙UÙ-Lu.

4. Ck-ß-Vd Lp-Æ-´p Cu-˚\V ©Wf-N-˚]-Ls ˛ Gu.-˙L. TÙp-WÙw.

5. Inservice Teacher Education Package, NCERT.

6. Trends and Developments in Modern Educational Practice, Dr.K. Sivarajan, Calicut University, Co-operative Press.

7. Philosophical and Sociological basis of Education, Dr. N.K Arjunan, Yuga Publications, Palakkad.

8. NCFTE 2009.

9. ICT, Pedagogy and the Curriculum : Avril Loveless and Subject to Change IV (2005).

10. Towards a curriculum for all- The Dorchester Curriculum Group (2002).

11. Continous and Comprehensive Evaluation; Teachers handbook for primary stage, Sarla Rajput (2003).

12. Methodology of Educational Research, Ramnath Sarma.


7.3.3 RÙn-̆ UÙ-Ød Lt-\p

B£-¨V UÙQ-Yo-L-fid-œj RÙn-˘UÙ-Ød Lt-\-≠p A•l-T-˚P-VÙ] ˘UÙØ

A±˚Y E⁄-YÙd-œ-Y-Rt-LÙLl T⁄-Ym Ju-±p R™r ˛ YW-XÙ-fl, A˚Ul-◊,

NÍ-Ll ©u-◊-Xm Gu\ ̇ Ro-‹j RÙs T¨k-’˚W ̆ Nn-Vl-T-”-°-\-’. Æ[d-LeLs

∏˙Z RWl-Th-”s-[-].

˘RÙPo◊Ls

B£-¨-Vo Lp-Æ-´p RÙn-˘UÙ-Ød Lt-\-¤d-œ ™L-‹m ÿd-°-Vj-’-Ym Ei-”.

Lt-\p FP-Lm Gu-‡m ®˚X-´p RÙn-˘UÙ-Ø˚V ™L G∞-˚U-VÙ-Ld

˚LVÙfim ß\u GpXÙ B£-¨V UÙQ-Yo-L-fid-œm AY-£-Vm. R™r

˘UÙØŸm CXd-°-V-ÿm ˘RÙPd-L-®-˚X, S”®˚X Yœl-◊-L-∞p ˚LVÙ-fi-Y-

Rt-œj ˙R˚Y-VÙ] Lt-©j-Rp ÿ˚\ Tt-±V A±-‹m Es-[-Pd-Lm œ±jR

A±-Æ-˚]-Ÿm Eflß ̆ NnV ̇ Yi-”m. CYt˚\ U]-ßp ̆ LÙi-” B£¨Vo

Lp-Æ-́ p RÙn-̆ UÙ-Øl TÙP-Ht-TÙ-” Y•-Y-̊ Ud-Ll-Th-”s-[-’.

SÙu-œ T⁄-Ye-Ls APe-°V B£-¨-Vl Th-P-Vd Lp-Æ-´p Jq-˘YÙ-⁄ T⁄-

Yj-ß-¤m Jq-˘YÙ-⁄ ˙Ro-‹j-RÙs Gu\ ÿ˚\-´p SÙu-œ ˙Ro-‹j RÙs-Ls

Es-[-]. Yœl-T-˚\l T¨-UÙt-\j˚R ˙Um-T-”j-’-Y-ßp ˘UÙØj-ß-\u ÿd-°V

Te-œ Y°d-°u-\-’. Æ[d-œ-Rp, LY-]m Doj-Rp ˘TÙ⁄j-R-UÙ] Æ]Ùd-Ls

YØ-VÙL £k-R-˚]-˚Vj Ái-”-Rp ÿ˚\-VÙ] A±-‹-˚W-L˚[ A∞j-Rp

˙TÙufl Yœl-T-˚\f ˘NVp-TÙ-”-L˚[ E´-˙WÙh-P-ÿ-˚P-V-RÙL SPj-ßf ˘Np-

Y-Rt-œ B£-¨-Vo EVokR ˘UÙØ D”-TÙ-” E˚P-V-WÙL C⁄j-Rp AY-£-Vm

SpX ̆ UÙØ ̆ Y∞-¬h-•u YÙ -́XÙL UÙQ-Yo-L-fi-P-‡m NÍ-Lj-’-P-‡m SpX

E\-Æ˚] Ht-T-”jR ÿ•-Ÿm. £k-R-˚]-L-fim ˘UÙØ-Ÿm Ju-˙\Ù-˘PÙu-fl

˘RÙPo◊ ̆ LÙi-”s-[-’. TÙPe-L-̊ [l Tœl-TÙn‹ ̆ Nn-’ AYt-±p Eh-T”m

L⁄j-’-L-˚[-Ÿm T¨-UÙt-\m ˘Nn-’m ˘Nn-ß-L-˚[-Ÿm ◊¨k-’-˘LÙs[

CV¤°u\ B£-̈ -V-⁄d-œ Uh-”˙U Gßo-Æ-̊ ]-VÙt-flm EQo-‹-Pu Lt-\˚Xf

£\l-TÙL ÿu ˘LÙi-” ˘NpX CV-¤m.

J⁄ TÙPm Gu-‡m ®˚X-´p ˘UÙØ˚Vd ˚LVÙ-fi-Y-Rt-œ ˘UÙØ-˚Vd

œ±j’s[ A±‹ ™L-‹m AY-£-V-UÙ-œm. B£-̈ V UÙQ-Yo-L-fid-œj ̆ RÙ≤

˛ K˚N, ̆ TÙ⁄s ̨ YÙd-°-Vm Gu\ ®˚X-L-∞p ̆ UÙØ-ú R≤j-Ru-˚UL˚[

ALl-TÙo-̊ Y-Ÿ-Pu ◊¨k-’ ̆ LÙs-fim YÙnl-◊d °˚PdL ̇ Yi-”m. CXd°V

YW-XÙt-fl EQo-‹, Lt-T-˚], ÆUo-N-]f £k-R˚] B°-V-Yt-±u YØ-VÙL

˘UÙØd Lt-\-˚Xf £\kR ÿ˚\-´p S˚P-ÿ-˚\l-T-”j-R-XÙm. S≈] ˘RÙØp

÷h-Tj-ßu ER-Æ-Ÿ-Pu Lt-\-˚Xj ßh-P-™-”-Y-Rt-LÙ] ß\˚] £\l-T˚P-Vf

˘Nn-Y-’ ˘UÙØd Lt-\-XÙ-œm.

E[-Æ-Vp, Lt-©j-Rp ÿ˚\, Lp-Æf „Zp CYt-±u A•l-T-˚P-´p ˘UÙØl

TÙPe-L-˚[l Tœl-TÙn‹ ˘Nn-V-‹m ˘NVp-TÙ-”-L-˚[j ßh-P-™h-” S˚P-

ÿ˚\l-T-”j-R-‹m ˘TÙ⁄j-R-UÙ] „Zp-L-∞p Ußl-©-P-‹m TÙPe-L˚[

Y•Y˚Ud-L-‹m B£-¨V UÙQ-Yo-L-˚[j Rœ-ß-Ÿ-˚P-V-Yo-L-[Ùd-œm

˙SÙdLj’Pu TÙP Ht-TÙ-” Y•-Y-̊ Ud-Ll-Th-”s-[-’.

CXd-œ-Ls

$ R™-ZL SÙh-”l-◊-\l TWm-T-̊ W-L-̊ [d œ±j-’l ◊¨k-’-̆ LÙs[ ̇ Yi-”m.

$ œZk-˚Rl TÙPp-L-˚[l Tœl-TÙn‹ ˘Nn-’ RÙ[m, TÙY˚], A¶

˙TÙu\-Yt-˚\l ◊¨k-’ ̆ LÙs-[-˙Yi-”m.

$ œZk-˚R-L-fid-LÙ] L˚R-L˚[ W£d-L-‹m AYt-˚\l Tœl-TÙn‹ ̆ Nn’

˘TÙ⁄s, Ußl-◊-Ls, Æ[d-L-ÿ˚\ B°-V-Yt-̊ \d Li-”-©-•d-L-̇ Yi”m.

$ AWe-Ld L˚X-L-fid-œm CXd-°-Vj-ßt-œ-ÿs[ ˘RÙPo-©˚] A±-ÿ-Lm

˘NnV ˙Yi-”m.

$ œ\-Yg-£, Ts-fi ˙TÙu\ TÙPp-L-∞u ˚UVd L⁄j-’, RÙ[m,

CXd°VYWXÙ-fl, A¶, Ußl◊ B°-V-Yt-±u A•l-T-˚P-´p

TœlTÙn‹ ̆ Nn-Y-Rt-œm R≤j-Ru-̊ U-L-̊ [l ◊¨k-’-̆ LÙs[ ̇ Yi-”m.

$ ˘Yq-˙Y-fl LÙX Lh-Pe-L -∞-¤s[ R™rd LÆ-Oo-L -˚[-Ÿm

LÆ˚RL˚[Ÿm A±k-’-˘LÙs[ ˙Yi-”m.

$ ˚UVd L⁄j-’ Æ[d-L-ÿ-˚\, TÙj-ß-Wl T˚Pl◊ B°-V-Yt-±u A•l-

T˚P-´p ◊ßV L˚R-L-˚[-Ÿm Tœl-TÙn‹ ˘Nn-V-˙Yi-”m.


$ Æ[d-L-ÿ-̊ \, A‘-œ-ÿ-̊ \, Y•-Y-̊ Ul◊ TVu-TÙh-”j R≤j-Ru-̊ ULs

B°-V-Yt-±u A•l-T -˚P-´p LÆ-˚R-L -∞u Y⁄-Q-˚]-Ls,

Æ[dLeLs, WN-̊ ]d œ±l-◊-Ls, ß\-]Ùn‹Ls, Ußl-¿-”-Ls, Bn-‹Ls

B°-V-Yt-˚\l Tœl-TÙn‹ ˘Nn-V˙Yi-”m.

$ ˘UÙØd œ”m-Tj-ßp R™r-̆ UÙ-Ø-́ u R≤j-Ru-̊ U-L-̊ [l ◊¨k-’-̆ LÙs[

˙Yi-”m.

$ Ef-N-¨l◊ ˘RÙPo-TÙ] ˘UÙØ-´-Vp A˚Ul-◊-L-˚[l ◊¨k-’-˘LÙs-[

˙Yi”m.

$ ˘UÙØ-́ u YÙd-°V A˚Ul-©-̊ ]l Tœl-TÙn‹ ̆ Nn-’ Æß-ÿ-̊ \-L-̊ [l

◊¨k-’-̆ LÙs[ ̇ Yi-”m.

$ ˘UÙØ-ú K˚N ˙Yfl-TÙ-”-L-˚[l ◊¨k-’-˘LÙs[ ˙Yi-”m.

$ YÙrd-˚Lf „Z-≠-≠-⁄k-’ ˘UÙØ-ú CXd-°-Vj Ru-˚U-˚Vd Li-P-

±k’ Tœl-TÙn‹ ˘Nn-Y-Rt-œm ARu YÙ´-XÙ-Ld L⁄j-’l T¨-UÙt-\j

ß\˚] Y[-Wf ˘Nn-V-˙Yi-”m.

$ °˚[ ˘UÙØ-L-∞u AZ-°-˚]l ◊¨k-’-˘LÙs-Y-Rt-œ (UÙ-Q-Y-≤u

˘UÙØ˚V Ht-fld ˘LÙs-Y-Rt-LÙ] U]-®-˚X)

$ L⁄j˚R Es-YÙe-œ-Rp, L⁄j-’ ˘Y∞-¬-” B°V ˘NVp-ÿ-˚\-L-˚[l

Tœl-TÙn‹ ˘Nn-’ Lt-\p Ej-ß-L-˚[j ßh-P-™-P-˙Yi-”m.

$ ˘UÙØ-́ u J⁄e-°-̊ QkR TÙo-̊ Y, ÆUo-N-]f £k-R˚] (Critical Pedogogy)

B°-V-Yt-±u A•l-T-̊ P-́ p Lt-\p ̆ NVp-TÙ-”-L-̊ [j ßh-P-™h-” S˚P-

ÿ-˚\l-T-”j-R ˙Yi-”m.

$ J⁄e-°-˚Qj-Rp A‘-œ-ÿ-˚\-ú YÙnl-◊-L-˚[l ◊¨k-’˘LÙs-[

˙Yi-”m

$ TÙP Ht-TÙh-•u T• ̆ UÙØl-TÙ-Pe-L˚[ ICT YØ-VÙ-Ld Lt-©l-TRt-LÙQ

ß\u˘T\ ˙Yi-”m.

$ Tj-ß-̈ -̊ L, YÙ˘]Ù-≠, ̆ RÙ˚Xd-LÙh£ B°V FP-Le-L-∞u Es-[-PdLm,

NÍ-Ld Li-˙QÙh-Pm Lt-©j-Rp ÿ˚\ B°-V-Yt-±u A•l-T-˚P-´p

Tœl-TÙn‹ ˘NnV ˙Yi-”m.

$ Documentary œflm-Te-Ls B°-V-Yt-̊ \l Tœl-TÙn‹ ̆ Nn-’ œ±-¬-”Ls,

FPL ̆ UÙØ, E˚\-Æ-Pe-Ls ̇ TÙu-\-Yt-̊ \ A±k-’ ̆ LÙs-[-̇ Yi-”m.

$ ˘UÙØ-´p ˘TÙ⁄s A•l-T-˚P-´p A˚Uk-’s[ A¶, ˘RÙ≤

˙TÙu\Yt-˚\l Tœl-TÙn‹ ˘Nn-V-˙Yi-”m.

$ R™r ˘UÙØ-ú A±‹, CXd-°V Ui-P-Xe-L-˚[d œ±j-’l ◊¨k-’-

˘LÙs[-‹m ˘UÙØ-ú R≤j-Ru-˚U-L-˚[l ◊¨k-’ Li-”-©-•j-’d

Lh”˚W-Ls G›-R-‹m Lt-©j-Rp Yœl-◊-L-∞p AYt-̊ \l TVu-T-”j-R‹m

-̇ Yi-”m.

$ CXd-°-Vl T˚Pl-◊-L˚[ YÙ£j-’d LXk-’-˚W-VÙ-• ß\-]Ùn-‹d

œ±l◊L˚[j RVÙ-¨dL ˙Yi-”m.

$ TÙP Ht-TÙh-̊ Pl T -̈̇ NÙ-ßl-T-Ru YØ-VÙL ̆ UÙØl TÙP Ht-TÙ-” œ±jR

A±-˚Yj ˘RÙœj-’d ˘LÙs-[-˙Yi-”m.

$ TÙP Ht-TÙh-•p ÿ›-Y-’m T¨-UÙt-\m ˘Nn-Vl-Th-”s[ ˘UÙØ-˚Vl

◊¨k’ ˘LÙs-YÙt-œ ˘UÙØ Tt-±d ·\l-Th-”s[ L⁄j-’-L-˚[l ◊¨k-’-

˘LÙs-Y-Rt-œ (Language across curriculum)

$ R≤d LY-]m ̆ N¤jR ̇ Yi-•V (SEN) UÙQ-Yo-L-fid-œl ̇ TÙXf ̆ NnRp

˘NVp-TÙ-”-L˚[ A∞l-T-Rt-LÙ] ß\u-˘T-fl-Y-Rt-œ

$ ˘UÙØ-´p TÙPj-ßh-Pj-˚Rl T¨-UÙt-\m ̆ Nn-Y-Rt-œ ER-‹-°u\ Y⁄-Pj-

ßh-Pm, ÿ›-̊ U-VÙ] ßh-Pm, Au-\Ù-Pj ßhP B°-V-Yt-̊ \j RVÙ-̈ j’

Ußl-©-P-̇ Yi-”m.

$ ˘UÙØd-Lt-\-¤-Pu ˘RÙPo-◊-T-”jß "L¶-≤j-R-™r' œ±jR A±˚Y

ÆŸÙd-Lm ˘Nn-Rp ˙Yi-”m.

$ ˘RÙPo-Ut-flm ÿ›-̊ U-VÙ] Ußl-¿h-” Ej-ß-L-̊ [-Ÿm YØ-ÿ-̊ \-L-̊ [Ÿm

E⁄-YÙd° AYt˚\ ̇ Um-T-”j-R-‹m ̆ RÙPo-̆ N-Vp-TÙ-”-L˚[ ßh-P-™-P‹m

˙Yi-”m.


˘UÙjR Ußl-̆ Ti : 80

(˘RÙPo Ußl-¿-” 20 + G›j-’j ˙Ro‹ 60)˘UÙjR T⁄-Y ˙SWm : 100 U¶˙SWmJ⁄ YÙW ˙SWm : 5 U¶˙SWm

Es-[-Pd-LmAX-œ 1 : ̆ UÙØ YW-XÙ-fl

LÙXm : 30 U¶˙SWm

AX-œ 2 : ̆ UÙØ A˚Ul◊

LÙXm : 40 U¶˙SWm

AX-œ 3 : R™r ̆ UÙØ ̇ Yfl-TÙ-”-Ls

LÙXm : 30 U¶˙SWm

- RÙs Gi - RÙ-∞u ˘TVo

S1.P

3R™r ˛ YW-XÙ-fl, A˚Ul-◊,NÍ-Ll ©u-◊-Xm


AX-œ 1 : ˘UÙØ YW-XÙ-fl (LÙ-Xm 30 U¶˙SWm)$ ˘UÙØŸm ˘UÙØ-ú TVu-L-fim1. ˘UÙØ œ±jR A±-Æ-Vp L⁄j-’-Ls2. ˘UÙØ-Lt-\p ˛ ˘UÙØ-´-Vp A•l-T-˚Pd L⁄j-’d-Ls3. ˘UÙØd-œ-”m-Tm4. ßWÙ-ÆP ˘UÙØd-œ-”m-Tm ˛ R≤j-Ru-˚U-Ls$ ˘UÙØd œ”m-Tj-ß-¤s[ ©\ ˘UÙØ-Ls ˛ AYt-±u TWv-TW

˘RÙPo◊$ ˘UÙØ-ú TZ-˚U-Ÿm UW-◊m (˘TÙ-’ A±-‹)$ T¨-QÙ-Uj-ßu £X YØ-Ls$ NÙN-]e-Ls$ U¶l-©-W-YÙ-[m$ NeL CXd-°-Vm$ ◊j-ß-Xd-°-Ve-Ls

AX-œ 2 : ˘UÙØ A˚Ul◊ (LÙ-Xm 40 U¶˙SWm)$ K˚N A˚Ul◊ ˛ G›j-ßu ©\l◊ Efll-◊-Ls ˛ ©\d-œm CPm ˛

Ef-N-¨d-œm ÿ˚\ ̨ Ef-N-¨l◊ ̆ RÙPo-TÙ] £d-LpLfim æo-‹-L-fim$ Y•-Ym ˛ ˘NÙt-Ls ˛ ˘NÙp A˚Ul-◊-Ls Æ˚] (Nkß, ÆLÙ-Wm,

C˚P-®-˚X)$ YÙd-°V A˚Ul◊ ˛ YÙd-°V A˚Ul-◊-Ls (LÙ-Xm, Æ˚]) R≤

YÙd-°-Vm LX˚Y YÙd-°-Vm ˛ ˘Yq-˙Y-fl Y˚L-VÙ] YÙd-°VA˚Ul-◊-Ls

AX-œ 3 : ˘UÙØ ˙Yfl-TÙ-”-Ls (R-™r) (LÙ-Xm 30 U¶˙SWm)$ ®X A˚Ul◊ NÍ-Lm CYt-±u A•l-T-˚P-´-¤s[ ˘UÙØ ˙Yfl-

TÙ-”-Ls ˛ ˘UÙØ ˙Yfl-TÙh-•-¤s[ Ef-N-¨l-◊, ˘NÙt-Ls CYt-±uR≤j-Ru-˚U-Ls

$ ˘UÙØd LXl◊ ˛ R™r U˚X-VÙ-[m ˛ ©\-˘UÙ-Ø-Ls$ G›j’ ˘UÙØ-Ÿm ˙Tf— ˘UÙØ-Ÿm$ A±-Æ-Vp ˘RÙØp-÷hT T¨-UÙt-\j-ßp R™-Øu YÙnl-◊-L-fim

Gp˚X-L-fim

$ ˘UÙØd-œ-”m-Tj-ßp R™r ̆ UÙØ-́ u R≤j-Ru-̊ U-L-fim Y[of-£-́ u YW-XÙt-̊ \-Ÿm œ±j’G›-ß ˘Y∞-´-”-°-\Ùo-Ls.

n Ef-N-¨l◊ UÙß-¨-L-˚[l Tœl-TÙn‹ ˘Nn-’ Ef-N-¨l◊ ÿ˚\-´p Ht-T-”m ˙Yfl-TÙ-”-L-˚[l◊¨k-’-˘LÙs-°-\Ùo-Ls.

n Ef-N-¨l-©p Ht-T-”m £d-Lp-L-˚[j æo‹ ˘Nn-Y-Rt-œl TVu-T-”jR CV-¤-°u\ A±-‹-˚W-L˚[ E⁄-YÙd-œ-°-\Ùo-Ls.

n ˘RÙPd-L-®˚X UÙQ-Yo-L-∞u œ±l-˙T-”-L-˚[l T¨-˙NÙ-ßj-’ ˘UÙØ, CXd-L-Qm B°-V˚YTt-±V ©Wf-£-˚]-L-fid-LÙ] æo-‹-L˚[ E⁄-YÙd-œ-°-\Ùo-Ls.

n TÙPl Tœ-ß-´-¤s[ ˘NÙt-L-˚[l Tœß Æœß G]l ©¨j-’ AYt˚\ Æ[d-œ-°-\Ùo-Ls.n Tj-ß-¨d˚L YÙd-°-Ve-L˚[l Tœl-TÙn‹ ˘Nn-’ R≤-YÙd-°-Ve-L˚[ Y˚Ll-T-”jß ˘Yq-

˙Y-fl Y˚L-VÙ] YÙd-°V A˚Ul˚T Æ[d-œ-°-\Ùo-Ls.n B£¨V UÙQYoLfi˚PV Lt©jRp Yœl◊ UÙQYoLfi˚PV CVpTÙ] ˙Tf£˚]l

Tß‹ ˘Nn’ TœlTÙn‹dœs[Ùdœ°\ÙoLs.n B£¨V UÙQYoL∞u E˚W, LXk’˚WVÙPp ˙TÙu\ ˘Y∞¬”L˚[l TœlTÙn‹

˘Nn°\ÙoLs.n ˘UÙØl TÙœTÙ”L˚[ YœlT˚\l TÜÙt\jßtœ A∞dœm YÙnl◊L˚[l TœlTÙn‹

˘Nn°\ÙoLs.n ˘Yq˙Yfl Y˚Ll ˙Tf—˘UÙØL˚[l ˙T—m Yœl©p B£¨Vo L˚P©•dL ˙Yi•V

A‘œÿ˚\L˚[Ÿm U]®˚XL˚[Ÿm LXk’˚WVÙ•j ˘RÙœd°\ÙoLs.n A±ÆVp ˘RÙØp ÷hTl TÙPeL˚[ Eh˘LÙiP Lh”˚WL˚[l T¨˙NÙßj’

˘UÙØ´‡˚PV R≤jRu˚UL˚[d Li”©•d°\ÙoLs.n A±ÆVp ˘RÙØp ÷hTl TÙPeL˚[d ˚LVÙfim ˙TÙ’ ˘UÙØú Y≠˚U´˚]Ÿm

TX≈]eL˚[Ÿm Li”©•jRp.n ˘UÙØ´p ˘NÙpY[jßu R≤jRu˚UL˚[l TœlTÙn‹ ˘Nn°\ÙoLs.


S1.P3 R™r ˛ YW-XÙ-fl, A˚Ul-◊, NÍ-Ll ©u-◊-Xm ˛ AX-œ Æ[d-Lm


’˚Q-Ëp Ah-P-Y˚Q

1. Lt-\p Lt-©j-Rp ˘TÙ’-ÿ-˚\-Ls ˛ ˙TWÙ-£-¨-Vo Gv. Nk-RÙ-]m,

˙TWÙ-£-¨-Vo •. ˘L[¨-SÙ-Ru, Æ. LQ-Tß

2. R™r CXd-LQ CXd-°V A±-ÿ-Lm ˛ ˙TWÙ-£-¨-Vo Æ. LQ-Tß

3. CXd-°V YW-XÙ-fl ˛ R™-Zi-Qp

4. R™rd-˚L-˙V-” ˛ °¨VÙ Tl-∞d-˙L-ùv

5. Body Language - Dr. Richard Seril

6. ◊’-˚Ul-©j-Ru £fl-L-˚R-Ls

7. SÙh-”l-◊-\-Æ-Vp ˛ PÙd-Po. Ìo’

8. ˘NÙt-˘\Ù-Po AL-WÙß ˛ °¨VÙ Tl-∞-˙L-ùv

9. SÙh-”l-◊-\-Æ-Vp ˛ Æ_-V-Xh-—™ WÙU-NÙ™

10. E˚W-VÙ-Pp YØ R™r Lt-\p ˛ ©. LQ-Tß

11. J⁄e-°-˚QkR Lp-Æj-ßh-Pm ˛ DPI, Kerala Government.

12. ˘Nm-˘UÙ-Øf £k-R-˚]-Ls ˛ ˙TWÙ. ©. CWj-ß-]-N-TÙ-Tß

13. £\l-◊j R™rf ∫o-˚U-Ÿm ˘Nk-R-™rd Lp-Æ-Ÿm ˛ ˙TWÙ. ©. CWj-ß-]-N-TÙ-Tß

14. Y[-⁄m R™r ˛ PÙd-Po £Xm-˘TÙ≠ ˘Np-Xl-Tu

15. St-\-™r CXd-L-Qm ˛ PÙd-Po. ˘NÙ. TW-U-£-Ym

16. R™r Lt-©j-R-≠p ◊’-˚Ul-˙TÙd-œ-Ls ˛ ÿ˚]-Yo ©. TZ-≤-˙Y-¤

17. R™-Øp øe-L-fim RY-±p-XÙ-Up G›-R-XÙm ˛ ÿ˚]-Yo ˘TÙt˙LÙ

18. Ts∞ UÙQ-Yo-L-∞u R™r ©˚Z Bn‹ ˛ R. TW-—-WÙ-Uu

19. SpX R™r G›R ˙Yi-”UÙ? ˛ UÙ. Su-]u

20. R™ZL-WÙß ˛ °¨VÙ Tl-∞-˙L-ùv

21. L¶-≤d L˚Xf-˘NÙp L[g-£V AL-WÙß ˛ UQ˚Y. ÿv-RTÙ


7.3.4 English Language Education

As a part of English Language Education, in Semester 1, the paper'Proficiency in English Language' is suggested for learning.Thedetails are given below.

Rationale

Student-teachers need to gain good mastery over the Englishlanguage and its pedagogy if they have to become good teachers.This course is designed keeping in mind the crucial role of the languagein making an individual a better thinker and an effective communicator.There are occasions our teachers feel incapacitated because of theirpoor repertoire in the English language. Hence conscious efforts needto be taken to make the student teachers proficient users of thelanguage. Creating confident teachers is the first step towardprofessionalizing the teachers of the state. The purpose of this courseis to impart in-depth knowledge and proficiency in the Englishlanguage to the student-teachers and also to develop their knowledgeabout language and its pedagogic implications.

The course is also intended to help the student teachers develop criticalawareness about approaches, methods, principles and assessmentpractices of language learning. It also envisions engaging the studentteachers in reflective practices so as to help them evaluate/improvetheir own classroom teaching and become more effective teachersof English and it is intended to provide the student-teachers theflexibility to create supportive environment which encourages theirlearners to experiment with language learning. The course also focuson developing deep understanding of second language acquisition.

Objectives

l To develop the language skills and knowledge of the studentteachers to make them use English fluently and accurately.

l To enhance the student teachers' knowledge about the languagesuch as syntax, morphology, lexis, phonology and differentlanguage discourses to make them confident and proficientusers of English.

l To equip student teachers with theoretical and pedagogicperspectives on English as a second language.

l To develop critical awareness of approaches, methods andprinciples of language learning/acquisition in the studentteachers.

l To make the student teachers familiarize with aspects ofeffective classroom management, procedures and strategiesfor teaching English.

l To provide hands on experience in developing unit and lessonplanning for effective teaching of English.

l To develop or make use of resources and materials for teachingand assessing young learners.

l To analyze issues in language assessment practices and theirimpact on classroom teaching learning process.

l To enable the student teachers to develop professionalcompetence.


Total Score : 20 (CE only)Total Semester time : 85 hrs.Time in one week : 4 hrs.

Content

Unit 1 (Time 40 hrs.) : Nature of Language

Unit 2 (Time 45 hrs.) : Learner Proficiency andLanguage Competence

Paper No. Name of Paper

S1.P4

Proficiency in English Language


Content area Method of transaction

S1P4 . Proficiency in English Language - Content details

Unit 1 (40 hrs.) : Nature of Languagea) First language, Second language, and Foreign language

Sub topics

The concept of mother tongue, first, second and foreign language.First Language/ Mother Tongue as the language of identity andculture – cases where first language is not the mother tongue -first language and second language acquisition: similarities anddifferences –English language teaching in Kerala and nationalcontext.

b) Language and ThoughtSub topicsThe complementary nature of language and thought - generatingthought is the key to developing language - thought as competenceand language production as performance - the silent period inyoung learners

c) MultilingualismSub topicsMother tongue and other tongues not as interference but as richresources - use of mother tongue in English language classroom- code switching as an effective strategy to teach very younglearners - the myth of lack of speech community a hindrance tolearn a second language - the concept of comprehensible input -errors in inter-language period to be tolerated as they indicatelearners own generalization of the language being learned

• This paper aims at a holistic development of English language proficiency of the studentteachers. There are two components in this paper . 'Nature of Language' and 'LearnerProficiency and Language Competence'. The activities and tasks in this paper are intendedto enable the learners to be competent in English language. The sub units of both thecomponents shall not be treated in isolation instead they will be integrated with differentstrategies to make the student teachers effective communicators in English. The teachinglearning methods detailed here are not prescriptive but suggestive in nature and aninnovative teacher educator can always think of better options to present the ideas. Itshould be born in mind that the focus of teacher education programme at the elementarylevel is more on classroom practice than on pure theory.

• Presentation of a case by the teacher educator where first language is not the mothertongue followed by a plenary discussion- Student teachers reflect on the ways in whichthey have learned their mother tongue and English in terms of need, learning process andscope of improvement followed by group presentations. Student teachers record whatthey have learned in their reflective journals.

• A case about the language of deaf and dumb is presented, followed by group discussionand presentation. Student teachers are asked to prepare a write-up on 'how the younglearners' thinking be triggered in English language classroom.'

• Student teachers simulate a simple story to the learners of class 1 - Teacher educatorinitiates a discussion by asking questions on the quantum of English and mother tongueused in introducing and narrating the story.Video clipping of an actual classroom by a teacher of class 1 is shown - student teachersare asked to prepare a write-up on the use of mother tongue as a resource in teachingEnglish to very young learners.



Unit 2 : (Time 45 hrs.)Learner Proficiency and Language Competencea) Listening and Comprehending Different Texts

SubtopicsThe different listening experiences to be given to learners such asinstructions, announcements, speeches conversations, radio, TVnews, poems, songs, etc. - responding to listening texts - designinglistening tasks - teaching listening - activities for integratinglistening and speaking

Student teachers are asked to reflect on how they are going to narrate simple stories tovery young learners - let the student teachers collect 5 to 10 stories, appropriate to thelevel of elementary learners and substantiate why they suggest a particular story to aparticular class - the student teachers simulate the stories (or go to a lab school andnarrate the stories.) - Teacher educator consolidates the discussion by highlighting theindicators for assessing the effectiveness of the presentation of the narrative - Teachereducator consolidates the discussion by highlighting the importance of comprehensibleinput and the need to create acquisition rich environment in the classroom- screens thevideo in You Tube by Stephen Krashen on comprehensible input (https://www.youtube.com/watch?v=VjAHPl1ACmQ)Let the student teachers record conversations they make with elementary school childrenusing a mobile phone and write the children's responses in verbatim on chart papers - Theteacher educator initiates a discussion on the errors found in them and ask the studentteachers to categorize the errors and analyse them

• Teacher educator presents a few great speeches in English and a few popular Englishsongs by different bands - let the groups present the problems they face in listening andcomprehending authentic audio texts.Teacher educator designs post listening tasks such as listen and predict, listen and identifythe main ideas, listen and analyse, etc. using varied audio texts such as recitations, radioplays, commentaries, etc.Student teachers collect as well as construct different listening texts and design postlistening tasks that are integrated with speaking and try them out in the lab schools orsimulate them in peer groups. Student teachers review the role of the teacher during pre-listening, while-listening and post-listening stages.



b) Teacher talkSubtopicsGenerating discussion, asking questions, eliciting response, givinginstructions, giving feedback, engaging in informal talk withlearners - Strategies to make teacher talk comprehensible:

prosodic features -

Phonetic symbols, - transcription minimal pairs- intonation -stress,syllabes pause, tone, rhythm and pitch Paralinguisticfeatures - facial expression, eye contact, body language, posture- Organizing listening and speaking activities like presentation,storytelling, drama, choreography, discussion, speech, etc.

• Teacher educator presents video clipping of a couple of elementary English classes ortakes student teachers to actual classroom contexts and asks them to analyze variouscomponents of teacher talk based on indicators developed through a whole class discussionto evaluate the quality of the talk in terms of pedagogy and language accuracy, varietyand appropriacy.Student teachers simulate simple classroom activities and reflect on their talk in terms ofthe above indicators on their own and by taking feedback from peers.Teacher educator distributes worksheets developed by him/her which contain samples ofinstructions, feedback given by teachers, questions asked by teachers, etc. and ask studentteachers refine them pedagogically and linguistically.A theatre workshop for atleast three days can be attempted to familiarize student teacherswith classroom theatre, choreography, radio drama, story telling, speech, etc. The serviceof theatre experts can be made use of for this.Opportunities for listening to good speeches (from the website TED INDIA http://www.ted.com) can be provided and student teachers are encouraged to take part in lot ofspeaking activities like extempore speech, one minute speech, pick and talk, paneldiscussion, group discussion, debate, etc. Throughout the period of the D. Ed courseStudent teachers simulate activities for developing speaking skills and reflect on theirspeaking ability based on indicators.

• Teacher educator distributes a list of commonly mispronounced words, words whichhave no correspondence between spelling and pronunciation and words which havedifferent pronunciation for noun, verb and adjective. A discussion is initiated on howdefective pronunciation hinders comprehension. Student teachers record disussion pointsin their reflective journals.Student teachers compare the letter- sound relationship in Malayalam and English. Theylist the letters/letter clusters that indicate a particular sound. The sounds are then askedto be categorized.Teacher educator introduces the phonetic symbols (IPA)- Student teachers are asked toprepare a list of minimal pairs, list phrases/sentences with assonance and alliteration,etc.- Dictionary referencing (using a talking dictionary) is assigned to make a list ofwords often mispronounced-Activities like looking at the transcription and saying theword and reading/listening to the word and transcribing, etc. are given.Discussion on connected speech and prosodic features namely stress, syllables, pause,intonation and pitch - student teachers listen to different texts of connected speech - theyengage themselves in reader's theatre and radio drama activities and self-assess and peerassess the presentations.



c) ReadingSubtopicsReading for comprehension and types of reading - Analyticaland critical reading of different language discourses - Microprocess of reading - Teaching reading to young learners -Addressing multilevel learners.

d) Improving writing skillsSubtopicsExperiencing the process of writing, brainstorming, drafting,modifying, revising, editing - Identifying features of a paragraph:topic sentence, organization of ideas, cohesive devices andcoherence - Experiencing writing different language discoursesand identifying discourse features -

• Teacher educator distributes different texts such as stories, articles, poems, etc. andfacilitates reading for comprehension, appreciation, personal response, going beyond thetext and critical interpretation.Student teachers visit lab school/ watch video clippings of processing reading in elementaryEnglish classroom and analyse the reading process in terms of pre-reading, while readingand post reading activities - reviews the comprehension questions given along with thereading texts - categorize analytical questions that promote higher order thinking skillssuch as prediction, relating to one's own experiences, establishing cause effect relationship,comparing and contrasting ideas/things, expressing author's purpose evaluating one'sviews etc.Student teachers analyze different reading tasks in textbooks at elementary level andprepare a critical write-up on the processes of reading.Student teachers analyze the reading activities given along with poems in the textbooksand compare and contrast the processes of reading and prepare a write-up on 'process ofreading prose and poetry'.Student teachers make presentation about the integration of reading and writing tasks asseen in different textbooks at the elementary level.Student teachers prepare at least 10 reading cards suitable for elementary classes usingsimple stories, pictures and write-ups/captions/dialogues developed by them and simulatethem and reflect on the pre-reading, while-reading and post-reading tasks they havedeveloped based on indicators.Student teachers prepare critical write up on the methods of teaching reading to theyoung learners and try them out. After the tryout, they are encouraged to record theirreflections in the reflective journal.

• Student teachers analyse the elementary level English textbooks and make a list of all thedifferent language discourses presented in them as reading texts and writing tasks

Student teachers develop indicators for assessing different discourses with the help of theteacher educator and simulate writing tasks covering all major language discoursesintegrating with reading tasks.



Teaching writing: verbal and visual inputs, controlled, guidedand free writing - Mechanics of writing: capitalization andpunctuation

Student teachers attempt each writing taskas personal responses to reading and then ingroups modify, revise and edit them based on the indicators- groups present the discoursesand peers assess them - teacher educator attempts a whole class editing process of thebest presentation. Selecting the best presentation.Teacher educator makes a presentation on features of a paragraph - distributes worksheetsfor the student teachers to identify topic sentence and cohesive devices.Student teachers collect samples of different language discourses constructed by elementarylevel learners and analyze them sequentially. i.e., from very young learners' writing toclass eight learners' writing and categorize the problems they find in the writing of thelearners in areas of capitalization and punctuation, syntax, morphology and spellingmechanics of writing, etc.Student teachers prepare a write-up on 'issues in writing at the elementary level learnersof English and ways to overcome them'.Student teachers are asked to develop writing tasks with texts/pictures supplied to them.

Suggested Reading

1. Miles Turnbull, Jennifer Dailey-O'Cain:First Language Use in Second and Foreign Language Learning (http://www.amazon.com/Language-Second-Foreign-Learning-Acquisition/dp/1847691951#reader_1847691951).

2. Lev S. Vygotsky: Thought and Language.(http://www.amazon.co.uk/Thought-Language-Lev-S-Vygotsky/dp/0262720108#reader_0262720108).

3. NCF 2005, Position Paper English, NCERT.

4. Grabe William Reading in a second language, Moving from theory to practice.

5. Cambridge publishers, 2008.


7.3.5 —tflf„Zp LpÆ˚Vd Lt©jRp

B£¨V UÙQYoLfidœf —tflf„Z˚Xd Lt©jR≠u A•jR[m

HtT”YRtœl T⁄Ym Ju±p —tfll◊\m J⁄ TÙPËp Gu\ RÙs T¨k’˚W

˘NnVlT”°\’. Æ[dLm ∏˙Z RWlTh”s[’.

˘RÙPo◊Ls

UÙQYu Ltfld ˘LÙsfim ™Ll ˘T¨V TÙPËp AY]’ —tfll◊\ÿm

CVt˚LŸUÙœm. R]’ —tfll◊\jß¤s[ GpXÙYt˚\Ÿm œ±j’

A±k’˘LÙsYRtœ AYoLfidœ BoYÿm ÆVl◊m C⁄dLXÙm.

Ru˚]f —t±Ÿs[ EX˚L ÆVl◊Pu TÙodœm UÙQYu —tfll◊\j˚Rd

Li”m ˙Lh”m ˘RÙh”m ÿLok’m ⁄£j’m A±k’ ˘LÙs°\Ùu.

—tfll◊\m YÙ´XÙL UÙQYu L⁄j’L˚[l ˘Ttfld ˘LÙsfim

˙Y˚[´p A•lT˚Pf ˘NVpÿ˚\j ß\uL[Ù] Etfl˙SÙdLp,

Y˚LlT”jRp, A[Æ”Rp, L⁄j’l TÜÙflRp, ÿ•‹dœ Y⁄Rp,

ÿu]±ÆjRp ˙TÙu\ ˘NVpLfim S˚P˘Tfl°\’. Aj’Pu £fl

Bn‹L˚[f ˘NnYRtLÙ] J⁄e°˚QkR ß\uL˚[Ÿm ˘Ttfld

˘LÙs°\ÙoLs. ARu YØVÙLf —tfll◊\j˚R Sh◊Pu ®˚X˘T\f ̆ Nn’

TÙ’LÙdœm U]®˚XŸm Y[⁄°u\’. NL E´¨]eL˚[Ÿm Ru˚]f

—t±Ÿs[ RÙYW, ÆXeœ E´¨]eL˚[Ÿm ˙S£dL ˙Yi”m GuT˚Rd

Ltfld˘LÙs°\ÙoLs. R]’ ≈”, œ”mTm, SÙ” GuTYt˚\Ÿm AßLUÙL

A±k’ ˘LÙs°\ÙoLs. ˘RÙPdL ®˚X UÙQYoL˚[ ˙Ut·±V

˙SÙdLjßtœ ˙SWÙL YØSPjR Jq˘YÙ⁄ B£¨V UÙQY⁄m ß\u ˘T\

˙Yi”m. ARtœj ’˚Q◊¨Ÿm A±‹m A‡TYÿm B£¨V

UÙQYoLfidœ A∞dL ˙Yi”m. DEd LpÆú ÿRp CWi”

T⁄YeL∞¤m B£¨V UÙQYo ˙U˙X œ±l©hP ß\uL˚[Ÿm

Rœß´˚]Ÿm ˘T\ ER‹m Y˚L´p —tflf„Zp LpÆ ÿ˚\lT”jRl

Th”s[’.

CXdœLs

—tflf„Zp LpÆú ̆ TÙ⁄s, ARu BZm, ÿd°Vj’Ym B°VYt˚\

A±k’ ˙Uu˚UVÙ] ÿ˚\´p —tfll◊\f „Zp TÙPj˚Rd Lt©dL

B£¨V UÙQYoLs Tp˙Yfl ß\uL˚[l ˘T\ ˙Yi•V’i”. A˚Y

∏˙Z ̆ LÙ”dLlTh”s[].

$ —tflf„Zp LpÆú ˙SÙdLm, A‘œÿ˚\ B°V˚Y œ±j’j

˘R∞YÙ] A±‹m Li˙QÙhPÿm E⁄YÙdœ°\ÙoLs.

$ —tflf„Zp LpÆú J⁄e°˚QkR Ru˚U˚Vl ◊¨k’m,

UÙQY≤u CVp©tœ HtT £\kR B£¨Vo ß\˚]l ˘TflYRtœj

˙R˚YVÙ] A±‹, ß\u, U]®˚X, Ußl◊, NÍLjß\u B°VYt˚\l

˘Ttfld ˘LÙs°\ÙoLs.

$ —tfll◊\m Gu\ TÙPË≠u Gp˚Xdœ AlTÙtThP YÙnl◊L˚[

A±k’ —tfll◊\m YØVÙL, —tfll◊\jßtLÙL, —tflf„Zp LpÆ Gu\

˙SÙd°˚] Eh˘LÙi” UÙQYoLfidœf —tfll◊\m œ±jR L⁄j’Ls

˘NVpÿ˚\j ß\uLs, —tfll◊\j’Pu E\YÙ”m U]®˚X

B°VYt˚\ E⁄YÙdLj ˙R˚YVÙ] Lt©jRp ß\uL˚[l

˘Tfl°\ÙoLs.

$ UÙQY≤u Y[of£ ®˚XL∞p —tfll◊\m CVt˚L CYt±u RÙdLm

E[ÆVp ˙LÙhTÙ”L∞u Li˙QÙhPjßp TœlTÙn‹ ˘NnV‹m

ARt˙LtT Lt\p ˛ Lt©jRp EjßL˚[ E⁄YÙd°l TVuT”j’m

ß\˚]l ˘Tfl°\ÙoLs.

$ IkRÙm Yœl◊ Y˚W´¤ÿs[ —tflf„Zp LpÆú TÙPHtTh˚Pl

TœlTÙn‹ ˘Nn’ TÙP HtTÙh•u R≤jRu˚ULs (J⁄e°˚QkR

Ru˚U, —Zt£ ÿ˚\) B°VYt˚\ Eh˘LÙs°\ÙoLs.

$ —tflf„Zp LpÆ Ë˚Xl TœlTÙn‹ ̆ Nn’ IkRÙm Yœl◊ Y˚W´¤m

UÙQYoLfidœd °˚PdL ˙Yi•V L⁄j’Ls, A±‹, NÍL

YÙrd˚Lj ß\uLs, U]®˚XLs B°V˚Y ̆ RÙPoTÙ] ÿ›˚UVÙ]

A±˚Yl ˘Ttfld ˘LÙs°\ÙoLs.

$ —tflf„Zp LpÆú TÙP HtTÙh˚Pl TœlTÙn‹ ˘Nn’ Y⁄Pj

ßhPm, Lt©jRp ÿ˚\ œ±jR TœlTÙn‹, Au\ÙPj ßhPm

˙TÙu\Yt˚\j RVÙ¨dœm ß\˚]l ˘Ttfld ˘LÙs°\ÙoLs.


$ —tflf„Zp LpÆ W£dœm Ru˚UVRÙL‹m ˘TÙ⁄fi˚PVRÙL‹m

UÙflYRtLÙ] Lt\p L⁄ÆL˚[ E⁄YÙd°l TVuT”j’m ß\˚]l

˘Tfl°\ÙoLs.

$ £\kR —tflf„Zp LpÆ Yœl◊ Gu\ TÙo˚Ydœ Ht\YÙfl

Yœl©˚]j ßhP™h” SPjßd Lt\p A‡TYeL˚[j RVÙo

˘NnV‹m Ußl©P‹m ˙R˚YVÙ] ß\uL˚[l ˘Tfl°\ÙoLs.

$ —tflf„Zp LpÆú Ußl¿”, A‘œÿ˚\, ÿd°Vj’Ym,

Ußl¿h”ÿ˚\, Y˚LLs, RWUßl¿” B°VYt˚\d œ±j’

ÿ›˚UVÙ] A±Æ˚]l ˘Ttfld ˘LÙs[‹m TVuT”jR‹m

˘Nn°\ÙoLs.

˘UÙjR Ußl˘Ti : 20

(˘RÙPo Ußl¿”

20 Ußl˘Ti)

˘UÙjRl T⁄Y ̇ SWm : 65 U¶˙SWm

J⁄YÙW ̇ SWm : 3 U¶˙SWm

ÿu‡˚W

—tfll◊\m, —tfll◊\m YØVÙL —tfll◊\jßtLÙL GuT’ œ±jR Lt\˙X

—tflf„Zp LpÆ G] CVpTÙLd ·\XÙm. Y[⁄m UÙQYu

—tfll◊\j˙RÙ” AßL D”TÙ” E˚PVY]ÙL C⁄d°\Ùu. Im◊XuLs

YØVÙLf —tfll◊\j˚R A±k’˘LÙsYRu LÙWQUÙL A±‹ Y[of£

S˚P˘Tfl°\’. UÙQY‡dœ AY]’ —tfll◊\jßu AZ˚LŸm

R≤jRu˚UL˚[Ÿm W£dL CVX ˙Yi”m. —tfll◊\m œ±jR A±˚Yl

˘TflY’Pu ˘NVpÿ˚\j ß\uL[Ù] Etfl˙SÙdLp Y˚LlT”jRp,

A[Æ”Rp, L⁄j’l TÜÙt\m ˘NnRp, ÿu]±ÆjRp ÿ•‹L˚[

E⁄YÙdœRp B°V˚YŸm Y[W˙Yi”m. ̆ NVpßhPm, £fl Bn‹L∞p

D”T”YRu YØVÙL Tp˙Yfl J⁄e°˚QjRp ß\uLfim Y[of£

A˚P°u\’. —tfll◊\j˚R Sh◊Pu TÙ’LÙdL‹m, UÙt\™u± ®˚X˘T\f

˘NnV‹m Es[ U]®˚X UÙQYoL∞˚P˙V E⁄YÙ°u\’. U≤R œX

®˚X˙Tt±tœf —tfll◊\ÿm CVt˚LŸm AY£VUÙœm GuT˚Rl ◊¨k’

˘LÙs[ CVX˙Yi”m. AqYÙ\ÙL UÙQY≤u Y[of£ S˚P˘Tflm˙TÙ˙R

—tfll◊\jßtœm CVt˚Ldœm Es[ RÙdLj˚R EQok’ —tflf„Zp TÙPm

Lt©jR˚X W£j’d Ltœm YÙnl˚T E⁄YÙdL ˙Yi”m. ARtœj

’˚Q◊¨Ÿm A±‹L˚[Ÿm A‡TYeL˚[Ÿm B£¨V UÙQYoLfidœ

A∞dL CVX˙Yi”m. UÙQY≤u CVp©˚]l ̆ TÙflj’, Etfl˙SÙdLp,

˘NVpßhPm, ˙NL¨l◊, £fl Bn‹Ls, E⁄YÙdLm Yœl©u ˘Y∞˙V

S˚P˘Tflm Lt\p B°V —tflf„Zp LpÆú EjßL˚[f £\lTÙL

S˚Pÿ˚\lT”jR CVX ˙Yi”m. D.Ed LpÆú ÿRp CWi”

T⁄YeL∞XÙL B£¨V UÙQYoLs ˘T\˙Yi•V —tflf„Zp LpÆd

L⁄j’Ls, A‡TYeLs, Lt©jRp ß\uLs B°V˚Y TÙPHtTÙh•p

EhT”jRlTh”s[]. B£¨V UÙQYoL∞u æÆWUÙ]l Te˙Lt©˚]

Eflß ˘Nn’ AYoL∞˚P˙V œ±l©PlThP ß\uL˚[ Y[Wf

˘NnYRtœj ˙R˚YVÙ] AßL ˘NVpTÙ”L˚[d Li”©•j’

TÙPHtTÙh”l TÜÙt\jßtœ EhT”jR ˙Yi”m.

Es[PdLmAXœ ˛ 1 : —tflf„Zp LpÆ ˛ ˘TÙ⁄fim TWl-◊m

LÙXm : 25 U¶d·o

AXœ ˛ 2 : —tfll◊\m Gu\ Ëp

LÙXm : 25 U¶d·o

AXœ ˛ 3 : —tflf„Zp LpÆl TÙP HtTÙ” ˛ A‘œÿ˚\

LÙXm : 15 U¶d·o

RÙs Gi RÙ∞u ˘TVo

S1.P5

—tfll◊\m J⁄ TÙPËp


AXœ ˛ 1 —tflf„Zp LpÆ ˛ ˘TÙ⁄fim TWl-◊m

(25 U¶d·o)1. 1. —tflf„Zp LpÆ ˛ ®˚XLs

$ —tfll◊\jßtLÙL$ —tfll◊\m YØVÙL$ —tfll◊\m œ±j’

1. 2. —tflf„Zp LpÆú ©¨‹Ls ˛ Y[of£ ®˚XLs$ A±ÆVp, NÍL A±ÆVp, „Z≠Vp B°V˚Y R≤l

©¨‹L[Ù´tfl

$ —tflf„Zp LpÆ ˛ J⁄e°˚QkR TÙo˚Y´p

1. 3. —tfll◊\m, „Zp$ CVt˚LVÙ] —tflf„Zp.

$ CVt˚Ll ˘TÙ⁄sLs, CVt˚L ®Lr‹Ls . . .$ U≤Ru E⁄YÙdœm —tfll◊\m . . .

$ ≈”, YÙL]eLs, B˚PLs . . .$ NÍLf —tflf„Zp

—tflf„Zp Gu\Ùp Gu]?$ ˘UÙØ, TZdL YZdLeLs, ÆZÙdLs, TiTÙ” . . .

Es[PdLm T -̈UÙt-\m

S1.P

5 —tfll◊\m J⁄ TÙPËp ˛ AXœ Æ[dLm

$ —tflf„Zp LpÆú Ru˚U, ̆ TÙ⁄s, BZm, Tp˙Yfl ®˚XLs B°VYt˚\l◊¨k’ ˘LÙs°\ÙoLs. ÿd°Vj’Yj˚RŸm Eh˘LÙs°\ÙoLs.

n Etfl˙SÙdLp : Ts∞Y[ÙLjßu J⁄ „Z≠Vp ˘RÙœß. EQ‹f Ne°≠EQ‹j ˘RÙPof£, EQo‹f Ne°≠ B°VYt˚\d Li”©•j’l Tß‹˘Nn°\ÙoLs.

$ „Z≠Vp ˘RÙœß˚V ®˚X˘T\f ˘NnŸm LÙW¶Ls G˚Y GuT˚RdLi”©•d°\ÙoLs. Etfl˙SÙd°l Tß‹ ˘NnR ©u LXk’˚WVÙ”°\ÙoLs.

$ —tfll◊\m YØVÙLl ˘Tt\ L⁄j’Ls G˚Y?$ CkRd L⁄j’Ls GqYÙfl °˚PjR]?$ „Z≠Vp ̆ RÙœß˚V A˙RT• ®˚X®tLf ̆ NnV ̇ Yi•VRu ̇ R˚Y Gu]?p C’˙TÙu\ ˘NVpTÙ”L˚[ Yœl©p S˚Pÿ˚\lT”j’m ˙Y˚[L∞p

B£¨Vo G”j’d ˘LÙs[ ˙Yi•V ÿu˙]tTÙ”Ls G˚Y?

$ —tflf„Zp LpÆ œ±jR Ë≠u J⁄e°˚QkR Ru˚U˚Vl TœlTÙn‹ ̆ Nn’AYt±u ˙Uu˚UL˚[d Li”©•d°\ÙoLs.

n ˘RÙPdL ®˚X´p ˘RÙPdL LÙXjßp Es[ A±ÆVp, NÍL A±ÆVp,—tflf„Zp LpÆl TÙPËpL∞u TœlTÙn˚Yj RVÙ¨d°\ÙoLs.

p —tflf„Zp œ±jR Ëp J⁄e°˚QkRRÙL A˚Ukß⁄lTRÙp Lt\p£\lT˚P°\’. Cd·t±˚]l TœlTÙn‹ ˘NnL.

$ CVt˚LVÙ] —tflf„Zp, U≤Ru E⁄YÙdœm —tfll◊\m, NÍLf —tfll◊\mCYt±t°˚P˙V Es[ TWvTWl TœlTÙn‹ SPjß Jq˘YÙu±u LÙW¶LsAYt±u ÿd°Vj’Ym Cu±V˚UVÙ˚U B°VYt˚\l ◊¨k’˘LÙs°\ÙoLs.

n —tfll◊\m, —tflf„Zp C˚Y œ±j’ Yœl©p ˘TÙ’d LXk’˚WVÙPpSPj’°\ÙoLs. —tflf„Z≠u Map/Vendiagram RVÙ¨d°\ÙoLs.

$ —tflf„Zp LÙW¶Ls, Tp˙Yfl LÙW¶L∞u TWvTWj ˘RÙPo◊ B°VYt˚\dLi”©•j’ Concept Map̨I Æ¨‹T”j’°\ÙoLs.

p U≤Ru E⁄YÙdœm —tflf„Zp CVt˚L, NÍLm B°VYt˚\dLh”lT”j’°u\’.

p U≤R D”TÙ” CVt˚LVÙ] —tflf„Z≠p HtT”j’m Æ˚[‹Ls G˚Y?


$ —tfll◊\m Gu\Ùp Gu]?E´¨]eLfim —tfll◊\ÿm C˚QkR˚Y.

1.4 —t-flf „Zp LpÆ ®˚X-VÙ] Y[of-£d-œ

$ ®˚X-VÙ] Y[of£ ˛ ˘RÙ˚X ˙SÙd-œ$ S≈] ˘RÙØp ÷h-Tj˚Rl TVu-T-”j-’-Rp$ A˚]-Y-⁄d-œm EQ‹ ˛ —LÙ-RÙ-Wm ˛ Lp-Æ, ˘RÙØp, YÙØ-Pm$ CVt-˚L-˚Vl TÙ’-LÙj-’ ˘LÙi-” CVt˚L Y[e-L˚[

˙R˚Ydœ Uh-”m TVu-T-”j-’-Rp$ Y[e-L-∞u ÿ˚\-VÙ] T¨-UÙt-\m$ ˙Y[Ùi Æ˚[-˘TÙ-⁄h-Ls, ˙N™j-Rp, T°o-Rp ˙TÙu-\-Yt-±tœ

S≈]UÙ]-’m A±-Æ-Vp Èo-Y-UÙ-]-’-UÙ] YØ-ÿ-˚\-L˚[˘Y∞-´-”-Rp

$ UÙN-˚P-Rp ̇ TÙu\ —t-flf-„-Zp ©Wf-£-˚]-L-fid-œj æo‹ LÙQp

1.5 G]’ —tfll◊\m$ R]’ —tfll◊\m$ ≈”, œ”mTm, NÍLm$ °WÙUj˚R A±V, YWXÙfl, ÆZÙdLs ˙TÙu\˚Y$ SÙh˚P A±V ̨ TiTÙ”, YWXÙfl, ̆ TÙ⁄sLs, ̇ Y[Ùi˚U

ÿR≠V˚Y$ NL E´¨]eLs ˛ U≤R E\‹Ls$ T\˚YLs ˛ ÆXeœLs, E´¨]eLs, ˘N•Ls, UWeLs

ÿR≠V˚Y$ CVt˚Ll ˘TÙ⁄hLs$ CVt˚Lú R≤jRu˚UL˚[ W£dL‹m TÙ’LÙdL‹m

1.6 E¨˚UL˚[l ◊¨k’ ˘LÙi” ˘TÙfll◊L˚[S˚Pÿ˚\lT”jR ˙Yi”m.

$ U≤R œX Y[of£´p —tfll◊\jßu Teœ

$ R≤STü Y[of£´p —tfll◊\jßu RÙdLm

$ —tfll◊\l TÙ’LÙl◊f ˘NVpTÙ”L∞p D”T”YRtLÙ]BoYÿm U]®˚XŸm

$ GpXÙYt˚\Ÿm ˙S£dL‹m ®˚X˘T\f ˘NnV‹mTÙ’LÙdL‹m ̇ Yi”m.

p U≤Ru E⁄YÙdœm —tfll◊\jßu Y[of£ LÙWQUÙL (ERÙ. YÙL]eLs AßL¨l◊,≈”Ls, ̆ RÙØtNÙ˚XLs) CVt˚LVÙ] —tflf „Z¤dœ E⁄YÙœm ©Wf£˚]L˚[(ERÙ. ™uUd LØ‹Ls A‘Ndßl ˘TÙ⁄sL∞u LØ‹Ls) Li”©•dL‹m

n L⁄j-R-We-œ : ®˚X-VÙ] Y[of£ ˛ U≤R Su-˚Ud-œ CVt-˚L-ú ®˚X-®t-◊.p CVt-˚Ll TÙ’-LÙl˚T Eflß ˘Nn-’ S≈] ˘RÙØp ÷hT Ej-ß-L-˚[l TVu-T-”jß

Y[of-£˚V Gq-YÙ-fl S˚P-ÿ-˚\l-T-”j-R-XÙm?

$ L⁄j-R-We˚L Ußl-¿-” ˘Nn-V-XÙm

p Ck-ß-VÙ-Æu, œ±l-TÙL ˙LW-[j-ßu ®˚X-VÙ] Y[of£ ˙Y[Ùi Æ˚[˘TÙ⁄hL˚[f NÙok-R-’. Cd-·t˚\ Ußl-¿-” ˘Nn-L.

p U≤R‡dœm NÍLf „Z¤dœm C˚P˙V Es[ ̆ RÙPo◊ —tflf„Zp ®˚X˙Tt±tœCu±V˚UVÙRRÙœm. Cd·t±˚] Ußl©”L?

n YhPÙWjßp °˚Pdœm ˘TÙ⁄sLs Tt±V ®XlTPm (E´¨]eLs EhTP)RVÙ¨d°\ÙoLs (˙SoLÙQp, Etfl˙SÙdLp, TÙo˚Y ËpLs)

$ YhPÙWl ˘TÙ⁄sL˚[d LÙh”m ®XlTPjßp EhT”jßV L⁄j’Ls G˚Y?$ —tflf„Zp LpÆú Yœl©p YhPÙWl ̆ TÙ⁄sLs Tt±V ®XlTPj˚R GqYÙfl

TVuT”jRXÙm?$ Yh-PÙ-Wj-ßp °˚Pd-œm ˘TÙ⁄s-L-fim U≤R ®˚X-˙T-flm £fl-œ-±l◊ RVÙ-¨d-L-‹m.n YhPÙWf —t-fll-◊-\j˚R A˙R-T-• ®˚X-˘T-\f ̆ Nn-V-˙Yi-”-UÙ-]Ùp SÙm LY-≤dL

˙Yi-•-V˚Y G˚Y?n J⁄ YhPÙWjßu —tfll◊\l ©Wf£˚] (œ•øo Rh”lTÙ”, ˘RÙtfl˙SÙnLs)

Li”©•d°\ÙoLs. ARtœ ˙SWÙL YØ SPjßV „ZpLs/LÙWQeLsæo‹ÿ˚\Ls, ÆØl◊Qo‹f ˘NVpTÙ”Ls (£fl ˘NVpßhPm)

n Yh-PÙ-Wl ˘TÙ⁄s-L˚[ Æ[d-œm ®Xl-T-Pm, ˘NVp-ßh-Pm, ˘TÙfll-˙Tt-fl-[Pj-’m˘RÙPo ˘NVp-TÙ-”-Ls B°-V-Yt˚\ Ußl-©-P-XÙm.

n —t-fll-◊-\l ©Wf-£-˚]-Ls œ±jR œflm-T-Pe-L-˚[d LÙh-£l-T-”jß LXk-’-˚W-VÙ-”-°\Ùo-Ls.



$ —tfll◊\m Gß¨”m ©Wf£˚]L˚[l TœlTÙn‹ ˘NnV‹m©Wf£˚]L∞p D”TP‹m ®˚XTÙ”L˚[ Htfld˘LÙs[‹mæo‹ ˘NnV‹m ˙Yi”m.

$ NÍLjßp D”Th” GßoÆ˚]VÙt\ ˙Yi”m.

$ E¨-˚U-L-˚[d Li-P-±k’ LP-˚U-L˚[ ®o-Y-°j-Rp.

$ SÙ‡m G]’ —t-fll-◊-\-ÿm.

p E´-¨-Vf „Zp-L-˚[-Ÿm NÍ-Lf „Zp-L-˚[-Ÿm TÙ’-LÙj-’ Y[of-£˚V S˚P-ÿ-˚\l-T”j’Y-’ Gq-YÙ-fl?

n UÙQ-Yo-L-∞p —t-flf-„-Z-¤d-˙Lt\ U]-®-˚X˚V Y[-Wf ˘Nn-Y-Rt-œ B£-¨-Vo Gu\®˚X´p ˘Nn-Vd-·-•V ˘NVp-TÙ-”-Ls VÙ˚Y?

p —t-flf-„-Zp TÙ’-LÙl-©u ÿd-°-Vj-’-Yj-˚Rl ◊¨k-’ ˘LÙs-Y-Rt-LÙ] ÆØl-◊-Qo‹ YØ-ÿ-˚\-L-˚[j RVÙ-¨d-L-‹m.


AXœ ˛ 2 : —tfll◊\m Gu\ TÙPËp (25 U¶˙SWm)2. 1. —tflf„Zp LpÆ ˛ Tp˙Yfl E[ÆVp TÙo˚Y´p$ ©VÙ˘`, ◊ÏQo, A„Tp, ˚Y˙LÙhv°

2.2 UÙQY≤u CVp◊ —tflf„Zp LpÆ´pTVuT”j’Rp

$ ˙RPp$ BoYm$ T˚Pl◊$ Æ]ÙdLs G›l◊m ß\u$ F°dœm ß\u$ ÿ•‹L˚[ E⁄YÙdœm ß\u

2.3.—tflf„Zp Lt©jRp ˛ NÍL A±YÙdLjßuA•lT˚P´p

A±YÙdLf ˘NVpÿ˚\

$ ©Wf£˚]L˚[ ˘Y∞´”RpTp˙Yfl EjßLs (ICT EhTP) TVuT”j’°\ÙoLs.

$ ©Wf£˚]l TœlTÙn‹˘TÙ⁄jRUÙ] Æ]ÙdL˚[ G›l◊Rp©Wf£˚]ú ÷h-Tj-˚Rd Li”©•jRp©uRe°V UÙQYoL˚[j Ái”Rp˘NVpÿ˚\j ß\uL˚[ Y[Wf ˘NnRp

$ ©Wf£˚]j æo‹Tp˙Yfl YÙnl◊LsUÙtflf £kR˚]A±‹ÈoYUÙ] £kR˚]©Wf£˚]j æo‹ ÿ˚\´˚]l T°ok’ ˘LÙsfiRp˙Uu˚ULs, Gp˚XLs ˛ LXk’˚WVÙPp

$ A±d˚L©Wf£˚]j æo‹ ÿ˚\´˚]l T°ok’ ˘LÙsfiRp˙Uu˚ULs, Gp˚XLs LXk’˚WVÙPp

$ E[ÆVp LpÆd ˙LÙhTÙ”L˚[l TœlTÙn‹ ˘Nn’ UÙQY≤u CVp◊dœ HtT—tflf„Zp LpÆ˚V TVuT”j’YRtLÙ] R≤jRu˚UL˚[d œ±jR A±˚Yl˘Tfl°\ÙoLs. Lt\p „ZpL∞p TVuT”j’°\ÙoLs. ( Cross reference with Psychology)

n 1, 3, 5 Yœl◊L∞p T´t£ B£¨Vü Yœl©˚] TÙo˚Y´”°\ÙoLs. UÙQY≤uCVpTÙ] Ru˚U´˚] GkR A[‹ Gk˘RkR „ZpL∞p GqYÙfl TVuT”j’°\ÙoLsGuT˚R Etfl˙SÙdLp œ±l˙Th•p Tß‹ ˘Nn°\ÙoLs.

p —tflf„Zp LpÆdœ Uh”UÙLl TVuT”j’°u\ UÙQYo CVp◊Ls G˚Y?

n TVuT”jR CV¤°u\ Bn‹Ls/˘NVpTÙ”LsG”j-’d-LÙh” :$ ˙ReLÙn Gi˘Qn, Sp˘Xi˘Qn CYtfls APojßd ·•V’ G’?$ ˘Th˙WÙp, ºNp CYtfls Æ˚WÆp BÆVÙL UÙflY’ G’?$ J⁄ UWjßu YVß˚] GqYÙfl LQd°PXÙm?$ Ui UÙN˚PRp ˛ L[ Bn‹$ ˘NnVlThP ˘NVpTÙ”L∞u A±YÙdLf ˘NVpÿ˚\ú Jq˘YÙ⁄ ®˚XL∞u

÷i¶V RXeL˚[d Li”©•jRp. ˛ LXk’˚WVÙPp

p —tflf„Zp A±YÙdLf ˘NVpÿ˚\˚V EhT”jßV Lt\p ˘NVpTÙ”L˚[j ßhP™”m˙Y˚[L∞¤m AYt˚\ S˚Pÿ˚\lT”j’m ˙TÙ’m LY≤dL ˙Yi•V˚Y G˚Y?

Bn‹d œ±l◊Ls/A±d˚LLs B°VYt˚\Ÿm Ußl¿” ˘NnVXÙm.



AXœ ˛ 3 : —tflf„Zp LpÆl TÙPHtTÙ” ˛A‘œÿ˚\ (15 U¶˙SWm)

3. 1. —tflf„Zp LpÆú ˙SÙdLeLs CXdœLs(5 UiPXeLs)

$ A±‹ UiPXm ˘NÙtLs Ei˚ULs, L⁄j’Ls . . .

$ ˘NVpÿ˚\j ß\uLs ˛ Etfl˙SÙdLp, Y˚LlT”j’Rp,A[Æ”Rp. L⁄j’l TÜÙt\m ˘NnRp, ÿ•‹dœ Y⁄Rp,ÿu]±ÆjRp. £fl Bn‹L∞p D”T”Rp.

$ TVuTÙh” UiPXm

$ Ußl◊Ls, U]®˚XLs$ T˚Pl◊jß\u

3. 2. J⁄e°˚QjRp A‘œÿ˚\Ÿm —tflf„Zp LpÆŸm

$ J⁄e°˚QjRp GRtLÙL? ˙LÙhTÙ”L∞u A•jR[m.

$ A±ÆVp, NÍL A±ÆVp CYt±u J⁄e°˚Ql◊

$ L˚X ̨ Æ˚[VÙh”, T¶ A‡TYd LpÆ, YÙrd-˚Lj-ß\u(Án˚U, EQ‹l TZdLeLs)YÙrd˚Lj ß\uLs ˙TÙu\ TÙPeLs, UiPXeLsCYt±t°˚P˙V Es[ J⁄e°˚QjRp


$ —tflf„Zp LpÆú ˙SÙdLeL˚[l ◊¨k’˘LÙiP©u AR˚] £\lTÙLS˚Pÿ˚\lT”j’YRtœj ̇ R˚YVÙ] A±˚YŸm Lt©jRp ß\˚]Ÿm ̆ Ttfld˘LÙs°\ÙoLs.

n Tp˙Yfl øo E˚\ÆPeL∞≠⁄k’ ˙NL¨jR ø¨p Es[ UÙ—L˚[l T¨˙NÙßj’(˚L B•, ˙PÙof, ˙NÙR˚]d œZÙn)

$ CkR BnÆu YÙ´XÙLl ˘Tt\d L⁄j’Ls ˘NVpÿ˚\j ß\uLs G˚Y?$ CkR BnÆ˚]f ˘NnR øeLs ˘RÙPok’ ˘NnŸm ˘NVpTÙ”m Gu]?

n ø˚Wf —jRm ˘NnYRtLÙ] J⁄ £fl BnÆ˚] Y•Y˚UdL‹m.

p —tflf„Zp LpÆú ˙SÙdLeLs APe°V 5 UiPXeLs G˚Y?

n Jq˘YÙ⁄ œZk˚RŸm —tflf„Zp LpÆú ˙SÙdLeL˚[ A˚PYRtLÙLAYoLs ˘NnV ˙Yi•V ˘NVpTÙ”L˚[l T¨k’˚WdL‹m

Bn‹ ˛ Y•Y˚Ul˚T Ußl©P˙Yi”m

$ —tflf„Zp LpÆú J⁄e°˚QjRp Ti©˚]l ◊¨k’˘LÙs°\ÙoLs.J⁄e°˚QjR¤dLÙ] YÙnl◊L˚[ Es[Pd°V Lt\p ˘NVpTÙ”L˚[jRVÙ¨d°\ÙoLs.

p Es[PdLl TœlTÙn‹ E˚\ÆPeLs Gu\ UiPXj˚Rl TœlTÙn‹ ˘Nn’Aß¤s[ J⁄e°˚QjRp L⁄j’L˚[d Li”©•d°\ÙoLs.

E˚\ÆPm Booklet RVÙ¨d°\ÙoLs

n —tflf„Zp LpÆú J⁄e°˚QjRp Ti◊ ˘Y∞VÙœm ©\ Es[PdLUiPXeLs/L⁄j’Ls B°-V-Yt-˚\d Li”©•dL‹m

p —tflf„Zp LpÆ´p YÙrd-˚Lj-ß-\u Tt±V ·flLs APe°Ÿs[RÙ?p YÙrd˚Lj ß\u Y[of£dœf —tflf„Zp LpÆ GqYÙfl ’˚Q◊¨°\’?


S1.P5 —tfll◊\m J⁄ TÙPËp ˛ Ußl©P ˙Yi•V˚Y

1. —tflf„Zp LpÆ ˛ ˘TÙ⁄fim BZÿm

1.1 —tflf„Zp LpÆ ˛ ®˚XLs

1.2 —tflf„Zp LpÆú ©¨‹Ls ˛ Y[of£ ®˚XLs

1.3 —tfll◊\m, —tflf„Zp

1.4 —tflf„-Zp LpÆ J⁄e-°-˚QkR Y[of-£dœ

1.5 G]’ —tfll◊\m

1.6 —tfll◊\j’Pu CQe°V U]®˚X

2. —tfll◊\m Gu\ TÙPËp

2.1 —tflf„Zp LpÆú Tp˙Yfl E[ÆVp Lt©jRp

˙LÙhTÙ”L∞u Li˙QÙhPm

2.2 UÙQYoL∞u CVp◊ —tflf„Zp LpÆdœl TVuT”j’Rp

2.3 —tflf„Zp LpÆ˚Vd Lt©jRp ˛ NÍL A±YÙdLjßu

A•lT˚P´p

3. —tflf „Zp LpÆú TÙP HtTÙ” ˛ A‘œÿ˚\

3.1 —tflf„Zp LpÆú CXd-œ-L-fim ˙SÙd-Le-L-fim

3.2 J⁄e-°-˚QkR A‘-œ-ÿ-˚\-Ÿm —t-flf-„-Zp Lp-Æ-Ÿm

AXœUßl©P ˙Yi•V˚Y

1.3 —tflf„Z˚Xd œ±jR Gi-Qe-Ls / ®Xl-T-Pm /----Vendiagram

1.4 L⁄jRWeLm

1.5 YhPÙWl ˘TÙ⁄sL∞u ®XlTPm

1.6 ÆØl◊Qo‹ YØÿ˚\Ls

2.3 Bn‹d œ±l◊Ls ˛ A±d˚LLs

3.1 BnÆu Y•Y˚Ul◊

3.2 ÆØl-◊-Qo‹ A±d-˚L-Ls ˛ E˚\-Æ-Pm


7.3.6 L¶Rd Lt\p CXdœLs

B£¨V UÙQYoLs L¶Rm Lt©jR≠p A•lT˚PVÙ] L⁄j’L˚[A±kß⁄lTRtLÙL ÿRp T⁄Yjßp L¶Rd Lt\¤m A‘œÿ˚\Ÿm Gu\

˙Ro‹j RÙs T¨k’˚W ̆ NnVlTh”s[’. Æ[dLeLs ∏˙Z RWlTh”s[].

˘RÙPo-◊-Ls:

L¶Rm YÙrd˚LŸPu ˘RÙPo◊˚PV TÙPUÙœm. Au\ÙP YÙrÆp SÙm

TVuT”j’m ̆ TÙ⁄sL∞p Es[ L¶Rd L⁄j’L˚[ Suœ ◊¨k’˘LÙs[

˙Yi”m GuT˚R˙V ˘RÙPdL ®˚Xd L¶Rl TÙPm ˙SÙdLUÙLd

˘LÙs°u\’. Ts∞d·Pjßp Y⁄YRtœ ÿu]˙W œZk˚RLs ReLs

A‡TYeLs YØVÙLd L¶R A±˚Yl ˘Tt±⁄lTÙoLs. B]Ùp CkR

A‡TYeLfidœ UÙ\ÙL J›eLÙL‹m ÿ˚\VÙL‹m L¶Rj˚R Lt©dœm

˙Y˚[´p A’ CVpTÙ] Lt\≠≠⁄k’ ÆX°f ̆ Np°u\’. C˚Y L¶Rd

Lt\˚Xd L•]ÿ˚PVRÙL UÙtfl°u\’. CdL•] ®˚X´˚] UÙt±

CVpTÙ] ÿ˚\´p L¶Rm LtTRtLÙ] A‡TYeL˚[ EiPÙdL

˙Yi”m. J⁄ L¶Rd L⁄j’Pu ˘RÙPo◊˚PV ˘TÙ⁄sLs, Rj’YeLs,

L⁄j’Ls B°VYt˚\ ̇ YflT”jß A±k’˘LÙs[‹m CYt˚\ YÙrd˚L

A‡TYeLfiPu ˘RÙPo◊T”jß ˘NVpTÙ”L∞u YØVÙLd Lt©dœm

ß\˚]Ÿm B£¨VoLs ˘T\˙Yi”m. L•]jß≠⁄k’ G∞˚Udœf

˘NpX‹m, L⁄j’L˚[ CVpTÙ] ÿ˚\´X˚UdL‹m A±‹ ÈoYUÙLf

£kßj’ ÿ•‹dœ YW‹m, L¶Rm YØVÙLd L¶Rd œ±¬”L˚[l

TVuT”jß L⁄j’L˚[f —⁄dLUÙL G›R CVX˙Yi”m. ©Wf£˚]j æo‹,

L⁄j’f —⁄dLm ˘Y∞¬h” ˙Uu˚ULs ˙TÙu\Yt˚\Ÿm L¶Rd Lt\p

YÙ´XÙLl ˘T\˙Yi”m. CqYÙfl Au\ÙP YÙrÆVp ©Wf£˚]L˚[

Gßo˘LÙs[‹m YÙrd˚Lú ˘Yt±dœj ˙R˚YVÙ] J›eœm ÷hTÿm

ÿ˚\VÙ]’UÙ] ˘NVpTÙ”Ls, A±‹ÈoYUÙ] Y[of£ B°VYt˚\d

L¶Rd Lt\p YÙ´XÙLl ˘Ttfld ˘LÙs[ ˙Yi”m.

L¶Rd Lt\p CXdœLs: (T⁄Ym I&II)

∏˙Z RWlTh”s[ CXdœL˚[ B£¨V UÙQYoLs ˘Ttfld˘LÙs[˙Yi”m.

$ L¶Rm Gu\Ùp Gu]? L¶Rjßu R≤jRu˚U, A˚Ul◊, L¶Rd

Lt\≠u ˙SÙdLeLs CYt\Pu ˘RÙPo◊˚PV A±˚Yl ˘TflRp

$ ˘RÙPdL ®˚X Yœl◊L∞¤s[ Es[PdLj˚Rd L¶Rd Lt\¤Pu

˘RÙPo◊T”jßj ˘R∞YÙ] A±˚Yl ˘TflRp

$ L¶R UVUÙ] A±˚Yl ̆ TflYRtLÙ] ß\˚] UÙQY≤p Y[Wf

˘NnV B£¨V UÙQYo TÜÙt\ ÿ˚\´˚]Ÿm Lt©jRpÿ˚\´˚]Ÿm ˘Tt\d ˘LÙs[˙Yi”m.

$ L¶Rd Lt\p £\lTÙL S˚P˘TflYRtLÙ] B£¨Vü D”TÙ”,

˙Uu˚UVÙ] Lt©jR˚X ˙Ut˘LÙsYRtLÙ] Lt©jRp ß\uLs,ËR]UÙ] Ußl¿h” ÿ˚\L∞u TVuTÙ” ̇ TÙu\Yt±¤m Es[A±˚Yl ˘Ttfld ˘LÙs°\ÙoLs.


˘UÙjR Ußl˘Ti : 20

(˘RÙPo Ußl¿” ˛ 20 Ußl˘Ti )

˘UÙjR T⁄Y ̇ SWm : 65 U¶˙SWm

J⁄ YÙW ˙SWm : 3 U¶˙SWm

Es[PdLm

AXœ ˛ 1 : L¶Rjßu R≤jRu˚UŸm L¶Rd Lt\p ˙SÙdLeLfim

˙SWm : 9 U¶˙SWm

AXœ ˛ 2 : L¶Rd Lt\p A‘œÿ˚\

˙SWm : 15 U¶˙SWm

AXœ ˛ 3 : Lt©jRp ÿ˚\ Tt±V Es[PdLl TœlTÙn‹

˙SWm : 27 U¶˙SWm

AXœ ˛ 4 : L¶Rd Lt\p Lt©jRp ÿ˚\Ls

˙SWm : 14 U¶˙SWm

RÙs Gi RÙ∞u ˘TVo

S1.P

6L¶Rd Lt\¤mA‘œÿ˚\Ÿm


AXœ ˛ 1 L¶R A±ÆV≠u Ru˚ULsL¶Rm Lt\≠u ˙SÙdLeLfim (9 U¶d·o)$ L¶R A±ÆVp Gu\Ùp Gu]?$ L¶R A±ÆV≠u Ru˚ULs

$ J›eœ, ÷iTÙo˚Y („Z¤dœm ̇ R˚Ydœm HtT UÙt\m˘NnRp)

$ G∞˚U/L•]m$ L⁄j’Lfidœ C˚P˙V Es[ ˘RÙPo◊$ L¶Rm J⁄ ˘UÙØ$ ŸdßÈoYUÙ] A˚Ul◊$ UÙflkRu˚U (Y•-Y-L-¶-Rm ̆ RÙPoTÙL)$ A±‹f £kR˚]

$ L¶Rd Lt\p GRtLÙL?$ £kR˚]ú L¶R UVm$ L¶Rjßu AZ°Vp$ L¶Rl TVuTÙ”$ ©\TÙPeLfiPu Es[ ˘RÙPo◊$ L⁄j’l TÜÙt\ FPLm

$ L¶-Rj-ßu ˙RÙt-\-ÿm Y[of-£-Ÿm$ LÙXLhPm$ Y[of£ú ÿd°VUÙ] ®˚XLfim LÙXLhPÿm

(GiL∞u Y[of£, Y•ÆVp ˘RÙPo◊˚PV˚Y)AXœ ˛ 2 : L¶Rd Lt\p A‘œÿ˚\ (˙SWm : 15 U¶d·o)$ L¶Rd Lt\p A‘œÿ˚\

$ ˘NVpTÙh” ÿ˚\´X˚UkR˚Y$ ˘NVpÿ˚\j ß\uLfidœ ÿd°Vj’Ym

(©Wf£˚]˚V AX£ BWÙnRp, ˘Yq˙YflYØÿ˚\L˚[j ̇ R”Rp, Jl©h”l TÙojRp ÿ•‹L˚[E⁄YÙdœRp, CVpTÙLf ˘NnRp L⁄j’l TÜÙt\m,©Wf£˚] E⁄YÙdLm Etfl˙SÙdLp, Jl©”Rp,Y˚LlT”j’Rp, Ußj’d·flRp, ÿ˚\lT”j’Rp,Æ[dœRp, T¨˙NÙßjRp, Ußl©”Rp, TVuT”j’Rp,˘TÙ⁄jßl TÙojRp, ®fl‹Rp, A[Æ”Rp, ÷hTUÙL‹m/’p≠VUÙL‹m A[Æ”Rp, L⁄ÆL˚[l TVuT”j’Rp,◊¨V ˚YjRp, ˘RÙœjRp, AhPY˚Ql T”j’Rp,U]dLQdLÙLd ·flRp)

$ L¶Rjßu Ru˚U˚Vl ◊¨k’ L¶Rd Lt©jR≠p HtT”m NYÙpL˚[ŸmYÙnl◊L˚[Ÿm Li”©•d°\ÙoLs.

$ L¶Rjßu Ru˚ULfidœ HtT Lt©jRp A‘œÿ˚\L˚[d Li”©•jRpp ©\ TÙPeL∞p L¶Rjßu TVuTÙh” YÙnl◊Ls A˚Ukß⁄lT’ Hu?p L¶Rd Lt\≠u ˙SÙdLeLs G˚Y?p J⁄ L⁄j’l TÜÙt\ FPLm Gu\ ®˚X´p L¶Rj˚R GqYÙfl TVuT”jRXÙm?n L¶Rjßp £X L•]UÙ] TœßL˚[ G∞˚UVÙ] £X ̆ TÙ⁄sLs/A‡TYeL∞u

A•lT˚P´p Æ[dœ°\ÙoLs.n YiQm, A˚Ul◊, Y•Ym, TWl◊, G˚P B°VYt±u ̆ T¸æL R≤jRu˚UL˚[d

L¶Rj’Pu GqYÙfl ˘RÙPo◊T”jRXÙm GuT’ œ±j’ ˘Y∞´”°\ÙoLs.

p ˙Rok˘R”jR L¶Rd L⁄j’Ls Jq˘YÙu˚\Ÿm 3 ®X˚L∞pTVuT”j’YRtLÙ] Lt\p ˘NVpTÙ”L˚[j RVÙ¨d°\ÙoLs.

p L¶Rd Lt©jR¤m Lt\¤Pu ˘RÙPo◊˚PV ˘NVpÿ˚\j ß\uLfim GqYÙfl˘RÙPo◊ ˘LÙi”s[’?

n L¶R A±ÆV˚Xd Lt©jR≠p ˘Y∞lT˚PVÙ] Æ]ÙdLfidœ Es[ÿd°Vj’Ym Gu]? C’˙TÙu\ ˘NVpTÙ”Ls YÙ´XÙL Gu˘]u] L¶Rß\uLs UÙQYoL∞Pm Y[o°u\’?

n L¶Rd L⁄j’L˚[Ÿm ß\uL˚[Ÿm AX£ BWÙnk’ AYt±p APe°Ÿs[˘NVpÿ˚\j ß\uL˚[d Li”©•d°\ÙoLs.

n Tp˙Yfl ˘NVpÿ˚\j ß\uL˚[ Y[Wf ˘NnYRtœ Lt\p ˘NVpTÙ”L˚[jßhP™”°\ÙoLs.

n ˙Rok˘R”jR L•]UÙ] L¶Rd L⁄j’L˚[ LÙh£ FPLeLs YÙ´XÙL˘Y∞´”YRtLÙ] RVÙ¨l◊L˚[ SPj’°\ÙoLs.

n CVpTÙL ®fl‹m ÿ˚\Ÿm F°j’ ®fl‹m ÿ˚\Ÿm GqYÙfl ˙YflT”°u\’GuT˚R L¶Rd Lt\p A‘œÿ˚\ú A•lT˚P´p Æ[dœ°\ÙoLs.


S1. P

6 L¶RÆVp Lt\¤m A‘œÿ˚\Ÿm ˛ AXœ Æ[d-Le-Ls


$ —tflf„Zp ˘RÙPoTÙ]˚Y$ ©Wf£˚]˚UVUÙ]˚Y$ ©Wf£˚]l TœlTÙn‹$ YWXÙt±u YÙ´XÙLd Lt\p$ Ußj’d ·flR¤m ÿu A±ÆjR¤m$ ˘Y∞lT˚PVÙ] Æ]ÙdLs$ FPLd LÙh£Ls (Visualisation)$ CVpTÙLd ·flRp

$ U˚\ÿLl TÙP HtTÙh”Pu (Hidden Curriculam) ̆ RÙPo◊T”j’Rp(Bi ˘Ti NUj’Ym, R≤dLY]m ˙R˚YlT”mUÙQYoLfidLÙ] A‘œÿ˚\Ls, NÍL øß, R≤STo˙YflTÙ”Ls)

AXœ ˛ 3 Lt©jRp L˚Xj˘RÙPoTÙ] Es[PdL Æ[dLm(˙SWm 27 U¶˙SWm)∏˙Z ˘LÙ”dLlTh”s[ UiPXeL∞¤s[ L⁄j’Ls, L⁄j’L∞uTp˙Yfl ®˚XLs, CYt˚\l ˘TflYRtœj ˙R˚YVÙ]˘NVpTÙ”Ls, YWXÙtfll ˘TÙ⁄sLs, Y[of£, ˘RÙPof£B°VYt˚\l ◊¨k’˘LÙsfiRp.Gi A±‹

$ Gi Gu\ A•lT˚Pd L⁄j’, GiQp GiLs, TœGiLs, TLÙ GiLs

$ UÙß¨Ls$ ˘T⁄dLpLs, LÙW¶Ls$ 2, 3, 4, 5, 6, 8, 9, 11 B°V GiL[Ùp J⁄ Gi˚Q ¡ß

CpXÙ’ YœdLXÙm GuT˚Rl T¨˙NÙßjRp$ (SÙpY˚Lf ̆ NVpTÙ”Ls: ·hPp, LØjRp, ̆ T⁄dLp, YœjRp$ ©u] GiLs$ RNÙmN GiLs

Y•YÆVp$ Y•YÆVp Y•YeLs (NUN’Wm, YhPm, ÿd˙LÙQm)

Y˚WRp, E⁄YÙdœRp B°VYt˚\l TVuT”jßf ˘NnŸm˘NVpTÙ”Ls

$ Tessalation$ Cymetry (JjRY•YeLs)$ -Special Geometry


$ GiL˚[l Tt±V L⁄j’L˚[ TÜÙt\m ̆ NnY’ GlT• GuT’ œ±jR ̆ NVpTÙ”L˚[˘Y∞´”°\ÙoLs

n UÙß¨L˚[j ˘RÙPdL Yœl◊L∞p GqYÙfl Lt©dLXÙm GuT˚R ˘Y∞´”°\ÙoLs

n A•lT˚PVÙ] L¶Rd L⁄j’L˚[Ÿm UÙQYoLfidœ CVpTÙL HtT”m RYflL˚[dLi”©•d°\ÙoLs. CRtLÙL AYWYW’ œ±l˙T”L˚[l T¨˙NÙßj’l ˘TÙ⁄jRUÙ]Æ]ÙdL˚[ G›l◊°\ÙoLs.

n Y[of£, ˘T⁄dLm B°V ˘TÙ’d L¶Rd L⁄j’L˚[ Au\ÙP YÙrÆ¤s[G”j’dLÙh”LfiPu ˘RÙPo◊T”j’Y’ GlT• GuT˚R Æ[dœ°\ÙoLs

n SÙpY˚Lf ̆ NVpTÙ”Lfid°˚P˙V Es[ ̆ RÙPo˚T Æ[dœYRtLÙL J⁄ Æ[dLlTPmRVÙ¨d°\ÙoLs

n ˘T⁄dLpLs, LÙW¶Ls B°V L¶Rd L⁄j’L˚[ ˘Y∞´”YRtLÙL ˘Yq˙Yflÿ˚\L∞p Æ[dœ°\ÙoLs.

n UÙß¨Ls, Tessalation B°VYt˚\ LtL MI YÙnl◊L˚[l TVuT”j’Rpn L¶Rd L⁄j’L˚[l TÜÙt\m ˘NnYRtœl T´t£j RÙsLs RVÙ¨d°\ÙoLsn 1 ÿRp 5 Y˚WŸs[ Yœl◊L∞¤s[ TÙPlTœßL˚[l T¨˙NÙßj’ Jq˘YÙ⁄

˘NVpTÙh˚PŸm A˚Y Gk˘RkR ˘NVpÿ˚\ŸPu ˘RÙPo◊˘LÙi”s[’ GuT˚RLXk’˚WVÙPp YØVÙLd Li”©•j’l Tß‹ ˘Nn°\ÙoLs.


A[˚YLs$ ø[m, —t\[‹, TWlT[‹ (NUN’Wm, ˘NqYLm) Es A[‹,

˙SWm, G˚P, ÏTÙn, SÙsLÙh•RW-‹-L-∞p Tœl-TÙn‹

$ Y˚LlT”j’Rp, ©¨jRp, AhPY˚QlT”j’Rp, Y˚Wk’LÙh”Rp

$ G∞˚UVÙ] Y˚WTPeL∞≠⁄k’ ÆYWeL˚[f ˙NL¨jRp

AXœ ˛ 4 L¶Rm Lt\p Lt©jRp ÿ˚\Ls(˙SWm 14 U¶˙SWm)

$ L¶Rd Lt\≠u ˙LÙhTÙ”L∞u A•lT˚P. (©VÙ˘`, ◊ÏQo,Skemp, ˚Y˙LÙhv° B°˙VÙü ˙LÙhTÙ”Ls)

$ A±YÙdLjßu Tp˙Yfl ®X˚Ls$ L¶Rd L⁄j’⁄YÙdL ®˚XLs (ELPS, ...)$ L¶Rd Lt\p EjßLfim ÿ˚\Lfim

˛ Æß-Y-⁄-ÿ˚\ Æß-Æ-[d-L-ÿ˚\˛ ˘NVpßhP ÿ˚\˛ BWÙnf£ ÿ˚\˛ Bn‹ ÿ˚\˛ Tœl-TÙn‹ ˛ J⁄e°˚QkR ÿ˚\

$ Lt\p L⁄ÆLs˛ YÙnl◊Ls˛ E⁄YÙdLm

$ L¶R Æ˚[VÙh”Ls L¶R puzzle, L¶Rd L˚RLs, L¶RALWÙß, LÆ˚RLs B°VYt˚\ E⁄YÙdœR¤mßWh”R¤m


p ÿRp Yœl©¤s[ UÙQYoLs GiL˚[ G›Rj ˘RÙPeœY’ Gl˙TÙ’? J⁄ B£¨Vo GqYÙfl

AR˚]l ◊¨k’˘LÙs[ ÿ•Ÿm?

p UÙQYoLfidœ ™L‹m L•]UÙ] ̆ NV˙X YœjRp ̨ LXk’˚WVÙ”L.

p '1' GuT’ J⁄ YœTPÙ Gi ApX ˛ Hu?n ˙Rok˘R”jR L¶Rd L⁄j’Ls Jq˘YÙu˚\Ÿm Íufl ®˚XL∞p TÜÙt\m ̆ NnYRtLÙ] Lt\p

˘NVpTÙ”L˚[j RVÙ¨d°\ÙoLs.1) L•]UÙ] ®˚X2) representative level / TPeLs3) G∞˚UVÙ] ®˚X/A˚PVÙ[eLs

$ ©VÙ˘`, ◊ÏQo, skemp, ˚Y˙LÙhv° B°˙VÙü E[ÆVp A±OoL∞u L¶R Lt\p

˙LÙhTÙ”L˚[l ◊¨k’ ̆ LÙi” UÙQYoLfidœd L¶Rm Lt©d°\ÙoLs.

$ L¶R A±Æ˚]l ˘TflYRtLÙ] ß\u UÙQYoL∞p E⁄YÙYRtLÙ] TÜÙt\ÿ˚\˚Vl ◊¨k’

˘LÙs°\ÙoLs.

$ S≈] Lt©jRp ÿ˚\L˚[l TVuT”jß L¶Rd LpÆ˚V ̇ Uu˚UŸ˚PV’m £\l◊˚PV]YÙL

SPj’YRtLÙ] ß\u ̆ Tfl°\ÙoLs.

p ˘Yq˙Yfl L¶Rd L⁄j’L˚[l TÜÙt\m ˘NnYRtœ ˘Yq˙Yfl EjßL˚[Ÿm ÿ˚\L˚[Ÿm

TVuT”j’°\ÙoLs LÙWQm Gu]?

n ©VÙ˘`, ◊ÏQo, skemp, ̊ Y˙LÙhv° B°V E[ÆVp A±OoL∞p ̇ LÙhTÙ”L˚[l T¨˙NÙßj’

L¶Rd Lt\≠u ̇ LÙhTÙ”L˚[l ◊¨k’ ̆ LÙs°\ÙoLs.

n A•lT˚PVÙ] L¶Rd L⁄j’L˚[l TX CPeL∞p TÜÙt\m ˘NnŸm ˙TÙ’ LY≤dL

˙Yi•VYt˚\l ©VÙ˘`ú ̇ LÙhTÙ”L∞u A•lT˚P´p Æ[dœ°\ÙoLs.

n L¶Rl ©Wf£˚]Lfidœj æo‹ LÙiTRtœ Gu˘]u] YØÿ˚\L˚[ UÙQYoLsTVuT”j’°\ÙoLs GuT˚Rd Li”©•lTRtœj ˙Rok˘R”jR ©Wf£˚]L˚[ AYoLs æo‹˘NnY’ GlT• GuT˚R UÙQYoL∞P˙U ̇ Lh” RLYpL˚[j ßWh”°\ÙoLs.

n L¶Rl ©Wf£˚]L˚[ YÙn˘UÙØ ̆ Y∞¬h•u YØVÙL œ±¬h” ̆ UÙØdœ UÙflYRtLÙ] Lt©jRp

EjßL˚[d Li”©•d°\ÙoLs.

n L¶R puzzleLs, L¶R Æ˚[VÙh”Ls, Tp˙Yfl Lt\p L⁄ÆLs B°VYt˚\ E⁄YÙdœ°\ÙoLs,

ßWh”°\ÙoLs. L[f˙NÙR˚] SPj’°\ÙoLs.


L¶Rm ˛ ˘RÙPo Ußl¿h” Y˚LLs

1. œ±l◊Ls

$ script (YN]m)

$ LXk’˚WVÙPp/œ›d LXk’˚WVÙPp YØVÙL E⁄YÙ]˚Y

$ YÙ£l©u YØVÙLl ◊¨k’ ˘LÙiP˚Y

$ Etfl˙SÙdLp YØVÙLd Li”©•jR˚Y

$ TœlTÙn‹ ˘NnR˚Y

$ ˙SoLÙQp ˘RÙPoTÙ]˚Y

$ L[ Bn‹ ˘RÙPoTÙ]˚Y

$ L⁄jRWeLd Lh”˚W

$ L¶Rd L⁄j’LfiPu ˘RÙPo◊˚PV˚Y

2. ßWh”RpLfim Y•Y˚UjR˚YLfim

$ L¶Rd L⁄j’⁄YÙdLj’Pu ̆ RÙPo◊˚PV Lt\p L⁄ÆLs

(E⁄YÙd°V˚YLfim, ßWh•V˚YLfim)

3. AXœj ̇ Ro‹

4. UÙß¨ Yœl◊Ls

5. œ±l˙T” (L¶Rm)

˘RÙPo Ußl¿” SPjß Ußl˘TiL˚[ YZeœm ÿ˚\

1. 2. œ±l◊Ls Uh”m ˘RÙœl©p C⁄kRÙp ˙TÙ’UÙ]’. ©\

œ±l◊L˚[ AqYq˙TÙ’ œ±l˙Th•p œ±j’ ˚Yjß⁄kRÙp

˙TÙ’UÙ]’. CkRd œ±l˙Th˚PŸm ˘RÙPo Ußl¿h•tœl

TVuT”jRXÙm.

2. Lt\p L⁄ÆL˚[ EP]• E⁄YÙdLf ˘Nn’ Ußl˘TiLs

YZeLXÙm.

3. Jq˘YÙ⁄ AX°¤m Cflß AXœj ̇ Ro‹ (Written or Oral (Quiz) type)

SPjRXÙm.

˙U˙X RWlTh”s[ 5 Y˚LVÙ] ˘NVpTÙ”Lfis Jq˘YÙu±tœm 10

Ußl˘Ti ≈Rm YZe° 20 Ußl˘Ti¶tœ G]l Tß‹ ˘NnVXÙm.

Documents

1 T⁄-Ym Es-[-Pd-Lmscert.kerala.gov.in/images/2013/D.Ed/01_Semister-01_Tamil.pdf · ÿRp TYjßp ˘UÙjRm Bﬂ RÙsLs Es[]. LpÆ E[ÆV¤dœh ThP "œZk˚R Y[of£Ÿm Lt\¤m' Gu\ RÙﬁm,