Sem. IV - Shivaji University

Transkript

1 Shivaji University, Kolhapur B (2009) Accredited By NAAC Revised Syllabus For Bacholer of Arts & Bacholer of Education B.A. B.Ed. (Intigrated) Part IV Introduced from June 2011 and Onwards (Subject to the modifications will be made from time to time) 2 Revised Syllabus For
B.A.B.Ed. (Integrated) Part –IV
(Subject to the modifications to be made from time to time)
Syllabus to be implemented from June 2011 onwards.
FOURTH YEAR B. A. B. Ed. Sr. No. 1 Title Marks Education Paper – V Education in Emerging Indian Society. Section – I. Philosophical foundation of Education 100 Section – II. Sociological foundations of Education 2 Education Paper – VI Trends In Education and Electives Section – I. Trends In Education Section – II. Electives 1) Alternative Education
2) Career Information in Career Guidance
3) Education of Children with special Needs
100 4) Environmental Education
5) Action Research
6) Population Education
7) Value Education
3 Scientific Method 100 3 4 Any one of the following A) Marathi (Opt.) Paper – VII – 100 Paper – VIII – 100 B) Hindi (Opt.) Paper – VII – 100 Paper – VIII – 100 C) English (Opt.) Paper – VII – 100 200 Paper – VIII – 100 D) History (Opt.) Paper – VII – 100 Paper – VIII – 100 E) Geography (Opt.) Paper – VII – 100 Paper – VIII – 100 Theory Papers 5 = 500 4 STRUCTURE OF PRACTICUM COMPONENT FOURTH YEAR B. A. B. Ed. Sr. No. 1 Title Marks Workload Per Week 60 24 Practical work related to Education Paper – V 10 01 Paper – VI 10 05 Field work with community based programme A) Social Service ( Community level ) 10 02 B) Parent – Teacher Association 10 01 C) Subject – Teacher Association 10 01 D) Study Visit / Excursion 10 02 E) Study of Needs & Aspiration of Two Pupils & their Parents 05 01 A) Creative Activity 10 01 B) Co‐curricular Activities 10 01 C) Teaching Aids Work Shop 20 01 Tutorial for Education Paper – V & VI 20 07 10 01 F) Content Enrichement Programme 10 01 B ) General Knowledge Enrichment 05 01 Class‐room Teaching ( 3 Lessons per method = 6 lessons ) One lesson from each Special Method Should be based on Models of Teaching. 2 3 4 5 Creativity & P.D.P.‐ III ( One per section – 4 ) 6 7 Internal Exam Paper – V & VI 8 Internship ( 2 Weeks ) ( 2 + 2 lessons per method ) 50 16 9 Action Research 20 10 10 Practice Teaching Exam. & 80 00 Viva Voce 20 00 380 76 TOTAL 5 PAPER- V - EDUCATION IN EMERGING INDIAN SOCIETY
Objectives –
To enable student teacher to1) Develop understanding of the concept and nature of education.
2) Be acquainted with goals of education and to see how they are reflected in educational
practices.
3) Reflect values in his behavour.
4) Understand to relation between philosophy and education and implication of
philosophy on education.
5) Understand different philosophical systems and their implication on Education.
6) Evaluate critically the contribution Educational thinkers.
7) Understand the need to study education in a sociological perceptive. The process of
social change and socialization to promote the Develop of a sense of commitment to
the teaching profession and social welfare.
8) Understand the role in the creation of a new social order in the country and learn
above various social welfare opportunities in which they can participate helpfully.
9) Develop understanding of the concept of national integration and international
understanding. National integration and protection of human rights.
10) Understand use the skillfully various agencies for growth and development.
SECTION- I –
PHILOSOPHICAL FOUNDATION OF EDUCATION
Unit – I Concept and Nature of Education
A) Meaning need scope and process of Education.
B) Relationship between philosophy and education.
C) Education for leisure and character formation
D) Education in the western context with specific reference to - Pestalozzi, Russell.
Education in the Indian context with specific references to Mahatma Gandhi, Swami
Vivekananda, Ravindranath Tagore, Karmveer Bhaurao Patil.
Unit-II Goals of Education and Values
A) Goals of Education – Ancient and Modern goals individual and social aim.
B) Values – Definition and classification need, significance and sources of values
inculcation of values.
C) Philosophy and curriculum – types of construction.
Unit – III Major Philosophy systemTheir salient future and their impact on Education
A) Idealism
B) Naturalism
C) Pragmatism
D) Realism
Unit- IV The Teachers
A) Teaching as a profession
B) Professional Ethics
C) Professional organization and their role in teacher’s development
D) Qualities of the teacher
6 SECTION – II
SOCIOLOGICAL FOUNDATATIONS OF EDUCATION
UNIT – V Sociological Basis Education
A) Meaning of the education as per sociological basis. Relationship between individual
to individual, individual to society in terms of norms given by the existing social
order.
B) Education for social change
C) Education as liberal and utilization.
D) Education for social control
E) Education for social mobility
F) Education and human resource development
UNIT – VI Education And Indian Society
A) Salient features of emerging Indian society.
B) Indian constitution – its directive principles; various articles related to education.
C) Meaning of secularism, social goals, democracy and socialistic pattern of society
D) Economic planning and the five year plans in relation to education
E) Desirable future of Indian society
UNIT – VII National Integration and International Understanding
A)
a) Meaning of national integration and its need
b) The role of the teacher and education institution in achieving national integration
through democratic interaction.
c) Meaning of international understanding and its need
d) The role of the Teacher and education institution in achieving International
understanding through democratic interaction.
B) New Social Order
a) Meaning of concept of new social order
b) Means and majors taken equality of opportunities in terms of castes, Tribes, Disabled
Gender and Minorities
c) States new programmes and national programmes like NCC, NSS, etc.
UNIT – VIII Agencies of Education
Family, peer Group , references group , school ,open education system ,cultural
orgnisations, voluntary orgnisations, professional bodies, mass media , state .
PracticumAny one of the following through group discussion / seminar/ symposia
1. Report on the contribution of any Indian Thinkers of social reformers in the field of
education in view of the aims and objective , curriculum, methods of implementation
examination etc.
2. A report of the study of an impact of the state’s new programme i.e. Mid Day meal on
the education of the children, dropout etc.
3. Study of festival celebrated in village/ town
4. A survey of educational problems of a locality
5. Provisions made in the constitution of India with special reference to education in
general deprived and minorities in special.
7 List of recommended books:
1. Anand C I et al (1983) . The teacher and education emerging Indian society, New
Delhi: NCERT.
2. Avinashilingam, TS. (1988) educational philosophy of swami vivekanand , madras :
shri ram Krishna math printing press.
3. Brown francies J. (1954) educational sociology, New York: prentices Hall .
4. Cook , L.A & Cook E.F. (1960) ,A sociological Approach to education 3rd ed.
(London :McGraw Hill)
5. Gore, M.S.(1982).Education and Modernisation in India, Jaipur: Jaipur Publication.
6. Gupta. Giri Raj, &1976, Family and Social Change in Modern India, Delhi: Vikas
Publishing House.
7. Havighurst, Robert & Neugearten, Bemice L.(1975), Society and Education, Boston:
Alleyn & Bacon.
8. Ivoo, Morrish, &1978) The Sociology of Education : An Introduction, London,
George Allen & Unwin.
9. Kamat, A.R.(1985), Education and Social Change in India, Bombay : Somaiya
Publication.
10. Kuppuswamy,(1968), Some aspects of social change in India, Sterling publication,
Delhi.
11. Mathur, S.S.(1973) A Sociological Approach to Indian Education, Agra: Vinod
Pustak Mandir.
12. Mohanty. J.(1982). Indian Education in the emerging Society, New Delhi : Sterling.
13. Musgrove.F.(1976), The Family, Education and Society, London:Routlege Kegan
Paul.
14. Ottaway (1964), Introduction to Sociology of Education, end rev.ed.London:
Routlege & kegan Paul.
15. Samatullah, (1979), Education in the Social Context, New Delhi: N.C.E.R.T.
16. Scimeeca, Joseph A, (1980), Education and Society, London : Holt Rimehart and
Winston.
17. Shukla, Sureshadra Krishnakumar,(1985), Sociological Prospective in Education : A
Reader, Delhi : Chankaya Publication.
18. Choudhary U.S.(1986), Issues and Advances in Education, Ajanta Publishing House.
19. +EòÉä±ÉEò®ú, MÉ.Ê´É.(1973), ¶ÉèIÉÊhÉEò iÉi´ÉYÉÉxÉÉSÉÒ ¯û{É®äú¹ÉÉB ¸ÉÒ.Ê´ÉtÉ |ÉEòÉ¶ÉxÉ,{ÉÖhÉä.
20. +EòÉä±ÉEò®ú,MÉ.Ê´É.(1973), ¶ÉèIÉÊhÉEò iÉi´ÉYÉÉxÉÉSÉÒ ¯û{É®äú¹ÉÉB ¸ÉÒ.Ê´ÉtÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
21. +EòÉä±ÉEò®ú,MÉ.Ê´É.(1971), MÉÉÆvÉÒVÉÓSÉä Ê¶ÉIÉhÉÊ´É¹ÉªÉEò Ê´ÉSÉÉ®ú, ÊSÉ®ÆúVÉÒ´É OÉÆlÉ |ÉEòÉ¶ÉxÉ,{ÉÖhÉä.
22. +Ê´ÉxÉÉ¶ÉË±ÉMÉ¨É, ]õÒ.BºÉ.(1985) B , Ê¶ÉIÉhÉ - º´ÉÉ¨ÉÒ Ê´É´ÉäEòÉxÉÆnù, xÉÉMÉ{ÉÚ®ú ¨É`ö,xÉÉMÉ{ÉÚ®ú.
23. +ÉSÉÉªÉÇ, ¸ÉÒ.®úÉ. (1979) , +ÉvÉÖÊxÉEò ¦ÉÉ®úiÉÉiÉÒ±É ¶ÉèIÉÊhÉEò |É¤ÉÉävÉxÉ,{ÉÖ¹{ÉEò |ÉEòÉ¶ÉxÉ,{ÉÖhÉä.
24. EòÉ¨ÉiÉ,+.®úÉ.¦ÉÉ®úiÉÒªÉ Ê¶ÉIÉhÉÉSÉÒ ´ÉÉ]õSÉÉ±É, ±ÉÉäEò´ÉÉbÂ÷¨ÉªÉ MÉÞ½þ |ÉÉªÉ´½äþ]õ Ê±ÉÊ¨É]äõb÷,¨ÉÖÆ¤É<Ç.
25. EòÉ³ýnùÉiÉä,ºÉÖvÉÉ,(1978) +ÉvÉÖÊxÉEò ¦ÉÉ®úiÉÉSªÉÉ ºÉ¨ÉºªÉÉ, ¶ÉÉ®únùÉ |ÉEòÉ¶ÉxÉ,xÉÉÆnäùb÷.
26. EÖò±ÉEòhÉÔ, B¨É,VÉÒ.,(1975) ¦ÉÉ®úiÉÒªÉ ºÉ¨ÉÉVÉ ´ªÉ´ÉºlÉÉ, {É®úÒ¨É±É, +Éè®ÆúMÉÉ¤ÉÉnù.
27. EÖÆòb÷±Éä ¨É.¤ÉÉ.,(1973), ¶ÉèIÉÊhÉEò iÉi´ÉYÉÉxÉ ´É ¶ÉèIÉÊhÉEò ºÉ¨ÉÉVÉ¶ÉÉºjÉ, ¸ÉÒ.Ê´ÉtÉ |ÉEòÉ¶ÉxÉ ,{ÉÖhÉä.
28.{ÉÉ®úºÉxÉÒºÉ xÉ.®úÉ.(1987),Ê¶ÉIÉhÉÉSÉÒ iÉÉÎi´ÉEò +ÉÊhÉ ºÉ¨ÉÉVÉ¶ÉÉºjÉ ¦ÉÚÊ¨ÉEòÉ,xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ,{ÉÖhÉä.
8 29. ¤ÉÉ{É]õ, |É.MÉ.(1987), ¦ÉÉ®úiÉÒªÉ ºÉ¨ÉÉVÉÉiÉÒ±É Ê¶ÉIÉhÉ ´É Ê¶ÉIÉE , ºÉÉÊ½þiªÉ ºÉä´ÉÉ |ÉEòÉ¶ÉxÉ, +Éè®ÆúMÉÉ¤ÉÉnù.
30. ¦ÉÆb÷É®úÒ, {ÉÒ.¤ÉÒ.(1971), ¶ÉèIÉÊhÉEò ºÉ¨ÉÉVÉ¶ÉÉºjÉ, ®úÉ´ÉÒ³ý {ÉÎ¤±ÉEäò¶ÉxÉ,ºÉÉiÉÉ®úÉ.
31. +½äþ®ú Ê½þ®úÉ, =nùªÉÉäx¨ÉÖJÉ ¦ÉÉ®úiÉÒªÉ ºÉ¨ÉÉVÉÉiÉÒ±É Ê¶ÉIÉhÉ.
32. ¦ÉÉ®úiÉÉSÉä ºÉÆÊ´ÉvÉÉxÉ, ¦ÉÉ®úiÉ ºÉ®úEòÉ®ú |ÉEòÉ¶ÉxÉ, xªÉÚ Ênù±±ÉÒ.
33. ®úÉ¹]ÅõÒªÉ |ÉÉèfø Ê¶ÉIÉhÉ EòÉªÉÇGò¨É, |ÉÉäfø Ê¶ÉIÉhÉ ºÉÆSÉ±ÉxÉÉ±ÉªÉ, ¦ÉÉ®úiÉ ºÉ®úEòÉ®ú.
PAPER – VI
TRENDS IN EDUCATION &ELECTIVES
SECTION – I
TRENDS IN EDUCATION
Objectives:
To enable the student teachers to 1. Comprehend innovation, trends in society and education.
2. Acquaint the nature and concepts of some trends in education.
3. Acquaint the trends in teaching and learning and apply them in actual
teaching.
4. Understand the concept of disaster management.
5. Acquaint the roles of different personnel in disaster management.
6. Train the pupils for disaster management.
UNIT – I Nature Of trends in Education
a) Concept of innovation and trends
b) Emergence of trends in education
c) Relation between social trends and education
d) Evaluation and acceptability of trends
e) Application of trends and spread
UNIT – II Trends in Education (Basic Concept Only)
a) Four pillars of education (Delor’s Commission)
b) Life long of education
c) Open education
d) Resourceful teaching
e) Perception, planning and performance in teaching
f) Teaching for reflective thinking
g) Knowledge construction
h) Models of teaching
UNIT – III Trends in Teaching and Learning
a) Teacher through process and decision making
b) Competency based teacher education
c) Pre –service and in-service teacher education
d) Mastery learning
e) Minimum level of learning & Sarva Shiksha Abhiyan (SSA).
9 UNIT – IV Disaster Management through Education
a) Concept Need of Disaster Management
b) Types and causes of disasters
c) Types of disaster management
d) Role of teacher, Head Master in disaster management
e) Training for disaster management
List of Recommended Books:
1) Barns, A. (Ed.) (1984), New Information Technology, Ellis, Harwood Publication.
2) Best, J. W. & Khan, J.V. (1996) Research in Education, Prentice Hall, New Delhi.
3) Chouhan, S. S., Innovation in Education.
4) Cruckshonk, W. N. & Sohnson G. Orville, (1975), Education of Exceptional Children
Prentice Hall, New Jercy.
5) Desh Bandhu (1999) Environmental Education for sustainable department, indian
Environment Society, New Delhi.
6) Joycee, B. & Well, M. (1997) Models of teaching, Prentice Hall, New Delhi.
7) Kulkarni, S. S. (1989) Introduction to Educational Technology, Oxford and IBH
Publishing Company, New Delhi.
8) Martin, W. J. (1988) The Information Society, Association of Information Management,
London.
9) Mukarji, J. (Ed.) (1968) Education of Teachers in India, Vol. I&II, S. Chand & Co., New
Delhi.
10) Sutija B. R. (1996) Trends in Education , Anmol Prakashan, New Delhi.
11) Sharma, A. R. (1985), Educational Technology, Vinod Pustak Mandir, Agra.
12) India, Ministry of Education, Directorate of adult Education (1978) Adult Education
Components in the Development Schemes of Govt. of india, Ministry of Education and
social Welfare, New Delhi.
13) Wittrock, Merlin C. (1985) Third Handbook of Research on Teaching – McMillan
Publishing Company, New York.
14 VÉMÉiÉÉ{É ½þ. xÉÉ. (2002) |ÉMÉiÉ ¶ÉèIÉÊhÉEò iÉÆjÉÊ´ÉYÉÉxÉ, xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
15 VÉMÉiÉÉ{É ½þ. xÉÉ. (1997) Ê¶ÉIÉhÉÉiÉÒ±É Ê´ÉSÉÉ®ú |É´ÉÉ½þ, xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
16) ¨ÉÖ³äý, +É®ú. BºÉ. =¨ÉÉ`äö ´½þÒ. ]õÒ. (1999) ±ÉÉäEòºÉÆJªÉÉ ºÉÆ¶ÉÉävÉxÉÉSÉÒ ¨ÉÖ±ÉiÉi´Éä, ¨Éä½þiÉÉ {ÉÎ¤±ÉË¶ÉMÉ ½þÉ>ðºÉ, {ÉÖhÉä.
17)={ÉÉºÉxÉÒ, EÞòiÉÒ ºÉÆ¶ÉÉävÉxÉ, ¨É½þÉ®úÉ¹]Åõ ®úÉVªÉ {ÉÉ`öªÉ{ÉÖºiÉEò ÊxÉÌ¨ÉiÉÒ ´É +¦ªÉÉºÉGò¨É ºÉÆ¶ÉÉävÉxÉ ¨ÉÆb÷³ý, {ÉÖhÉä.
18)xÉÉMÉ{ÉÖ®äú, {É. ®úÉ. VÉ{Éä, Ê´É. EÞò. (1990) ±ÉÉäEòºÉÆJªÉÉ Ê¶ÉIÉhÉ, xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
19)ÊEò¶ÉÉä®úÉ´ÉºlÉäiÉÒ±É Ê¶ÉIÉhÉ - ºÉÆ{ÉÉnùEò, ºÉÆSÉÉ±ÉEò, ¨É½þÉ®úÉ¹]Åõ ®úÉVªÉ ¶ÉèIÉÊhÉEò ´É ºÉÆ¶ÉÉävÉxÉ {ÉÊ®ú¹Énù, {ÉÖhÉä-30
20){ÉÉ]õÒ±É, +¶ÉÉäEò ¨ÉÉ. (2002) +vªÉÉ{ÉxÉÉSÉÒ |ÉÊiÉ¨ÉÉxÉä, ºÉÎx¨ÉjÉ |ÉEòÉ¶ÉxÉ, EòÉä±½þÉ{ÉÚ®ú. 10 PAPER - VI: SECTION - II
ELECTIVE: (I) ALTERNATIVE EDUCATION
Objectives:
To enable the student teacher to –
1. Explain the concept of adult and non formal education, its importance and scope in
national context.
2. Comprehend the psychology of adult learners and problems of adult and non formal
education.
3. Identify the roles of different agencies in adult and non formal education.
4. Identify and suggest the effective means and methods to be employed for adult and
non formal education.
5. Be acquainted with the operational aspect of adult education.
6. Critically evaluate the education policies and commission of adult education.
7. Understand the process of non formal education at various stages.
8. Understand the aims, objectives and philosophical foundation of adult and non formal
education.
UNIT – I Meaning and Concept of Adult and Non Formal Education, Concept,
Need and Scope of Adult Education
a) Concept need and scope of adult education.
b) Aims and objectives and concept, need and scope of non formal education.
c) Philosophical bases of adult education and non formal education.
d) Psychology of adult learners.
e) Problems of adult’s education and remedies to solve the problems.
UNIT – II Agencies Imparting Adult & Non Formal Education
a) Government agencies.
b) Voluntary agencies.
c) Social orgnisations
d) Mass media.
e) UGC, NCERT, SCERT.
UNIT – III Method and Techniques of Teaching Adults
a) Methods: literacy method, study group methods, problem solving method and audio visual methods.
b) Techniques of teaching adult learners.
c) AIDS and devices of teaching adult learners.
UNIT – IV Non – Formal Education at Various Stages: And Recommendation and
Operational Aspects of A.E.
A)
a) Non – formal education at elementary and secondary stage
b) Non – formal education for out of school children
c) Non-formal education for weaker section
d) Non-formal education for adults
e) Non-formal education at university state
11 B) Recommendation on Adult & Non-Formal Education
a) NEP 1986
b) Revised NEP 2001
C) Operational Aspect of Adult Education
a) Survey and identification of learner.
b) Monitoring of adult education centre.
Practicum1) Report of visit to and adult education center.
2) Preparation of instructional material for adult learner.
3) To conduct a survey of the non-formal education centers in the locality: The written
report should be around 500 words.
4) Report of visit to non-formal education center.
5) Interview of two neo –literate adults.
List of Recommended Books :
1. Ansari N. A. (1990) Adult Education in India, (New Delhi & Chand and Co.Ltd) ch.7
2. Dutta S. C. (1968) History of adult education (New Delhi Indian Adult
Education Association in India) ch. 10 and 11
3. Dutta S. C. and Friesen J. K. (1985), University Education, Indian Adult
Education Association, 17-B, Indraprastha Estate, New Delhi -110002
4. India (1978) Ministry of Education and Social Welfare : National Adult
Education Programme (New Delhi, Ministry Of Education and Social Welfare)
5. Kundu, C. L. (1986) Adult Education, Principles, practice and problems (New
Delhi : Sterling Publication) part 6
6. Mohanti J. (1991) Adult and non-formal education.
7. National Policy on Education, 1986, (New Delhi: Ministry of Human Resource
Development)
8. Saxena J. C. and sachdeva J. L. (1986), Role of Adult education and mass
media for civil, Indian adult education association 17-B, Indraprastha Estate,
New Delhi – 110002
9. Shah S. V. (editor) (1989) A source book on adult education (New Delhi :
directorate of adult education Govt. Of India) ch-6
10. Sharma Indra Prabha (1985) Adult Education in India (New Delhi : NBO
Publishers Distributors) pp – 142 – 145
11. Sachdeva.J.L. and Vora Asha and Mohsini, R.S. (1983) Towards a
comprehensive Aduit education programme,Indian Adult Education
Association, 17-B, Indraprashta Estate. New Delhi-110002.
12 +º´É±Éä ¨É.¶É.(1983) +xÉÉè{ÉSÉÉÊ®úEò Ê¶ÉIÉhÉ {ÉvnùiÉÒ ´É ¨ÉÚ±ªÉ¨ÉÉ{ÉxÉ ({ÉÖhÉä: <ÆÊb÷ªÉxÉ <ÆÎxº]õ]õªÉÚ]õ +Éì¡ò
BVªÉÖEäò¶ÉxÉ )
13. <ÆÊb÷ªÉxÉ <Îxº]õ]õªÉÚ]õ +Éì¡ò BVªÉÖEäò¶ÉxÉ (1979) ®úÉ¹]ÅõÒªÉ |ÉÉèfø Ê¶ÉIÉhÉ EòÉªÉÇGò¨É ({ÉÖhÉä : +ÉªÉ.+ÉªÉ.<Ç)
14.MÉÉäMÉ]äõ ¸ÉÒ.¤ÉÒ. (1984) |ÉÉèfø Ê¶ÉIÉhÉ EòÉªÉÇGò¨ÉÉiÉÒ±É näùJÉ®äúJÉ ´É ¨ÉÚ±ªÉ¨ÉÉ{ÉxÉ ({ÉÖhÉä : <ÆÊb÷ªÉxÉ <Îxº]õ]õªÉÚ]õ
+Éì¡ò BVªÉÖEäò¶ÉxÉ )
15. ¤ÉÉä¤Éä ¤ÉÉ.ºÉÆ.(1989) |ÉÉèfø Ê¶ÉIÉhÉ, +xÉÉè{ÉSÉÉÊ®úEò Ê¶ÉIÉhÉ ´É ÊxÉ®ÆúiÉ®ú Ê¶ÉIÉhÉ ({ÉÖhÉä : xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ )
16. b÷ÉÆMÉä SÉÆpùEÖò¨ÉÉ®ú (1980) ®úÉ¹]ÅõÒªÉ |ÉÉèfø Ê¶ÉIÉhÉ ({ÉÖhÉä : xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ ) |ÉEò®úhÉ 2 ®äú.
12 17.
18.
19.
20.
21.
22.
23.
24.
25.
xÉÉ<ÇEò VÉ.{ÉÉ.(1978) +xÉÉè{ÉSÉÉÊ®úEò Ê¶ÉIÉhÉ ({ÉÖhÉä : <ÆÊb÷ªÉxÉ <Îxº]õ]õªÉÚ]õ +Éì¡ò BVªÉÖEäò¶ÉxÉ)
xÉÉ<ÇEò VÉ.{ÉÉ. : +xÉÉè{ÉSÉÉÊ®úEò Ê¶ÉIÉÂÆhÉ EòÉ ´É EòºÉä ? ({ÉÖhÉä: <ÆÊb÷ªÉxÉ <Îxº]õ]õªÉÚ]õ +Éì¡òBVªÉÖEäò¶ÉxÉ)
Ê¨ÉÊxÉº]ÅõÒ +Éì¡ò BVªÉÖEäò¶ÉxÉ (1986) ®úÉ¹]ÅõÒªÉ ¶ÉèIÉÊhÉEò vÉÉä®úhÉ (xÉ´ÉÒ Ênù±±ÉÒ : Ê¨ÉÊxÉº]ÅõÒ +Éì¡ò BVªÉÖEäò¶ÉxÉ)
®úÉ¹]ÅõÒªÉ ¶ÉèIÉÊhÉEò vÉÉä®úhÉ (1986) ¶ÉèIÉÊhÉEò +É´½þÉxÉÉEòbÚ÷xÉ EÞòÊiÉEòÉªÉÇGò¨ÉÉÆEòbä÷ ({ÉÖhÉä : ¨É½þÉ®úÉ¹]Åõ ®úÉVªÉ
¶ÉèIÉÊhÉEò ºÉÆ¶ÉÉävÉxÉ ´É |ÉÊ¶ÉIÉhÉ {ÉÊ®ú¹Énù )
Ê´É¦ÉÚiÉä ¦ÉÉ±É¤ÉÉ (1990) |ÉÉèfø Ê¶ÉIÉhÉ ªÉÉäVÉxÉÉ ªÉÆjÉhÉÉ +ÉÊhÉ EòÉªÉÇ´ÉÉ½þÒ (EòÉä±½þÉ{ÉÚ®ú : Ê|ÉªÉnù¶ÉÔ |ÉEòÉ¶ÉxÉ )
Ê´É¦ÉÚiÉä ¦ÉÉ±É¤ÉÉ : =VV´É±É =tÉºÉÉ`öÒ ºÉÉIÉ®úiÉÉ +Ê¦ÉªÉÉxÉ ({ÉÖhÉä:¨Éä½þiÉÉ {ÉÎ¤±ÉEäò¶ÉxÉ )
Ê´É¦ÉÚiÉä ¦ÉÉ±É¤ÉÉ : ºÉ´ÉÉÇºÉÉ`öÒ ºÉÉIÉ®úiÉÉ (EòÉä±½þÉ{ÉÚ®ú : |ÉSÉÉ®ú |ÉEòÉ¶ÉxÉ )
Ê´É¦ÉÚiÉä ¦ÉÉ±É¤ÉÉ : YÉÉxÉ VªÉÉäiÉÒ (EòÉä±½þÉ{ÉÚ®ú : Ê|ÉªÉnù¶ÉÔ |ÉEòÉ¶ÉxÉ)
ºÉÆSÉÉ±ÉEò +xÉÉè{ÉSÉÉÊ®úEò |ÉÉäfø Ê¶ÉIÉhÉ ºÉÉvÉxÉ Eåòpù (1978) |ÉÉèfø Ê¶ÉIÉhÉ EòÉªÉÇEòiªÉÉÈSÉä |ÉÊ¶ÉIÉhÉ ({ÉÖhÉä :
<ÆÊb÷ªÉxÉ <xº]õÒ]õªÉÖ]õ +Éì¡ò BVªÉÖEäò¶ÉxÉ)
PAPER –VI: SECTION-II
ELECTIVE: (II) CAREER INFORMATION AND CARRER GUIDANCE
Objectives:
To enable the student teacher to1. To develop an understanding of Career and career information.
2. To understand the sources, collection & Dissemination of career information.
3. To understand the concept, types of guidance.
4. To understand the need, techniques and types of counseling.
5. To understand various guidance services and roles of different guidance
6. To understand the guidance programmer activities at different levels.
7. To understand in importance of career guidance.
8. To understand factors affecting career. Choice and nature of personal social
information.
9. To make them aware of information about education and training opportunities at
various levels.
10. To develop the skills for organizing various guidance programmers.
UNIT -I Career, Career Information
A) Meaning, nature, importance and aims of career information.
B) Career information components.
C) Sources, collection filing and Dissemination on of career information.
UNIT -II Guidance and Counseling
A) Meaning, concept of guidance, Assumptions importance.
B) Types of Guidance.
C) Counseling, need techniques, Types, Counselor.
UNIT - III Guidance Services and Guidance Programmer
A) Guidance services.
B) Guidance personal.
C) Guidance programmer. Its content, Essential Activities
D) Guidance programmer at Different levels.
13 UNIT - IV Career Guidance
A) Aims and importance of career Guidance.
B) Factors affecting Career Choice and Career Adjustment
C) Career guidance and personal social information.
D) Information about education and training opportunities of primary, secondary and
higher secondary level.
Practicum: (Any one of the following)
1. Preparing a file/collection with classification of occupational information applicable
to secondary or higher secondary stage.
2. Arranging exhibition to disseminate career information and write a report.
3. Visit to the places of career information and writing a report.
4. Organising and administering any one psychological test and analyzing and
interpreting the data.
5. Preparing a career talk.
1. Kochar, S.K. (2006) Educational and vocational Guidance in secondary schools,
sterling published PVt, New Delhi.
2. Chowdhary Shipa, (2006) Guidance, Counseling and career information, Vinod
Pnstak Mandir, Agra.2.
3. Gupta Sarda. (2005), Career and Counseling Education Kalpaz Publiations, Delhi.52.
4. Chandra Ramesh , Career Information and Guidance and counseling . Isha Books
Delhi.33.
5. Bengalee, Mehroo D. Guidance and Counseling Sheth Publishers, Educational
Publisher, Bombay,26.
6. Barki B.G. Pmkhopadhyay 5(2000) Guidance and counseling, A manual, Sterling
Publishing Pvt.Ltd.New Delhi.16.
7.
8.
9.
10.
11.
12.
13.
14.
¶É¨ÉÉÇ +É®ú.B.(2005) ´ÉÞÊkÉEò ÊxÉnæù¶ÉxÉ BÆ´É ®úÉäVÉMÉÉ®ú ºÉÚSÉxÉÉ +É®ú ±ÉÉ±É ¤ÉÖEò bä÷{ÉÉä]õ,¨Éä®ú`öh
nÖùxÉÉJÉä +®úË´Énù (1998) ¶ÉèIÉÊhÉEò ´É ´ªÉÉ´ÉºÉÉÊªÉEò ¨ÉÉMÉÇnù¶ÉÇxÉ +ÉÊhÉ ºÉ¨ÉÖ{Énäù¶ÉxÉ, xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
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Ë{É{É³ýJÉ®äú ¨ÉÉä.½þ.(1991) ¶ÉèIÉÊhÉEò ´É ´ªÉÉ´ÉºÉÉÊªÉEò ¨ÉÉMÉÇnù¶ÉÇxÉ {ÉÖhÉä Ê´ÉtÉlÉÔ MÉÞ½þ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä-30.
ºÉÖiÉÉ®ú ¤ÉÒ.{ÉÒ. (2003) ´ªÉ´ÉºÉÉªÉ ¨ÉÉMÉÇnù¶ÉÇxÉ. ºÉÉè.VÉªÉ¸ÉÒ ºÉÖiÉÉ®ú |ÉEòÉ¶ÉEò, Ê¶É®úMÉÉ´É (EòÉä±½þÉ{ÉÚ®ú )
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´ªÉ´ÉºÉÉªÉ ¨ÉÉMÉÇnù¶ÉÇxÉ <ªÉkÉÉ xÉ´É´ÉÒ ´É <ªÉkÉÉ nù½þÉ´ÉÒ.
14 PAPER.V.SECTION-II.
PAPER.VI.SECTION-II.
ELECTIVE-III: EDUCATION OF CHILDREN WITH SPECIAL NEEDS
Objectives :
To enable the student-teacher to:
1. Explain the meaning of special Education and recognize the incidence of disablities.
2. Familliarize with the identification, assessment and role of teacher while dealing with
children with special needs.
3. Differentiate types of educational settings required for-children with special needs.
4. Familiarize with various processes of curriculum adaptation and classroom
management in case of integrated setting.
UNIT-I. INTRODUCTION.
a) Definition of Exceptional Children and special Education.
b) History of Special Education.
c) Issues and Innovations in the education of exceptional children.
d) Policies and Programmes in the education of exceptional children.
UNIT.II: NATURE, PREVALENCE, CLASSIFICATION ANDCHARACTERISTICS OF
CHILDREN WITH SPECIAL NEEDS.
a) Nature and prevalance of children with special needs.
b) Classification and Characteristics of Children with special needs.
i) Mentally retared
ii) Visually handicapped
iii) Hearing handicapped.
iv) Emotonally distrubed with behaviour disorders.
v) Learning disabled including Dyslexia.
vi) Physically handicapped: Orthopaedic and health impairment.
vii) Speech and language handicapped.
viii) Slow learners.
ix) Gifted
x) Socially Disadvantaged.
UNIT.III: CHILDREN WITH SPECIAL NEEDS.
a) Tools for identifying children with special needs.
b) Implication of assessment information for instructional planning.
c) Education setting, curriculum and Identification of .
Educational settings-Integrated setting and special schools.
d) Curriculum adaptations for children with special needs.
15 UNIT.IV: TEACHER EDUCATION FOR TEACHING EXCEPTIONAL CHILDREN.
a) Emerging objectives of Teacher Training in Special Education.
b) Role of Teacher in integrated setting with special children in regular
classroom.
c) Classroom Management in the integrated setting and other needed adaptions.
d) Programmes of agencies dealing with children with special needs: NCERT,
Delhi. The All India Institute of speech and Hearing, Mysore, Rehabilitation Council
of India, New Delhi. National Institute for the Mentally Handicapped, Secunderabad,
The National Institute of Orthopaedically Handicapped, Calcutta, National Institute
for the Visually handicapped Dehradun, Ali Yavar Jung. National Institute for
Hearing Handicapped, Bombay (AYJNIHH).
PARCTICUM:
Any one of the following :
1. Report of a visit to a special Institution for Handicapped.
2. Case-study of gifted child.
3. Case-study of a problem child.
4. Testing of a gifted child.
LIST OF RECOMMENDED BOOKS :
1. Ainscow. M.(1990) Special Need in ordinary Schools, Children with Learning
Difficulties,
2. Gearheart Bill, R.De.Ruiter, JA, Sileo Thomas, W.(1988) Teaching Mildly and
Moderately handicapped students, New Delhi, Prentice Hall of India Pvt.Ltd.
3. Hallahan D.P.and Kanfman JM (1990), Exceptional Children : Introduction to special
Education, Eagle Wood cliffs Introduction to special Education, Eagle Wood cliffs
M.J: Prantice Hall.
4. Haring N.G.(1986) Exceptional Children and Vouth Ohio : Columbus, Charle,
E.Merril Publishing Co.A.Bell and Honeel Co.
5. Mukhopadhyay.S.Jangira NK, Mani MNG and Ray Choudhary M.(1987) , Source
Book for Training Teachers of visually impaired, NCERT New Delhi.
6. Montgomery.D.(1990) Special Needs in Ordinary Schools, Cassel Education
Ltd.London.
7. Panda, K.C.(1997), Education of Exceptional Children, New Delhi : Vikas Publishing
House Pvt.Ltd.
8. Sharma P.L.Jangira N.K.(1988), Source Book for Training Teachers of Hearing
Impaired, NCERT, New Delhi.
16 PAPER – V: SECTION – II
ELECTIVE: (IV) ENVIRONMENTAL EDUCATION
Objectives –
To enable the student teacher to –
1. Acquire the knowledge and understanding related to concept of environment and
environmental education.
2. Develop understanding and awareness about the effect of environmental problems on
human life.
3. Understand the effect of population explosion on environment and human life.
4. Develop scientific attitude towards environmental problems and suggest remedial
measure.
5. Acquire the knowledge and understanding of environmental management,
environmental movement and laws for environmental conservation and pollution
control with special reference to India.
UNIT – I: Knowing the Environment
a) Meaning and definition of environment.
b) Correlation among the natural and other dimensions of environment.
c) Importance of environment.
f) Eco-system: concept of ecosystem food chain, food webs.
g) Sustainable development.
UNIT – II: Environmental Problems and Human Life
a) Problems related with pollution and it’s effect on human health.
b) Water, air, land and sound pollution.
c) Remedial measure for environmental problems.
UNIT – III: Environmental Education
a) Meaning of environmental education.
b) Objectives, importance and scope of environmental education.
c) Methods of teaching, curricular activities related to environmental education.
d) Development of awareness about environmental education among secondary school
pupils and local community.
e) Role of teacher in environmental education.
f) Characteristics of environmental education teacher correlation between school
subjects and environmental education.
UNIT – IV: Population, Environmental Management, Movement and Laws
a) Population explosion – Reasons and impact on environment with special reference to
India.
b) Effect of urbanization on environment.
c) Activities of population education for conservation of environment.
d) Environment and human health.
e) The concept of management: management and natural resources – water, land, air,
plants and animal.
f) Environmental movements – Appiko, Chipko, Silent valley, Projects – Ganga action
plan, Tiger project.
g) Law for conversation of plant and animals laws for pollution control with special
reference to India.
17 Practicum –
1. Critical appreciation of any one TV, radio, online or offline program related with
environmental education.
2. Drafting a report on visit to an institute activity or project having relevance with
environment of awareness.
3. Preparation of environmental education album of periodical cuttings of news, articles,
photography etc.
4. One act play and poems writing for environmental awareness.
1. Arunkumar (1999) Environmental Problems and control (Vol.- I, II) Anmol
Publication Pvt. Ltd. New Delhi.
2. Desh Bandhu (1999) Environmental Education Indian Environmental Society, New
Delhi.
3. Dhaliwal C.S. Sangha and Pathan P. K. (1996) Fundamentals Of Environmental
Science, Kalyani Publisher, New Delhi.
4. Ramesh Ghanta Dr. Bhaskara Rao Dignurti, Environmental Education problems
prospects Discovery Publishing House.
5. Gowarikar Vasant (1992) Science Population and Development, Umesh
Communication, Jaydev Nagar Pune.
6. Gupta N. L. Gujar R. K. (1993) Sustainable Development Vol.- I Rawat Publications
New Delhi.
7. Nanda V. K. (1997) Environmental Education Anmol Publication Pvt. Ltd. New
Delhi-110002.
8. Prabhakar V.K. Environmental Education Anoml publication Pvt.Ltd.New Delhi110002.
9. Rao V.K. Reddy R.S. Environmental Education commonwealth Publications.
10. Vishvanathan H.N.Models of Teaching in Environmental Education.
Discovery Publications House New Delhi.
12. Ganta Venkat, Siv Laxmi, Subbaiah G.L. Rao D.B.Methods of Teaching
Environmental Science, Discovery Publications Houses.
13. K.Sharadendu Panday Anupam, {ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉÉ Discovery Publication
Houses.
14. Trivedi P.R.Environmental Education A.P.H.Publihing Corporation New Delhi.
15. Vashista, Himanshu – Environmental Education Problem and solution Book Enclave.
16.
Yadav K.N.S. Yadav R. {ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉÉ +VÉÚÇxÉ {ÉÎ¤±É¶ÉÓMÉ ½þÉ>ðºÉ.
17.
18.
19.
{ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉhÉ ÊxÉiªÉ xÉÖiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
Samant J.S. (Ed.) {ÉªÉÉÇ´É®úhÉ +¦ªÉÉºÉ Ê¶É´ÉÉVÉÒ Ê´ÉtÉ{ÉÒ`ö , EòÉä±½þÉ{ÉÚ®ú.
Parasanis, Bahulikar – {ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉÉ ÊxÉiªÉ xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ.
Bhandarkar K.M.
20.
21.
22.
23.
Rao V.K. Raddy R.S. Environmental Education common wealth Publication.
{ÉÉlÉ®äú, xÉÒ±ÉÉ – {ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉhÉ SÉèiÉxªÉ |ÉEòÉ¶ÉxÉ, EòÉä±½þÉ{ÉÚ®ú.
Pandey B.B. {ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉÉ. Dominent, Publisher and Distributars New Delhi.
PÉÉä±É{É ]õÒ.BºÉ.{ÉªÉÉÇ´É®úhÉ ¶ÉÉºjÉ, ÊxÉÊ¶ÉEòÉÆiÉ |ÉEòÉ¶ÉxÉ {ÉÖhÉä.
18 24
25
+±ÉÒZÉÉb÷, ´É®úÉ]õ ´É +xªÉ, {ÉªÉÉÇ´É®úhÉ Ê¶ÉIÉhÉ ÊxÉ®úÉ±ÉÒ |ÉEòÉ¶ÉxÉ.
EòÉªÉÆnäù {ÉÉ]õÒ±É – {ÉªÉÉÇ´É®úhÉ Ê´É¹ÉªÉEò |É¤ÉÉävÉxÉ- SÉèiÉxªÉ {É¤±ÉÒEäò¶ÉxÉ , xÉÉÊ¶ÉEò.
Websites on environment:
1. Center for science and Environment (CSE) www.Cseindia.org.
2. Ecology and Environment www.ene.com.
3. Encyclopedia of the Atmospheric Environment www.ace.mmu.ac.uk/
4. Freshwater Society-www.freshwater.org.
5. Global Environment facility . www.gefweb.org.
6. Global warming-www.ucsusa.org.
7. International rivers Network – www.irn.org.
8. Ministry of Environment and forest Govt.of India www.envfor.nic.in.
9. National climatic Data Center (NCDC)- www.ncdc.noaa.gov/oa/ncdc.html.
10. National geographic www.nationalgeographic.com
11. Nature conservancy www.nature.org.
12. The nature Conservancy www.nature.com
13. United Nations Environment Programme-UNEP www.unep.org
14. United Nations Frame works convention on climate change www.unfccc.int
15. Water Environment federation www.wef.org
16. Women’s Environment and development organization www.wedo.org
PAPER – VI: SECTION – II
ELECTIVE : (V) ACTION REASEARCH
Objectives:
To enable the student teacher to1. Understand the relation between scientific thinking and research.
2. Acquaint with different types of researches in education.
3. Identify and aware about the problems is school systems.
4. Understand the research methodology for solving the problems in school system.
5. Understand the process of data analysis .
6. Undertake a project for conducting action research.
UNIT-V: Scientific Thinking and Research.
a) Generation of knowledge.
b) Inductive and Deductive thinking
c) Scientific Thinking and Research.
d) Types of Researches in Education-Fundamental, Applied and Action. (Basic concepts
only)
UNIT- VI: Action Research
a) Action Research – concept, meaning, need.
b) Steps of action research.
c) Sources of problems for action research different areas- school, Classroom,
administration, teaching, learning and public behaviour.
d) Identification of problems for action research.
19 UNIT- VII: Methodology for Action Research
a) Selection and statement of problem.
b) Objectives.
c) Assumptions & Hypothesis.
d) Research methods
e) Surveys and Experimental Designs.
UNIT-VIII: Analysis of Data and Report Writing
a) Tools for collection of data – Questionnaires schedules, and scales.
b) Standardized & Teacher mode Tests.
c) Analysis of data – Use of statistical Techniques – Central tendency, variability and
graphs
d) Interpretation of results.
e) Report writing.
Practicum—
Any one of the following:
1) Review of five report of action researchers completed by school teacher.
2) Visit at least five school, locate at least ten problems on which action research can
be undertaken.
3) Prepare one questionnaire/ interview schedule/ rating scale related to collection of
data for problem from school level.
4) interpret the result of any one paper of any one standard at school level of an
examination.
1) Agrawal, J.C.&1968) Education Research. New Delhi : Arya Book Depot.
2) Best. J.W. (1982). Research in Education. New Delhi : Prentice Hall of India Pvt.Ltd.
3) Campbell, W.G.etal (1968). Form & Style in Thesis. Boston : Writing Houston Mifin Co.
4) Coery,(1953). Action Research to Improve School Practices. New York : Teachers
College, Columbia University.
5) Gattertt, H.E., (1981). Statistics in psychology & Education Vakits Feffer & Simons
Ltd.
6) Gullford, J.P., (1950), Fundamental Statistics in Psychology & Education.
7) McGraw Hill Book Company, Good & Scates, Methods of Research
8) Fox, D.J., The Research Process in Education.(Holt).
9) Kual, Lokesh (1988). Methodology of Educational Research New Delhi : Vikas
Publishing House Pvt.
10) Rober, M.W., Travers. An Introduction of Educational Research. New York: The
McMillan Company.
10) Sukhla, Mehrotra & Mehrotra (1970) , Elements of Educational Research : Allied.
Publishers Ltd.,
11) Kerlenger, F. Fundamentals of Behavioural Research.
12) Tuckman, Bruce W., (1978) Conducting Educational Research. New York:
Harcourt Barce Javanovich Ing.
20 13 {ÉÆb÷ÒiÉ ¤ÉxºÉÒÊ¤É½þÉ®úÒ 1995 ¶ÉèIÉÊhÉEò EÞòiÉÒ ºÉÆ¶ÉÉävÉxÉ {ÉÖhÉä : xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ.
14) ¨ÉÖ³äý ®úÉ.¶É. ´É =¨ÉÉ`äö Ê´É.iÉÖ. 1977 ¶ÉèIÉÊhÉEò ºÉÆ¶ÉÉävÉxÉÉSÉÒ ¨ÉÚ±ÉiÉi´Éä xÉÉMÉ{ÉÚ®ú : ¨É½þÉ®úÉ¹]Åõ Ê´ÉtÉ{ÉÒ`ö OÉÆlÉ
ÊxÉÌ¨ÉiÉÒ ¨ÉÆb÷³ý.
15) näù¶É{ÉÉÆbä÷ |ÉEòÉ¶É +ÉÊhÉ {ÉÉ]õÉä³äý BxÉ.Eäò. 1994 ºÉÆ¶ÉÉävÉxÉ {ÉvnùiÉÒ ªÉ¶É´ÉÆiÉ®úÉ´É SÉ´½þÉhÉ ¨É½þÉ®úÉ¹]Åõ,
¨ÉÖCiÉ Ê´ÉtÉ{ÉÒ`ö,xÉÉÊ¶ÉEò.
PAPER-VI: SECTION - II
ELECTIVE: (VI) POPULATION EDUCATION.
Objectives:
To enable the student teacher to1. To develop in the student teacher an understanding of the concept, need and
importance of population education.
2. To help student teacher to understand the effect of unchecked growth of population on
the depletion of natural resources from the environment.
3. To help student teacher to appreciate the role of population education as an
educational intervention for upgrading the quality of social functioning.
4. To develop an awareness in the student teacher about the effort to control population.
5. To develop positive attitudes towards the human sexuality & population growth.
UNIT-I Nature and Scope of Population Education
a) Introduction: Nature and scope of population education : meaning, concept need,
importance and objective.
b) Factors affecting population growth : fertility, mortality and migration (mobility)
c) Effect of unchecked growth of population on natural resources and environment
UNIT - II Population Education In School.
a) Scope of population education in schools.
b) Integration of population education with the general school curriculum.
c) Role of teachers : Teacher role in creating
Awareness of the consequences of population problems, inculcating new values and
attitudes leading to modification of student behavior
UNIT – III Population and Quality of Life
a. Meaning of quality of life, factors affecting quality of life.
b. Relation to: socio – economic development, health status, nutrition health service and
education.
c. Population and literacy campaigns in India.
UNIT – IV Human Sexuality
1. Human sexuality concept, need, areas, value building.
2. Counseling of adolescent youth socio – psycho problems about human sexuality.
3. Personal and government efforts for controlling population growth.
21 Practicum:
1. Content analysis of existing secondary level text book to identity the components of
population on education included in it.
2. Survey of the population of student families of any class of school and analysis of the
result.
3. Drawing out a plan for creating community awareness about social evils such as
superstitions, early marriage etc.
4. Collection of efforts of state government for controlling population.
References:
1. Agrawal S. N. : population book trust New Delhi.
2. Bhattacharya D. B.: Population Education for teachers B.T.T. college, Bombay.
3. B. Kuppaswamy: Population and society in India. Popular Prakshan, Bombay.
4. Shah B. K. : Population problems, Chugh Publication, Allahabad
5. Lulla, B. P.: Concept of population Education B.T.T. College Bombay.
6. Mathur V. S.: Population Education
7. NCERT India’s Population Situalim.
8. Panday and Others (Ed.) : Population Education a National Source Book NCERT
1994.
9. Pathaki: Education in human sexuality FPAI
10.
11.
12.
13.
+ÉÊ½þ®äú, ¤ÉÉ. MÉ., ¤ÉÉånùÉbæ÷, Eäò. ¨ÉÖ. ±ÉÉäEòºÉÆJªÉÉ Ê¶ÉIÉhÉ, xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.(1999)
PÉÉ®ú{ÉÖ®äú, ¦ÉÆb÷É®ä, ±ÉÉäEòºÉÆJªÉÉ Ê¶ÉIÉhÉ, ÊEò±ÉÉæºEò®ú |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.ú
EòÉÊxÉ]õEò®ú, EÖò±ÉEòhÉÔ, ±ÉÉäEòºÉÆJªÉÉ¶ÉÉºjÉ, ¸ÉÒ. Ê´ÉtÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
xÉÉMÉ{ÉÚ®äú, ´É. ®úÉ., VÉ{Éä, Ênù. EÞò., ±ÉÉäEòºÉÆJªÉÉ Ê¶ÉIÉhÉ, xÉÚiÉxÉ |ÉEòÉ¶ÉxÉ, {ÉÖhÉä.
PAPER.VI: SECTION.II.
ELECTIVE : VII- VALUE EDUCATION
OBJECTIVES :
To enable the student teacher to :
1) Understand the concept, nature and different kinds of values.
2) Understand the classification of values under different types.
3) Appriciate educational values like democratic, secular and socialist.
4) Prepare some programmes to develop expected values.
5) Identify the values in the text books of secondary schools.
UNIT.I : NATURE, PLACE AND NEED OF VALUES IN HUMAN LIFE.
i) The concept of values.
ii) Nature and sources of values.
iii) The place of values in human life.
iv) The need of value education to students, teachers, and parents.
22 UNIT.II : NEED, PLACE AND IMPORTANCE OF VALUE EDUCATION IN
SECONDARY SCHOOL, CURRICULUM AND CLASSIFICATION OF VALUES.
i) Need, place and Importance of value education in secondary school curriculum.
ii) Classification of values: Material, Social, Moral and religious status of values,
how can these be realised through education.
UNIT.III: STARTEGIES OF VALUE EDUCATION.
Startegies of value education.
i) Rational behind the incorporation of values in the curriculum.
ii) Through the teaching of school subjects.
iii) Through school activities (Co-Curricular)
UNIT.IV: LEAVLS OF VALUES IN EDUCATION AND DEVELOPMENT OF
VALUES.
i) Levels of value realization, how to resolve the conflicts among values, how to
work for the integration of values that are embeded in education.
ii) Development of values as a personal and life long process-teaching of values
as on integral part of education.
iii) Overcomming value controvercies.
PRACICUM :
Any one of the following.
1) Functional definitions of any three types of values and expected behavioural charges.
2) A Critical analysis of any text book from the view point of value Education.
3) Preparation of Instructional material for value Education (for any three values)
4) Preparation of morning assambly any one value.
5) A Critical analysis of any one morning assembly in any practicing school.
LIST OF RECOMMENDED BOOKS:
1) Goyal B.R.Documents on Social, Moral and spritial values in education New Delhi
(NCERT) 1979.
2) Report of working group to review Teachers Training Programmes (In the list of the need
for value-Orientation) ( New Delhi Ministry of Education and culture. Govt.of India) 1983.
3) Ruhela, S.P.(Ed) Human Values and Education (New Delhi) Sterling Publishers pvt.Ltd)
1986.
4) Swadesh Moha: Value oriented Education New Delhi National Publishers) 1986.
5)
6)
7)
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(+Éè®ÆúMÉÉ¤ÉÉnù : {ÉÊ®ú¨É±É |ÉEòÉ¶ÉxÉ, 1989)
´ÉänùÉÆiÉä ¨ÉvÉÖEò®ú, ¨ÉÚ±ªÉ Ê¶ÉIÉhÉ +ÉÊhÉ ¨É®úÉ`öÒ GòÊ¨ÉEò {ÉÖºiÉEäò (EòÉä±½þÉ{ÉÚ®ú: ºÉÎx¨ÉjÉ |ÉEòÉ¶ÉxÉ, 1991)
23 Revised Syllabus of B.A.B.Ed. Part IV Scientific Method (Compulsory) Section I Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Introduction A) Definition and Characteristics of Science B) Commonsense and Science C) Classification of Sciences:‐ Natural and Social Sciences Positive and Normative Sciences Postulates of Science A) Certiformity of Nature B) Principle of Causality C) Objectivity Stages of Scientific Investigation A) Nature and Characteristics of Scientific Investigation B) Stages of Scientific Investigation C) Observation and Experiment:‐ Characteristics 1) Nature and Characteristics 2) Merits and Demerits Techniques of Social Research A) Survey B) Questionnaire C) Interview Section II Hypothesis:‐ A) Definition and Nature of hypothesis B) Conditions of Valid hypothesis C) Verification and Proof of hypothesis Laws of Explanation A) Meaning of Law and Kinds of laws of Nature B) Nature of Scientific explanation definition, nature and kinds) C) Distinction between popular and Scientific explanation Application of Scientific method in various fields. A) Bio‐Technology: Nature and Uses B) Mental stress: Causes and remedies C) AIDS Awarness 24 Unit 8 Computer Education A) Definition and Nature: Hard and Softwares B) Parts of Computer C) Uses of Computer lq/kkfjr
vH;kldze ch-,-ch-,M
oSKkfud i/nrh ¼vko';d½
;qfuV 1 izkLrkfod
v- foKkukph O;k[;k o oSf'k"V;s
c- O;kogkfjd Kku o foKku
d- foKkukps oxhZdj.k%&
fulxZ'kkL=s o lkekftd'kkL=s
oLrqfu"B'kkL=s o vkn'kZoknh'kkL=s
;qfuV 2 foKkukph x`fgrds
v- fulXkkZP;k ,dfo/krsps rRRo
c- dkj.kdk;Z laca/kkps rRRo
d- oLrqfu"Brsps rRRo
;qfuV 3 oSKkfud la'kks/kukP;k voLFkk%&
v- oSKkfud i/nrhps Lo:i o oSf'k"V;s
c- oSKkfud la'kks/kukP;k voLFkk
d- fujh{k.k vkf.k iz;ksx
1- Lo:i o oSf'k"V;s
2- Qk;ns o rksVs
25 ;qfuV 4 Lkekftd la'kks/kukph ra=s
v- losZ{k.k
c- Ikz'ukoyh
d- eqyk[kr
foHkkx nqljk
;qfuV 5 vH;qixe ¼fl/nkar dYiuk½
v- vH;qixekph O;k[;k o Lo:i
c- ;qDr vH;qixekP;k vVh
d- vH;qixekph izfprh vkf.k fl/nrk
;qfuV 6 fu;e o miiknu ¼Li"Vhdj.k½ v- fu;ekpk vFkZ o fulxZ fu;ekaps izdkj
c- oSKkfud mi&iknukps Lo:i% O;k[;k] Lo:i o izdkj
d- ykSfdd o oSKkfud mi&iknukrhy Qjd
;qfuV 7 fofo/k {ks=krhy oSKkfud i/nrhps Qjd
v- tSo&ra=Kku%& Lo:i o mi;ksx
c- Ekkufld rk.k&r.kko%& dkj.ks o mik;
d- ,Ml~ tk.kho&tkx`rh
;qfuV 8 lax.kd f'k{k.k
v- O;k[;k o Lo:i%& gkMZosvj&lkW¶Vosvj
c- lax.kdkps Hkkx
d- lax.kdkps mi;ksx
Books for Readings:‐ 1. 2. 3. 4. 5. 6. An Introduction to Logic and Scientific Method Essentials of Scientific Method Science and Scientific Method Introduction to logic A.B.C. of Computer Aids Education for student Youth : : : : : : Cohen and Nagel Wolf Korade‐Sawant K.T. Basantani M.G. Patakar A train mounal 26 7. 8. 9. 10. 11. 12. 13. 14. rdZ'kkL= vkf.k oSKkfud i/nrh
rdZ'kkL=
oSKkfud i/nrh
oSKkfud i/nrh
rdZ'kkL= o oSKkfud i/nrh
dkWEI;qVjpk okVkM;k
tSo&ra=Kku
mi;ksftr ekul'kkL=
%
%
%
%
%
%
%
%
okMsdj&gjksyhdj
Jh- g- nh{khr
t- jk- nkHkksGs
,y- th- ns'keq[k
dkGs&dkoGs] gqY;kGdj
'kf'kdkar okdjs
MkW- izeksn tksxGsdj
rMljs&rack[ks
vH;klif=dk dzekad 7
ejkBh Hkk”kk % mi;kstu vkf.k ltZu
• mfn~n”Vs
1- vkSipkfjd vkf.k vukSipkfjd {ks=kuqlkjpk Hkkf”kd O;ogkj letkowu ns.ks] Hkk”ksps nSuafnu
thoukrhy egRRo letkowu ns.ks2- fofo/k {ks=krhy Hkkf”kd dkS’kY;s vkf.k {kerk fodflr dj.ks3- ys[ku] okpu] Hkk”k.k] vkdyu] ijh{k.k ;k dkS’kYU;kapk fodkl dj.ks
4- Hkkf”kd mi;kstukus fo|kF;kZapk ‘kCnlaxzg le`/n dj.ks
5- O;ogkjksi;ksxh o ltZu’khy ys[kukl fo|kF;kZauk m|qDr dj.ks6- o`Rri=] uHkkso.kh] nwjfp=ok.kh ;k ek/;ekarhy ejkBhP;k okijkpk ifjp;] Lo#i vkf.k egRRo
lkax.ks7- eqyk[kr] laiknu] xzaFkijh{k.k] i=ys[ku] ifjp;i=ys[ku] dk;Zdzeif=dk v’kk fofo/k Hkkf”kd
vkd`frca/kkapk ifjp; ?kMfo.ks] R;krhy ys[ku dkS’kY;s vkRelkr dj.ks8- ejkBhP;k fo|kF;kZapk O;fDreRRo fodkl ?kMfo.ks9- tulaidZ dkS’kY;kph vko’;drk o ra=s letkowu ns.ks• vH;kldze %
1- Hkkf”kd mi;kstukph {ks=s
1- lkfgR;
2- izlkjek/;es ¼o`Rri=] vkdk’kok.kh] nwjfp=ok.kh½
3- iz’kklu
27 2- vkdk’kok.khlkBh ys[ku
mn~?kks”kd] mn~?kks”k.kk] ckrehys[ku] tkfgjkrys[ku] Jqfrdkys[ku
3- nwjfp=ok.khlkBh ys[ku
laoknd] ckrehys[ku] tkfgjkrys[ku] egkppkZ@laokn
4- ifjp;i= & i=ys[ku] o`Rr Hkka”kkrj ¼ baxzthrwu ejkBhr ½
ifj;pi= (Bio‐Data), dk;Zdzeif=dk] fuea=.ki=] ‘kqHksPNki=] fouarhi=] rdzkji=
5- Lejf.kdk laiknu vkf.k xzaFkijh{k.k
1- Lejf.kdsps Lo#i] laikndkps dk;Z] eqnz.kizr
2- xzaFkijh{k.kkps Lo#i&oSf’k”V;s
6- eqyk[kr ys[ku
eqyk[krdkjkph r;kjh] eqyk[krys[kukph ra=s] eqyk[krhps fofo/k ek/;ekauqlkj cny.kkjs Lo#i]
dykoar&[ksGkMw&fo|kFkhZ&’ksrdjh&dkexkj ;kaP;k eqyk[krhps mi;kstu&uequs
7- ltZu’khy ys[ku % Lo#i vkf.k fo’ks”k
¼y?kqdFkk o yfyrys[k ;kaps ltZu½
8- O;fDreRRo fodkl vkf.k iz’kklfud dkS’kY;s1- ejkBhP;k fo|kF;kZaps O;fDreRRo ¼lkfgR;@O;kolkf;d {ks=k’kh lacaf/kr½
2- Hkk”k.k dkS’kY; (Skill of Speaking) ¼euksxr&er O;Dr dj.ks] lw=lapkyu dj.ks]
vkHkkj eku.ks b-½
3- okpu dkS’kY; (Skill of Reading) ¼mPpkj] 'kCncks/k] pqdhps okpu] izdVokpu] ewdokpu½ 4- ys[ku dkS’kY;(Skill of writing)¼’kCnfuoM] okD;jpuk] ‘kCndze] ‘kCnkadu] lqys[ku o
Jqrys[ku½
5- dkekps fu;kstu (Event Management) 28 6- osGsps fu;kstu (Time Management) 7- f’k”Vkpkj (Manners) iks’kk[k] dkxni=kaps fu;kstu] Kku] uksdjhlkBhP;k eqyk[krhph
iwoZr;kjh b- 8- dk;kZy;hu iz’kklu % vkod&tkod uksanogh] ifji=d okpukps dkS’kY;] dk;kZy; varxZr
fVIi.khys[ku] fu.kZ; izfdz;k (Decision Making), bfro`Rr ys[ku] lHksph lwpuk] fo”k;if=dk Vhi %izR;sd ?kVdklkBh 15 rkfldk vlrhy
• iz'uif=dsps Lo#i o xq.kfoHkkx.kh
vH;klif=dk Øekad & 7
ejkBh Hkk’kk % mi;kstu vkf.k ltZu
iz”u 1-
v-
;ksX; i;kZ; fuoMk
04 xq.k
c-
xkGysY;k tkxk Hkjk-
03 xq.k
d-
,dk okD;kr mÙkjs fygk-
03 xq.k
iz'u 2-
varxZr fodYiklg nh?kksZÙkjh iz”u
15 xq.k
iz”u 3-
varxZr fodYiklg nh?kksZÙkjh iz”u
15 xq.k
iz”u 4-
y?kqÙkjh iz”u ¼pkj iSdh nksu½
20 xq.k
iz”u 5-
y?kqÙkjh iz”u ¼pkj iSdh nksu½
20 xq.k
¼lwpuk %& y?kqÙkjh iz”u Øekad 4 o 5 gs mi;kstu vkf.k ltZukps vlrhy- gs iz”u
y?kqdFkkys[ku] yfyrys[k&ys[ku] vkdk”kok.khojhy tkfgjkrys[ku] nwjfp=ok.khojhy
tkfgjkrys[ku] ifjp;i=ys[ku] i=ys[ku] o`ÙkHkk’kkarj] eqyk[krys[ku ;k ?kVdkaoj vlrhy-½
izdYi %& ejkBh vH;kleaMGkus varxZr ewY;ekiuklkBh vH;klif=dsuqlkj lqpfoysys ngk
xq.kkalkBhps ys[ku & izdYi

{ks=h; dk;Z vkf.k vgoky (Field work & Report)
29 • ewyHkwr okpu
1- O;kogkfjd ejkBh % MkW- y- jk- ufljkckndj ¼QMds izdk’ku] vkBoh vko`Rrh½
2- O;kogkfjd ejkBh % MkW- l;kthjko eksdk’kh] jatuk usekMs
3- O;kogkfjd ejkBh % laiknd MkW- Lusgy rkojs
4- l`tukRed ys[ku % MkW- vkuan ikVhy ¼in~exa/kk] iq.ks½
5- uHkksok.kh vkf.k nwjfp=ok.kh % izlkn uketks’kh ¼fVGd egkjk”Vª fo|kihB] iq.ks½
6- laokn’kkL= % MkW- Jhikn tks’kh ¼laHko] ukxiwj½
7- lkfgR;kph fufeZfrizfdz;k % MkW- vkuan ;kno
8- tkfgjkrhpa tx % ;’kksnk Hkkxor ¼ekSt½
9- ;’k rqeP;k gkrkr % f’ko [ksjk ¼eWdfeyu] iq.ks½
10- ek.kla d’kh tksMkoh\ % f’kojkt xksysZ ¼jktgal½
• iwjd okpu 1- Hkkf”kd ltZu’khyrk % Lo#i vkf.k izdkj 2- v/;;uklkBh laokndkS’kY;s
2- n`d&JkO; ek/;ekalkBh ys[ku
3- okpu vkf.k ys[ku dkS’kY;s
4- Jo.k vkf.k laHkk”k.k dkS’kY;s
¼iqLrds 1 rs 5 ;- p- e- eqDr fo|kihB] ukf’kd ;kaph izdk’kus½
5- Lakiknu % vjfoan xks[kys
6- okrkZtxr % ,l- ds- dqyd.khZ
¼iqLrds 6 rs 7 fVGd egkjk”Vª fo|kihB] iq.ks ;kaph izdk’kus½
7891011121314151617181920-
o`Rrfo|k % l- g- ns’kikaMs
ek/;e fp=ok.kh % vkdk’kkuan ¼xzaFk?kj] dqykZ] eqacbZ½
vkdk’kok.kh % fo’odekZ jkefcgkjh ¼lwpuk izlkj.k ea=ky;½
uHkksok.kh dk;Zdze & ra= vkf.k ea= % iq”ik dk.ks ¼bafM;k cqd daiuh] iq.ks½
eqyk[krh lkfgfR;dkaP;k % HkkLdj uanuokj
xIik ngk lkfgfR;dak’kh % t;oar nGoh
lkfgR;laokn % fo- ‘ka- pkS?kqys ¼izfrek] iq.ks½
laokn % laiknd] v#.k ‘ksors ¼eqGk ,T;qds’ku lkslk;Vh] lksubZ½
lqlaokn % Lor%’kh o brjka’kh % Jhikn tks’kh
ejkBh ukV;ys[kura=kph okVpky % johanz dqyd.khZ
nsgcksyh % vatyh isaMls ¼uhydaB] iq.ks½
izHkkoh Hkk”k.kdyk % johanz nslkbZ ¼izQqYyrk] iq.ks½
‘kklu O;ogkjkr ejkBh % Hkk”kk lapkyuky;] egkjk”Vª jkT;
iz'kklfud Hkk”kk % Hkk”kk lapkyuky;] egkjk”Vª jkT;
30 21222324-
lkfgR;kph Hkk”kk % Hkkypanz usekMs ¼lkdsr½
e/;ek % v’kksd dsGdj ¼esgrk½
oS[kjh % Hkk”kk vkf.k Hkk”kk O;ogkj % v’kksd dsGdj ¼eWtsfLVd½
Hkk”kk % Lo#i] lkeF;Z o lkSan;Z % ok- ds- ysys ¼jktgal] iq.ks½
• lanHkZ xzaFk
1- Hkk”kk % var%lw= vkf.k O;ogkj ¼laiknd½ eq- x- ikuls ¼elki izdk’ku] iq.ks ;krhy
‘kkluO;ogkjkph Hkk”kk gk x- iz- iz/kku ;kapk ys[k ikgk-½
2- Hkk”kk % ekr`Hkk”kk vkf.k ijHkk”kk % jk- lks- ljkQ
3- Hkk”kkO;ogkj vkf.k Hkk”kkf’k{k.k % MkW- lqjasnz xzkeksik/;s ¼ekSt½
4- ejkBhps f’k{k.k % olar nkorj
5- csyHkk”kk % lqeu csyoydj
6- cksyw ,sls cksy % yhykorh Hkkxor
7- Hka;dj laqnj ejkBh Hkk”kk % n- fn- iqaMs ¼eWtsfLVd½
8- ‘kCnkuqca/k % ‘kadj l[kkjke ¼eWtsfLVd½
9- fde;k % ek/ko vkpoy ¼ekSt½
10- lax.kd ;qx % vP;qr xksMcksys ¼ekSt½
11- cksydk dWesjk % ;’kksnk Hkkxor ¼ekSt½
12- O;kogkfjd ejkBh fo’ks”kkad % uoHkkjr & 1982
13- ejkBh ys[ku & dks’k % v#.k QMds ¼<oGs] eqacbZ½
14- jktgal O;kogkfjd ‘kCnkFkZ dks’k % eks- fo- HkkVoMsdj ¼jktgal½
15- i;kZ; ‘kCndks’k % fo- ‘ka- Bdkj ¼esgrk½
16- egkursP;k fn’ksus % jkWchu ‘kekZ
17- lsdan % fot;k ikVhy ¼eqDrk ifCyflax gkÅl] dksYgkiwj½
18- osyh vkf.k Qqys % MkW- th- ih- ekGh
19- xzaFkos/k % ‘kadj lkjMk
20- ek/;eos/k % laiknd lat; laxobZ
• ejkBh fo|kF;kZaps O;fDreRRo % lkfgR;&O;kolkf;d {ks=k’kh lacaf/kr@,d fVi.k
ejkBhP;k fo|kF;kZaps O;fDreRRo dls vlkos ;kckcr vusd ers vlw ‘kdrhy- ek= vktP;k dkWiksZjsV
txkr vkf.k xfreku rlsp Li/ksZP;k dkGkr ejkBhP;k fo|kF;kZaus vkiY;k O;fDreRRokdMs vf/kd y{k
|ko;kl gos- dls cksykos] dls fygkos] okpkos dls] ,sdkos dls ;k xks”Vh vR;ar egRRokP;k vkgsrlaHkk”k.kpkrq;Z ys[kudkS’kY;s] fof’k”V okpu vkf.k Jo.k dkS’kY; ;kckcr R;kus tkx#d vlko;kl gosvkiY;kis{kk vuqHkoh o T;sa”B pkj O;Drha’kh cksyrkuk] R;kaP;kleksj mHks jkgrkuk O;fDreRRokps loZ fo’ks”k
R;kyk vkRelkr djrk ;kosr- vkiys er R;kus dehr deh ‘kCnkr i.k mRre Hkk”ksr vkf.k
Bklwu&fopkjiwoZd ekaMys ikfgts- gYyh lafeJ Hkk”kkO;ogkjkpk dkG vkyk vkgs- v’kk osGh ejkBhP;k
31 fo|kF;kZausgh ekxs jkgrk dkek u;s- ejkBh Hkk”ksph vfLerk o txk’kh O;ogkj lk/k.kkjh Hkk”kk Eg.kwu baxzth
Hkk”kk ;kaph vkjk/kuk R;kus djko;kl goh- ekuoh ewY;s vkf.k O;fDreRRokph lkaxM egRRokph vkgs- Hkkjrkr
vusd Hkk”kk vlY;kus fofo/k Hkk”kkarhy vuqokfnr okM~%e;kpk R;kus vkLokn ?;ko;kl gok- rlsp Li/ksZP;k ;k
;qxkr R;kP;kdMs vl.kkjh fu.kZ;{kerkgh frrdhp egRRokph vkgs- R;kp tksMhyk dls okxkos] dls fnlkos
;k iz’ukaph mRrjs |ko;kph >kY;kl iks’kk[k] isgjko ¼eWulZ½ ;kaukgh egRRo vkysp- cWad] iksLV] fofo/k]
‘kkldh; dk;kZy;s] izlkjek/;es ;kaps O;ogkj dj.;kl rks l{ke vlyk ikfgts- rks cgqJqr rj vlkokpjktdh;] vkfFkZd] /kkfeZd] lkaLd`frd] dzhMk&dyk] v’kk tkxfrd Lrjkoj dksBs dk; pkyys vkgs] R;kps
ifj.kke o fn’kk ;kps R;kl vkdyu gos- v.kqdjkj] ls>] egkLQksViz;ksx] vejukFk tkxk izdj.k] vkWfyafid
[ksG] cgqjk”Vªh; daiU;k v’kk fofo/k xks”Vhaph R;kyk iDdh tk.k vlkoh- ejkBh fo|kFkhZ Eg.kts dsoG
dFkk&dknacjh ;kr je.kkjk vkf.k O;kdj.kkr gq’kkjh gjowu clysyk fo|kFkhZ vls Eg.k.;kps fnol vkrk
laiys! vkrk rks lkfgR; {ks=krhy o dkWiksZjsV txkrhy laiUu] le`/n fo|kFkhZ cuow ;k-
vH;klif=dk dzekad 8
ejkBh lkfgR;krhy fofo/k izokgkaps v/;;u
• mfn~n”Vs
1- ejkBh lkfgR;krhy fofo/k izokgkapk ifjp; d#u ns.ks2- lkfgR;izokgkaP;k mn;kekxhy dkj.kehekalk letkowu ns.ks3- fofo/k lkfgR;izokgkacn~nyph tk.k o vfHk#ph ok<fo.ks4- xzkeh.k] nfyr o L=hoknh lkfgR;izokgkaph iszj.kk] Lo#i vkf.k fodkl letkowu ns.ks5- xzkeh.k lkfgR;d`rhe/khy thou & tkf.kok letkowu ns.ks6- nfyr lkfgR;d`rhe/khy thou & tkf.kok letkowu ns.ks7- L=hoknh lkfgR;d`rhe/khy thou & tkf.kok letkowu ns.ksvH;kldze %
1- xzkeh.k lkfgR; % izsj.kk] Lo#i vkf.k fodkl
2- nfyr lkfgR; % izsj.kk] Lo#i vkf.k fodkl
3- L=hoknh lkfgR; % iszj.kk] Lo#i vkf.k fodkl
ikB~;iqLrds %
1- bMk fiMk VGks & vklkjke ykseVs] ns’keq[k vkf.k daiuh] iq.ks2- ckeuokMk & jkeukFk pOgk.k] Jhfo|k izdk’ku] iq.ks @ uohu m|ksx] iq.ks
3- Hkweh & vk’kk cxs] ekSt izdk’ku] eaqcbZ-
32 • iz'uif=dsps Lo#i o xq.kfoHkkx.kh
vH;klif=dk Øekad & 8
ejkBh lkfgR;krhy fofo/k izokgkaps v/;;u
iz”u 1-
v-
;ksX; i;kZ; fuoMk
04 xq.k
c-
xkGysY;k tkxk Hkjk-
03 xq.k
d-
,dk okD;kr mÙkjs fygk-
03 xq.k
iz'u 2-
varxZr fodYiklg nh?kksZÙkjh iz”u ¼bMk fiMk VGks½
15 xq.k
iz”u 3-
varxZr fodYiklg nh?kksZÙkjh iz”u ¼ckeuokMk½
15 xq.k
iz”u 4-
varxZr fodYiklg nh?kksZÙkjh iz”u ¼Hkweh½
15 xq.k
v-
y?kqÙkjh iz”u ¼rhu iSdh nksu½ ¼xzkeh.k] nfyr vkf.k L=hoknh
lkfgR;izokgkaoj½
20 xq.k
c-
fVik fygk ¼nksu iSdh ,d % useysY;k lkfgR;Ñrhoj vlrhy½
05 xq.k
iz”u 5-
¼lwpuk %& oLrqfu’B iz”u useysY;k lkfgR;Ñrhoj vlrhy½
izdYi %& ejkBh vH;kleaMGkus varxZr ewY;ekiuklkBh vH;klif=dsuqlkj lqpfoysys ngk
xq.kkalkBhps ys[ku & izdYi

vH;klØekO;frfjDr xzkeh.k] nfyr] L=hoknh iSdh ,dk lkfgR;Ñrhps ijh{k.k
Vhi % v/;;uklkBh rkfldkps foHkktu [kkyhy izek.ks vlkos-
33 xzkeh.k lkfgR; % izsj.kk] Lo#i vkf.k fodkl
05
bMk fiMk VGks % dFkkud] vk’k;lw=s
15
bMk fiMk VGks % O;fDrfp=.k] izlaxfp=.k o Hkk"kkfo'ks"k
15
nfyr lkfgR; % izsj.kk] Lo#i vkf.k fodkl
05
ckeuokMk
% dFkkud] vk’k;lw=s
15
ckeuokMk
% O;fDrfp=.k] izlaxfp=.k o Hkk"kkfo'ks"k
15
L=hoknh lkfgR; % iszj.kk] Lo#i vkf.k fodkl
05
Hkweh
% dFkkud
15
Hkweh
% vk’k;lw=s
15
Hkweh
% O;fDrfp=.k] izlaxfp=.k o Hkk"kkfo'ks"k
15
• ewyHkwr okpu
123•
12345678910111213-
bMk fiMk VGks % vklkjke ykseVs] ns’keq[k vkf.k daiuh] iq.ksckeuokMk % jkeukFk pOgk.k] Jhfo|k izdk’ku] iq.ks @ uohu m|ksx] iq.ks
Hkweh & vk’kk cxs] ekSt izdk’ku] eaqcbZiwjd okpu
xzkeh.k lkfgR; % Lo#i vkf.k ‘kks/k & ukxukFk dksRrkiYys] ¼esgrk½
xzkeh.k lkfgR; % jk- ja- cksjkMs ¼lkdsr½
xzkeh.k lkfgR; % ,d fparu &n- rk- Hkkslys] ¼esgrk½
xzkeh.k lkfgR; % Lo#i vkf.k leL;k & vkuan ;kno] ¼esgrk½
xzkeh.k dFkk % Lo#i vkf.k fopkj & oklqnso eqykVs
1960 uarjph lkekftd fLFkrh vkf.k lkfgR;krhy uos izokg & vkuan ;kno] ¼esgrk½
nfyr lkfgR;kP;k fufeRrkus % lnk d&gkMs] ¼vfHkuo eaqcbZ½
nfyr pGoG % ,d vkdyu % ckGd`”.k doBsdj] ¼vtc ½
nfyr pGoG vkf.k lkfgR; % d`”.kk fdjoys] ¼izfrek ½
nfyr ukVd % iszj.kk vkf.k fodkl % ‘kSys’k f=Hkqounfyr jaxHkweh vkf.k ukVd % ccu HkkX;oar] ¼fpUe;] vkSjxkackn½
nfyr dFkklkfgR; % izdk’k dqaHkkj ¼fiz;n’khZ] dksYgkiwj½
xsY;k v/kZ’krdkrhy ejkBh dknacjh % laik- foykl [kksys
34 14- L=hoknh leh{kk % ladYiuk o mi;kstu % laik- eaxyk oj[ksMs ¼ dk-l-ok.kh e-iz-v-laLFkk] /kqGs ½
15- L=heqDrh pGoG vkf.k o`Rri=kapk lgHkkx % eaxy f[kaoljk ¼ Lo:i] vkSjaxkckn ½
16- Leh{ksrhy uO;k ladYiuk % laik- MkW-euksgj tk/ko ¼ Lo:i] vkSjaxkckn ½
• lanHkZ xzaFk
1- xzkeh.k lkfgR; % Lo#i vkf.k okLro % vkuan ;kno ¼esgrk½
2- xzkeh.k lkfgR; % Lo#i vkf.k laLd`rh % eksgu ikVhy ¼Lo#i] vkSjxkackn½
3- nfyr lkfgR; % vktps dzkafrfoKku % ckcqjko ckxwy
4- fuGh igkV % jk- x- tk/ko] ¼Jhfo|k½
5- nfyr lkfgR; % osnuk vkf.k fonzksg % Hkkypanz QMds
6- nfyr lkfgR; % Lo#i o Hkwfedk % okeu fuackGdj ¼izcks/ku] ukxiwj½
7- fn] lsadM lsDl % flekWu n cksOgk
8- L=hoknh fopkj vkf.k leh{kspk ekxksok % MkW- ‘kksHkk ikVhy ¼Lusgo/kZu½
9- Hkkjrh; lanHkkZrwu L=hokn % L=hoknh leh{kk vkf.k mi;kstu % MkW- ‘kksHkk ukbZd ¼yksdokM~e;½
10- ejkBh jaxHkweh vkf.k ukVd % MkW- fo’oukFk f’kans] fgaek’kw LekrZ
11- L=hoknh leh{kk % Lo#i vkf.k mi;kstu % MkW- vf'ouh /kksaMxs] fnyhijkt izdk’ku iq.ks-
B.AB.Ed. IV English (Special) Paper No. VII Understanding Novel A)

OBJECTIVES : To introduce the students to Literatures in English. To acquaint the students with novels written by different writers from different countries. To study different novels in the context of such themes as Partition, racial segregation, Crisis of identity, diaspora etc. B) GENERAL TOPICS PRESCRIBED : 1) What is the Novel ? 2) Types of the Novel a) Picaresque b) Historical c) Regional d) Stream of Consciousness 3) Elements of Novel a) Plot b) Character c) Setting d) Point of view 4) Themes of the Novel a) Partition b) Racial Segregation c) Crisis of Identity d) Diaspora 35 C) TEXTS PRESCRIBED : 1) Conrad, Joseph : Heart of Darkness, Mumbai : Orient Longman Ltd., 1902 / 1994. 2) Paton, Alan 3) Sidhwa, Bapsi : Cry, The Beloved Country, New Delhi : Orient Longman Ltd., 1962 / 1970. : Ice‐Candy‐Man, New Delhi : Penguin Books, 1988 / 1970. D) DIVISION OF TEACHING HOURS A) General Topics – 30 B) Novels – 90 (Each Novel 30 hours) Total teaching hours – 120 E) REFERENCE BOOKS : 1) Foster E. M. 2) : Aspects of the Novel, London, 1949. Brooks and Warren : Understanding Fiction, Prentice Hall, 1959. 3) Kermode, Frank : Sense of an Ending OUP 1967. 4) Lubbock Percy : The Craft of Fiction, London : Janathan Cape, 1965. 5) Walt, Ian 6) Edel, Leon : The Psychological Novel : 1900‐1950 . Ludhiana : Kalyani, 1997. 7) Bradbury, Malcolm : The Novel Today – Glasgow, F. C. Parebacks 1978, 1982. 8) Kirpal, Vinay (Ed.) : The New Indian Novel in English, Allied Publishers, 1990. 9) Rimmon‐Kennan, Shlomith : Narrative Fiction, London and New York : Routledge, 2005. 10) Matz, Jesse : The Modern Novel : A Short Introduction, Oxford : Blackwell, 2004. 11) Rees, R. J. : Introduction to English Literature, London : Macmillan, 1966 / 1968. : The Rise of the Novel, Penguin, 1957. 36 F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VII ‘Understanding Novel’ Question Paper (80 +20) Pattern (Examinations March/April‐2011 onwards) Time : 3 Hours Total Marks : 80 Que.1
Multiple Choice questions with four alternatives (15 items)
(5 items to be set on each novel)
15
Que.2
Write Short notes on the following)
10
(two out of three) (Covering General Topics)
Que.3
Answer the following question in about 250 words
A)
15
Based on ‘Heart of Darkness’
OR
B)
Que.4
Based on ‘Heart of Darkness’
A)
15
Based on ‘Cry the Beloved Country’
OR
B)
Que.5
Based on ‘Cry the Beloved Country’
A)
15
Based on ‘Ice-candy Man’
OR
B)
Que.6
Based on ‘Ice-candy Man’
Write short notes on the following (Two out of Three)
(Items not covered in Q.Nos.3, 4, & 5)
10
37 B.A.B.Ed. IV English (Special) Paper No. VIII The Structure and Function Of Modern English Revised Syllabus A) OBJECTIVES : To acquaint the students with : B) The nature and characteristics of language The basic sounds of English language. The word – formation processes, phrases and clauses The structure of compound and complex sentences in English The nature of semantics TOPICS PRESCRIBED : 1) Language i) Definitions ii) Characteristics iii) Human and Animal Communication 2) Phonology i) Speech Mechanism ii) Description of sounds with three‐term labels iii) Word transcription with primary stress 3) Morphology i) Morpheme ii) Classification of morphemes iii) Word formation processes 4) Words i) Word Classes : Open and Closed ii) Form and function 5) Phrases i) Classes of phrase ii) Main and subordinate phrase iii) Form and function lables 6) Clauses i) Elements of the clause ii) Classes of clauses iii) Form and function lables

38 7) Sub‐ordination and Co‐ordination i) Finite sub‐ordinate clauses ii) Non‐finite sub‐ordinate clauses iii) Direct and Indirect – subordination 8) Semantics i) Definition ii) Synonymy iii) Antonymy iv) Polysemy v) Homonymy vi) Hyponymy C) DIVISION OF TEACHING HOURS Note : Total teaching hours : 120 15 hours per unit = 15 x 8 = 120 D) REFERENCE BOOKS : 1) Balsubramanian 2) Bansal R. K., Harrison J. B.: Spoken English for India, 1976. Orient Longman Reprint 2006. 3) Hockett C. F. : A Course in Modern Linguistics, Macmillan 1963 4) Hornby A. S. : Oxford Advanced Learner's Dictionary of Current English. 5) Jones Daniel, : 6) Leech et. al 7) Lyons John, 8) Palmar F. R. 9) : A Textbook of English Phonetics for Indian Students, Macmillan, 1981. : English Grammar for Today : A New Introduction, Macmillan 1982. : Language and Linguistic : An Introduction, Cambridge University Press 1981. Velayudhan S. & Mohanan K. P. : An Introduction to the Phonetics and Structure of English, Somaiya Pub. Pvt. Ltd., New Delhi, 1977. 10) Verma S.K. and : Modern Linguistics, Oxford University Press 1989 Krishnaswamy N. English Pronouncing Dictionary, ELBS Edition. : Semantics 39 D) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VIII Paper No.‐VIII: The Structure and Function of Modern English (Revised Syllabus from June 2009) Question Paper (80 +20) Pattern (Examinations March/April‐2011 onwards) Time : 3 Hours Total Marks : 80 Que.1
Que.2
Que.3
A. Three term labels (4 out of 6)
4
B.
Transcription of words with primary stress (4 out of 6)
4
C.
Identification of word formation processes (4 out of 6)
4
D. Identification of word class (4 out of 6)
4
A. Write short notes (2 out of 3) on Unit No.1
8
B.
4
Morphological Analysis (2 out of 4)
8
B.
8
Identification of phrases with form and function labels
(4 out of 6)
Que.4
Que.5
Que.6
8
B.
4
Identification of elements of classes (2 out of 4)
8
B.
Identification of subordinate classes with form and function
labels (2out of 4)
8
Write short notes (2 out of 3) on Unit No.8
8
40 fganh Lis'ky ¼ iz'ui=k Ø- 7 ½
iz;kstuewyd fganh
•
mn~ns'; &
¼1½
vuqokn ds Lo:i ls Nk=kksa dks voxr djkuk A
¼2½
vk/kqfud tulapkj ek/;eksa esa fganh ds c<+rs iz;ksx ,oa laHkkoukvksa ls Nk=kksa dks ifjfpr djkuk A
¼3½
fganh ds iz;ksx ds izfr :fp txkdj muesa i=kkpkj laca/kh {kerk dk fodkl djkuk A
¼4½
O;kogkfjd fganh dh fofHkUu iz;qfDr;ksa ls Nk=kksa dks ifjfpr djkuk A
¼5½
jk"VªHkk"kk ds :i esa fganh ds fodkl ls Nk=kksa dks voxr djkuk A
v/;;ukFkZ fo"k; &
¼d½
vuqokn &
¼1½
vuqokn dk vFkZ vkSj ifjHkk"kk A
¼2½
vuqokn ds izdkj A ( fo"k; {ks+=k ds vk/kkj ij ] izd`fr ds vk/kkj ij )
¼3½
vuqoknd ds xq.k A
¼[k½
tulapkj ek/;e & lkekU; ifjp; &
¼1½
tulapkj ek/;e % vFkZ] Lo:i vkSj izdkj A
¼v½ eqfnzr ek/;e & foKkiu ys[ku] nS- lekpkj i=k vkSj i=k&if=kdk,¡ A
¼c½ bysDVªkWfud ek/;e & jsfM;ks ] nwjn'kZu vkSj lax.kd A¼rduhdh tkudkjh visf{kr ugha gS A½
¼2½
o`Rrkar ys[ku & egkfon~;ky;hu ,oa lkekftd lekjksg rFkk izkÑfrd vkinkvksa ,oa nq?kZVukvksa dk
o`Rrkar ys[ku A (iz'ui=k esa nks fo"k;k sadk o`Rrkar ys[ku visf{kr gSA½
41 ¼x½
i=kkpkj &
¼v½ dk;kZy;h i=kkpkj A
¼1½ ukSdjh ds fy, vkosnu i=k A
¼2½ inkf/kdkfj;ksa ds uke i=k A
¼3½ vf/klwpuk A
¼4½ ifji=k A
¼5½ dk;kZy; vkns'k A
¼6½ dk;kZy; Kkiu A
¼c½ okf.kfT;d i=kkpkj A
¼1½ iwNrkN i=k A
¼2½ lanHkZ ds i=k A
¼3½ Ø;kns'k i=k A
¼4½ Hkqxrku i=k A
¼5½ lwpuknk;h i=k A
¼6½ f'kdk;rh i=k A
42 ¼?k½ lanHkZ lzksrksa dk ifjp; &
1. 'kCndks'k
5. jktHkk"kk vkSj jk"VªHkk"kk dk ifjp;
2. fo'odks'k
6. VsfyQksu
3. i;kZ;okph dks'k
7. baVjusV
4. eqgkojs vkSj dgkorsa dks'k
8. cgqek/;e ¼eYVhehfM;k½
¼p½ ikfjHkkf"kd 'kCnkoyh &
nSfud O;ogkj esa iz;qDr vaxzsth 'kCnksa ,oa inukeksa ds fganh i;kZ;okph :i ¼100 'kCn½
ifjf'k"V & 1 esa fn, gq, A
iz'ui=k dk Lo:i ,oa vad foHkktu
vad
iz'ui=k Ø- 7 iz;kstuewyd fganh
¼v½
¼vk½
^p^ foHkkx ij oLrqfu"B iz'u 08
¼08½
iwjs ikB~;Øe ij ,d okD; esa mÙkjokys vkB iz'u
¼08½
^x^ ¼v½ foHkkx ij y?kqÙkjh iz'u (i=kys[ku) &( rhu esa ls nks )
¼12½
^x^ ¼c½ foHkkx ij y?kqÙkjh iz'u (i=kys[ku)& (rhu esa ls nks )
¼12½
^?k^ foHkkx ij fVIif.k;k¡ & ¼N% esa ls pkj ½
¼16½
^d^ foHkkx ij fuca/kkRed iz'u & (varxZr fodYi ds lkFk)
¼12½
^[k^ foHkkx ij fuca/kkRed iz'u & (varxZr fodYi ds lkFk)
¼12½
43 lanHkZ xzaFk lwph &
1. vuqokn foKku & MkW- HkksykukFk frokjh & fdrkc?kj] fnYyh2. vuqokn fln~/kkar dh :ijs[kk & MkW- lqjs'kdqekj & ok.kh izdk'ku] fnYyh- 3. vuqokn fparu & MkW- vtqZu pOgk.k & veu izdk'ku] dkuiqj4. ehfM;k esa dSfj;j & ih- ds- vk;Z & xzaFk vdkneh] ubZ fnYyh&110002. 5.
tulapkj & dy] vkt vkSj dy & panzdkar ljnkuk@Ñf'k- esgrk & Kkuxaxk] pkoMh ckt+kj] fnYyh-
6.
i=kdkfjrk ds fln~/kkar & MkW- jes'kpUnz f=kikBh & ueu izdk'ku] nfj;kxat] ubZ fnYyh&110002. 7.
ehfM;kdkyhu fganh % Lo:i ,oa lHkkouk,¡ & MkW- vtqZu pOgk.k] jk/kkÑ".k izdk'ku] ubZ fnYyh- 8.
i=kdkfjrk % fofo/k fo/kk,¡ & MkW- jktdqekjh jkuh & t;Hkkjrh izdk'ku] bykgkckn&211003. 9.
vk/kqfud tu&lapkj vkSj fganh & izks- gfjeksgu] r{kf'kyk izdk'ku] ubZ fnYyh-
10. iz;kstuewyd fganh & MkW- fouksn xksnjs & ok.kh izdk'ku] ubZ fnYyh11. iz;kstuewyd fganh & fofo/k ifjn`'; & MkW- jes'kpUnz f=kikBh@MkW- iou vxzoky & vydk izdk'ku]
dkuiqj- 12. O;kolkf;d fganh & Jh- nqcs vkSj izHkkdj xqIrk & us'kuy ifCyf'kax gkÅl] ubZ fnYyh13. fganh vkSj mldk O;ogkj & MkW- Ogh- ds- eksjs & QMds izd'ku] dksYgkiqj14. iz;kstuewyd fganh & MkW- ek/ko lksuVDds] Nk;k izdk'ku] vkSjaxkckn15. O;kolkf;d laizs"k.k & MkW- vuwipUnz iq- Hkk;k.kh & jktiky vWUM lUl] fnYyh16. vkf/kdkfjd fVIi.k ,oa elkSnk ys[ku & eksrhyky prqosZnh & fouksn iqLrd eafnj] vkxjk17. iz;kstuewyd fganh & MkW- ds- ih- 'kgk & QMds izdk'ku] dksYgkiqj-
Hkk"kk foKku
•
mn~ns'; &
¼1½
Hkk"kk ds fofo/k :iksa dk ifjp; djkukA
¼2½
Hkk"kkfoKku dk lkekU; ifjp; djkuk A
¼3½
fganh Hkk"kk ,oa fyfi ds mn~Hko vkSj fodkl dk ifjp; djkuk A
¼4½
Hkk"kk dh 'kqn~/krk ds izfr Nk=kksa dks tkx`r djkuk A
¼5½
ekud fganh orZuh vkSj O;kdj.k ls Nk=kksa dks ifjfpr djkuk A
v/;;ukFkZ fo"k; &
¼d½
Hkk"kk % Lo:i ,oa fofo/k :i A
¼1½
Hkk"kk dh ifjHkk"kk,¡A
¼2½
Hkk"kk dh fo'ks"krk,¡A
¼3½
Hkk"kk dh mRifÙk ,oa rr~laca/kh fofo/k oknA
¼4½
Hkk"kk dh ifjorZu'khyrk ds dkj.kA
¼5½
Hkk"kk ds fofo/k :i& cksyh] cksfy;k sads cuus ds dkj.k] cksfy;ksa ds egRRo ikdj Hkk"kk
cuus ds dkj.k A
& cksyh vkSj Hkk"kk esa varj A
& ifjfuf"Br Hkk"kkA
¼[k½
Hkk"kkfoKku % Lo:i ,oa fofo/k vaxA
¼1½
Hkk"kkfoKku dh ifjHkk"kk,¡A
¼2½
Hkk"kkfoKku ds v/;;u dk egRRoA
¼3½
Hkk"kkfoKku dh oSKkfudrkA
¼4½
Hkk"kkfoKku ds iz/kku vaxksa dk lkekU; ifjp;A
¼5½
Hkk"kkfoKku dk lkfgR;] O;kdj.k] lektfoKku] euksfoKku] bfrgkl vkSj Hkwxksy ls laca/kA
45 ¼x½
Hkk"kk vkSj fyfiA
¼1½
fganh 'kCn dh O;qRifÙkA
¼2½
fganh Hkk"kk dk mn~Hko vkSj fodklA
¼3½
fganh dk 'kCnlewgA
¼4½
fyfi&fodkl dk lkekU; ifjp;A
¼5½
nsoukxjh fyfi dh oSKkfudrk A
¼?k½
O;kdj.kA
¼1½ mn~ns'; vkSj fØ;k dk vUo;A
¼2½ deZ vkSj fdz;k dk vUo;
A
¼3½ inØeA
¼4½ fojkefpg~uA
¼5½ ekud orZuh ds fu;e A
iz'ui=k dk Lo:i ,oa vad foHkktu
vad
iz'ui=k Ø- 8 Hkk"kk foKku
iz'u 1.
¼v½
iwjs ikB~;Øe ij cgqfodYih vkB iz'u A
¼08½
¼vk½ iwjs ikB~;Øe ij ,d okD; esa mÙkjokys vkB iz'u
¼08½
iz'u 2.
^^x^ foHkkx & y?kqÙkjh iz'u & ¼rhu esa ls nks ½ A
¼12½
iz'u 3.
^?k^ foHkkx & y?kqÙkjh iz'u &¼ rhu esa ls nks ½ A
¼12½
iz'u 4.
^d^] ^[k^ vkSj ^x^ foHkkx ij fVIif.k;k¡ & ¼N% esa ls pkj ½A
¼16½
iz'u 5.
. ^d^ foHkkx ij fuca/kkRed iz'u ¼varxZr fodYi ds lkFk½ A
¼12½
iz'u 6.
. ^[k^ foHkkx ij fuca/kkRed iz'u & (varxZr fodYi ds lkFk) A
¼12½
46 lanHkZ xzaFk lwph &
1.
Hkk"kkfoKku & MkW- HkksykukFk frokjh A
2.
Hkk"kkfoKku dh Hkwfedk & MkW- nsosanzukFk 'kekZ A
3.
Hkk"kkfoKku ds rRRo& MkW- jktukjk;.k ekS;Z A
4.
Hkk"kkfoKku vkSj fganh Hkk"kk & MkW- lq/kkdj dykoMs A
5.
Hkk"kkfoKku ds fln~/kkar vkSj fganh Hkk"kk & MkW- }kjdkizlkn lDlsuk A
6.
laf{kIr Hkk"kkfoKku & MkW- lqjs'kpanz f=kosnh A
7.
fganh % mn~Hko] fodkl vkSj :i & MkW- gjnso ckgjh A
8.
fganh Hkk"kk & MkW- /khjsanz oekZ A
9.
fganh Hkk"kk dh fodkl ;k=kk & MkW- jkeizdk'k A
10. fganh Hkk"kk] O;kdj.k vkSj fyfi foKku & MkW- gjnku g"kZ A
11. fganh O;kdj.k & dkerkizlkn xq# A
12. fganh O;kdj.k ,oa jpuk & Ñ- t- osnikBd A
13. ukxjh fyfi vkSj mldh leL;k,¡& MkW- ujs'k feJ A
14. fganh dh ekud orZuh & dSyklpanz HkkfV;k] jpuk HkkfV;k A
15. ekud fganh dk 'kqn~f/kijd O;kdj.k & MkW- jes'kpanz esgjks=kk A
iz;kstuewyd fganh
ifjf'k"V
ikfjHkkf"kd 'kCnkoyh &
¼v½ tulapkj ek/;e laca/kh 'kCn &
1. Announcer : fuosnd @ mn~?kks"kd
2. Artistic : dykRed
3. Audio‐Visual : n`d~&JkO;
4. Banner : irkdk
5. Biographer : thouhdkj
6. Biweekly : v/kZ lkIrkfgd
7. Bulletin : foKfIr
8. Catalogue : lwph
9. Calligraphy : lqys[ku
10. Caption : 'kh"kZd @ fp=k ifjp;
11. Cartoonist : O;aX; fp=kdkj
12. Choreography : u`R; jpuk
13. Columnist : LraHkys[kd
14. Commentator : lekykspd
48 15. Compositer : v{kj ;kstd
16. Communication : lapkj
17. Creation : l`tu
18. Correspondent : laoknnkrk
19. Information : lwpuk ra=kKku
Technology 20. Interview : lk{kkRdkj
21. Interruption : #dkoV
22. Journalist : i=kdkj
23. Magazine : if=kdk
24. Source Language : lzksr Hkk"kk
25. Transliteration : fyI;arj.k
¼c½
f'k{kk] lHkk vkSj laesyu laca/kh 'kCn &
1. Abstract : lkj @ la{ksi
2. Academic goal : 'kSf{kd /;s;
3. Address : vfHkHkk"k.k @ lacks/ku
4. Adult education : izkS< f'k{kk
5. Agenda : dk;Zlwph
6. Anniversary : t;arh @ o"kZxk¡B
49 7. Anthology : ladyu @ laxzg
8. Appraisal : ewY;kadu
9. Attestation : lk{kkadu @ vuqizek.ku
10. Audiance : Jksrkx.k
11. Autonomous : Lok;Ùk
12. Bibliography : lanHkZ xzaFk lwph
13. Bachelor : Lukrd
14. Closing Speech : lekiu Hkk"k.k
15. Conference Hall : lEesyu Hkou
16. Conclusion : lekiu
17. Document : nLrkost
18. Draft : izk:i @ elkSnk
19. Guardian : vfHkHkkod
20. Humanity : ekufodh
21. Hypothesis : ifjdYiuk
22. Inauguration : mn~?kkVu
23. Informal : vukSipkfjd
24. Symposium : laxksf"B
25. Viva‐Voce : ekSf[kd ijh{kk
50 ¼d½
dk;kZy; rFkk cSad laca/kh 'kCn &
1. Acknowledgment : jlhn
2. Accidental Profit : vkdfLed ykHk
3. Account : [kkrk
4. Act : vf/kfu;e
5. Acceptance : LohÑfr
6. Advances : vxzhe jkf'k
7. Ad hoc : rnFkZ
8. Article : vuqPNsn
9. Audit : ys[kk ijh{k.k
10. Bridge Loan : iwjd _.k
11. Boom : rsth
12. Cash Credit : udnh _.k
13. Constitution : lafo/kku
14. Counter Foil : vk/kh jlhn
15. Envelope : fyQkQk
16. Eraser : jcj
17. Ex‐gratia : vuqxzgiwoZd
18. Growth rate : o`n~f/k nj
51 19. Ledger : ys[kk ogh
20. Modus‐Operandi : dk;Ziz.kkyh
21. Promotion : inksUufr
22. Stamp‐Seal : eqgj
23. Status‐quo : ;FkkfLFkfr
24. Tentative : varfje
25. Top‐priority : loksZPp izkFkfedrk
¼M½
inuke laca/kh 'kCn &
1. Accountant : ys[kkdkj
2. Adviser : lykgdkj
3. Advocate : vf/koDrk
4. Cashier : jksdfM;k@ [ktkaph
5. Custodian : vfHkj{kd
6. Councillor : ik"kZn
7. Director : funs'kd
8. Executive Engineer : dk;Zdkjh vfHk;ark
9. Foreign Secretary : fons'k lfpo
10. Governer : jkT;iky
52 11. His Magesty : egkefge
12. Investigator : vUos"kd
13. Manager : izca/kd
14. Member of Legislative : fo/kk;d@ fo/kkulHkk lnL;
Assembly 15. Member of : lkaln@ laln lnL;
Parliament 16. President : jk"Vªifr
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18. Registrar : dqylfpo
19. Speaker : lHkkifr
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22. Treasurer : dks"kk/;{k
23. Under Secretary : voj lfpo
24. Vice‐Chancellor : dqyifr
25. Warden : j{kd
53 Paper ‐VII Expansion and Downfall of Maratha Power (1707 to 1818) Syllabus Section‐ I. 1) Chhatrapati Shahu : Release of Shahu and Civil war in Maharashtra : Contribution of Balaji Vishwanath to Maratha Power. 2) Bajirao I ‐ Karnatak Expedition, Growth of Maratha Power in the North, his relation with Nizam, Portuguese and Siddi. 3) Balaji Bajirao ‐ Raghuji Bhosale and expansion of Marahta Power in Bengal.Peshwa’s relations with Angre and Nizam, Karnatak expeditions. 4) Third Battle of Panipat 1761 ‐ Events leading to the battle, causes of the defeat of the Marathas, its effects. Section ‐ II 5) Revival of Maratha Power under Peshwa Madhavrao I, Civil War, struggle with
Nizam. Northern Policy and Karnatak Expeditions. 6) Barbhai Conspiracy, Mahadaji Shinde and Nana Phadanvis, their contributions to the Maratha Power 7) Decline of the Maratha Power ‐ Peshwa Bajirao II, II & III, Anglo Maratha Wars,Causes of decline. 8) Socio‐Economic & Religions condition under the Peshwa’s. 54 List of Reference Book’s ‐ 1) vkBY;s o lkloMdj] ejkBh lkezkT;kpk fodkl vkf.k &gkl
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G.S. Sardesai‐ New History of Maratha’s, Vol 2 &3. 10) S.N. Sen.‐ Administrative system of the Marath’a. 11) Sinha‐ Rise of Peshwa’s. 12) Sharma.‐Founding’s of Maratha’s Power. 13) T.S. Shijawalkar.‐Battle of Panipat. 14) V.G. Dighe.‐Bajirao I and the Expension’s of Maratha Power.
Paper VIII ‐Introduction to Historiography. (Visit to any improtant historical place, monuments and record offices is essential). Section ‐ I 1) a) Meaning and nature of History. b) Kinds of History. 2) Sources ‐ a) Importance of sources for the Study of History. b) Classification of sources 55 3) Process of writing History. 4) a) Selection of topic. b) Arrangement of the sources. c) Evaluation of Sources ‐ Internal & External criticism. d) Presentation. Tools of Writing History. a) Notes taking. b) Footnotes. c) Dating. d) Index. e) Bibliography. Section ‐ II 5) FORTS ‐ (With special reference to Maratha history). a) Importance of forts. b) Types of the forts. c) Administration of the forts. 6) Medieval Maratha Capitals. a) Rajgad. b) Raigad. c) Satara d) Kolhapur. e) Pune. 7) Museums : a) Meaning, Development, Types & Features of Museums. b) Its importance for the study of History. c) Museums for study ‐Kolhapur, Aundh & Satara. 56 8) Historians : Their Contribution to writting of History. a) V.K. Rajwade. b) G.S. Sardesai. c) Dr. Appasaheb Pawar. List of Reference Books : 1 2 3 4 5 6 7 8 9 Louis Gottschalk,‐Understanding History. Dr. K.N. Chitnis,‐Research Methodology. H.C. Hockett.‐The critical Method in Historical Research & Writing. J.N. Kamlapur,‐Deccan Forts. Bombay state Gazetteer ‐ Poona, Satara, Kolhapur‐ Districts. Desai S.V.‐Social life in Maharashtra under the Peshwa’s. E.H. Carr.‐What is History? B.Shaikh Ali‐History. Its Theory and Method. Aurther Marwick‐The Nature f History. 10
11
12
13
14
15
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Equivalence Papers for B.A.B.Ed.‐ IV. Old Paper (From June 2006) 1) Paper VII ‐History of Modern china & Expansion & Downfall of Maratha Japan ‐ 1839 to 1950). Power (1707 to 1818). 2) Paper ‐VIII ‐ History of England. Introduction to (1688 to 1945) Historiography. New Paper (From June 2011) 57 isij u- 7 o 8 djhrk iz”uif=dssps Lo:i o xq.kfoHkkx.kh iq<hyizek.ks Bso.;kr ;kosfoHkkx&1
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Paper – VII Title of Paper ‐ Map Work and Map Interpretation 1.TITLE : Map work and Map Interpretation Paper - VII (PRACTICAL PAPER – 1)
2.YEAR OF IMPLEMENTATION:- Revised Syllabus will be implemented from June
2011 onwards.
(iii) UNIT No.of Lectures Marks Unit 1 Map Work 1. Scales : (No.of Lectures – 30) 10 i)
ii)
iii)
Meaning of scale ,Definition and methods of expression of scale – Verbal, Numerical / R.F. and Graphical Conversion of scale. Construction of graphical scale – simple, time and distance, diagonal 58 2. Map Projection : (No.of Lectures – 30) 10 i. Definition, Classification of Projection based on : methods of construction, developable surface, position of viewpoint or light, tangent surface and qualities ii. Necessity and Choice of Map Projection iii. Graphical Construction, Properties and uses of the following projections : a) Zenithal polar equidistance projection b) Simple conical projection with one standard parallel c) Cylindrical equal area projection d) Marketers projection e) Universial Transform Marketers projection f) Polyoconic or Polynomical projection Unit 3 Representation of Relief and Map Interpretation (No.of Lectures 70) 20 i.
Methods of representation of relief ii.
Representation of relief features and slope by contours iii.
Determination of slope by gradient, degree, percent and mills. iv Simple profile / cross – section and Intervisibility v. Indexing of SOI Toposheets. Vi. Conventional Signs, Symbols and Colors used in SOI Toposheet Vii .Interpretation of SOI topographical map of plain, plateau and mountain areas with reference to the following points: a) Marginal information b) Information of physical environment: relief, drainage, natural vegetation. c) Information of cultural environment: land use, transportation and communication, irrigation, settlements. Unit 4 Study of Indian Weather Maps : (No.of Lectures – 50) 15 i. Conventional Signs and Symbols used in IMD chart ii. Isobaric patterns: cyclone, depression, anticyclone, col, ridge, secondary depression, wedge etc. iii. Interpretation of Indian weather maps of summer, rainy and winter seasons with reference to the following points : day, date, time and season, pressure, wind, rainfall, cloud cover, other phenomena, sea conditions, temperature departure from normal etc. 59 Unit 5 Statistical Methods and Techniques: i.
ii.
Unit 6 (No.of Lectures – 60) 20 Collection and forms of statistical data( Sources and Types of Data) Analysis of statistical data by the following methods and techniques : a) Central Tendency : Mean, Median and Mode b) Dispersion : Mean deviation, Standard deviation, Co‐efficient of variation c) Correlation : Karl Pearson’s Method d) Analysis of Time Series : Semi‐average Method Cartographic Techniques : (No.of Lectures – 50) 15 i.
ii.
Unit 7 Cartographic methods and techniques Representation of Statistical data by following methods a) Graphs – Histogram, Hythergraph, Hydrograph b) Diagrams – Proportional Circle, Wind rose, Age and Sex Pyramid c) Distributional maps – Dot maps, Choropleth, Isohyeits, Isobars, Isotherms Journal and viva voce 10 a) References :‐ 1. Bygoot, J. : An Introduction to Mapwork and Practical Geography. University Tutorial, London, 1964 2. Kanetkar, T.P. and Kulkarni S.V.: Surveying and Levelling ( Part I & II.) A.V.G. Prakashan, Poona, 1965. 3. Monkhose, F. J. and Wilkinson, H. R.: Maps and Diadgrams. Mathuen, London, 1971. 4. Raisz, E.: Principals of Cartography. McGraw Hill Book Com., Inc, New York 1962. 5. Robinson, A.H. and Sale, R. D.: Elements of Cartography. John Wiley and Sons, Inc, New York 1969 6. Sarkar, A.K. : Practical Geography : A Systematic Approach. Oriental Longman, Calcutta, 1997. 7. Singh, L.R. and Singh, R.: Mapwork and Practical Geography.Allahabad, 1973. 60 8. Gupta, C.B. : An Introduction to Statistical Methods, Vikas Publication House, New Delhi, 1978. 9. Ellhance, D.N. : Fundametals of Statistics, Kitab Mahal, Allahabad, 1972. 10. Singh, R.L. : Elements of Practical Geography, Kalyani Publishers, New Delhi. 11. Singh, R and Kanaujia, L.R.S. : Map Work and Practical Geography, Central Book Depot., Allahabad, 1970. 12. Mishra, R.P and Ramesh, A. : Fundamentals of Cartography. Concept Publ. Com., New Delhi, 2000. 13. Karlekar, S. and Kale, M. : Statistical analysis of Geographical data, Diamond Publications, Pune, 2006. Paper No. VIII
(PRACTICAL PAPER –2 )
TITLE : Advanced Techniques of Spatial Analysis 1.YEAR OF IMPLEMENTATION:- Revised Syllabus will be implemented from June
2011 onwards.
(iii) UNIT No.of Lectures Marks Unit 1 Introduction to Computer : (No.of Lectures – 30) 10 i.
ii.
iii.
Computers Fundamentals : Definition, Characteristics, Evolution, Structure, Hardware‐software Application of computer in Geography : Construction of Line graphs, Bar graphs, Pie diagram and scatter diagram Significance of Internet in Geographical studies. Unit 2 Remote Sensing (No. of Lectures – 45) 20 iv.
v.
vi.
vii.
Concept of Remote Sensing. EMR Sensors and Platforms. Application of Remote Sensing in Geography. Aerial Photography: Types Aerial Photographs. 61 viii.
ix.
Unit 3 Determination of Photo Scale : a) By establishing the relationship of photograph and ground distance. b) By establishing the relationship of photograph to ground distance with the help of map c) By establishing the relationship between focal length and flying height. Visual interpretation of aerial photography / imagery : Identification of physical and cultural features. GIS and GPS 15 1. GIS : (No.of Lectures – 20) i Concept of GIS. ii Component of GIS. I iii Data formats: Vector and Raster. iv Application of GIS in Geography. v Application of ELWIS 2. GPS : (No.of Lectures – 20) iv. Introduction to GPS. v. Application of GPS in Geography. vi. Determining latitude, longitude and altitude. Unit 4 Surveying : iii.
iv.
(No.of Lectures – 50) 15 Introduction to Surveying : meaning, divisions and types. Preparation of plans of the given area with the following surveys : e) Plane Table Survey : object and procedures of plane table survey ‐ Radial method Intersection method Traverse method f)
Prismatic Compass Survey : Whole circle and Reduced Bearings Examples on conversion of bearings. Local attraction and correction of bearings Intersection and open traverse method. 62 Unit 5 Project Report based on field work 15 (Report on any one of the following themes ) a) Flood affected village b) Earthquake affected village c) Landslide affected village d) problems of village / city such as kharland, air pollution, water pollution, noise pollution, water, electricity, slum housing, road, industry, health, education, city traffic, agricultural activities, land use, tourism or any other local area based problem ( Period of field work maximum one week. Students have submitted report at the time of University Examination.) Unit 6 Study Tour 15 (Anywhere in India for a period of Minimum 6 days and maximum 15 days) Students have to submit study tour report at the time of University Examination. Unit 7 Journal and Viva‐voce 10 Note 1)Project work should be allotted batch should not more than 12 students 2) each department should have at least 2 Computers , 1 printer,1 scanner, 10 pairs of Aerial Photographs,10 Pocket Stereoscopes and 10 remote sensing Images . (vi) Recommended Reading : (In MLA/APA Style Sheet Format) a) References :‐ :‐ 1. Bygoot, J. : An Introduction to Mapwork and Practical Geography. University Tutorial, London, 1964 2. Kanetkar, T.P. and Kulkarni S.V.: Surveying and Levelling ( Part I & II.) A.V.G. Prakashan, Poona, 1965. 3. Monkhose, F. J. and Wilkinson, H. R.: Maps and Diadgrams. Mathuen, London, 1971. 63 4. Raisz, E.: Principals of Cartography. McGraw Hill Book Com., Inc, New York 1962. 5. Robinson, A.H. and Sale, R. D.: Elements of Cartography. John Wiley and Sons, Inc, New York 1969 6. Sarkar, A.K. : Practical Geography : A Systematic Approach. Oriental Longman, Calcutta, 1997. 8. Singh, L.R. and Singh, R.: Mapwork and Practical Geography.Allahabad, 1973. 8. Curran, P. : Principles of Remote Sensing, Logman, London, 1989. 9. Dickinson, G.C. : Maps and Air Photographs, Arnold Publisher, New Delhi, 1979. 10. Singh, R.L. : Elements of Practical Geography, Kalyani Publishers, New Delhi. 11. Singh, R and Kanaujia L.R.S. : Map Work and Practical Geography, Central Book Depot., Allahabad, 1970. 12. Maguire, D.J. : Computers in Geography, Longman scientific and technical Publication, London, 1989. 13.Mathur, P.M. : Computer Application in Geography, John Wiley and Sons, New York, 1993. 14. Mishra, R.P and Ramesh A. : Fundamentals of Cartography. Concept Publ. Com., New Delhi, 2000. 15. Burrough, P. A. and McDonell, R. : Princinciples of Geographical Information Systems, Oxford University Press, Oxferd, 1998. (NOTE : i) The details of field work, seminar, Group Discussion and Oral examination be given wherever necessary. ii) General/Specific instructions for Laboratory safety should be given wherever necessary) Geographical Instruments List B.A./. Special Geography 64 Geographical Instruments List 1. Wooden campass box 1 2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
Meter scale (Wooden or plastic or steel) Tracing table 1 Toposheet‐ (1:50,000) minimum 20 Weather map 20 (summer, winter, rainy season) Thermograph1 Aneroid barometer 1 Barograph 1 Wet & Dry bulb thermometer 1 Minimum & maximum Thermometer cup anemometer 1 Rain Gauge 1 Pocket stereoscope 6 Mirror stereoscope 4 Aerial Photograph (10 black & 10 colour both) Plane table survey (set) Chain & tape survey (set) Prismatic compass survey (set) Imageries 10 Abeny level Wall maps .District, State, National Big Atlas 2 / School Atlas 6 Globe‐ Political Physical – 1 each Out line – Tahsil, Maharashtra, India Calculators ‐12 Camera 1 Magnifying Glasses – 1 Plannimeter – 2 3 Dimensional maps: State, India & World – 1 each Wind vane 1 VCP & VCR – Laptop CDP Video – cassettes/ C.D./D.V.D of: Volcano, Earth quakes, Urbnisations Over‐head projecto/LCD – 1 Computer –2, Printer – 1, Scanner – 1 Uno Bropel pen set Hatching Machine ‐ 1 Lettering set – 1 Slide projector – 1 Drafting Machine ILWIS software 65 1. Laboratory Size 30 X 20’ 2. Lab Assistant – 1 3. Peon – 1 At least one journal from the following .
1. The Deccan Geographer, Pune. 2. I I G Transactions, Pune 3. Geographical Review of India,Calcutta 4. National Geographer Journal ,Varanasi 5. National Geographic ,Washington D.C. 6. NAGI – Annals 7. Journal of Regional Science: Kolkatta. 8. Indian Geographers ,Chenni. 9. Bhugol Sanshodan Patrika. 10. Goa Geographar 11. Research Link 12. Enrich Environment 13. Shodh Samiksha Aur Mulynkan 66 B.A.B.Ed. - IV
The equivalence of the pre-revised course (2010-2011) with the revised course
(2011-2012)
Pre – revised course (2010-2011)
Revised Course (2011-2012)
B.A.B.Ed. – IV
B.A.B.Ed. – IV
As per practice, two more chances following the last regular examination of
the prerevised course (2003) will be given to repeater students i.e. for the
examination to be held in and
The equivalence of the papers shall be as follows
Pre – Revised
(2010-2011)
Education Paper – VI
Marks
Revised Course
(2011-2012)
100 Education Paper – V
Education in Emerging Indian
Society.
Education in Emerging Indian
Society.
Section – I. Philosophical
foundation of Education
Section – I. Philosophical
foundation of Education
Section – II. Sociological
foundations of Education
Section – II. Sociological
foundations of Education
Education Paper – VII
100 Education Paper – VI
Trends In Education and
Electives
Trends In Education and
Electives
Section – I. Trends In Education
Section – I. Trends In Education
Section – II. Electives
Section – II. Electives
Practical Component
350 Practical Component
Marks
100 100 380

Sem. IV - Shivaji University

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