C-8
Knowledge and Curriculum
Unit-1
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f”k{kk ds iz;kstu
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Purpose of Education
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f”k{kk ds iz;kstu % O;fDrxr ;k lkekftd fodkl( Kku ;k lwpuk nsuk( HkkSfrd ;k vk/;kfRed fodkl] mi;ksfxrk dh dlkSVh] f”k{kk dk jktuSfrd ,ts.Mk
f”k{kk vkSj ewY; % f”k{kk ds iz;kstu esa ewY;ksa dk LFkku( ewY; D;k gSa\ os lkis{k gSa ;k fujis{k\ mudks dkSu fu/kkZfjr djrk gS\ lanHkksZa ds lkFk os dSls cnyrs gSa vkSj blls f”k{kk ds iz;kstu ij D;k izHkko iM+rk gS
f”k{kk vkSj laoS/kkfud ewY; % yksdra=] lekurk] Lora=rk] /keZfujis{krk vkSj lkekftd U;k;
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Purpose of Education: individual or social development, providing knowledge or information, materialistic or spiritual development; criteria for worthiness and political agenda of education
Education and Values: Place of value in the purpose of education; what are values? Are they relative or absolute? Who creates values? How values change according to context and how they impact the purpose of education
Constitutional Values: democracy, equality, liberty, secularism, and social justice
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f”k{kk D;ksa gS vkSj blds y{; ,oa mÌs”; D;k gSa\ bu iz”uksa ij ;g bdkbZ dsfUnzr gSA ftlizdkj f”k{kk ges”kk ,d tSlh ugha jgh] oSls gha blds iz;kstu Hkh ,d tSls ugha jgsA lkekftd ifjorZuksa vkSj fparu ds ifjizs{;ksa ds vuqlkj f”k{kk ds iz;kstu esa dbZ cnyko vk;sA bl bdkbZ esa mu ifjizs{;ksa dks lkFk esa ysdj f”k{kk ds iz;kstu dh ppkZ dh tk,xh ftlesa lkekftd&laoS/kkfud ewY; vkSj uhfr;ksa dk lanHkZ vge ekuk x;k gSA ;s ifjizs{; gekjh f”k{kk O;oLFkk dks yxkrkj izHkkfor djrs jgrs gSaA vr% blds izfr izf”k{kqvksa esa ltxrk t:jh gS] rHkh og vius f”k{k.k esa bUgsa “kkfey dj ik;saxsA
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Unit-2
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f”k{kk ,oa ikB~;ppkZ dk fo”kys’k.k
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Education & Curriculum analyisis
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Lora= Hkkjr ds izeq[k uhfrxr nLrkostksa ds ek/;e ls f”k{kk ds y{;ksa ,oa ikB~;ppkZ ds fo”kys’k.k ds vkyksd esa&jk/kkd`’.ku vk;ksx] eqnkfy;j vk;ksx] dksBkjh vk;ksx] laLd`r vk;ksx] jk’Vªh; Kku vk;ksx ,oa jk’Vªh; f”k{kk uhfr
f”k{kk dh pqukSfr;k& leh{kkRed eqY;kadu ¼uhfr laca/kh ifjis{k esa ½
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Vision & Curriculum of education in post-independence major policy documents and their analysis –Radha Krishan Commission, Mudaliar commission, Kothari Commission, Sanskrit Commission, National Knowledge Commission & National Policy of Education
Challenge of Education, Critical Evaluation ( A Policy Perspective)
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Hkkjr esa Lora=rk ds i”pkr f”k{kk dh cnyrh ifjfLFkfr;ksa ds vuq:i f”k{kk O;oLFkk dks iw.kZ xfBr djus ds fy, vusdks uhfrxr nLrkostks ds ek/;e ls f”k{kk ds y{;ksa ,oa ikB~;ppkZvksa ds fo”ys’k.k ds mijkUr fofHkUu egRoiw.kZ vk;ksxksa dh vko”;drk iM+hA bl bdkbZ esa mijksDr Lora=rk i”pkr vk;ksxksa ij foLr`r ppkZ dh tkuh gSA lkFk gh lkFk f”k{kk esa vkus okys fofHkUu pqukSfr;ksa dk lkeuk ,d f”k{kd ds fy, egRoiw.kZ gksrk gSA ij leh{krkRed ewY;kadu fd;k tkuk gSA
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Unit-3
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Kku vkSj tkuuk
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Knowledge and Knowing
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f”k{kk] Kku vkSj n”kZu”kkL= ds varlZEca/kksa dh le>
lwpuk] /kkj.kk vkSj lR; dh vo/kj.kk rFkk mudk Kku ds lkFk lEca/k dh ppkZ
Kkuehekalk % izeq[k fopkj/kkjk,a ¼okn½ vkSj Hkkjrh; n”kZu”kkL=
Tkkuus dh izfdz;k % tkuus ds fofo/k rjhdsa( Kku ds fuekZ.k esa iwoZKku vkSj tkuusokys dh Hkwfedk( lkekftd&lkaLd`frd vk;keksa dk tkuus esa Hkwfedk
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Understanding relation between education, knowledge and philosophy
Concept of information, belief and truth in relation to knowledge
Epistemology: Schools of thought (isms) and Indian Philosophy
Knowing Process : Different ways of knowing; the roles of knower and the known in knowledge construction; role of socio-cultural aspect in knowing
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Kku D;k gS vkSj f”k{kk ls bldk D;k lEca/k gS] blds izfr n”kZu”kkL= dh viuh fo”ks’k O;k[;k gS ftldh ifjp;kRed ppkZ ls bl bdkbZ dh “kq:vkr dh tk,xhA blds ckn Kku ls lEcaf/kr dqN cqfu;knh loky ;Fkk lwpuk] /kkj.kk vkSj lR; D;k gS rFkk mldk Kku ds lkFk D;k lEca/k gS] bldh le> cukbZ tk,xhA bl le> dks vkSj O;kid cukus ds fy, Kkuehekalk dh ppkZ vifjgk;Z gSA ysfdu Kkuehekalk ds oknksa dk ifjp;kRed lanHkZ nsus ds ckn muesa ls dqN izeq[k oknksa dh ppkZ bl bdkbZ esa dh tk,xhA ;gka vkn”kZokn ¼Idealism½] rdZokn¼Rationalism½] vuqHkookn¼Empiricism½] vkSj iz;kstuokn ¼Pragmatism½ dh fo”ks’k ppkZ Kku ds lanHkZ esa dh tk,xhA lkFk gh] Hkkjrh; ijEijk ds mifu’kn~ ,oa lka[; n”kZu dh fo”ks’k ppkZ gksxhA bl bdkbZ dk ,d egRoiw.kZ Hkkx ^tkuus ds rjhdsa^ esa cqf)] rdZ] leh{kk] laokn] fpUru] vuqHko] ç;ksx] vkfn dh ppkZ gksxhA lkFk gh] gj f”k{kkFkhZ vkSj f”k{kd nksuksa ds dqN iwokZuqHko gksrs gSa tks Lo;a esa Kku gksrs gSa vkSj vkxs ds Kku ds fy, vk/kkj dk dke djrs gSa ftudksa Hkh bl bdkbZ esa “kkfey fd;k x;kA tkuus dks O;fDr dk lanHkZ Hkh cgqr izHkkfor djrk gSA vr% dqN mnkgj.kksa dh enn ls ;g Hkh le>us dh dksf”k”k dh tk,xh fd dksbZ O;fDr ftl lekt vkSj laLd`fr esa jgrk gS] mldk mlds tkuus esa D;k Hkwfedk gSA
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Unit-4
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ikB~;p;kZ dh le>
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Understanding Curriculum
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ikB~;p;kZ % vo/kkj.kk o egRo( ikB~;p;kZ dh :ijs[kk] ikB~;p;kZ] ikB~;Øe ,oa ikB~;iqLrdksa dh vo/kkj.kk ds e/; Li’Vrk
ikB~;p;kZ ds fu/kkZjd % y{; ,oa mÌs”;] fu;e] Kku dk oxhZdj.k] oSpkfjd n`f’Vdks.k] f”k{kkFkhZ dk lkekftd&lkaLd`frd lanHkZ] fo|ky;h o jk’Vªh; Lrj ds dkjd
fo|ky;h ikB~;p;kZ % izeq[k vo;o rFkk mudh izd`fr( f”k{kd rFkk f”k{kkFkhZ dh Hkwfedk( fØ;kao;u dh izeq[k pqukSfr;ka
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Curriculum: Concept and importance; Clarity among curriculum framework, curriculum, syllabus and textbook
Curriculum determinants: Vision and objectives, Criteria, knowledge categories, ideological stances, Socio-cultural context of learners, Nation and school level determinants
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fo|ky; esa lh[kus&fl[kkus dh tks izfdz;k pyrh gS] mldk vk/kkj ewyr% ikB~;p;kZ gksrh gSA cPpksa dks fo|ky; esa D;k lh[kuk gS] D;ksa lh[kuk gS vkSj dSls lh[kuk gS] bu lc lokyksa ij ikB~;p;kZ ckr djrh gS] vr% bls le>dj ,d f”k{kd vius dk;Z dks csgrj cuk ldrs gSaA ysfdu] ikB~;p;kZ dh vo/kkj.kk ds izfr dbZ ckj Hkze Hkh gks tkrk gS vkSj bls fdlh vU; lacaf/kr vo/kkj.kk ds lerqY; eku fy;k tkrk gSA blhfy,] bl bdkbZ dh “kq:vkr lcls igys ikB~;p;kZ rFkk vU; lEcaf/kr inks ads e/; Li’V le> ls dh tk jgh gS rkfd “kCn vkSj vFkZ ds vnyk cnyh ls cpk tk ldsA ikB~;p;kZ ds ^D;k lh[kuk gS^ vkSj ^D;ksa lh[kuk gS^ ij fparu djus ds fy, blds fu/kkZjd dkjdksa ,oa izeq[k mikxeksa dh ckr ;gka dh tkuh gSA ysfdu ^dSls lh[kuk gS^ okyh ckr dh NksVh >yd gh ;gka fn;k tk ldrk gS D;ksafd bl iwjs ch-,M- dk;Zdze dks ^dSls^ okys i{k dks ysdj gh cuk;k x;k gSA
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Unit-5
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fo|ky; % Kku] ikB~;p;kZ vkSj f”k{kk dk lanHkZ
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School : The context of Knowledge, Curriculum and Education
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fo|ky; esa ^Kku^ vkSj ^tkuuk^ % Lo:i] LFkku vkSj izfdz;k,a( iSjkMkbe f”k¶V ¼Kku&Qyd esa cnyko½
fo|ky; esa Kku dks vkdkj nsus esa ikB~;p;kZ ,d izeq[k fu/kkZjd ds :i esa
fo|ky; ds ckgj ds ifjos”k ls f”k{kk dk tqM+ko
Kku] ikB~;p;kZ vkSj f”k{kk % f”k{k.k”kkL= dh le> ds lkFk f”k{kd dh Hkwfedk
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Knowledge and Knowing in School: Forms, sites and processes; paradigm shift
Curriculum as key determinants of knowledge in School
Linkage of Education with outside school experiences
Knowledge, Curriculum and Education: Role of teacher as a critical pedagogue
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Kku] ikB~;p;kZ vkSj f”k{kk dk foe”kZ cgqr O;kid gSA ysfdu ,d f”k{kd ds fy, os rHkh mi;ksxh gks ik,axs tc mudh ppkZ fo|ky; ds lanHkZ esa dh tk,A bl bdkbZ esa fiNys pkj bdkbZ;ksa ds foe”kksZa dks fo|ky; ls tksM+dj ns[kus dh dksf”k”k dh xbZ gSA tSlsfd fo|ky; esa Kku dk tks ,d vyx Lo:i gksrk gS] mlds l`tu ds D;k rjhds vkSj lhek,a gSaA lkFk gh] ftlizdkj ls Kku dk Lo:i yxkrkj cnyrk jgk gS] D;k fo|ky; us Hkh mls le>k vkSj viuk;k gS] blij le> cukuk Hkh bl bdkbZ dk mÌs”; gSA mnkgj.k Lo:i vc rd dh ikB~;p;kZ esa cPpksa ds fo|ky; ds ckgj ds Kku dks dksbZ fo”ks’k LFkku ugha fey ik;k gS vkSj muds fdrkch Kku dks vR;f/kd egRo fn;k tkrk jgk gS] ,slk D;ksa gksrk jgk gS le>uk t:jh gS rkfd mlls vkxs c<+k tk ldsA bl bdkbZ esa Kku] ikB~;p;kZ vkSj f”k{kk ds varlZEca/kksa dks Hkh le>k tk,xkA dksbZ Kku ikB~;p;kZ dk fgLlk D;ksa curk gS vkSj fo|ky; esa mldh f”k{kk D;ksa nh tkrh gS] bldks f”k{k.k”kkL=h; ut+fj, ls ns[kuk ,d f”k{kd ds fy, vfr vko”;d gS ftlij bl bdkbZ es ppkZ dh tkuh gSA
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Suggested Readings:
Apple, M.W., & Beane, J.A. (2006). Democratic schools: Lessons in powerful education.
Carr, D. (2005). Making sense of education: An introduction to the philosophy and theory of education and teaching. Routledge.
Chand Kiran (2006), Shiksha Ka Darshnik Pariprekshya, New Delhi, Delhi Vishwavidyalay.
Cohen, Brinda. 1969. Educational Thought: An Introduction. Macmillan: Britain
Daya Krishna, Gyan Mimansha, Jaipur, Raj Hindi Granth Academy.
Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280–299.
Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, & K. Weir (Eds.), Curriculum, syllabus design and equity: A primer and model. Routledge.
Dewey, John. (2004). Democracy and education. Courier Dover Publications.
Dewey, John. (1902). The Child and the Curriculum. Chicago: The University of Chicago Press
Dewey, John. (1915). The School and Society. The University of Chicago Press
Elmhirst, L.K. (1994). Rabindranath Tagore: Pioneer in Education. Delhi: Sahitya Chayan.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
Freire, P. (2000). Pedagogy of the oppressed. Continuum.
Illich, Ivan (1973). Deschooling Society, Penguin Books.
Krishnamuri, J. (1992). Education and the Significance of Life. India: Krishnamurti Foundation India.
Kumar, Krishna (1993), Raj Samaj Aur Shiksha, New Delhi, Raj Kamal Prakahsan.
Kumar, Krishna. (1998). Shaikshik Gyan Aur Varchasv. Delhi: Granthshilpi
Mascaro, Juan, (1965). The Upanishads. England: Penguin
Montessori, Maria. (2012). The Absorbent Mind. New Delhi: Aakar Books
Moore, T.W. (1974). Educational Theory: An Introduction. London: Routledge & Kegan Paul
Pathak, A. (2009). Recalling the Forgotten: Education and Moral Quest. Delhi: Aakar Books.
Plato. (2009). Reason and persuasion: Three dialogues (Chapter 6). In J. Holbo (Ed.), Meno: Reason, persuasion and virtue. Pearson.
Raja, Munis (1997), Shiksha Aur Vikas Ke Samajik Ayam, New Delhi, Granth Shilp.
Sabyasachi, B. (1997). The Mahatma and the poet: Letters and debates between Gandhi and Tagore. National Book Trust.
Tagore, R. (2003). Civilization and progress. In Crisis in civilization and other essays. New Delhi: Rupa & co.
Valerian Rodrigues. (2002). Democracy. In The essential writings of B. R. Ambedkar (pp. 60–64). New Delhi: Oxford University Press.
Valmiki, Om Prakash (2006, May-June), Hamari Shiksha Padhtti Avr Dalit, Shiksha Vimarsh.
Wilson, J and Cowell, Barbara. 1928. Taking Education Seriously. London: The Falmer Press
Woozley, A.D. 1949. Theory of Knowledge: An Introduction. London: Hutchinson’s University Library. (Hindi Translation: Gyanmeemansa Parichay Patna: Bihar Hindi Granth Academy)
C-9
Assessment and Learning
Unit-1
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vkdyu ds vk/kkj
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Basics of Assessment
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vk/kkjHkwr vo/kkj.kk,a % vkdyu] ewY;kadu] ekiu] ijh{k.k] ijh{kk] :ikarfjr ,ao lesfdr ewY;kadu
fofHkUu erksa ds vuqlkj vkdyu ds iz;kstu % O;ogkjoknh] lajpukoknh ] lkekftd&lkaLd`frd ikjkMkbeA
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Basic Concepts: assessment, evaluation, measurement, test, examination, formative and summative evaluation,
Purpose of assessment in different paradigms: (a) behaviourist (with its limited view on learning as behaviour), (b) constructivist paradigm and (c) socio-culturalist paradigm;
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Unit-2
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lh[kus dh izfØ;k ,oa vkDyu
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Assessement in the Process of Learning
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^lh[kus dk vkdyu^ vkSj ^lh[kus ds fy, vkdyu^ esa varj( f”k{k.k”kkL=h; fu.kZ; ysus ds fy, vkdyuA
lh[kus dh izfdz;k esa vkdyu % cnyrh vo/kkj.kk,a ,ao mudk fo”ys’k.k(Lkrr ,oa O;kid ewY;kadu dh vo/kkj.kk ,oa xzsfMax( vkdyu ds fy, fparu&euu ,oa yphykiu
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Distinction between 'assessment of learning' and 'assessment for learning'; assessment as a basis for taking pedagogic decisions
Assessment in the Process of learning: Change in concepts: Continuous and comprehensive assessment and grading; reflection, originality and initiative, flexibility.
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Unit-3
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vkdyu ds orZeku rjhdksa dk fo”ys’k.k
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Analyzing existing practices of Assessment
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orZeku esa izpfyr ewY;kadu ds rjhdksa ,ao ekU;rkvksa dk vkykspukRed leh{kk % lQy ;k foQy djus ds fy, ijh{kk( lkekftd ,oa lkaLd`frd inkuqdze cukus ds fy, ijEijkxr ijh{kk( fo|ky; ij ijh{kk&mUeq[k f”k{k.k dk izHkko( fofHkUu ijh{kk Lo:iksa tSls iz”uksÙkjh&izfr;ksfxrk] vksyafi;kM] vkfn dh vkykspukRed le>A
f”k{kkfFkZ;ksa ds lh[kus] eukscy ,oa vfLerk ij vkdyu ds orZeku rjhdksa dk izHkko] cPpksa dks ^rst^ ;k ^ean^ dgdj yscy djus dk xyr izHkko( izkFkfed Lrj ij ^uks fMVsU”ku ikWfylh^ dh vkykspukRed le>
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A critical review of current evaluation practices and their assumptions: examination for selection or rejection; role of traditional examinations in maintaining social and cultural hierarchy; impact of examination-driven teaching on school culture and on pedagogy; Content-confined testing; critique of prevailing quiz culture and popular tests such as ASSET and Olympiad; commercialization of testingA
Impact of the prevailing assessment practices on students’ learning, their motivation and identity; detrimental effects of labeling students as slow or bright or declaring them failures; perspective behind no-detention policy in elementary grades under RTE
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Unit-4
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vkdyu ds fofo/k vk;ke
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Various dimensions of Assessment
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ltZuoknh ifjizS{; esa lh[kus dh vo/kkj.kk dks izlkfjr djuk( vkdyu ds lwpdksa dk fodflr djus dh {kerk( vkdyu ds fy, dk;Z( izkstsDV] iznr dk;Z] iz”uksa dh le> tks f”k{kkFkhZ dks le> ldsA
lh[kus dh izfdz;k dk voyksdu % f”k{kdksa }kjk( f”k{kkFkhZ iksVZQksfy;ks dk fodkl( f”k{kd Mk;jh( lewg dk;Z(
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Expanding notions of learning in a constructivist perspective; ability to develop indicators for assessment; tasks for assessment: projects, assignments, formulating tasks and questions that engage the learner and demonstrate the process of thinking; scope for original responses,
Observation of learning processes by self, by peers, by teacher; organising and planning for student portfolios and developing rubrics for portfolio assessment, teachers’ diaries, group activities for assessment
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Unit-5
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d{kkd{k esa vkdyu
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Assessment in Classroom
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vkdyu ds vfuok;Z rRo ds :i esa QhMcSd dh vo/kkj.kk % f”k{kdksa ds QhMcSd ds rjhdsa( f”k{kkfFkZ;ksa ,oa vfHkHkkodksa dks QhMcSd( lgikBh QhMcSd ,oa xq.kkRed fo”ys’k.k
f”k{kkFkhZ ds fy, O;kid izksQkbZy dk fuekZ.k ,oa mldk v|ru
vkdyu esa vkusokyh pqukSfr;ka
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Feedback as an essential component of assessment; types of teacher feedback (written and oral); feedback to students and feedback to parents; peers’ feedback, scores, grades and qualitative descriptions,
Developing and maintaining a comprehensive learner profile;
Challenges of Assessment
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