Bhagwan Mahavir University

B.Ed. Curriculum

2 Year Course

1
 Bhagwan Mahavir University
Frame Work For B.Ed. Two Years Course

Total Working Days :-

Year Semester Days

First 01 100
02 100
Second 03 100
04 100
Total Days
400
Exclusive Admission & Examination

Total Working Hours :-

Each semester having 600 hours

So,(2 Years X 200 days X 6 Hours) = 2400 Hours

- There shall be at least two hundred (200) working days each year, exclusive
of the period of admission and examination.
- The institution shall work for minimum of thirty six hours in a week / six
days ( six hour per day ) during which physical presence of all the teachers
and B.Ed. student is necessary to ensure their availability for advice
guidance, dialogue and consultation as and when needed.

2
 Semester – 1

Credit Marks
Subject Subject Practical Theory Total Internal External Total
Code
101 1160201101 Childhood & 03 03 06 30 70 100
Growing Up
102 1160201102 Contemporary 03 03 06 30 70 100
India in
Education
EC 1160201103 Pedagogy of 02 02 04 15 35 50
To School
1160201106 Subject- 1
(Part-1)
EC 1160201107 Pedagogy of 02 02 04 15 35 50
To School
1160201111 Subject-2
(Part-2)
EPC- 1160201112 Reading and 01 - 01 - 50 50
1 Reflection on
Texts
1160201114 Micro Lesson 01 - 01 30 - 30
F.W. 1160201113 Field Work 03 - 03 - 20 20
15 10 25 120 280 400

(i) Theory :
10 credit has been allotted one credit is to be given to a trainee for his/her 24
hours attendance.
(ii) Practical :
15 credit has been allotted. 3 credit is for field work. 1 credit is for EPC-1, 1 credit
is for Micro teaching. Remaining. 10 credit is to be allotted by making trainee an
active participation in class room working. For this following methods/Teaching
can be utilized. Following list is suggestive Teacher can innovate new methods /
Techniques The purpose is to make trainee active in the class-room.
- Seminar - Workshop - Case Study discussion
- Group Discussion - Brain storming - Debate
(iii) Trainee has to give 6 lesson of micro teaching with minimum different four skill.
1 lesson having 5 marks.
Internal Marking: (Table-4)
Terminal Practical Term
Total
Examination Work Paper
Course 101,102
15 05 10 30
(each)
EC Part 1 & EC
07 03 05 15
Part 2 (each)
Micro Teaching 30

3
 Semester-2

Credit Marks
Subject Subject Practical Theory Total Internal External Total
Code
201 1160201201 Learning and
03 03 06 30 70 100
Teaching
202 1160201202 Assessment
03 03 06 30 70 100
for Learning
EC 1160201203 Pedagogy of
To school
02 02 04 15 35 50
1160201206 Subject-1
(Part-1)
EC 1160201207 Pedagogy of
To school
02 02 04 15 35 50
1160201211 Subject-2
(Part-2)
EPC- 1160201212 Drama and
2 Art in 02 - 02 - 50 50
Education
F.W. 1160201213 Field Work 01 - 01 - 20 20
1160201214 Observation
01 - 01 10 - 10
of lesson
1160201215 Viva 01 - 01 20 - 20
15 10 25 120 280 400

Theory :
10 credit has been allotted one credit is to given to a trainee for his / her 24
hour attendance.
Practical :
15 credit has been allotted. 1 credit is field work. Two credit is for EPC (2). 1
credit is for Viva. 1 credit is for Observation of lesson. Remaining 10 credit is to
be allotted by making trainee an active in classroom working. (for methods/
Techniques to the list give in sem-1 programme)

4
 Internal Marking Semester- 2 (Table-6)

Terminal Practical Term Paper Total

Exam Work
Course 201, 202 15 5 10 30
EC Part 1 & EC 03 02 Lesson 10 (5 15
Part 2 (each) in method-1
and 5 in
method-2)
Viva 20
Observation of 10
Lesson

Semester-3

Credit Marks
Subject Subject Practical Theory Total Internal External Total
Code
301 1160201301 Creating and
Inclusive 02 02 04 15 35 50
School
302 1160201302 Knowledge
and 02 02 04 15 35 50
curriculum
EPC- 1160201303 Critical
3 Understanding 02 - 02 - - 50
of ICT
EPC- 1160201304 Understanding
02 - 02 - 50 50
4 the Self
1160201305 School
Internship (7 50
10 - 10 20 100
Week) Lesson 30
Activities
1160201306 Project Work
cone in each
02 - 02 02 - 20
of the school
subject
1160201307 TLM
Cone in each
01 - 01 01 - 10
of the school
subject
21 04 25 110 170 330

5
 Theory
4 credit has been allotted. One credit is to be given to a trainee for his/ her 24 hour
attendance.

Practical
Total 21 credit has been allotted. 10 credit has been allotted Internship.
3 credit has been allotted for Project Work
2 credit has been allotted for TLM
2 credit has been allotted for Course 301
2 credit has been allotted for Course 302
Making trainee an active participation in classroom working

Internal Marking :
Term
Internal Practical Total
Paper
301 & 302 07 03 05 15
School Internship
50
Lesson
Activities
30

Distribution of Marks in Internship (Sem-3)

Semester III Total Marks 100

No. of Lesson-37
Marks of Lesson 70 (50 Internally + 20 Externally)
Activities : 30 Marks
Logbook : 10
Cultural Programme : 10
Lesson Observation : 10
(Peer Lesson 25 + Teacher 10)

Distribution of Marks in Internship Lesson

Sem-III (Total Lesson-37)

35- Lesson Observe 2 Lesson observe 2 Lesson observe
internally Externally Externally
33 Lesson 2 Lesson by College 2 x 10 = 20 Marks
6
 By School Teacher Teacher
33 x 10 = 330 2 x 15 = 30 20 Marks
360 converted = 360
360 converted to 50
50 Marks Internal 20 Mark External

Semester-4

Credit Marks
Subject Subject Practica Theor Tota Interna Externa Tota
Code l y l l l l
401 1160201401 Gender School
02 02 04 15 35 150
And Society
EC Optional Course
1160201402 (1) Population
Education
1160201403 (2) Environme
ntal
Education
1160201404 (3) Value
Education
02 02 04 15 35 50
1160201405 (4) Health &
Physical
Education
1160201406 (5) Education
al and
Mental
Measurem
ent
1160201407 School Internship
50
(8 Week) lesson 12 - 12 30 100
20
activities
1160201408 Annual Lesson 02 - 02 100 - 100
1160201409 Action Research 02 - 02 - 20 20
Viva 01 - 01 - 10 10
21 04 25 200 130 330

Theory
04 credit has been allotted. One credit is to be given to a trainee for his / her
Practical :
Total 21 credit has been allotted.12 credit has been allotted for Internship.
2 credit has been allotted for Annual Lesson.
1 credit has been allotted for Viva.
2 credit has been allotted for 401
2 credit has been allotted for EC and
2 credit has been allotted for Action Research

Internship Marking for course

7
 Internal Practical Term Paper Total
401, EC 07 03 05 15
Internship (8 - - - 50
Week) Lesson 20
Activities

Distribution of Marks in Internship

Semester-IV Total Marks 100

No. of Lesson :39
Marks of Lesson : 80 ( 50 Internally + 30 Externally)
Activities : 20 Marks
Log Book : 05
Social Service : 05
Lesson Observation : 10
(Peer Lesson 30 + Teacher 10)

Distribution of Marks in Internship Lesson

Sem-IV (Total Lesson-39)

37- Lesson Observe internally 2 Lesson observe
Externally
33 Lesson 2 Lesson by College 4 x 10 = 40 Marks
by School Teacher Teacher
33 x 10 = 330 2 x 15 = 30 40 converted to 30
330 + 30 = 360
360 converted Internal 30 Marks External

Distribution of Credit (Semester: 1 to 4)

Semester Theory Practical Total

Semester-1 10 15 25
Semester-2 10 15 25
Semester-3 04 21 25
Semester-4 04 21 25

8
 Format of Question Paper for B.Ed Course

Total Unit-4

Time: 3 Hour Total Marks: 70

Que-1 (A)
Answer the following question in one 08
sentence: (02 Questions from each unit)
(B) Answer the following question in 40 to 50
words (Any Six out of eight) (02 Questions 12
from each unit)

Que-2
Unit-1 Answer the following question 10
Or
Answer the following question 10
Que-3 Answer the following question 10
Unit-2 Or
Answer the following question 10
Que-4 Answer the following question 10
Unit-3 Or
Answer the following question 10
Que-5 Answer the following question 10
Unit-4 Or
Answer the following question 10
Que-6 Answer the following question 10
(on the basis & application of knowledge in
the context of field work or above unit 1 to 4)

Format of Question Paper for B.Ed Course

Total Unit-02

Time: 2 Hour Total Marks: 35

Que-1
(A) Answer the following question in one 04
sentence: (02 Questions from each unit)
Answer the following question in 40 to 50
(B) words (Any three out of four) (02 Questions 06
from each unit)

Que-2
Unit-1 Answer the following question 10
9
 Or
Answer the following question 10
Que-3 Answer the following question 10
Unit-2 Or
Answer the following question 10
Que-4 Answer the following question 10
(on the basis & application of knowledge in
the context of field work or above unit 1 to 2)
Standard of Passing the Semester Examinations

A candidate, who fails in a semester examinations shall be exempted from re-

appearing in the paper(s) in which he may have obtained at least 40% marks. Such a
candidate shall be allowed to appear, for passing in the remaining paper(s), only at the next
respective semester examinations.

Semester Promotion

(a) A candidate who has appeared an failed or having been eligible but did not appear
in the and term semester examination shall be promoted to the next higher
semester.
(b) The candidate will get automatically promoted to the higher semester. But he/she
is required to passed complete course in n+4 semesters, where n is the actual
duration of the programme.

Criterion for Awarding Grading System

1. The criterion for Awarding the semester Grade Point Average(SGPA) and Cumulative
Grade Point Average(CGPA) for B.Ed Programme as followes.
(a) The criterion for passing in a subject is that a Student should secure minimum
40% marks in individual paper.
(b) The formula of 10 point Grading System for Convertion marks obtained in to
Letter Grades and Converting Letter Grades to Grade Point is given bellow:

Marks Letter Grade Grade Points

91-100 O(outstanding) 10
81-90 A+(Excellent) 9
71-80 A(Very Good) 8
61-70 B+(Good) 7
51-60 B(Above Average) 6
46-50 C(Average) 5
40-45 P(Pass)* 4
0-39 F(Fail) 0
- AB(Absent) 0

10
 Bhagwan Mahavir University, Vesu, Surat
Shikshan Bharti College of Education
College Code – 16
B.Ed. Syllabus
First Year
Semester-1
101 Childhood and Growingup (1160201101)
102 Contemporery Indian & Education (1160201102)
EC Pedagogy of School Subject-1 (Part-1)
- Gujarati (1160201103)
- English (1160201104)
- Economics (1160201105)
- Science & Technology (1160201106)
EC Pedagogy of School Subject-2 (Part-2)
- Hindi (1160201107)
- Social Science (1160201108)
- Elements of Accoutancy (1160201109)
- Mathematics (1160201110)
- Sanskrit (1160201111)
EPC-1 Reading and Reflecting on Texts (1160201112)
* Field Work (1160201113)

11
 101 – Childhood and growing up (1160201101)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70
Objectives:

1. Understand the role of educational psychology and child psychology in teaching

learning process.
2. To be familiar with the different stages of growth and development.
3. To understand the adolescence with reference to different social, economical and
cultural conditions.
4. Develop understanding for different aspects of individual differences among children
5. Understand psychological meaning of personality and acquire applied understanding
about its principles.
6. Understanding about adjustment.
7. Development understanding for defence Mechanism.

Unit : 1 Understanding of Education Psychology, child psychology and Growth and

development.

1.1 Education Psychology : Meaning, concept nature and utility in education

1.2 Child psychology : Meaning, concept, nature and utility in education
1.3 Growth and development : concept, difference, affecting factor
( Heredity and environment, physical, mental, emotional)
1.4 Principles of development
Unit-2 Adolescence : Understanding & Guidance
2.1 Adolescence : meaning and concept, characteristics
2.2 Specialities of Adolescence
2.3 Needs of Adolescence
2.4 Problems of Adolescence & its remedies.
Unit-3 Personality and Individual Differences
3.1 Personality : Meaning, concept, and effective factors.
3.2 Types of personality
3.3 Individual differences : Meaning, nature and types.
3.4 Factors responsible for individual difference
Unit : 4 Adjustment and defence Mechanism.
4.1 Adjustment : concept, characteristics of well adjusted and mal-adjusted person.
4.2 Defence Mechanism : Meaning, Concept, Defence Mechanism (Rationalization ,
Identification, Sublimation, Compensation, Day dreaming or fantasy,)
4.3 Frustration : Meaning and types, effect, Mitigation
4.4 Conflict : Concept and types.

12
Practical Work :
(1) To Study the application of psychology in the development of a child.
(2) To Study the practical use of educational psychology.
(3) To Study the practical use of child psychology
(4) Study the students of class from one school regarding growth and developments.
(5) Study the problems of adolescents.
(6) Identify the individual difference between a student-teacher and his/her friend and
parents responsibility for it.
(7) Study the book ‘Divaswapna’ written by Gijubhai Badheka.
(8) Study the book ‘Totto chan’.

Field Work
1. Visit and study the Aaganvadi
2. Visit the centre that gives educational guidance and counselling and prepare a report
on that.
3. Study the problems of adolescents of slum area of city and find out the possible
solutions.
4. Comparative study of adolescence of village and city regarding their economical,
social and educational problems.
5. Study & visit of a psychology laboratory and prepare a report on that.
6. Study & visit of a psychology laboratory and prepare a report on that.
7. Study of facilities and organisation of the guidance and counselling for adolescent s
at schools.
8. Study the use of mobile and internet have adolescents

Reference :

Aggarwal, J.C.(2004) Essential of Educational Psychology. Vikas

Publishing House Pvt Ltd, New Delhi.

Bhatia & Bhatia(2006). A Textbook of Educational Psychology, Doaba

House, Delhi.
Bhatnagar, S. & Saxena A. (2004) Advanced Educational Psychology.
Third Edition Surya Piblications, Meerut.
Kundu, C.L. & Tutoo, D.N.(2011).Educational Psychology. Streling
Publishers Private Limited, New Delhi.
Kuppuswamy,B.(2010) Advanced Educational Psychology. Sterling
Publishera Private Limited, New Delhi.
Mangal, S.K.Advanced Educational Psychology, Second Edition,
Prentice Hall of India Private Limited, New Delhi.

13
 101 – biLpN an[ biLuC[r (1160201101)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70

h[t&ai[
ai[ :

p\(SxNiY)<
(SxNiY)<ai[ ....
....

1. S]x(Nk mni[(vXin an[ biLmni[(vXinn) a¹yyn-a¹yipn p\(k|yimi> B*(mkin) smj m[Lv[.

2. vZ(Û an[ (vkisni (v(vF tbÊiai[ni[ p(rcy m[Lv[.
3. (v(vF simi(jk, ai(Y<k, si>AkZ(tk, p(r(AY(tai[ni p(rp[\Èymi> t$NivAYin) smj p\i¼t krv).
4. (vwiY)<ai[mi> Äy(ktgt tfivti[ni (v(vF pisiai[ smj[.
5. Äy(ktRvn) mni[v]Xi(nk aY< jiN) t[ni (sÛi>ti[n) smj m[Lv[.
6. an&k*lnn) smj k[Lv[.
7. bcivp\y&(ktai[ (vS[ jiN[.

a[km : 1 S]x(Nk mni[(vXin, biLmni[(vXin an[ vZ(¹F an[ (vkisn) smj

1.1 S]x(Nk mni[(vXin : aY<, s>kÃpni, Av$p an[ (SxNmi> upyi[g.

1.2 biLmni[(vXin : aY<, s>kÃpni, Av$p an[ (SxNmi> upyi[g.
1.3 vZ(¹F an[ (vkis : s>kÃpni, tfivt an[ asr krti p(rbLi[ { virsi[ an[ vitivrN; Sir)(rk, min(sk an[
si>v[(gk}
1.4 (vkisni (s¹Fi>ti[.

a[km :2 t$NivAYi : smij an[ mig<dS<n

2.1 t$NivAYi : aY< an[ s>kÃpni, lxNi[
2.2 t$NivAYin) (vS[Ptiai[.
2.3 t$NivAYin) j$r)yiti[
2.4 t$NivAYin) smAyiai[ an[ t[ni upiyi[.
a[km: 3 Äy(ktRv an[ Äy(ktgt tfivti[
3.1 Äy(ktRv : aY<, s>kÃpni an[ asr krti p(rbLi[
3.2 Äy(ktRvni[ p\kir
3.3 Äy(ktgt tfivti[ : aY<, Av$p, p\kir
3.4 Äy(ktgt tfivt pr asr krti p(rbLi[ an[ Äy(ktgt tfivtni S]x(Nk f(ltiYi[<.
a[km : 4 an&k*ln an[ bciv p\py&\y(& ktai[
4.1 an&k*ln: s>kÃpni, an&k*(lt Äy(ktni lxNi[ an[ prin&k*(lt Äy(ktni lxNi[.
4.2 bciv p\y&(ktai[ : s>kÃpni, bciv p\y&(ktai[, yi](ktk)krN tidiRmy, U¹v)<krN, x(tp*(t<,
(dviAv¼n.
4.3 v]fÃy : aY<, p\kir, v]fÃyn) asri[, v]fÃySmn
4.4 s>GP< : s>kÃpni, p\kir

p\iyi[
iyi[(gk kiy< :
1. biLkni GDtrmi> mni[(vXinni (v(nyi[gni[ a¿yis.
2. S]x(Nk mni[(vXinni[ Äyvhirmi> (v(nyi[gni[ a¿yis
3. biL mni[(vXinni[ Äyvhirmi> (v(nyi[gni[ a¿yis
4. SiLini ki[e a[k vg<ni (vwiY)<ai[n) vZ(Ú an[ (vkisni[ a¿yis.
5. t$NivAYin) smAyiai[ni[ a¿yis.

14
6. (vwiY)<-(Sxk an[ t[ni (m#ii[mi> ji[vi mLti Äy(ktgt tfivti[ ai[LK[ an[ t[ni miT[ni jvibdir p(rbLi[n)
yid) bniv[.
7. (vwiY)<ai[ oiri upyi[gmi> l[vit) bciv p\y&(ktai[n) yid) bniv) t[ni kirNi[ni[ a¿yis.
8. g)j&Bie bF[kini p&Atk ‘(dviAv¼n’ni[ a¿yis
9. ‘ti[ti[cin’ p&Atkni[ a¿yis

x[#ikiy< :

1. ai>gNviD)n) m&likit an[ a¿yis.

2. S]x(Nk an[ Äyvsi(yk slih an[ mig<dS<n aipvi k[ºWn) m&&likit an[ a¿yis
3. Alm (vAtirni t$Ni[n) smAyiai[ni[ a¿yis.
4. Sh[r) an[ g\iÀy (vAtirni t$Ni[n) ai(Y<k,simi(jk an[ S]x(Nk smAyiai[ni[ a¿yis.
5. ki[E a[k mni[(vXinn) p\yi[gSiLini[ a¿yis
6. ki[E a[k Fi[rNni biLki[ miT[ mni[v]Xi(nk ksi[T)n) ajmiyS
7. SiLimi> t$Ni[n[ slih an[ mig<dS<nn) s&(vFiai[ a¿yis
8. t$Ni[ oiri Yti mi[biEl an[ EºTrn[Tni upyi[gni[ a¿yis
s>dB< :
- a¹yipn mni[(vXinmi> (dSiai[: (vkis, (SxN p\(k\yi an[ mi(ht) T[kni[li[J l[Kk : Diƒ.nn&BiE
a[s. di[>gi, p\kiSn: (nJjn siyki[ s[ºTr, rijki[T
- a¹yyn-a¹yipn p\(k\yi, l[Kk:Diƒ.mi[t)BiE pT[l an[ s¿yi[. p\kiSk : b).a[s.Sih p\kiSn,
amdivid
- S]x(Nk mni[(vXin. l[Kk : nT&BiE p).rivl p\kiSn : n)rv p\kiSn, amdivid
- a¹y[tin) smj a>g[n&> mni[(vXin, l[Kk: Diƒ.nn&BiE
a[s. di[>gi, p\kiSn: vi(rP[N p\kiSn, amdivid.
- a¹yyn-a¹yipn p\(k\yi: Diƒ.r(vºW a>Fir)yi. p\kiSn : vi(rP[N p\kiSn, amdivid.
S]x(Nk mni[(vXin : Diƒ.g&Nv>t Sih. p\kiSn : y&(nv(s<T) g\>Y(nmi<N bi[D<, amdivid.
-Aggarwal, J.C.(2004) Essential of Educational Psychology. Vikas
Publishing House Pvt Ltd, New Delhi.
-Bhatia & Bhatia(2006). A Textbook of Educational Psychology, Doaba
House, Delhi.
-Bhatnagar, S. & Saxena A. (2004) Advanced Educational Psychology.
Third Edition Surya Piblications, Meerut.
-Kundu, C.L. & Tutoo, D.N.(2011).Educational Psychology. Streling
Publishers Private Limited, New Delhi.
-Kuppuswamy,B.(2010) Advanced Educational Psychology. Sterling
Publishera Private Limited, New Delhi.
- Mangal, S.K.Advanced Educational Psychology, Second Edition,
Prentice Hall of India Private Limited, New Delhi.

15
 102 Contemporary Education in India (1160201102)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70
Objectives :
Trainees....
1. To enable the ancient and prevailing secondary education training of india.
2. Develop an understanding of te main philosophical ideology.
3. To acquaint education philosopher and the principles of education.
4. Be aware of the values contained in the Indian constitution.
Unit – 1 : Ancient education and prevailing secondary education training in india
1.1 Education in india during the vedic period : Meanng, objectives of education,
Education system, curriculum, featyres, teacher-student relationship and educational
institutions.
1.2 Education in india durig the Buddhist Period : Level of education, Featyres,
Education system, Evaluation procedure, the main center of education, the
difference between vuddhist and vadic education.
1.3 Secondary Education Training : Pre-Service and in service Teacher training
meaning, important, programme problems and solutions to make it effective.
1.4 Contribution of Bhagwad Gita of various religions in human upliftment.
Unit-2 The main philosophical Idealogy
2.1 Idealism : The concept of the ultimate truth of universe, educational objective,
curriculum, educational, discipline, educational important.
2.2 Naturalism : The concept of the ultimate truth of universe, educational objective,
curriculum, educational, discipline, educational important.
2.3 Realism : The concept of the ultimate truth of universe, educational objective,
curriculum, educational, discipline, educational important
2.4 Pragmatism: The concept of the ultimate truth of universe, educational objective,
curriculum, educational, discipline, educational important
Unit-3 Educational Philosopies
Education thinkers & their contribution in the formulation of the
principal of Education
3.1 Mohandas Karamchand Gandhi
3.2 Swami Vivekananda
3.3 John Dewey
3.4 Jean Jacques Rousseay
Unit-4 Values in Indian Constitution
4.1 Study of preamble of constitution- study of values in the constitution : Freedom,
Equality, Brotherhood and Justice
4.2 Fundamental Rights and Duties of citizens according to constitution.
4.3 Study of guiding principles in the constitution for formulating the state policy.
4.4 Factors ressting democrasation of education study of Inequality, Discriminations and
Marginialism (In the context of constitutional values) and the role of teacher in
removing them.

16
Practical Work
1. Comparative study of the teaching of the Vedic period and the Buddhist period.
2. A comparative study of pre-service and in-service teacher traning.
3. A comparative study between Idealism and Naturalism.
4. A comparative study of realism and pragmatism.
5. Discuss the contribution of education thinkers in education.
Field Work
1. Study of problems facing in-service teacher training. (social, economic, family).
2. Study of the relevance of Gandhi Vichar Dhara in the present times.
3. A study of the impact of swami Vivekananda Ideas on the younger generation.
4. Study of values derived from various subjects.
5. To study inequality discrimination and deprivation in Indian society.
6. A study of the Idealistic School.
7. The society of the needs in the prevailing teaching of naturalism.
8. To study the educational system curriculum discipline in the context of contemporary
pragmatism.
Reference :
1. gi[(hl,j[.p). an[ aºy{2010}. “(vkismin Birt)y smijmi> (Sxk” amdivid: ami[l/vi(rP[N p\kiSn.
2. rivl,a[n.v). an[ aºy {2007}. “(vkismin Birt)y smijmi> (SxN” amdivid:n)rv p\kiSn
3. kipD)ai, a[.a[m.{2019}. “si>p\t Birt an[ (SxN” amdivid:ami[l p\kiSn
4. ji[P),a[m.a[l. an[ aºy{2003}. “(vkismin Birt)y smijmi> (Sxk” amdivid: anDi p\kiSn
5. “Philosophical and Sociological Foundating of Education” Manjy Mishra(2007). Alfa
Piblishing, New Delhi.
6. Chaube, S.P. (2013) “ Philosophical and Sociological Foundating of Education Agra,
Agrawal Publications.
7. Bhatia, K.K. “Philosophical and Sociological of Education , Ludhiana : Tandon
Publications.
8. http://www.right to food campaing (s&(p\m ki[T< jjm[ºT}
9. RTE Act(2009)
10. Constitution, Preamle, Fundamental Rights and Duties of citizen and the directive
principles of state policies.

17
 102 si>p\t Birtmi> (SxN (1160201102)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[n[.........
1. Birtn) p\ic)n an[ vt<min mi¹y(mk (SxN - p\(SxN miT[ sxm bnivvi.
2. m&²y ti(_vk (vcirFiri a>g[ smj k[Lv[.
3. (SxN (c>tki[ an[ (SxNni (soi>ti[ a>g[ vik[f krvi.
4. Birt)y s>(vFinmi> smi(vOT m*Ãyi[Y) avgt Yiy.
a[km : 1 Birtmi> p\ p\ic)n
ic)n (SxN an[ p\p\vt<
vt<min mi¹y(mk (SxN-
(SxN-p\(SxN
(SxN
1.1 v](dkkiL dr(myin Birtmi> (SxN : aY<, (SxNni uÑ[Æyi[, (SxN ÄyvAYi, a¿yisk\m (vS[Ptiai[, g&@-(SOy
s>b>F an[ (SxN s>AYiai[
1.2 bi]¹okiL dr(myin Birtmi> (SxN : (SxNn&> Atr, (vS[Ptiai[, (SxN p\Nil), m*Ãyi>knkiy< po(t, (SxNni
m&²yk[ºW, bi]o an[ v](dk (SxN vµc[ni[ B[d
1.3 mi¹y(mk (SxN-p\(SxN : p*v< s[vikil)n an[ s[vikil)n (Sxk-p\(SxN aY<, agRyti kiy<k\mi[, smAyiai[ an[
t[n[ asrkirk bnivvini upiyi[.
1.4 (v(vF Fmi[<mi> Bgvd`g)tini[ minvuºn(_imi> fiLi[
a[km : 2 m&²y ti(_vk (vcirFiriai[
2.1 aidS<vid : sZ(OTni a>(tm sRy (vS[ni[ ²yil, S]x(Nk ¹y[yi[,
a¿yisk\m, S]x(Nk po(t, (SAt, S]x(Nk f(ltiYi[<.
2.2 p\kZ(tvid : sZ(OTni a>(tm sRy (vS[ni[ ²yil, S]x(Nk ¹y[yi[,
a¿yisk\m, S]x(Nk po(t, (SAt, S]x(Nk f(ltiYi[<.
2.3 viAtvvid : sZ(OTni a>(tm sRy (vS[ni[ ²yil, S]x(Nk ¹y[yi[,
a¿yisk\m, S]x(Nk po(t, (SAt, S]x(Nk f(ltiYi[<.
2.4 Äyvhirvid : sZ(OTni a>(tm sRy (vS[ni[ ²yil, S]x(Nk ¹y[yi[,
a¿yisk\m, S]x(Nk po(t, (SAt, S]x(Nk f(ltiYi[<.
a[km : 3 (SxN (c>tki[ an[ (SxNni (soi>ti[ni GDtrmi> t[mni[ fiLi[
3.1 mi[hndis krmc>d gi>F)
3.2 Avim) (vv[kin>d
3.3 ¶hi[n Dy*E
3.4 (jn j[k $si[
a[km : 4 Birt)y b>FirNmi> smi(vOT m*Ãyi[
4.1 b>FirNmi> aim&Kni[ a¿yis - b>FirNni m*Ãyi[, Avt>#iti, sminti,
b>F&ti an[ ºyiyni[ a¿yis
4.2 b>FirN an&sir nig(rki[ni m*LB*t hÊi[ an[ frji[
4.3 b>FirNmi> ri¶y {State} n) n)(t GDtr miT[ni mig<dS<k (soi>ti[ni[ a¿yis
4.4 (SxNni li[kSih)krNn) AYipnini avri[Fk p(rbLi[ : asminti,
B[dBiv an[ v>(cttini[ a¿yis { b>FirNni jntini m*Ãyi[ni s>dB[<}
an[ t[ d*r krvimi> (Sxkn) B*(mki
p\iyi[
iyi[(gk kiy< :
1. v](dkkiL an[ bi]okiL (SxNni[ t&lniRmk a¿yis.
2. p*v< s[vikil)n an[ s[vikil)n (Sxk- p\(SxNni[ t&lniRmk a¿yis krvi[.
3. aids<vid an[ p\kZ(tvid vµc[ni[ t&lniRmk a¿yis.
4. viAtvvid an[ Äyvhirvid vµc[ni[ t&lniRmk a¿yis.
5. (SxN (c>tki[ni[ (SxNmi> yi[gdin a>g[ cci<. { mi[hndis krmc>d gi>F), Avim) (vv[kin>d, (jnj[k $si[, jhi[n
Dy*E}

18
(fÃD vk< :
1. s[vikil)n (Sxk-p\(SxNn[ nDt) (v(vF smAyini[ a¿yis. {simi(jk, ai(Y<k, ki]T&>(bk}
2. p\vt<min smymi> gi>F) (vcirFirin) p\At&ttini[ a¿yis.
3. Avim) (vv[kin>dni (vciri[Y) y&vi p[Q) pr Yt) asri[ni[ a¿yis krvi[.
4. (v(vF (vPyi[mi>Y) (nOpºn Yti m*Ãyi[ni[ a¿yis.
5. Birt)y smijmi> asminti, B[dBiv an[ v>(cttni[ a¿yis { (Sxkn) B*(mki}
6. aidS<vid) SiLi a[k a¿yis
7. pkZ(tvidn) p\vt<min (SxNmi> j$(ryiti[ni[ a¿yis.
8. si>p\t smymi> Äyvhirvid s>dB[< S]x(Nk po(t, a¿yisk\m an[ (Sat a>g[ni[ a¿yis.
ni[>F : upr dSi<v[l p\iyi[(gk kiyi[<, p\vZ(_i an[ x[#ikiyi[<n) yid) s*cn tr)k[n) C[ til)miY)<ai[ a¹yipki[ni sj<niRmk
mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#ikiyi[< hiY Fr) Sk[ C[.

s>dB< g\
g\>Yi[ :
- gi[(hl,j[.p). an[ aºy{2010}. “(vkismin Birt)y smijmi> (Sxk” amdivid: ami[l/vi(rP[N p\kiSn.
- rivl,a[n.v). an[ aºy {2007}. “(vkismin Birt)y smijmi> (SxN” amdivid:n)rv p\kiSn
- kipD)ai, a[.a[m.{2019}. “si>p\t Birt an[ (SxN” amdivid:ami[l p\kiSn
- ji[P),a[m.a[l. an[ aºy{2003}. “(vkismin Birt)y smijmi> (Sxk” amdivid: anDi p\kiSn
- “Philosophical and Sociological Foundating of Education” Manjy Mishra(2007). Alfa
Piblishing, New Delhi.
- Chaube, S.P. (2013) “ Philosophical and Sociological Foundating of Education Agra,
Agrawal Publications.
- Bhatia, K.K. “Philosophical and Sociological of Education , Ludhiana : Tandon
Publications.
- http://www.right to food campaing (s&(p\m ki[T< jjm[ºT}
- RTE Act(2009)
- Constitution, Preamle, Fundamental Rights and Duties of citizen and the directive
principles of state policies.

19
 EC – Sil[y (vPyi[n&> a¹yipnSiA#i-
a¹yipnSiA#i-1

s[m[ATr-
Tr-1
g&jrit) (1160201103)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :

p\(SxNiY)<
(SxNiY)<ai[...

1. mitZBiPin&> mh_v smj[.

2. Fi[rN-6 Y) 12 mi> smi(vOT g&jrit) BiPini Av$pi[ an[ si(hRyY) p(r(ct Yiy.
3. mitZBiPi (SxNni ki]SÃyi[ k[Lv[.
4. mitZBiPi (SxNn) pÛ(tai[ an[ p\y&(ktai[ jiN[
5. mitZBiPi (SxNn) m*Ãyi>kn p\(v(Fai[Y) p(r(ct Yiy.
6. mitZBiPi (SxNmi> sj<niRmkti k[Lv[.
7. mitZBiPi (SxNmi> ÄyikrN (SxNn) smj k[Lv[.

a[km :1 mitZBiPin&> mh_v, aiyi[jn h[t&ai[ an[ (SxN

1.1 mitZBiPi : s>kÃpni, mh_v, up[xi, upiyi[

1.2 mitZBiPi (SxNni simiºy an[ (v(SOT h[t&ai[ : aY< an[ tfivt
1.3 tis aiyi[jn an[ a[km aiyi[jn : s>kÃpni, mh_v, si[pini[
1.4 mitZBiPimi> gw, pw, ÄyikrN (SxN : aY<, h[t&ai[, mh_v, upiyi[

a[km:-
m:- 2 si(hRy sj<k, Av$p an[ ÄyikrN (SxN
2.1 si(hRy sj<ki[ : nr(s>h mh[ti, dyirim, p\[min>d
2.2 si(hRy Av$p p(rcy {ud`Bv, p\kir, lix(Nktiai[} :
nv(lki, ai²yin, gzl
2.3 l[Kn (SxN : (nb>Fl[Kn, ah[vil l[Kn
2.4 ÄyikrN (SxN : C>d, kZd>t
p\iyi[
iyi[(gk kiy< :
1. Fi[rN-6 Y) 12 n) ÄyikrNn) b&kmi>Y) dr[k ÄyikrNni (vPyn) Äyi²yiRmk ni[>F an[ t[ni pi>c udihrNi[n) ni[>F
kr[.
2. Fi[rN-6 Y) 12 mi> aivti gw l[Kki[ p]k) ki[epN a[k l[Kk (vS[ni Jvn-kvn (vS[ eºTrn[T k[ s>dB<g\>Yi[n) mdd
le mi(ht) t]yir kr[.
3. ki[epN a[k gw l[Kkni p&Atkn) sm)xi kr[.
4. mitZBiPi a¹yipn pÛ(tSiA#ini ki[epN a[k a[km pr PPT t]yir krv).
5. ki[epN b[ (nb>F an[ ah[vil l[Kn mi](lk r)t[ t]yir krvi.
6. mitZBiPi ki]SÃyi[ pr (v(vF p\vZ(_iai[ kriv) a[n) ni[>F t]yir krv).

ni[>F : upr dSi<v[l p\iyi[(gk kiyi[< p\vZ(_iai[ an[ x[#ikiyi[<n) yid) s*cn tr)k[n) C[. til)miY)<ai[ a¹yipki[ni
sj<niRmk mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#ikiy< hiY Fr) Sk[ C[.

s>dB< g\
g\>Yi[

1. pT[l mi[t)Bie m. an[ aºy {1989} g&jrit) a¹yipn p(rS)ln, {b)J aivZ(_i}, amdivid : b). a[s.Sih
p\kiSn.
20
2. gim)t D).a[m. {2013}. g&jrit) pÛ(t an[ (vPyvAt& {p\Ym aivZ(_i}, (dÃh) : a[m. a[n.a[s. p(¾lk[Sn hius.
3. pT[l J.v). {2013} g&jrit) pÛ(t an[ (vPyvAt& {p\Ym aivZ(_i}, (dÃh) : a[m. a[n.a[s. p(¾lk[Sn hius.
4. Fi[rN 6 Y) 12 ni g&jrit) {p\Ym BiPini } piqy p&Atki[ an[ ÄyikrNni p&Atki[, gi>F)ngr : g&jrit rijy SiLi,
piqp p&Atk m>DL ‘(vwiyn’ s[kTr 10 a[.
5. ~) nT&Bie v). rivl an[ aºy {2007}, g&jrit)n&> (vPyvAt&, amdivid : n)rv p\kiSn
6. Diˆ. j[.p). gi[(hl an[ aºy {2010} g&jrit)n&> a¹yipn SiA#i, amdivid : ami[l an[ vi(rP[N p\kiSn

21
 EC- Pedaogy of School Subject : 1
Semester-1
English (1160201104)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives

Student-Teachers will be able…..

1. To understand the nature, characteristic and importance of ELT.

2. To understand the concepts of functional English, ELT, Communicative approaches &
method.
3. The trainees apply functional English and communicative approach to teach English
4. To develop a formal and functional knowledge of some elements of English grammar.
5. To develop competence in both spoken and written English.

Unit – 1 English & Approach

1.1 EFL, ESL, Functional English& ELT

1.2 English language: Nature, characteristics and Importance.
- Present position of teaching and learning English in Guajarati
1.3 Approaches and method of ELT
- Communicative approach
- Direct method

(Meaning principles, activities, materials, evaluation, benefit and limitation)

1.4 Techniques in English

- Questioning, pair work, dramatization, language games, story telling,
discussion.

Unit-2 Details Study of grammar and textual lessons

2.1 grammar in use
- Language functions and their grammatical points
- Model auxiliaries
- Parts of speech
- Type of sentences, transformation synthesis
2.2 Detailed study of present textual lessons of standard 7, 8 (S.L., Sem-1, 2)
- Prose
- Poetry
- Supplementary Readings

2.3 grammar in context

- Phrase, preposition
- Punctuation
- Question tag
2.4 Teaching of composition
- guided
- Free composition
22
 - Formal and informal writings (letter application, c.v.)
- Report Writing, story writing
Practicum

1. Prepare a questionnaire to know the views of teacher for the text book of std 8 to 10.
2. Detailed study on approaches in English language teaching.
3. Celebrate ‘English day ‘in a school and prepare report on that.
4. Visit any ‘spoken English classes’ / ‘scope centre’ and review the course.
5. Study the syllabus of English of different boards ( Gujarat/CHSE/ICSE )
6. Collect activities / stories / poems / games / rhymes / exercises to teach different
functions.
7. Conduct an interview with an English teacher to know the difficulties faced by the
teacher in the classroom.
8. Prepare a list of magazine used in English language teaching and review one of them.
9. Collect ten audio / video helpful in English language teaching at schools.
10. Collect ten examples of grammar in context / use from English text book 6 to 8 class
and do group discussion.

Reference :

- Teach English : A Training Course for teachers, Adrian Doff – Cambridge; New York
: Cambridge University Press, 1989.
- Methods of Teaching English, Lalitha Krishnaswamy & N Krishnaswamy, Macmillan
India Limited,
- Teaching of English, Y.K.Singh, APH Publishing Corporation, New Delhi, 2005
- Approaches and Methods in Language Teaching, By Jack C. Richards & Theodore S.
Rodgers, Cambridge University Press, 2001.
- Teaching Foreign-Language Skills Wilga M.Rivers, The Uninersity of Chicago Press
Books, USA, 1981
- English language teaching; Approaches, Methods and Techniques, Geetha Nagaraj,
Orient Longman Pvt.Ltd., Hyderabad, 2005
- https://aguswuryanto.files.wordpress.com/2008/09/approaches-and-methods-
inlanguage teaching.pdf
- www.bririshcouncil.org
- http://www.splendid-speaking.com

23
 EC- Pedaogy of School Subject : 1
Semester-1
Economics (1160201105)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :
Trainees :
- To Clarify the economical concepts and to be ready to use them
- To understand the effect of economy on day wise incidences of person.
- To be ready to practice the responsibilities of teacher by knowing them
- To develop scientific approach regarding various economical problems.
Unit-1 Commencement (Begining) of economics
1. Economics : A. Meaning & Concept
B. Importance of economics ubject at higher secondary level
C. Teaching economics: objectives purpose, values
D. Field of economics
2. Lesson planning : Meaning, Importance, steps
A. Stray Lesson
B. Unit Lesson
C. Difference between Stray Lesson & Unit Lesson
D. One model lesson plan for any one topic
3. Co-rrelation in Economics :
A. Meaning & Importance
B. Co-rrelation of economics with geography & mathematics
4. Teacher of Economics :
A. Quality, duties, planning for professional development
B. Research as a Teacher’s work :
Action Research
Unit-2 Concepts of Demand, Supply, Revenue & Expenditure
A. Demand & Supply : Factors afferting Rule, exceptions
B. Concept of Revenue & Expenditure : Various concept of expenditure
- Classification of production costs
- Concept of Revenue
2. Market & Indian Economy :
A. Market : Meaning, Components, classification
B. Indian economy : Ancient India
: India’s economy before
: India’s economy after independence
24
 : Characteristics of developing Indian conomy
3. Economice Growth & Development, Money & Inflation :
A. Difference between Growth & Development
B. Money & Inflation : Meaning
: Types of Money
: Reasons cause of inflation
C. Bank : Meaning, Types
4. Indian economics problems :
A. Poverty-Meaning & indicators, Nature
B. Unemployment-Meaning & Types, (Reasons), Causes, plans
C. Population – Meaning, Causes, Remedies

Practicum :

1. Study of students ‘awarness regarding economics values

2. Know the effecetiveness of education based on correlation
3. Remedial work with refrerence of economics
4. Remedial work with refrerence of economics
5. Acquiring and use of references by a teacher
6. Study of all the problems faced by the students in learning of economics
7. Interviewing one industrialist, economist, economics teacherand presentation of
problem or incident in its regard.
8. Self Work proficiency of ecomics teacher
9. Preparation of Unit lesson plan
10. Collecting information regarding Indian and western economists.
11. Collecting information regarding economists who have received Nobel prize
12. Survey : Bank, Industry
13. Review of books by famous economists : Pro. Marshall, Pro. Keynes, Pro. Amartya
Sen.

Reference :

- aY<SiA#i (SxN Diˆ rimpil(s>h air lib&k(Dpi[. m[rq{u p\} vP<: 2009
- aY<SiA#i (SxN g&rsndisRyig), ~)(vni[d p&Atk m>(dr, aigri {u p\} vP<: 2009
- Teaching of economics: N.R. saxena. Surya publication, meerut.(U.P) Year:2007
- Teaching of economics : A practical Approach J.C. Aggarwal Agra, (U.P.)
Year:2007
- Methods of Teaching Economics B. Rudramamba New Delhi 2004
- aY<SiA#i a¹yipnn&> p(rS)ln n)rv p\kiSn, amdivid
- aY<SiA#i a¹yipnn&> p(rS)ln b).a[s. Sih p\kiSn, amdivid
- aY<SiA#i Fi[rN 12 Åi\)hP<d k[.qikr, g&jrit rijy piqyp&Atk m>DL gi>F)ngr vP< 2008
- aY<SiA#i (vPyvAt& an[ po(t, ami[l p\kiSn, amdivid 2014

25
 EC – Sil[y (vPyi[n&> a¹yipnSiA#i-
a¹yipnSiA#i-1
s[m[ATr-
Tr-1
aY<SiA#i (1160201105)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[....
- ai(Y<k ²yili[Y) ApOT Yiy tYi aml miT[ tRpr bn[.
- aY<t>#in) Äy(ktni ri[J>di Jvnmi> GTt) GTniai[ prn) asr smj[.
- (Sxk tr)k[n) frji[ jiN) t[ vhn krvi tRpr bn[.
- (v(vF ai(Y<k smAyiai[ prRv[ v]Xi(nk Ø(OTki[N k[Lv[.
a[km : 1 aY<SiA#ini[ p\ir>
ir>B

1. aY<SiA#i :
a. aY< an[ s>kÃpni
b. uµctr mi¹y(mk kxia[ mh_v
k. aY<SiA#i a¹yipn : uÑ[Si[, h[t&ai[, m*Ãyi[
D. kiy<x[#i
2. piq aiyi[jn : aY<, mh_v, si[pini[
a. C*Ti piq
b. a[km piq
k. tis piq aiyi[jn an[ a[km piq aiyi[jn vµc[ni[ tfivt
D. ki[e a[k m&Ñi s>dB[< aids< piqn&> aiyi[jn
3. aY<SiA#imi> an&b>F
a. aY< an[ mh_v
b. aY<SiA#ini[ B*gi[L, g(Nt siY[ an&b>F
4. aY<SiA#i (vpyni[ (Sxk
a. g&N, frji[, Äyivsi(yk (vkisn) yi[jni
b. (Sxkni kiy< tr)k[ s>Si[Fn : (k\yiRmk s>Si[Fn
a[km : 2
1. mi>g, p&rvqi[, aivk an[ Kc<ni ²yili[
a. mi>g an[ p&rvqi[ : asr krti> p(rbLi[, (nym, apvidi[
b. aivk an[ Kc<ni ²yili[ : Kc<ni (v(vF ²yili[
: uRpidn- Kc<n&> vg)<krN
: aivkni ²yili[

2. bjir an[ Birt)y aY<t>#i

a. bjir : aY<, GTki[, vg)<krN
b. Birt)y aY<t>#i : p\ic)n Birt
Avit>#y ph[lin&> Birtn&> aY<t>#i
Avit>#y pC)n&> Birtn&> aY<t>#i
(vkismin Birt)y aY<t>#ini> lxNi[
3. ai(Y<k vZ(o an[ (vkis, niN&> an[ f&givi[
a. vZ(o an[ (vkis vµc[ni[ tfivt
26
 b. niN&> an[ f&givi[ : aY<
: niNi>ni p\kiri[, f&givini> kirNi[
k. b[>k : aY<, p\kiri[
4. Birt)y ai(Y<k smAyiai[
a. gr)b) : aY< an[ (nd[<Ski[, Av$p
b. b[ri[jgir) : aY< an[ p\kiri[, kirNi[, yi[jniai[
k. vAt) : aY<, kirNi[, upiyi[.
p\iyi[
iyi[(gk kiy< :
1. (vwiY)<ai[n) ai(Y<k m*Ãyi[n) sBintini[ a¿yis
2. an&b>F aiFi(rt (SxNn) asrkirkti jiNkir)
3. aY<SiA#i (Sxkn) Äyivsi(yk kiy<xmtini[ a¿yis
4. ai(Y<k s>kÃpniai[ s>dB[< (ndin upcir kiy<
5. (Sxk oiri s>dB<n) p\i(¼t an[ upyi[g
6. (vwiY)<ai[n[ aY<SiA#i a¹yynmi> pDt) m&Æk[l)ai[
7. ki[e a[k uwi[gp(t, aY<SiA#in), (Sxkn) m&likit le ki[e smAyi k[ GTni s>dB[< rj*ait
8. aY<SiA#i (Sxkn) Av-kiy<siFkti
9. a[km piq aiyi[jn t]yir krvi[.
10. Birt)y an[ piái<Ry aY<SiA#i) a>g[n) mi(ht) a[k#i krv).
11. ni[bl pi(rti[(Pt aY<SiA#i)ai[ (vPyk mi(ht) a[kq) krv).
12. sv[<xN: b[>k, uwi[g
13. p\²yit aY<SiA#i)ai[ni p&Atki[ni r)Äy& : p\i[.miS<l, p\i[.k[eºs,p\i[. amRy<s[n
s>dB< g\g\>Yi[:
- aY<SiA#i (SxN Diˆ rimpil(s>h air lib&k(Dpi[. m[rq{u p\} vP<: 2009
- aY<SiA#i (SxN g&rsndisRyig), ~)(vni[d p&Atk m>(dr, aigri {u p\} vP<: 2009
- Teaching of economics: N.R. saxena. Surya publication, meerut.(U.P) Year:2007
- Teaching of economics : A practical Approach J.C. Aggarwal Agra, (U.P.) Year:2007
- Methods of Teaching Economics B. Rudramamba New Delhi 2004
- aY<SiA#i a¹yipnn&> p(rS)ln n)rv p\kiSn, amdivid
- aY<SiA#i a¹yipnn&> p(rS)ln b).a[s. Sih p\kiSn, amdivid
- aY<SiA#i Fi[rN 12 Åi\)hP<d k[.qikr, g&jrit rijy piqyp&Atk m>DL gi>F)ngr vP< 2008
- aY<SiA#i (vPyvAt& an[ po(t, ami[l p\kiSn, amdivid 2014

27
 EC – Sil[y (vPyi[n&> a¹yipnSiA#i-
a¹yipnSiA#i-1
s[m[ATr - 1
(vXin an[ T[k`ni[li[J (1160201106)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[ :

p\(SxNiY)<
(SxNiY)<ai[....

- (vXin a¹yipnn&> ki]SÃy p\i¼t krv&>.

- (vXin an[ T[k`ni[li[J (SxNni> (v(vF h[t&ai[ smj[.
- (vXin an[ T[k`ni[li[J (SxNn) (v(vF po(tai[ smj[.
- (vXin an[ T[k`ni[li[Jmi> an&b>F smj[.
- (vXin an[ T[k`ni[li[J a¹yipnmi> piq aiyi[jn smj[.

a[km-
m- 1 : (vXin (SxN : (vXinn) s>kÃpni,
Ãpni, h[t&ai[, piq aiyi[jn, pÛ(tai[
pÛ(tai[ an[ an&b>F.

1.1 (vXin : s>kÃpni an[ Av$p

1.2 (vXin a¹yipnni> simiºy an[ (v(SOT h[t&ai[
(vXin (SxNmi> piq aiyi[jn : aY<, p\kir an[ tfivt
1.3 (vXin (SxNn) po(tai[
- p\iyi[(gk po(t
- diS<(nk po(t
- p\i[j[kT po(t
1.4 an&b>F : aY<, mh_v, (vXinn) ai>trSiKiai[ vµc[ni[ pirAp(rk an&b>F

a[km-
m-2: (vXin (vPyvAt&

2.1 ki[P : vnAp(t ki[P an[ p\iN)ki[P

p[S) : vnAp(t p[S) an[ p\iN) p[S)
2.2 a[(sD, b[Ez an[ xir
prmiN& an[ aN&ai[
2.3 p\kiS, privt<n an[ vk\)Bvn
g(t an[ g(tni> (nymi[
2.4 uji<ni> A#ii[ti[
bL an[ dbiN

p\iyi[
iyi[(gk kiy< :
• ps>(dt a[km miT[ a[km tis aiyi[jn bnivi[.
• (v(vF po(tai[ aiFi(rt piq aiyi[jn bnivi[.
• (vXin an[ T[k`ni[li[Jni> k\(mk (vkisn) mi(ht) a[k#i krv).
• (vXinni> sim(yki[ni[ p(rcy k[Lv) t[mi>Y) k[Tlik l[Ki[ni[ s>g\h kr[.
• (vVni> mhin v]Xi(nki[ni[ p(rcy aipi[.

28
ni[>F :
upr dSi<v[l p\iyi[(gk kiy< an[ p\vZ(_iai[ s*cn tr)k[n) C[, til)miY)<ai[ a¹yipki[ni> sj<niRmk mig<dS<n h[qL
pi[tin) r)t[ nvi p\iyi[(gk kiyi[< an[ p\vZ(_iai[ hiY Fr) Sk[ C[.
s>dB< :-
:-
- (vXin an[ T[kni[li[J a¹yipn po(t l[Kk: Diƒ.BWiy& vCrijin) p\kiSn:anDi b&k D[pi[ amdivid.
- (vXin an[ T[kni[li[Jn&> a(Bnv a¹yipn l[Kk:nT&Bie v).rivl. p\kiSn:n)rv p\kiSn,amdivid.
- (vXin an[ T[kni[li[Jn&> a¹yipn, l[Kk:Diƒ.n(lnBiE J.pT[l p\kiSn:ami[l p\kiSn an[ vi(rP[N
p\kiSn,amdivid.
- (vXin a¹yipnn&> p(rS)ln, l[Kk:Diƒ. h(rp\sid ai[.ji[P), p\kiSn: b).a[s.Sih p\kiSn, amdivid.
- Fi[rN 6Y)10 (vXin piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Dr. D.P.Sankhala (2006).Teahing of Science, Adhyayan Punlishers & Distributors,
New Delhi.
- S.R.Joshi(2005) Teaching of Science, A.P.H. Pulication Corporation, New Delhi.
- R.C.Sharma (2003). Modern Science Teaching, Dhanpat Rai Publishing Company,
New Delhi.
- Prof.J.K. Sood(2015). Teching of Scince, Agrawal Publications, Agra.
- P.T.Ghanta(2004). Methods of Teaching Elementary Science, Discovery Publishing
house, New Delhi.
- cÍi[pi¹yiy an[ Äyis- Experiments in Scince New Delhi, Learners press Green park
extevsion
- mh[ºW yidv- Basic Facts on Science New Delhi, Anmol Pub,Private Ltd.
- r(vk&mir S.K. Teaching of Scince, jyp&r, mgld)p p(¾lk[Sn.
- Sen, B.R. Teaching of Sci. In Secondary School, New Delhi, Common Wealth Pub.
- Vinayak Malhotra Encyclopedia of Modern Methods of Teching Scince New Set
Recent Pub. Corporation.
- Thurbe &/ Collette. Teaching of Scince.

29
 EC - Pedagogy of a School Subject :1
Semester : 1
Science and Technology (1160201106)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

Objectives :
Student-Teacher will be able……..
- To develop the skills in teaching of science
- To understand various objectives of Science and Technology teaching .
- To understand various methods of Science and Technology teaching.
- To understand correlation in Science and Technology.
- To understand lesson planning in teaching of Science and Technology.

Unit – 1 : Science Education : Concept of Science, Objectives, Lesson

planning, Methods and Co-rrelation
1.1 Science : Concept and Nature
1.2 General and Specific objectives of teaching of Science, Lesson planning in teaching
of Science and Technology : Meaning, types and differences.
1.3 Methods of Teaching of Science
- Experimental Method
- Demonstration Method
- Project Method
1.4 Co-rrelation : Meaning, Importance and Inter correlation of Science.
Unit – 2 : Science Content
2.1 Cell : Plant cell and Animal cell.
Tissue : Plant Tissue and Animal Tissue
2.2 Acid, Base and Salt
Atom and Molecule
2.3 Light, Refraction and Reflection
Motion and Laws of Motion
2.4 Sources to Energy
Force and Pressure
Practical Work :
• Make unit lesson planning for selected topics.
• To prepare lesson plan based on different methods.
• To Collect the information of gradual development of Science & Technology.
• Get Introductions of Science magazine and collect some articles from it.
• Give introduction of great Scientist of world.

NOTE :
The above mentioned activities and forms are suggestive students teacher can do new
practical works and activities under the creative guidance of their teacher educators

30
Reference:
- (vXin an[ T[kni[li[J a¹yipn po(t l[Kk: Diƒ.BWiy& vCrijin) p\kiSn:anDi b&k D[pi[ amdivid.
- (vXin an[ T[kni[li[Jn&> a(Bnv a¹yipn l[Kk:nT&Bie v).rivl. p\kiSn:n)rv p\kiSn,amdivid.
- (vXin an[ T[kni[li[Jn&> a¹yipn, l[Kk:Diƒ.n(lnBiE J.pT[l p\kiSn:ami[l p\kiSn an[ vi(rP[N
p\kiSn,amdivid.
- (vXin a¹yipnn&> p(rS)ln, l[Kk:Diƒ. h(rp\sid ai[.ji[P), p\kiSn: b).a[s.Sih p\kiSn, amdivid.
- Fi[rN 6Y)10 (vXin piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Dr. D.P.Sankhala (2006).Teahing of Science, Adhyayan Punlishers & Distributors,
New Delhi.
- S.R.Joshi(2005) Teaching of Science, A.P.H. Pulication Corporation, New Delhi.
- R.C.Sharma (2003). Modern Science Teaching, Dhanpat Rai Publishing Company,
New Delhi.
- Prof.J.K. Sood(2015). Teching of Scince, Agrawal Publications, Agra.
- P.T.Ghanta(2004). Methods of Teaching Elementary Science, Discovery Publishing
house, New Delhi.
- cÍi[pi¹yiy an[ Äyis- Experiments in Scince New Delhi, Learners press Green park
extevsion
- mh[ºW yidv- Basic Facts on Science New Delhi, Anmol Pub,Private Ltd.
- r(vk&mir S.K. Teaching of Scince, jyp&r, mgld)p p(¾lk[Sn.
- Sen, B.R. Teaching of Sci. In Secondary School, New Delhi, Common Wealth Pub.
- Vinayak Malhotra Encyclopedia of Modern Methods of Teching Scince New Set
Recent Pub. Corporation.
- Thurbe &/ Collette. Teaching of Scince.

31
 Ec- Pedagogy of a School Subject :2
Semester-1
Hindi (1160201107)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

उ े य:

१. श णाथ ओ के वण कौशल का वकास करना |

२. श णाथ ओ के अथ हण कौशल का वकास करना |

३. श णाथ ओ क लेखन अ भ यि"त का वकास करना |

४. श णाथ ओ क मौ&खक अ भ यि"त का वकास करना |

५. श णाथ ओ क सज
ृ न शि"त का वकास करना |

६. श णाथ ओ का श+द भंडोल बढ़ाना |

७. श णाथ याकरण का 3ान ा4त करे |

८. श णाथ याकरण का यो6य उपयोग करना सीखे |

इकाई – १ ह द भाषा
१.१ भाषा का अथ, प<रभाषा ओर मह=व |
१.२ रा>?भाषा के @प मA BहCदD श ा का मह=व |
१.३ भाषा श ा क वEधयाँ ( =य वEध, परो वEध, यHया वEध, आगमन-Jनगमन वEध )
१.४ क ा ८ और क ा ९ के BहCदD पाMय-पO
ु तक क समी ा एवं BहCदD भाषा श ा मA
उपयोगी वJृ तयQ का अRयास |
इकाई – २ भाषीय त व

२.१ श+द रचना : संरचना के आधार पर सं3ा, सवनाम, वशेषण, TUया के काल, अ यय |

२.२ श+द भेद : सामानाथ श+द , वलोम श+द ,अनेकाथ श+द , श+द समूह के लए एक

श+द , मुहावरे , कहावते, उपसग और =यय |

२.३ वा"य रचना : अथ के आधार पर वा"य के कार , रचना के आधार पर वा"य के

कार |

२.४ वराम EचWन : अथ, याHया और उपयोग |

32
 ायो गक काय

१. EचXवाता - EचX के आधार पर कहानी लेखन |

२. कहानी के आधार पर EचX बनाना |
३. BहCदD वतमानपX का पठन करके अहवाल लेखन करना |
४. श+दसम ृ Z के लए कसोटD क रचना एवं अजमायश करना |
५. खेल के मा\यम से याकरण श ा |
६. BहCदD ल&खत अ भ यि"त वकास के लए Bह]जे दोष क विृ =तयाँ |
७. Tकसी भी एक मु^े को लेकर चचा |
८. गॉव के व`यालय एवं शहर के व`यालय मA BहCदD भाषा का तल
ु ना=मक अRयास
करना

s>dB< g\
g\>Y :

- Diƒ D) En kipAY, “ (hºd) a¹pin kli” ahmdibid : n)rv p\kiSn .

- nT&Bie< rivl, “(hºd) (vPyvAt&” ahmdibid : n)rv p\kiSn .
- Diƒ yi[g[Sk&mir (s>h{2013} “aiF&(nk (hºd) (SxN” (dÃl) : E p) Ey p(¾l(S>g ki<rpi[r[Sn .
- c>d&lil ki(Cyi,{2006} “p\ir>(Bk (hºd) ÄyikrN” ahmdibid : S¾dli[k p\kiSn .
- Diƒ (SKi ct&v[<d),{2015} “ (hºd) (SxN” r)Dr : (Sxi (vBig .
- Diƒ mh[S p) rivl,{2007} “(hºd) (SxN po(t”ahmdibid : axr p(¾lk[Sn .
- ~) p&@Pi[_im a> pT[l, “ (hºd) ki a(Bnv a¹yyn” ahmdibid: n)rv p\kiSn .
- Diƒ SiA#i) jy[ºW dv[ ai]r aºy, {2006-07} “(hºd) a¹yipn p(rS)ln” ahmdibid: b) Es Sih p\kiSn .
- Diƒ rimSkl pi·D[y, {2008} “ (hºd) (SxN” aigri : (vni[d p&Atk m(ºdr .

33
 EC - Sil[y (vPyi[n&> a¹yipnSiA#i-
a¹yipnSiA#i-2
Semester : 1

simi(jk (vXin (1160201108)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[ :-
:-

p\(SxNiY)<
(SxNiY)<ai[..........

1. simi(jk (vXin (vPyn) s>kÃpni smj[.

2. Äy(ktni Jvnmi> ri[J>d) GTt) GTni simi(jk (vXinn[ ke r)t[ asr kr[ C[ t[ smj[.
3. Birtmi> (b\(TS s_iin&> aigmn an[ t[ni kiyi[<Y) p(r(ct YS[.
4. aip(_i ÄyvAYipn (vS[ jiNkir) m[Lv) minvJvn pr Yt) asri[ d*r krvi tRpr bn[.
5. Birtni si>AkZ(tk virsi a>g[ p(r(ct Yiy.
6. Birtn) ai(Y<k smAyiai[ an[ pDkiri[ a>g[n) smj k[Lv[.
7. Birtni b>FirN (vS[ jiN[ an[ riOT^ni (vkismi> yYiS(kt p\din kr[.

a[km : 1 simi(jk (vXinni[

(vXinni[ aY<, Äyip an[ piq aiyi[jn

1.1 simi(jk (vXin : aY<, s>kÃpni an[ mh_v

1.2 simi(jk (vXinni h[t&ai[ : simiºy an[ (v(SOT
1.3 simi(jk (vXin (SxNmi> an&b>F : aY< an[ mh_v
- simi(jk(vXinni[ mni[(vXin tYi (vXin an[ T[k`ni[liƒJ siY[ni[ an&b>F
1.4 simi(jk (vXin (SxNmi> piq aiyi[jn an[ a[kmpiq aiyi[jn:
-aY< an[ Av$p, liB an[ myi<diai[

-aidS< p\Ånp#ini lxNi[

a[km : 2 simi(jk (vXin (vPyvAt&

2.1 Birtmi> (b\(TS s_ini[ udy ; aip(_i ÄyvAYipn : aY<, p\kiri[,
minvJvn pr asri[
2.2 Birtni[ si>AkZ(tk virsi[ : pr>priai[: hAtkli, l(ltkli, (SÃp
an[ AYipRy, si(h(Ryk virsi[
2.3 ai(Y<k smAyiai[ an[ pDkiri[ : gr)b) an[ b[ri[jgir)
2.4 Birtn&> b>FirN : GDtr an[ lxNi[
p\iyi[
iyi[(gk kiy< :-
:-

1. smijSiA#i)ai[ni p\dinni[ a¿yis hiY Fr[.

2. a](thi(sk AYLi[n) m&likit, a¿yis an[ ah[vil l[Kn.
3. ai]wi(gk an[ Bi]gi[(lk AYLi[n) m&likit : D[r), b[>k, shkir) m>DL)ai[, hi[(ApTl an[ s>g\hily.
4. (v(vF Fm<ni Fi(m<k AYLi[, p\(tki[n) smj m[Lv[ an[ m&likit lE ah[vil l[Kn kr[.
5. kZ(P (vPyk- kZ(P, jm)n, K[D*t- m&likit lE ah[vil l[Kn kr[.
6. p\dS<n yi[jv&> : (v(vF Fmi[<, ji(t, ph[rv[S, s>AkZ(t, BiPi, rh[N)krN) {li[kJvn} vg[r[.
7. pvt<min smijmi> rh[l a>FÅi\¹oi d*r krvi - jigZ(t.
8. niTy)krN, v[SB*Pi, g)t, a(Bny g)ti[, d[S B(ktni g)ti[ rj* kr[.
9. (ndiniRmk- upciriRmk kiyi[< kr[.

34
(fÃD vk< :

simi(jk (vXin (vPyni (fÃD vk<ni (vPyi[n) yid).

1. smijSiA#i), E(thiskir, Kgi[LSiA#i)ai[ni p\dinni[ a¿yis hiY Fr[-vktÄy yi[j[.

2. a](thi(sk AYLi[n) m&likit lE ah[vil t]yir kr[.
3. simi(jk s>AYiai[n) m&likit lE ah[vil t]yir kr[.
4. kZ(Px[#i[ - K[D&tn) m&likit aYvi kZ(P k[ºWi[n) m&likit kr) ah[vil t]yir kr[.
5. ai[wi](gk a[kmi[n) m&likit lE ah[vil t]yir kr[ di.t. D[r), s>g\hily, shkir) m>DL) vg[r[.
6. simi(jk (vXinn&> a¹yipnSiA#i : l[Kk : mi[t)BiE pT[l, b).a[s.Sih p\kiSn : amdivid.
7. simi(jk (vXinn&> a¹yipn : n)rv p\kiSn : amdivid.
8. simi(jk (vXinn&> aidS< a¹yipn : ami[l - vi(rP[N p\kiSn, amdivid
9. simi(jk (vXin (vPy po(t : axr p(¾lk[Sn : amdivid
10. Effective Methods of Teaching Social studies Dr.S.Paul (2003) ABC Publishers
Jaipur.
11. Teaching Social Studies. Avdhesh S.Jha APH Publishing Corporation Darya Ganj;
New Delhi – 110002
12. Teaching Social Studies ( second edition) Suman pandey – Agrawal publication :
Ahmedabad.

35
 Ec- Pedagogy of School Subject :2

First Semester

Social Science (1160201108)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :

Trainees……

1. Understands the concept of social science subject.

2. Understand how the daily declining events in a person’s life affect the social sciences.
3. Will be acquainted the arrival of British power in India and its function.
4. Getting knowledge about disaster management makes you ready to overcome the
effects on human life.
5. Become aware of the cultural heritage in India.
6. Develop an understanding of India’s economic problems and challenges.
7. Knows about the constitution of India and provides such power in the development of
the nation.

Unit – 1 : Social Science Meaning : Area & Lesson Planning

1.1 Social science : Meaning, concept and Importance

1.2 Social science objectives : General and Specific
1.3 Co-relation of Social science : Meaning and Importance
1.4 Lesson Planning & Unit lesson planning in teaching of social science : Meaning
and nature, advantages and disadvantages
- Characteristics of ideal question paper

Unit : 2 Social science content

2.1 Rise of British rule in India : Disaster management : Meaning,
Types, Effects on human life.
2.2 Cultural Heritage of India : Traditions, craft, fine art, sculpture
and architecture, literary heritage.
2.3 Economic problems and challenges poverty and unemployment.
2.4 constitution of India : crafting and features.
Practicum :

1. Study the contribution of sociologists.

2. Visit, study & report writing of historical place
3. Visit to industrial & geographical places: Dairy, Bank, Co-operative institutes,
Hospitals, Museum.

36
 4. Understand, visit & write report on various religious places & various religious
symbols.
5. Agriculture related – Agriculture, land, interview of a farmer & report- writing
6. Arrange an exhibition : various religions’, castes, dressing, culture, language, life
style, etc.
7. A wariness programs to remove the prevalent blind faith.
8. Present the drama, songs, action songs and patriotic songs.
9. Diagnostic and remedial works.

Field Work :

1. Organize lectures and study on the contribution on the social educationalists,

historians and astronauts.
2. Prepare a report of the visit of the historical places.
3. Prepare a report of the visit of social places.
4. Prepare a report on the visit of farmers or agricultural centers.
5. Visit the industrial units and prepare a report on the visit of dairy, museum, co-
operative societies.

Reference :

1. simi(jk (vXinn&> a¹yipnSiA#i : l[Kk : mi[t)BiE pT[l, b).a[s.Sih p\kiSn : amdivid.

2. simi(jk (vXinn&> a¹yipn : n)rv p\kiSn : amdivid.
3. simi(jk (vXinn&> aidS< a¹yipn : ami[l - vi(rP[N p\kiSn, amdivid
4. simi(jk (vXin (vPy po(t : axr p(¾lk[Sn : amdivid
5. Effective Methods of Teaching Social studies Dr.S.Paul (2003) ABC Publishers
Jaipur.
6. Teaching Social Studies. Avdhesh S.Jha APH Publishing Corporation Darya Ganj;
New Delhi – 110002
7. Teaching Social Studies ( second edition) Suman pandey – Agrawal publication :
Ahmedabad.

37
 EC-Pedagogy of School Subject : 2
Semester : 1
Accountancy
Total Marks: 50 Contact Hours: 3 Hours
per Week
Internal Assesment: 15
External Assesment: 35
Objectives :
Student - Teachers will be able.......
1. To familiar with Elements of Accountancy and Concepts,
principles and rules of Accounting.
2. To understand of basic and technical concepts of Elements of
Accountancy.
3.To develop the necessary skill regarding Elements of
Accountancy in such a way that they can start using them in real life.
1. To be aware of new trends and standards of Elements of
Accountancy.
Unit – 1 : Regarding Accountancy
1. Account : Meaning, Characteristics, History, Importance
2. Lesson Planning and Unit Planning in Accountancy Education :
Definition, Importance, Steps of each planning.
3. Correlation : Definition, Importance, Correlation with other Subjects : 1) Economics
2) Business Administration
4. An Ideal Teacher : Qualities, Professional Readiness, Expected Skills.
Unit – 2 :
1. Rectification of Errors (Short Examples)
2. Bank Reconciliation
3. Depreciation Accounts : Meaning, Characteristics, Factors Affecting Depreciation,
Method of Calculating depreciation – straight line Method and Reducing Balance
Method (Examples)
4. Final Accounts ( individual owner)
Practicum
1. Comparative study of accounts of Individual business and
partnership business.
2. Comparative study of accounts of Individual business and the
business of a hospital or a club.
3. Prepare a question paper of 25 marks on any unit of std 11 or 12.
4. Analyze the question paper of std 12 board question paper based on
blue print.
5. Present a chart of profit and loss of a unit/ a company.
6. Prepare a scrap book from the articles published in the newspapers,
Magazine regarding content and use them in a classroom.
7.Study the profit of any one company / society regarding their
annual audit.
8. Student will learn preparing accounts of vouchers on the basis Tele
software.
9. Analyze the financial structure of a company.
10. Detail study of the financial schemes published in the newspapers.
11. Study any case and find out the hidden problems and state the

38
 Possible solutions for them.
12.Visit any partnership business and study the contract of partnership.

Field Work:
1. Diagnosis and remedial study for the slow learners in accountancy in std 11 or 12.
2. Visit the college of your area and study the activities of account teachers they did for
their professional development during last three years.
3. Visit the schools of your area and study the facilities they have Regarding education.
4. Study the activities for making the subject of account interesting in schools.
5. Study the question paper of account of std 11 as per blue print.
6. Analytical study of preset text books of std 11.
7. Study the result of account subject of last five years.
8. Get the information of the students who have created their own images and prepare
9. and present a report on it.
10. 9.Study the form of repetitive activities regarding the subject of account in schools.

NOTE: The above mentioned activities and forms are suggestive.

Student teachers can do new practical works, activities and field
works under the creative guidance of their teacher educators.
References :
- rivl nT&BiE v)., zili a[m. a[m., an[ aºy {2008}. nimini> m*Lt_vi[n&> a(Bnv a¹yipn.
amdivid; n)rv p\kiSn.
- pT[l BgvinBiE a[s., p\jip(t mi[hnBiE a[s. an[ aºy.{2009-2010}. nimini> m*Lt_vi[ni
a¹yipn. amdivid: n)rv p\kiSn.
- Chaudhari Bhachandra R: Namana Moltattavonun Adhyapan, Dhaval
prakashan, Ahmedabad.380013
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;1
Amol Prakashan, Varishan prakashan (2011) Ahmedabad.
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;2
Amol Prakashan, Varishan prakashan (2012) Ahmedabad.
- Patel Bhagavanbhai S : Namana Moltattavonun parishilan. (1999-2000).
B.S. Shah Prakashan, Ahmedabad.

39
 EC- Sil[y (vPyn&> a¹yipnSiA#i - 2

s[m[ATr : 1

nimini> m*Lt_vi[

Total Marks: 50 Contact Hours: 3 Hours

per Week
Internal Assesment: 15
External Assesment: 35
h[t&ai[ :

p\(SxNiY)<
(SxNiY)<ai[ :

1. nimini> m*Lt_vi[ni ²yili[, (soi>ti[ an[ (nymi[Y) p(r(ct Yiy.

2. nimini> m*Lt_vi[ni piyini an[ tk`(nk) ²yili[ a>g[ smj k[Lv[.
3. nimini> m*Lt_vi[ a>g[ni j$r) ki]SÃyi[ a[v) r)t[ (vksiv[ k[ j[Y) a[ni[ Äyvhirmi> upyi[g krti Yiy.
4. nimini> m*Lt_vi[ni> nvi p\vihi[ an[ Fi[rNi[ a>g[ jigZt Yiy.

y&(nT-
nT-1 : nimi s>b>F)

1 nimini> m*Lt_vi[ : aY<, lxNi[, e(this, mh_v{j$(ryit}

2. nimi (SxNmi> piq aiyi[jn an[ a[km aiyi[jn : aY<,mh_v, si[pini[
3. an&b>F : aY<, mh_v, nimini[ aºy (vPyi[ siY[ni[ an&b>F :
1. aY<SiA#i
2. vi(Njy

4.aidS< (Sxk : g&Ni[, Äyvsi(yk sjjti, nimini> (Sxk pis[ riKvimi> aivit ap[(xt ki]SÃyi[.
y&(nT-
nT-2
1. B*l-s&FirNi {T*>ki diKli}
2. b[>k (slkm[L
3. Gsirini (hsibi[ : aY<, lxNi[, Gsisin[ asr krti> p(rbLi[, Gsiri[ gNvin) po(t : s)F) l)T) an[ GTt) jt)
bik)n) r)tni diKli
4. vi(P<k (hsibi[ { Äy(ktgt mi(lk)ni}
p\iyi[
iyi[(gk kiy< :
1. a[kik) v[pir an[ Big)dir) p[Q)ni (hsibi[ni[ t&lniRmk a¿yis kr[.
2. a[kik) v[pir an[ ki[E a[k hi[(ApTl k[ klbni (hsibi[ni[ t&lniRmk a¿yis kr[.
3. Fi[.11 an[ Fi[.12 ni ki[epN b[ a[km pr 25g&Nn&> p\Ånp#i t]yir krv&>.
4. Fi[.12 n&> bi[D<n&> p\Ånp#in&> ¾Ãy&-(p\ºT aiFi(rt pZYkkrN krv&>.
5. ki[e a[k p[Q)ni/a[kmni #iN vP<ni Kr)d-v[ciN nfin) ail[KiRmk rj*ait kr[.
6. vt<minp#ii[, simi(yki[mi> (vPyvAt&n[ an&$p aiv[l l[Ki[ prY) s>g\hpi[Y) t]yir kr) vg<K>Dmi> t[ni[ upyi[g krvi[.
7. ki[e a[k k>pn)/m>DL)ni vi(P<k (hsibi[ tpis) a[ni nfi[ni[ a¿yis krvi[.
8. til)miY)<ai[ T[l) si[fTv[rni[ upyi[g kr) viucr bnivti S)K[.
9. ki[e a[k k>pn)ni m*D)miLKin&> pZYkkrN krv&>.
10 vt<minp#imi> aivt) fieniºs Ak)mni[ sT)k a¿yis kr[.
11 ki[e a[k k[sni[ a¿yis kr) t[mi> C*piy[li smAyi Si[F) t[ni (v(vF uk[li[ dl)l s(ht jNiv[.
12 ki[epN a[k Big)dir) p[Q)n) m&likit lE t[ni Big)dir) krirni[ a¿yis krvi[.
x[#ikiy< :
1. Fi[rN 11 aYvi Fi[rN 12 ni nimini (vPymi> nbLi (vwiY)<ai[ miT[ (ndin upcir kiy< kr[ { p\iyi[(gk }
2. tmir) ki[l[jn) aij&bij& aiv[l SiLin) m&likit lE nimini (Sxki[a[ pi[tin) Äyivsi(yk sjjti vFirvi C[Ãli
#iN vP< dr(myin kr[l p\vZ(_iai[ni[ a¿yis {m&likit}

40
 3. tmir) ki[l[jn) aij&bij& aiv[l SiLin) m&likit lE nimi (SxN s>dB[< k eke s&(vFiai[ p\i¼y C[ t[ni[ a¿yis {
m&likit, p\Åniv(l}
4. SiLimi> nimini (vPyn[ rsp\d bnnivvi miT[ Yt) p\vZ(_iai[ni[ a¿yis {m&likit-avli[kn}
5. Fi[.11 nimini> m*Lt_vni p\Ånp#ini[ ¾Ãy&(p\ºT p\miN[ a¿yis krvi[. {m&likit-avli[kn l[Kn}
6. Fi[.11 vt<min piqyp&Atkni[ sm)xiRmk a¿yis {sv[<xN a(Bp\iyiv(l t]yir kr), dsY) p>dr SiLi (Sxki[ni
a(Bp\iy m[Lvvi.}
7. C[Ãli> pi>c vP<ni[ nimi (vPyni p(rNimni[ a¿yis {ah[vil rj*ait}
8. SiLini B*tp*v< (vwiY)<ai[ k[ j[N[ pi[tin) aigv) p\(tBi UB) kr) hi[y t[n) mi(ht) m[Lv) t[vi (vwiY)<ai[n)
m&likit lE ah[vil t]yir kr) rj*ait krv).{sv[<xN}
9. SiLimi> nimi ISxN s>dB[< Yt) p&nriv<tn)y p\vZ(_ini Av$pni[ a¿yis {m&likit}

ni[>F :

1. upr dSi<v[l p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#i kiyi[<n) yid) s*cn tr)k[n) C[ til)miY)<ai[ a¹yipki[ni sj<niRmk
mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#i kiyi[< hiY Fr) Sk[ C[.

s>dB< g\
g\>Yi[ :

- rivl nT&BiE v)., zili a[m. a[m., an[ aºy {2008}. nimini> m*Lt_vi[n&> a(Bnv a¹yipn.
amdivid; n)rv p\kiSn.
- pT[l BgvinBiE a[s., p\jip(t mi[hnBiE a[s. an[ aºy.{2009-2010}. nimini> m*Lt_vi[ni
a¹yipn. amdivid: n)rv p\kiSn.
- Chaudhari Bhachandra R: Namana Moltattavonun Adhyapan, Dhaval
prakashan, Ahmedabad.380013
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;1
Amol Prakashan, Varishan prakashan (2011) Ahmedabad.
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;2
Amol Prakashan, Varishan prakashan (2012) Ahmedabad.
- Patel Bhagavanbhai S : Namana Moltattavonun parishilan. (1999-2000).
B.S. Shah Prakashan, Ahmedabad.

41
 EC - Sil[y (vPyi[n&> a¹yipnSiA#i :2

s[m[ATr-
Tr-1

g(Nt (1160201110)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[....
- g(Nt a¹yipnn&> ki]SÃy p\i¼t kr[.
- g(Nt (SxNni h[t&ai[ smj[
- g(Nt (SxNni m*Ãyi[n) smj p\i¼t kr[.
- piq aiyi[jn smj[

a[km-
m-1 g(Nt (SxN : g(Ntn) s>kÃpni, h[t&ai[, m*Ãyi[, piq aiyi[jn an[ g(Nt (Sxk

1.1 g(Ntni[ aY< s>kÃpni

1.2 g(Nt a¹yipnni simiºy an[ (v(SOT h[t&ai[
1.3 g(Nt (SxNni> m*Ãyi[ : Äyivhi(rk m*Ãy, si>AkZ(tk m*Ãy, (nyimk m*Ãy
1.4 g(Nt (SxNmi> piq aiyi[jn : aY<, p\kir an[ tfivt, aidS< g(Nt (Sxkni> lxNi[

a[km-
m-2 g(Nt (vPyvAt&
2.1 (#iki[N :
- (#iki[N an[ t[ni g&NFmi[<
- (#iki[Nn) a[k$ptin) Srti[
- (#iki[N s>b>F) asmintiai[
- (#iki[Nn) sm$pti
- piyYigi[rsni[ p\m[y
- h[ri[nn&> s*#i
2.2 (#iki[N(m(t: (#iki[N(m(t, (#iki[N(m(_iy (nRysm, g&Ni[_ir, a>tr an[ ucie
2.3 s>Bivni
2.4 (ocl s&r[K sm)krN
p\iyi[
iyi[(gk kiy< :

• ps>(dt a[km miT[ a[km tis aiyi[jn bnivi[.

• g(Nt (SxN s>dB< k[Tlik g(Nt (Sxki[ni> a(Bp\iyi[ B[gi kri[.
• g(Ntni sim(yki[ {j[vi k[ s&g(Ntm, g(Nt uRkP<, mjin&> g(Nt} ni[ p(rcy k[Lv) t[mi>Y) k[Tlik l[Ki[ni[ s>g\h
kr[.
• b[ k[ #iN SiLini> g(Ntni> (Sxki[n) m&likit le t[ai[ni (vwiY)<ai[mi> g(Nt (SxN a>tg<t g(Ntni> By a>g[ni
kirNi[n) ni[>F kri[.
• v](dk g(Ntn) krimti[ni[ s>g\h kri[.
• vt<minp#ii[mi>Y) g(Nt (vPyk simiciri[ni[ s>g\h kri[.

42
ni[>F :

upr dSi<v[l p\iyi[(gk kiy< an[ p\vZ(_iai[n) yid) s*cn tr)k[n) C[. til)miY)<ai[ a¹yipki[ni sj<niRmk mig<dS<n
h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[< an[ p\vZ(_iai[ hiY Fr) Sk[ C[.

s>dB<
dB< :

- Diƒ. aie.a[m.DiƒkTr, g(Nt a¹yipn po(t, anDi p\kiSn, amdivid.

- g(Ntn&> a(Bnv a¹yipn:n)rv p\kiSn, amdivid.
- g(Ntn&> a¹yipn: ami[l p\kiSn-vi(rP[N p\kiSn amdivid.
- g(Nt (vPyvAt& :n)rv p\kiSn, amdivid.
- Fi[rN 6Y)10 g(Nt piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Adenegan, K.E.(2001). Issues and Problems In National Mathematics Curriculum of
the Senior Secondary Schools Level. Pp.4-5, Unpublished Paper.
- Bhatnagar,A.B.:New Dimensions in the teaching of Mathematics, Modern
Publishers,Meerut.
- Dr.Y.Singh(2007) Teaching Practice: Lesson Planning, A.P.H. Publishing
Corporation, New Delhi.
- M.H.Siddiqui(2005). Teaching of Mathematics A.P.H. Publishing Corporation, New
Delhi.
- Prof.R.Sharma & M.Sharma(2014). Teaching of Mathematics A.P.H. Publishing
Corporation, New Delhi.
- R.C.Mishra (2007). Lesson Planning A.P.H. Publishing Corporation, New Delhi.
- S.K.Tyagi(2004). Teaching of Arithmetic,Commonwealth Publisher, Delhi.

43
 EC- Pedagogy of a School Subject : 2

Semester-1

Mathematics (1160201110)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

Objectives :

Student-Teacher will be able...

- To develop the skills in Teaching of Mathematics

- To undetstand the objectives of Mathematics Education.
- To Understand the values of Mathematics Education.
- To understand the planning of lesson

Unit-1 Mathematics education : Concept of Mathematics, Objectives,

Values, Lesson Planning and Mathematics Teacher
1.1 Meaning anf concept of Mathematics.
1.2 General and Specific Objectives of Teaching of Mathematics.
1.3 Values of Teaching of Mathematics
Utility Value, Cultural Value, Disciplinary Value.
1.4 Lesson Planning in Teaching of Mathematics Meaning, Types and
Difference, Characteristcs of Ideal Mathematics Teacher.

Unit-2 Mathematics Content

2.1 Triangle :
- Triangle and its properties
- Condition for congruence of Triangles
- Inequalities related to triangles
- Similarity of Triangles
- Pythagorus Theorem
- Heron’s formula
2.2 Trigonometry : Trigonometry, Trigonometric Identities, Trigonometric ratio of
complimentary angles, Height and distance.
2.3 Probability
2.4 Liner Equations in two variables
Practicum

• Make Unit lesson planning for selected topic.

• Collect the opinions of some mathematics teacher about mathematics education.
• Get Introduction of mathematics magazine like Suganitam, Ganit Utkarsh, Majanu
Ganit, and collect some articles from it.
• Take visit of some Mathematics Teacher of two or three schools and collect the
reasons of fear of their students in mathematics education.
44
 • Collect the tricks of Vedic Maths.
• Collect the articles about mathematics from news paper.

Note :
The above mentioned activities and forms are suggestive. Student teacher can do new
practical works and activities under the creative guidance of their teacher educator.

Reference :

- Diƒ. aie.a[m.DiƒkTr, g(Nt a¹yipn po(t, anDi p\kiSn, amdivid.

- g(Ntn&> a(Bnv a¹yipn:n)rv p\kiSn, amdivid.
- g(Ntn&> a¹yipn: ami[l p\kiSn-vi(rP[N p\kiSn amdivid.
- g(Nt (vPyvAt& :n)rv p\kiSn, amdivid.
- Fi[rN 6Y)10 g(Nt piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Adenegan, K.E.(2001). Issues and Problems In National Mathematics Curriculum of
the Senior Secondary Schools Level. Pp.4-5, Unpublished Paper.
- Bhatnagar,A.B.:New Dimensions in the teaching of Mathematics, Modern
Publishers,Meerut.
- Dr.Y.Singh(2007) Teaching Practice: Lesson Planning, A.P.H. Publishing
Corporation, New Delhi.
- M.H.Siddiqui(2005). Teaching of Mathematics A.P.H. Publishing Corporation, New
Delhi.
- Prof.R.Sharma & M.Sharma(2014). Teaching of Mathematics A.P.H. Publishing
Corporation, New Delhi.
- R.C.Mishra (2007). Lesson Planning A.P.H. Publishing Corporation, New Delhi.
- S.K.Tyagi(2004). Teaching of Arithmetic,Commonwealth Publisher, Delhi.

45
 EC - Sil[y (vPyn&> a¹yipnSiA#i : 2

s[m[ATr - 1

s>AkZt (1160201111)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :-
:-

- Birt)y s>AkZ(tY) p(r(ct Yiy

- s>AkZt BiPini Av$pni[ ²yil m[Lv[
- s>AkZt si(hRyni[ aiAvid miN[
- (vwiY)<ai[n&> Åi\vN, kYn, l[Kn an[ vi>cn ki]SÃy (vks[
- s>AkZt S¾dB>Di[Ln) vZ(¹F Yiy

a[km : 1

1. s>AkZt BiPi-Av$p, mh_v

2. s>AkZt BiPi (SxNni (s¹Fi>ti[ , s>AkZt si(hRy
3. s>AkZt a¹yipn po(tai[- aigmn-(ngmn, K>Diºvy-d>Diºvy, niTy)krN, p\Ryx, piqSiLi
4. s>AkZt BiPi (SxNni p\ic)n an[ avi<c)n h[t&ai[ an[ s>AkZt BiPin[ li[k(p\y bnivvini upiyi[

a[km : 2

1. s>(F- aY<,p\kir,(nymi[,s>²yivick S¾di[ - 1 Y) 100

2. (vBIkt p(rcy- rim - a kiriºt p&(Ãl>g, bili-ai kiriºt A#i)(l>g
3. si(hRykir p(rcy-Jvn,smy an[ kvn
ki(ldis, Bis, BvB*(t, biN, hP<
4. Åli[kp*(t<- Fi[rN-8,9 {m&Kpiq krvini Åli[ki[}

p\iyi[
iyi[(gk kiy< :-
:-

- SiLimi> s>AkZt (SxNmi> (Sxki[ oiri upyi[gmi> l[vit) (v(vF a¹yipn p¹F(tai[n) yid) t]yir krv).
- Fi[rN-8 an[ 9 ni gw piqi[n&> (v(vF p¹F(ta[ aiyi[jn krv&>.
- Fi[rN-8 an[ 9 ni pw piqi[n&> (v(vF p¹F(ta[[ aiyi[jn krv&>.
- Fi[rN-8 an[ 9 ni ÄyikrN piqi[n&> (v(vF p¹F(ta[[ aiyi[jn krv&>.
- ri[J>di vpriSmi> aivt) c)j-vAt&ai[ni nim s(c#i s>AkZt BiPimi> t]yir krvi.
- (v(vF p\iN)ai[ni nim s(c#i s>AkZt BiPimi> t]yir krvi.
- (v(vF px)ai[ni nim s(c#i s>AkZt BiPimi> t]yir krvi.
- (vIvF s>AkZt (k\yipdi[ s(c#i s>AkZt BiPimi> t]yir krvi.
- SiLi kxia[ s>AkZt (vPyn&> AYin an[ mh_v (vS[ s>AkZt (Sxki[ pis[Y) a(Bp\iyi[ m[Lvvi.
s>dB< g\
g\>Yi[ :
- s>AkZt a¹yipn p(rS)ln. Diƒ. SS)kiºt a¿y>kr, b).a[s.Sih p\kiSn:amdivid
- ÄyikrN (SxN (vF[y : Diƒ.d[vniY-Birt)y (vwis>AYin : virNs)
- s>AkZt(SxNm-Diƒ.ft[h(s>g-Birtm&Wi p\kiSn : k[rli-(#ip&r
- s>AkZt po(t an[ (vPyvAt& : Diƒ.(vny a[n.pT[l
- s>AkZt ÄyikrN an[ l[Kn - p\i[.(Sºd[
- Problems of Sanskrit Teching – G.S.Uparikar.
46
 B.Ed. First Year – Sem.1
Course – EPC-1 5F9G] JF\
JF\RG
RG VG[ lR\
lR\TG
TG (1160201112)

C[T]VMo
5|lX1F6FYL"VMGLPPPP
!P JF\RG 1FDTF lJS;[P
ZP ;H"GXlST4 TS"XlST4 lJRFZXlST VG[ JFRG XlST BL,[P
#P JF\RGGL 5alTVM VG[ VlEUDM lJS;FJ[P
$P JF\RGGF DF5G VG[ D}<IF\SG lJX[ HF6[P
5P lJlJW lJQFIM JrR[GM VG]A\W ;DH[P
&P JF\RGGL lGNFGFtDS VG[ p5RFZFtDS SFI"5|6F,L lJX[ HF6[P
*P H]NFv H]NF lJQFIM 5Z JFRG VG[ ,[BG SZJF DF8[ 5|[ZFI VG[ T[DF\ 50TL D]xS[,L lJX[ HF6[P
(P JF\RG VG[ ,[BG 5|tI[GL VlE~lR S[/JFIP
)P JF\RG VG[ ,[BG aFZF EFQFF 5Z 5|E]tJ D[/JJF 5|ItG SZ[P
!_P JF\RG VG[ ,[BG aFZF lR\TGFtDS ;DL1FF SZTF XLB[P
!!P JF\RG VG[ ,[BG aFZF jIlSTUT VG[ GFGF H}YMDF\ ;[T] AF\WL RRF" SZJF 5|[ZFIP
!ZP 5]:TSMGL DFJHT SZTF\ XLB[P
!#P JU"B\0DF\ YI[,F JF\RG VG[ ,[BG SFI"GM lJlGIMU SZTF\ XLB[P
!$P poeD 5|SFZGF JF\RG VG[ ,[BGG[ SFZ6[ poeD ;NU]6MGM lJSF; YFIP
!5P poeD 5|SFZGF JF\RG VG[ ,[BGG[ SFZ6[ HLJGX{,LDF\ H~ZL 5lZJT"G ,FJJF 5|[ZFIP

5F9G]\ JF\
JF\RG
RG VG[ lR\
lR\TG lJQFIS 5|J'loeVM VG[ D}<IF\
IF\SG
SG
sSM. 56 5F\ 5F\R 5|J'lTVM SZJFGL ZC[X[ VG[ NZ[S 5|J'lTGF !_ sN;f U]6 ZC[X[Pf
1. 5]:TS ;DL1FF4 SFjI ;DL1FF
2. z]T ,[BG
3. VFtDSYF JFRG VG[ ,[BG sUF\WLHL VG[ GD"NGL VFtDSYFf
4. lR+ JFTF" ,[BG v XLQF"S GSSL SZJ]\P
5. Whatsapp pr aivt) viti<ai[mi>Y) mLti[ Jvn s>d[S
6. 5]:TS JFRG VFWFZ[ RRF"4 JFNvlJJFNP
7. JT"DFG 5+MGF T\+L,[BMG]\ JFRG VG[ T[GL ;DL1FFP
8. lJlJW 5|SFZGF VC[JF,MG]\ ,[BGP
9. ,F.A|[ZLDF\ p5,aW D[U[hLGMG]\ JFRG VG[ lR\TGP
10. lJlXQ8 5|J'loeVMG]\ VFIMHG s lJRFZ lJ:TFZ4 5FN5}lT"4 SJLh4 lGA\W :5WF" JU[Z[Pf
11. 5]:TSM JF\RLG[ U|]5DF\ RRF"vlJRFZ6F SZJLP
12. D}<I lX1F6 ;\NE"[ ;\:S'T ;]EFlQFTMG]\ ;\S,G sXaNFY" VG[ EFJFY" ;lCTf
13. GLlT lX1F6 ;\NE"[ !_ lR\TGFtDS ;}lSTVMG]\ ;\S,G VG[ T[G]\ lJ:TZ6P
14. 5F\R AMWSYFVMG]\ ;\S,G
15. JT"DFG 5+MDF\ ,[BM VG[ 5|SFXGMP
16. 5|FY"GF ;\D[,GDF\ ZH} SZJF DF8[GF 5F\R 5|FY"GF 5|JRGMP

References :
1P l5|P0F"PEF.,F, 58[, VG[ 0F"P.gaJNG H[P p5FwIFI4 JFRG lJ7FG4 I]lGP U|YlGDF"6 AM0"4 U]HZFT ZFHI
VDNFJFN v &!)$
2P 0F"PZlJga V\WFlZIF4 lR\TGFtDS lX1F6 sl;aFT VG[ jIFJCFZf I]lGP U|YlGDF"6 AM0"4 U]HZFT ZFHI VDNFJFN
3P 0F"PDMTLEF. 58[, VG[ XF:+L HI[gaN[J4 JFRG lX1F64 ALPV[;PXFC5|SFXG
4P 0F"PDMTLEF. 58[, VG[ XF:+L HI[gaN[J VG[ VgI 4U]HZFTL VwIF5G] 5lZXL,G4 ALPV[;PXFC 5|SFXG
5. Harris Albert, how to increase reading ability Longmans, New York 1940 - P-16
6. Thaorndike E.L./The Vocabulary of books of Children in Gradee 3 to 8 / Teacher
college Record, Vol-38, 1936-37

47
7. Hue Edmund B. The psychology and pedagogy of Reading, The Macmillon co. New York
1908.
8. Barn and Roe-Reading Activities for Today's Elementary Schools Rond menolly
college pub. co. chicago 1979
9. Ross D. Bondy, E. & Kyle D. (1993) Reflective teaching for student
empowerment : Elementary curriculum and methods New Yourk :Macmullan.
10. Schon, D. A. (1983) The reflective practitioner : How professionals think in action.
New York : Basic Books.
11. Zeichener, K & O. Listion (1987) Teaching student teachers to reflect, HER, 57
1, pp 22-48 Dewey, J. (1933) How we think. Boston L.D.C. Health.

48
 B.Ed. First Year - Sem. 1
Course EPC-1 Reading and Reflecting on Texts (1160201112)

Objectives
Student - Teachers will be able ......
1. To develop the reading capacity.
2. To develop the creative ability, logical ability, analytical power, thinking skill and
reading skill.
3. To develop the methods and approaches about reading.
4. To know the measurement and evaluation of reading.
5. To understand the co-relation among different subject.
6. To know the diagnostic and remedial of reading.
7. To be motivated to writing on different topic and to be aware of difficulties or
Reading and writing.
8. To develop the interest in reading and writing.
9. To attain mastery over language through reading and writing.
10. To learn reflecting texts through reading & writing.
11. To be motivate for discussion in small groups by reading and writing.
12. To learn to care for books.
13. To learn to use reading and writing work done in classroom.
14. Best qualities can develop in student teacher due to best reading and writing.
15. Be motivated to bring essential changes in their lifestyle because of best type of
reading and writing.
Activities and Evaluation for Reading and Reflecting on Texts
(Any five activities must be done, 10 (Ten) marks for each activity)
1 Book review, Appreciation of Poetry
2. Dictation
3. Reading of autobiography and try to written own autobiography
(Autobiography of Gandhi and Narmad)
4. Picture story writing and give suitable title
5. Life message from whatsapp stories.
6. Discussion, debate based on reading of books
7. Reading and criticism editorial articles of newspaper.
8. Various types of report writing
9. Reading of Thinking magazines available in the library.
10. Planning special activities. (Paad Purti, Vichar Vistar, Quiz, Essay etc.)
11. Group discussion on the books that are being read.
12. Collection of Sanskrit subhashita regarding value education (meaning and
appreciation)
13. Collection and explanation of 10 thoughtful sentences regarding moral education.
14. College of five moral based stories.
15. Writing and publication of ‘charcha patro’ in the news paper.
16. Five prayer lectures for presenting in prayer assembly.
References
1P l5|P0F"PEF.,F, 58[, VG[ 0F"P.gaJNG H[P p5FwIFI4 JFRG lJ7FG4 I]lGP U|YlGDF"6 AM0"4 U]HZFT ZFHI VDNFJFN v
&!)$
2P 0F"PZlJga V\WFlZIF4 lR\TGFtDS lX1F6 sl;aFT VG[ jIFJCFZf I]lGP U|YlGDF"6 AM0"4 U]HZFT ZFHI VDNFJFN

49
3P 0F"PDMTLEF. 58[, VG[ XF:+L HI[gaN[J4 JFRG lX1F64 ALPV[;PXFC5|SFXG
4P 0F"PDMTLEF. 58[, VG[ XF:+L HI[gaN[J VG[ VgI 4U]HZFTL VwIF5G] 5lZXL,G4 ALPV[;PXFC 5|SFXG
5. Harris Albert, how to increase reading ability Longmans, New York 1940 - P-16
6. Thaorndike E.L./ The Vocabulary of books of Children in Gradee 3 to 8 /
Teacher college Record, Vol-38, 1936-37
7. Hue Edmund B. The psychology and pedagogy of Reading, The Macmillon co.
New York 1908.
8. Barn and Roe-Reading Activities for Today's Elementary Schools Rond
menolly college pub. co. chicago 1979
9. Ross D. Bondy, E. & Kyle D. (1993) Reflective teaching for student
empowerment : Elementary curriculum and methods New Yourk : Macmullan.
10. Schon, D. A. (1983) The reflective practitioner : How professionals think in
action. New York : Basic Books.
11. Zeichener, K & O. Listion (1987) Teaching student teachers to reflect,
HER, 57 1, pp 22-48
12. Dewey, J. (1933) How we think. Boston L.D.C. Health.

50
 Bhagwan Mahavir University, Vesu, Surat

Shikshan Bharti College of Education

College Code – 16

B.Ed. Syllabus

First Year

Semester-2

201 Learning & Teaching (1160201201)

202 Assessment for Learning (1160201202)

EC Pedagogy of School Subject-1 (Part-1)

- Gujarati (1160201203)
- English (1160201204)
- Economics (1160201205)
- Science & Technology (1160201206)

EC Pedagogy of School Subject-2 (Part-2)

- Hindi (1160201207)
- Social Science (1160201208)
- Elements of Accoutancy (1160201209)
- Mathematics (1160201210)
- Sanskrit (1160201211)

EPC-2 Drama and Art in Education (1160201212)

* Field Work (1160201213)

51
 201 : Learning and Teaching (1160201201)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70
Objective :
Student-Teachers will be able……
1. To understand the concept of learning
2. To understand the concept of transformation of learning
3. To understand the importance of motivation in learning
4. To understand the concept of teaching
5. To understand the teaching models
6. To know the activities of teaching learning and apply it in the classroom
7. To know the new trends of teaching and learning.
Unit : 1 Understanding of Learning

1.1 Learning : concept, factors affecting learning, learner

related, Teacher related, process related, content related.
1.2 Theories of Learning : Classical conditioning, operant
conditioning, Trial and Error theory of learning, Theory of insightful learning
& its Educational implements.
1.3 Transfer of Learning : concept, types, Principles and Importance.
1.4 Motivation in Learning : concept, Abraham Maslow’s motivational Theory,
Achievement Motivation : concept, Characteristic of achievement motivated
person.

Unit : 2 Understanding of Teaching

2.1 Teaching : Concept, various Maxims of teaching ; concept &

Importance
2.2 Factors affecting to teaching process prediction, reference,
process and result oriented.
2.3 Principles of Teaching
2.4 Teaching Models : Meaning, Importance, Characteristics.

Unit : 3 Learning – Teaching Method

3.1 Peer Group Learning : Meaning, types, steps, importance &
Limitation
3.2 Brain Storming : Meaning, steps, importance &
Limitation
3.3 Seminar : Meaning, Nature, Importance, Limitation and
teachers role
3.4 Programmed Learning : Concept, Principles, Types, Steps of
developing programmed learning material.

Unit : 4 Educational and Instructional

4.1 Educational Technology : Meaning, concept, Nature and Importance
4.2 E-learning : Meaning, concept, importance
4.3 Analysis of classroom interaction : factors of classroom
52
 analysis by Ned Flanders, Importance
4.4 Communication : Meaning, concept , components of
communication (process), Factors affecting communication in
the classroom.

Practicum :

1. Analyse the educational Movie.

2. To study the personality of inspiration all person.
3. Try out the achievement motivation test.
4. Visit the schools and prepare a report on the teaching learning process with
photographs.
5. Brain Storming on any problem and final out the best solution for the problem.
6. Organisation of the seminar on any problem based on the educational point.
7. Analyse the classroom interaction of teacher educators and study the effectiveness
of it.
8. Prepare any are programme learning material any subject.
9. Construct the PPT on the unit of one Subject.

Field Work :

1. Study the learning pattern of any one school.

2. Try out the achievement motivation test on the students.
3. Get the opinion of students on E-learning.
4. Study the opinion of student teachers about ICT.
5. Comparative study of brain storming with lecture method.
6. Observe and analysis the classroom interaction of a teacher in
the school.
1. Get the opinion of student teachers regarding the effectiveness of peer group
learning of informal kind of group in the classroom.
2. Study the effectiveness of the Thorndike’s principle of learning on slow learners.

Reference :

Aggarwal, J.C.(2004) Essential of Educational Psychology. Vikas

Publishing House Pvt Ltd, New Delhi.
Bhatia & Bhatia(2006). A Textbook of Educational Psychology, Doaba
House, Delhi.
Bhatnagar, S. & Saxena A. (2004) Advanced Educational Psychology.
Third Edition Surya Piblications, Meerut.
Kundu, C.L. & Tutoo, D.N.(2011).Educational Psychology. Streling
Publishers Private Limited, New Delhi.
Kuppuswamy,B.(2010) Advanced Educational Psychology. Sterling
Publishera Private Limited, New Delhi.
Mangal, S.K.Advanced Educational Psychology, Second Edition,
Prentice Hall of India Private Limited, New Delhi.

53
 201 a¹yyn an[ a¹yipn (1160201201)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70
h[t&ai[ :

p\(SxNiY)<
(SxNiY)<ai[......

1. a¹yynn) s>kÃpni smj[.

2. a¹yyn s>k\mNn) s>kÃpni smj[.
3. a¹yynmi> p\[rNin) agRyti smj[.
4. a¹yipnn) s>kÃpni smj[.
5. a¹yipnni miƒDl (vS[ smj[.
6. a¹yyn an[ a¹yipnn) p\vZ(_iai[Y) p(r(ct YE vg<K>Dmi> (v(nyi[g kr[.
7. a¹yyn an[ a¹yipnni n*tn p\vihi[Y) p(r(ct Yiy.
a[km : 1 a¹yynn) smj
1.1 a¹yyn : s>kÃpni, a¹yynn[ asr krti> p(rbLi[, a¹y[ti s>b>F) p(rbLi[,
a¹yipk s>b>F), p\(k\yi s>b>F), (vPyvAt& s>b>F)
1.2 a¹yynni (soi>ti[ - SiA#i)y a(Bs>Fin, kirk a(Bs>Fin, p\yRn an[ B*l oiri
a¹yyn, ai>trs*z oiri a¹yyn an[ t[ni S]x(Nk f(ltiYi[<
1.3 a¹yyn s>k\mN : s>kÃpni, p\kir, (soi>ti[, a¹yyn s>k\mNn&> mh_v
1.4 a¹yynmi> p\[rNi : s>kÃpni, m[Ali[ni[ minv p\[rNini[ (soi>t, (s(¹F p\[rNi- s>kÃpni, (s(¹F p\[(rt Äy(ktni
lxNi[.
a[km : 2 a¹yipnn) smj
2.1 a¹yipn: s>kÃpni, a¹yipnni s*#ii[ : s>kÃpni an[ mh_v
2.2 a¹yipn p\(k\yin[ asr krti> p(rbLi[ - aigih)s*ck, si>d(B<k, p\(k\yigt,
n)pjlx) p(rbLi[
2.3 a¹yipnni (soi>ti[
2.4 a¹yipn mi[Dl : aY<, mh_v an[ lix(Nkti
a[km : 3 a¹yyn an[ a¹yipnn) po(tai[
3.1 siY) j*Y a¹yyn : aY<, p\kir, si[pini[, mh_v an[ myi<di
3.2 b\[En AT^i[(m<>g : aY<, si[pini[, mh_v an[ myi<di
3.3 s[(mnir : aY<, Av$p, mh_v, myi<di an[ (Sxkn) B*(mki
3.4 a(Bk\(mt a¹yyn : s>kÃpni, (soi>ti[, p\kir an[ a(Bk\(mt a¹yyn bnivvini
si[pini[ { mi#i r](Kk a(Bk\m}
a[km : 4 (SxNmi> an&d[S tk`(nk)
4.1 S]x(Nk T[k`ni[liƒJ : aY<, s>kÃpni, Av$p an[ mh_v
4.2 E-l(n<>g : aY<, s>kÃpni
4.3 vg< Äyvhir (vÅl[PN : n[D fl[ºDs<ni vg<Äyvhir (vÅl[PNni GTki[, mh_v
4.4 p\Ryiyn : aY<, s>kÃpni, GTki[ {p\(k\yi}, vg<K>Dmi> p\Ryiynn[ asr krti> p(rbLi[
p\iyi[
iyi[(gk kiy< :
1. S]x(Nk (fÃmni[ sT)k a¿yis.
2. p\[rNidiy) Äy(ktni> Äy(kt_vni[ a¿yis.
3. (s(¹Fp\[rNn) ksi[T)n) ajmiyS krv).
4. j&d)-j&d) SiLiai[n) m&likit lE t[mi> cilt) a¹yyn-a¹yipn p\(k\yini s>dB<mi> fi[Ti[g\if s(ht ah[vil t]yir
kri[.
5. vg<K>Dmi> av](Fk Av$pni siY)j*Y til)miY)<ai[ni a(Bp\iyi[ m[Lvvi
54
 6. ki[E a[k smAyi rj* kr) til)miY)<ai[ t[ni pr b\[En AT^i[(m<>g kr) uk[l livvi p\yRn kr[.
7. ki[E a[k S]x(Nk m&Ñi pr s[(mnirn&> aiyi[jn krv&>.
8. til)miY)<n&> vg<Äyvhir (vÅl[PN kr) t[n) asrkirkti tpisv).
9. ki[E a[k (vPymi> a(Bk\m t]yir krvi[.
10. ki[E a[k (vPymi> a[k a[km pr PPT n) rcni krv).
(fÃD vk< :
1. ki[E a[k SiLin) a¹yyn p\Nil)ni[ a¿yis krvi[. {(Sxki[ an[ til)miY)<ai[ pis[Y) a(Bp\iy l[vi}.
2. (vwiY)<ai[ pr (s(op\[rNi ksi[T)n) ajmiyS krv).
3. E-l(n<>g a>g[ (vwiY)<ai[ni a(Bp\iyi[ni[ a¿yis
4. p\(SxNiY)<ai[ni ICT ni upyi[g a>g[ni a(Bp\iyi[ni[ a¿yis
5. b\[En AT^i[(m<>g an[ Äyi²yin po(tni[ t&lniRmk a¿yis
6. ki[E a[k SiLini a[k (Sxkni vg<Äyvhirn&> avli[kn kr) t[n&> (vÅl[PN krv&>.
7. vg<K>Dmi> av](Fk Av$pni siY)j*Y a¹yynn) asrkirkti a>g[ til)miY)<ai[ni a(Bp\iyi[ni[ a¿yis
8. nbLi a¹y[tiai[ pr Yi[n<DiEkni a¹yynni (soi>tn) asrkirkti tpisv).
s>dB< :

1.a¹yipn mni[(vXinmi> (dSiai[: (vkis, (SxN p\(k\yi an[ mi(ht) T[kni[li[J l[Kk : Diƒ.nn&BiE a[s. di[>gi,
p\kiSn: (nJjn siyki[ s[ºTr, rijki[T
2. a¹yyn-a¹yipn p\(k\yi, l[Kk:Diƒ.mi[t)BiE pT[l an[ s¿yi[. p\kiSk : b).a[s.Sih p\kiSn,
amdivid
3. S]x(Nk mni[(vXin. l[Kk : nT&BiE p).rivl p\kiSn : n)rv p\kiSn, amdivid
4. a¹y[tin) smj a>g[n&> mni[(vXin, l[Kk: Diƒ.nin&BiE a[s. di[>gi, p\kiSn: vi(rP[N p\kiSn, amdivid.
5. a¹yyn-a¹yipn p\(k\yi: Diƒ.r(vºW a>Fir)yi. p\kiSn : vi(rP[N p\kiSn, amdivid.
6. S]x(Nk mni[(vXin : Diƒ.k&l)n p>Dyi. p\kiSn : y&(nv(s<T) g\>Y(nmi<N bi[D<, amdivid.
7. Aggarwal, J.C.(2004) Essential of Educational Psychology. Vikas Publishing
House Pvt Ltd, New Delhi.
8. Bhatia & Bhatia(2006). A Textbook of Educational Psychology, Doaba House,
Delhi.
9. Bhatnagar, S. & Saxena A. (2004) Advanced Educational Psychology. Third
Edition Surya Piblications, Meerut.
10. Kundu, C.L. & Tutoo, D.N.(2011).Educational Psychology. Streling
Publishers Private Limited, New Delhi.
11. Kuppuswamy,B.(2010) Advanced Educational Psychology. Sterling
Publishera Private Limited, New Delhi.
12. Mangal, S.K.Advanced Educational Psychology, Second Edition,
Prentice Hall of India Private Limited, New Delhi.

55
 202– Assessment for Learning (1160201202)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70

Objectives :
Students – Teachers will be able to....
1. Understand the concept of Measurement Assessment and Evaluation.
2. Apply the formative and Summative Assessment
3. Understand and apply the various tools and teaching of Assessment for Learning
4. Understand and apply basic descriptive
5. Analyze innovative trends in Assessment
Unit-1 Basic of Assessment for Learning
1.1 Measurement: Concept, types, mode, needs
1.2 Evaluation : Concept, Evaluation in Education process, Importance, Difference
between measurement & Evaluation
1.3 Assessment : Concept, types (Formative Assessment & Summative Assessment)
1.4 Continuous & Comprehensive Evaluation
Unit-2 Tools of Evaluation
2.1 Rubic, Portfolio, Questionnaire, Check list, Rating Scale : Meaning & Characteristics
2.2 Diagnostic Test : Meaning, Importance Steps
2.3 Teacher Made Test : Characeristics, Importance, limitation, steps of constructing
Teacher made test.
2.4 Standardized Test: Meaning, Uses, Steps, Contracting Standardized test
Unit-3 Statistics in Education
3.1 Measures of Central Tendency : Mean, Median and Mode (With illustration)
3.2 Measures of Deviation : Mean Deviation, standard deviation, quartile deviation (with
illustration)
3.3 Percentile, Percentile Rank (With illustration)
3.4 Normal Distribution : Meaning and Characteristics

Unit-4 Innovative trends in Assessment for learning

4.1 Examination : Meaning, types & Importance
4.2 Online exam : Meaning, objectives, advantages, limitation
4.3 Open book exam : Meaning, objectives, advantages, limitation

56
 4.4 Relevance of provisions of RTE act (2009) with reference to assessment for learning

Practicum :
1. Application of continuous comprehensive evaluation in any school by student
teachers.
2. Apply tools of Assessment in schools : Rubric, Portfolio presentation, questionnaire.
3. Construct any one teacher made test in any subject.
4. Analysis the result of any one subject.
5. Study the examination system of any one school
6. Organized and management of open book examination

Field Work
1. To study the opinion of teacher regarding formative Assessment.
2. To study the opinion of teachers regarding summative Assessment
3. Calculate the measurement of central tendency and deviation based on the marks of a
particular subject of students of a school or a college.
4. Visit the students appear for online exam and study their experience, prepare a report
an it.
5. Study the opinion of teachers principals and guardians regarding prepare a report on it.
6. Study the opinion of teachers regarding open book examination.
7. Study the opinion of trainees regarding online examination.
8. Study the opinion of teacher regarding continuous comprehensive evaluation.

References :
- Curriculum framework, Two year B.Ed. Programme national Council for Teacher
education
- Shepard L.A. (2000) The role of assessment in a learning culture educational
Research, 4-14
- Statistics in Psychology and Education By: Henry E. Greett. International Library of
Education, cosmo publication.
- Sternberg R.J. (2013) Intelligence Competence and expertise. In A.J. Elliot & C.S.
Dweck (Eds.), Handbook of competence and motivation (pp-15-30) Guilford
publications.
- Stiggins R.(2005) From formative assessment to assessment for learning: A path tp
success in astandards- based schools-phi.delta kappan,325328.
- Thwaite, A. & RIvalland, J(2009) How can analysis of classroom talk help teachers
reflect on their practices? Australian Journal of language and literacy. The,32(1)38.
- S]x(Nk aikDiSiA#i l[Kk: (#iv[d) an[ pir[K y&(nv(s<T) g\>Y(nmi<N bi[D<, amdivid.
- S]x(Nk s>Si[Fn l[Kk : Diƒ. (dp)kiSih y&(nv(s<T) g\>Y(nmi<N bi[D<, amdivid
- S]x(Nk mipn l[Kk : Diƒ. kZONki>t gi[piLJ d[siE, y&(n. g\>Y(nmi<Nbi[D<, amdivid.

57
 202 a¹yyn miT[n&> pr)xN (1160201202)

Total Marks: 100 Contact Hours: 6 Hours per Week

Internal Assesment: 30
External Assesment: 70

h[t&ai[ :-

p\(SxNiY)<
(SxNiY)<ai[..........

1. mipn,pr)xN an[ m*Ãyi>knn) s>kÃpni smj[.

2. (vkisiRmk pr)xN {F.A} smg\lx) pr)xN {S.A} p\yi[J Sk[.
3. a¹yynni pr)xN miT[ni (v(vF upkrNi[ an[ p\y&(ktai[ smj[ an[ p\yi[j[.
4. piyigt vN<niRmk ai>kDiSiA#i smj[ an[ p\yi[j[.
5. pr)xNni nvp\vihi[n&> (vÅl[PN kri[.

a[km : 1 a¹yyn miT[ni pr)xN s>b>(Ft m*LB*t bibti[

1.1 mipn: s>kÃpni, p\kiri[, r)t, j$(ryit

1.2 m*Ãyi>kn: s>kÃpni, (SxNmi> m*Ãyi>kn p\(k\yi, mh_v, mipn an[ m*Ãyi>knni[ tfivt
1.3 pr)xN : s>kÃpni, p\kir { (vkisiRmk pr)xN an[ smg\lx) pr)xN}
1.4 stt sv<g\ih) m*Ãyi>kn {CCE}

a[km : 2 m*Ãyi>knni siFni[

2.1 $b(rk, pi[T<fi[(lyi[, p\Åniv(l, ai[LKyid), k\mmipd>D : aY< an[ lxNi[

2.2 (ndin ksi[T) : aY<, upyi[g, si[pini[
2.3 (Sxk r(ct ksi[T) : lxNi[, mh_v, myi<di, (Sxk r(ct ksi[T)n)
rcnini si[pini[
2.4 p\mi(Nt ksi[T) : aY<, upyi[(gti, rcnini si[pini[
a[km : 3 (SxNmi> ai>kDiSiA#i
3.1 m¹yvt)< (AY(tminni mipi[ : m¹yk, m¹yAY an[ bh&lk { si[dihrN}
3.2 p\sirminni mipi[ : sr[riS (vcln, p\mi(Nt (vcln, ct&Y<k (vcln
{si[dihrN}
3.3 Sti>SAY, p\(tSt k\mi>k { si[dihrN}
3.4 smFirN vk\r[Ki : aY< an[ lxNi[
a[km : 4 a¹yyn miT[ni m*Ãyi>knni nvp\ nvp\vihi[
vihi[
4.1 pr)xi : aY<, p\kir, mh_v
4.2 ai[nliEn pr)xi : aY<, h[t&ai[, liB, myi<diai[
4.3 K&Ãli p&Atk siY[n) pr)xi : aY<, h[t&ai[, liB, myi<diai[
4.4 a¹yyn miT[ni pr)xN s>dB[< RTE Act (2009)n) ji[gviEai[n)
p\At&tti
p\iyi[
iyi[(gk kiy< :-
:-
1. til)miY)<ai[ ki[E a[k SiLimi> jE stt sv<g\ih) m*Ãyi>kn p\yi[j[
2. SiLimi> pr)xN miT[ni upkrNi[ { $b(rk, pi[T<fi[(lyi[ rj*ait, p\Åniv(l}vg[r[ SiLimi> p\yi[j[.
3. ki[E a[k (vPymi> a[k ksi[T)n) rcni krv).
4. ki[E a[k Fi[rNni ki[E a[k (vPyni p(rNimn&> (vÅl[PN krv&>
5. ki[E SiLin) pr)xi po(tni[ a¿yis krvi[.

58
 6. K&Ãli p&Atk siY[n) pr)xin&> aiyi[jn an[ s>ciln kr[.
(fÃD vk< :
1. (vkisiRmk pr)xN s>dB[< (Sxki[ni a(Bp\iyi[ni[ a¿yis krvi[.
2. smg\tilx) pr)xN s>dB[< (Sxki[ni a(Bp\iyi[ni[ a¿yis krvi[.
3. ki[E a[k SiLi/ki[l[jni (vwiY)<ai[ni ki[E a[k ci[kks (vPymi>ni g&Nni aiFir[ m¹yvt)< (AY(tni mipi[,
c(lttini mipi[n) gNtr) kr[.
4. ai[nliEn pr)xi aipniriai[n) m&likit lE a[mni an&Bvi[ni[ a¿yis kr[- l[(Kt ah[vil t]yir kr[.
5. vt<min pr)xi po(t a>g[ (Sxki[, aiciyi[<, vil)ai[ni a(Bp\iyi[ni[ a¿yis krvi[.
6. K&Ãli p&Atk siY[ pr)xi a>g[ (Sxki[ni a(Bp\iyi[ni[ a¿yis.
7. ai[nliEn pr)xi p\Ry[ til)miY)<ai[ni a(Bp\iyi[ni[ a¿yis.
8. stt sv<g\ih) m*Ãyi>kn s>dB[< (Sxki[ni a(Bp\iyi[ni[ a¿yis.
s>dB< g\
g\>Yi[ :
- Curriculum framework, Two year B.Ed. Programme national Council for Teacher
education
- Shepard L.A. (2000) The role of assessment in a learning culture educational
Research, 4-14
- Statistics in Psychology and Education By: Henry E. Greett. International Library of
Education, cosmo publication.
- Sternberg R.J. (2013) Intelligence Competence and expertise. In A.J. Elliot & C.S.
Dweck (Eds.), Handbook of competence and motivation (pp-15-30) Guilford
publications.
- Stiggins R.(2005) From formative assessment to assessment for learning: A path tp
success in astandards- based schools-phi.delta kappan,325328.
- Thwaite, A. & RIvalland, J(2009) How can analysis of classroom talk help teachers
reflect on their practices? Australian Journal of language and literacy. The,32(1)38.
- S]x(Nk aikDiSiA#i l[Kk: (#iv[d) an[ pir[K y&(nv(s<T) g\>Y(nmi<N bi[D<, amdivid.
- S]x(Nk s>Si[Fn l[Kk : Diƒ. (dp)kiSih y&(nv(s<T) g\>Y(nmi<N bi[D<, amdivid
- S]x(Nk mipn l[Kk : Diƒ. kZONki>t gi[piLJ d[siE, y&(n. g\>Y(nmi<Nbi[D<, amdivid.

59
 EC- Sil[y (vPyi[n&> a¹yipnSiA#i : 1

s[m[ATr-
Tr-2

g&jrit) (1160201203)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
a[km :1 mitZBiPi an[ a¹yipn pÛ(tai[, upkrNi[ an[ mZÃyi>kn

1.1 mitZBiPi (SxNni> ki]SÃyi[ : ~vN, kYn, vicn, l[Kn aY<, s>kÃpni, mh_v, (vkisn) p\vZ(_iai[
1.2 mitZBiPi (SxNn) pÛ(tai[ an[ p\y&(ktai[ : Äyi²yin, aigmn-(ngmn, p\Åni[_ir), niT`y)krN-s>kÃpni, mh_v, lxN
1.3 mitZBiPi (SxNn) simg\) an[ upkrNi[ :
- mitZBiPi (SxNni upkrNi[ : (c#ii[, ciT<s, T[epr[ki[D<r, r[(Dyi[, T[(l(vzn
- kÀ¼y*Tr-eºTrn[T - s>kÃpni, mh_v, upyi[(gti
- mitZBiPi (SxNn) simg\) : S¾dki[S, simi(yki[, (vÅvki[S-s>kÃpni, mh_v, upyi[(gti
1.4 mitZBiPi (SxNmi> m*Ãyi>kn
- s>kÃpni, mh_v
- aidS< pÅnp#ini lxNi[
- ¾Ãy& (p\ºT
- (#ip(rmiNdS<k sirN)
a[km :2 si(hRy sj<k, Av$p an[ ÄyikrN (SxN

2.1 si(hRy sj<ki[ : Bgvt) k&mir Smi<, pºnilil pT[l, s&r[S ji[S)
2.2 si(hRy Av$p p(rcy {ud`Bv, p\kir,lix(Nktiai[} : nvlkYi K>D, aiRmkYi K>D, siƒn[T
2.3 l[Kn (SxN : arJl[Kn, (vcir-(vAtir l[Kn
2.4 ÄyikrN (SxN : al>kir, smis
p\iyi[
iyi[(gk kiy< :

1. Fi[rN-6 Y) 12 mi> aivti k(vai[ p]k) ki[epN a[k k(vni Jvn-kvn (vS[ eºTrn[T k[ s>dB<g\>Yi[n) mdd le
mi(ht) t]yir krv).
2. ki[epN b[ arJ l[Kn t]yir krvi.
3. mitZBiPi a¹yipn pÛ(tSiA#imi> ÄyikrN a[km pr PPT t]yir krv).
4. mitZBiPi (dvsn) ujvN)n) aiyi[jn ni[>F t]yir krv).
5. S¾dB[d viLi S¾di[n) yid) t]yir krv).
ni[>F : upr dSi<v[l p\iyi[(gk kiyi[< p\vZ(_iai[ an[ x[#ikiyi[<n) yid) s*cn tr)k[n) C[. til)miY)<ai[ a¹yipki[ni sj<niRmk
mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#ikiy< hiY Fr) Sk[ C[.

s>dB< g\
g\>Yi[

1. pT[l mi[t)Bie m. an[ aºy {1989} g&jrit) a¹yipn p(rS)ln, {b)J aivZ(_i}, amdivid : b). a[s.Sih
p\kiSn.
2. gim)t D).a[m. {2013}. g&jrit) pÛ(t an[ (vPyvAt& {p\Ym aivZ(_i}, (dÃh) : a[m. a[n.a[s. p(¾lk[Sn hius.
3. pT[l J.v). {2013} g&jrit) pÛ(t an[ (vPyvAt& {p\Ym aivZ(_i}, (dÃh) : a[m. a[n.a[s. p(¾lk[Sn hius.
4. Fi[rN 6 Y) 12 ni g&jrit) {p\Ym BiPini } piqy p&Atki[ an[ ÄyikrNni p&Atki[, gi>F)ngr : g&jrit rijy SiLi,
piqp p&Atk m>DL ‘(vwiyn’ s[kTr 10 a[.
5. ~) nT&Bie v). rivl an[ aºy {2007}, g&jrit)n&> (vPyvAt&, amdivid : n)rv p\kiSn
6. Diˆ. j[.p). gi[(hl an[ aºy {2010} g&jrit)n&> a¹yipn SiA#i, amdivid : ami[l an[ vi(rP[N p\kiSn

60
 EC - Pedaogy of School Subject : 1

Semester-2

English (1160201204)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives
Student-Teachers will be able…..
1. To develop their language skill in English.
2. To develop creative designs and plans to teach English understanding the diverse
needs of the learners.
3. To understand the concepts of teaching learning & unit planning.
4. To develop skill in creative writing.
5. To understand and apply the evaluation techniques of ELT.

Unit – 1 Language skills development

1.1 Basic skill of language (LSRW)

- LSRW : Components, Activities to develop and evaluate
- Comprehension and expression skill
1.2 Skill wise problem and remedies
1.3 Teaching learning design and lesson plan
- Stage wise learning : Small talk, Pre task, main task, post task, do it at home
activity
1.4 Unit planning
- Prose : language function, vocabulary, reading piece, writing (Composition)
- Poetry: recitation and rhythm, vocabulary, appreciation and meaning and
composition.

Unit-2 Details Study of grammar and textual lessons

2.1 Detailed study of present textual lessons of standard 9, 10

- Prose
- Poetry
- Supplementary Readings
2.2 grammar in use
- Tenses, active-passive voice
- Reported speech, degree of compression
2.3 phonetics, vocabulary and grammar in use
- Phonetics: organ of speech, vowels, consonants, diphthongs
- Rhythm, stress, articulation and intonation
2.4 teaching learning materials and references material
- Flash cards, charts, pictures, posters, T.V. Programme , website
- Dictionary, thesaurus, e-materials
Practicum
1. Prepare a lesson plan based on ICT.
2. Imagine yourself as a textbook writer and prepare a unit for the textbook of std. 9/10.
3. Visit a language laboratory and discuss the role of it English language learning.

61
4. Study the material and different method used in class room in teaching English.
5. Prepare a questionnaire to know the problems of students in learning of English.
6. Collect activities for vocabulary enrichment.
7. Conduct a small action research in one of the practice teaching schools.
8. Collect activities / stories / poems / games / rhymes / exercises to teach language
skills.
9. Prepare material for learning tense in English teaching.
10. Prepare brief notes on phonetic transcription.

Reference :

- Teach English : A Training Course for teachers, Adrian Doff – Cambridge; New York :
Cambridge University Press, 1989.
- Methods of Teaching English, Lalitha Krishnaswamy & N Krishnaswamy, Macmillan
India Limited,
- Teaching of English, Y.K.Singh, APH Publishing Corporation, New Delhi, 2005
- Approaches and Methods in Language Teaching, By Jack C. Richards & Theodore S.
Rodgers, Cambridge University Press, 2001.
- Teaching Foreign-Language Skills Wilga M.Rivers, The Uninersity of Chicago Press
Books, USA, 1981
- English language teaching; Approaches, Methods and Techniques, Geetha Nagaraj,
Orient Longman Pvt.Ltd., Hyderabad, 2005
- https://aguswuryanto.files.wordpress.com/2008/09/approaches-and-methods-
inlanguage teaching.pdf
- www.bririshcouncil.org
- http://www.splendid-speaking.com

62
 EC -Pedaogy of School Subject : 1
Semester-2
Economics (1160201205)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :
Trainees :
- To make classroom teaching effective by getting information regarding various
methods and tools of teaching
- To use the from of evaluation economical activities
- To develop the competencies being positive toward giving contribution in the
development of country
- Learn to evaluate textbooks at the Higher secondary at school level

Unit-1 Teaching of Economics :

1. Methods & techniques of teaching economics, meaning, Advantages-disadvantage &

its application in teaching
A. Methos : Inductive-Deductive, Project & Assignment
B. Economics Room & Club
2. Teaching learning material in Teaching Economics (Construction, Merits, Limitation,
application in teaching)
A. Visual aids : Bulletin Board, Graph, Mobile Internet, LCD Projector, Computer,
CBL, CAL
3. Characteristics of ideal question paper Bule print formation & uses.
4. Text book of economics : Meaning, Importance
- Characteristics of ideal text book
- Review of present economics text book of std XI & XII

Unit :2

1. Economics Reforms : Meaning process liberalization, Privatization, globalization.

- Types of foreign investment
- India’s foreign trade policy and phases
- Meaning of national income, circulation : flow, methods of measurement
2. Budget : Meaning, objective, types Economics considerations : Kautilya, Gandhiji,
Pandit Deendayal Upadhyay
3. Agriculture sector : causes of low productivity remedies, modern farming
Foreign trade : difference between Internal trade / business & foreign trade causes, the
idea of exchange rate.
4. Industry sector : Importance, Industrial Structure, Infrastructural services.
Migration & Urbanization : Meaning Causes/ Reasons, effects.
Practicum :
1. Development and try out of computer Programme.
63
 2. Awarness of Economics teachrs regarding ICT.
3 Development and tryout of any one method.
4. Study of professional efficiency of economics teacher.
5. Development and tryout of any one method and to analyze its effectiveness.
6. Development of Scrapbook and its implementation in education.
7. Survey of any one economical problem.
8. Comparison of any one special method and lecture method.
9. Report writing by visiting one institution
10. Evaluation of textbook of standard 11 and 12
11. Construction of question paper with the help of blueprint.
12. Graphical presentation of information taken from Internet.
13. Criticism on the blueprint of the board’s question paper of economics of
standard-12
Reference:

- aY<SiA#i (SxN Diˆ rimpil(s>h air lib&k(Dpi[. m[rq{u p\} vP<: 2009
- aY<SiA#i (SxN g&rsndisRyig), ~)(vni[d p&Atk m>(dr, aigri {u p\} vP<: 2009
- Teaching of economics: N.R. saxena. Surya publication, meerut.(U.P) Year:2007
- Teaching of economics : A practical Approach J.C. Aggarwal Agra, (U.P.) Year:2007
- Methods of Teaching Economics B. Rudramamba New Delhi 2004
- aY<SiA#i a¹yipnn&> p(rS)ln n)rv p\kiSn, amdivid
- aY<SiA#i a¹yipnn&> p(rS)ln b).a[s. Sih p\kiSn, amdivid
- aY<SiA#i Fi[rN 12 Åi\)hP<d k[.qikr, g&jrit rijy piqyp&Atk m>DL gi>F)ngr vP< 2008
- aY<SiA#i (vPyvAt& an[ po(t, ami[l p\kiSn, amdivid 2014

64
 Sil[y (vPyi[n&> a¹yipnSiA#i : 1
EC-Sil[
s[m[ATr : 2
aY<SiA#i (1160201205)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[
ai[ :
p\(SxNiY)<
(SxNiY)<ai[
- (v(vF a¹yipn pÛ(tai[ an[ siFni[ni[ p(rcy k[Lv) vg<K>D (SxNn[ vF& asrkirk bniv[.
- ai(Y<k p\vZ(_iai[ni m*Ãyi>knni Av$pi[ni[ sml kr[.
- riOT^ni (vkismi> pi[tin&> yi[gdin aipvi skiriRmk bn) xmti k[Lv[.
a[km : 1 aY<SiA#in&> a¹yipn
1. aY<SiA#i a¹yipnn) po(tai[ an[ p\y&(ktai[ : aY< , liBiliB an[ a¹yipnmi> t[ni[ (v(nyi[g
a. po(tai[ : aigmn-(ngmn
p\i[j[kT
Avi¹yiy
b. aY<SiA#i K>D an[ m>DL
2. aY<SiA#i a¹yipnmi> upyi[g) S]x(Nk siFni[
{rcni, fiydi, myi<di, a¹yipnmi> (v(nyi[g}
a. ØÆy siFni[ : b&l[(Tn bi[D<, ail[K, aiT<s, simi(yki[
b. ØÆy Åi\iÄy siFni[ : AmiT< bi[D<, mi[biel,eºTrn[T, LCD p\i[j[kTr, kÀ¼y*Tr, CBL, CAL
3. aY<SiA#imi> aidS< p\Ånp#ini> lxNi[, ¾Ãy* (p\ºTn) rcni an[ upyi[g
4. aY<SiA#i piqyp&Atk : aY<, mh_v
aidS< piqyp&Atkni lxNi[
Fi[rN 11 an[ 12 ni vt<min piqyp&Atki[n) sm)xi
a[km : 2
1. ai(Y<k s&Firiai[ : aY<, p\(k\yi, udir)krN, King)krN, v](Vk)krN
- (vd[S) m*D)ri[kiNni p\kiri[
- Birtn) (vd[S Äyipirn)(t an[ tbkki
- riOT^)y aivkni[ aY<, cki\kir p\vih, mipvin) po(tai[
2. a>dijp#i : aY<, uÑ[Si[, p\kiri[
ai(Y<k (vciri[ : ki](TÃy, gi>F)J, p>(Dt d)ndyiL upi¹yiy
3. kZ(Px[#i : n)c) K[t uRpidktini> kirNi[, upiyi[, aiF&(nk K[t)
(vd[Sv[pir : ai>t(rk v[pir an[ (vd[Sv[pirni[ tfivt, kirNi[, l[Nd[Nn) t&lini[ ²yil, h&>(DyimN drni[ ²yil
4. uwi[gx[#i : mh_v, ai]wi(gk miLK&>
ai>trmiLKik)y s[viai[
AYLi>tr an[ Sh[r)krn : aY<, kirNi[, asri[.

p\iyi[
iyi[(gk kiy< :
1. kÀ¼y*Tr aiFi(rt kiy<k|mn) rcni an[ ajmiyS
2. aY<SiA#ini (Sxkn) aie.s).T). {ICT} a>g[n) sBinti
3. ki[e pÛ(tni[ (v(nyi[g an[ asrkirktin) ckisN)
4. (v(vF ai(Y<k m&diai[ s>dB[< Ak\[pb&kn) bnivT an[ (SxNmi> upyi[g
5. ki[e a[k ai(Y<k smAyi a>g[ sv[<xN
6. ki[e a[k (v(SOT pÛ(t an[ kYn pÛ(tn) t&lni
65
 7. ki[e a[k s>AYin) m&likit le t[ni[ ah[vil
8. Fi[rN 11,12 ni aY<SiA#ini piqyp&Atkn&> m*Ãyi>kn
9. ¾Ãy&(p\ºTn) mddY) p\Ånp#in) rcni
10. EºTrn[T prY) mi(ht) m[Lv) ail[KiRmk rj*ait krv).
11. Fi[rN-12 ni aY<SiA#i (vPyni bi[D<ni p\Ånp#in) ¾Ãy&(p\ºT s>dB[< sm)xi
s>dB< g\
g\>Yi[ :
- aY<SiA#i (SxN Diˆ rimpil(s>h air lib&k(Dpi[. m[rq{u p\} vP<: 2009
- aY<SiA#i (SxN g&rsndisRyig), ~)(vni[d p&Atk m>(dr, aigri {u p\} vP<: 2009
- Teaching of economics: N.R. saxena. Surya publication, meerut.(U.P) Year:2007
- Teaching of economics : A practical Approach J.C. Aggarwal Agra, (U.P.) Year:2007
- Methods of Teaching Economics B. Rudramamba New Delhi 2004
- aY<SiA#i a¹yipnn&> p(rS)ln n)rv p\kiSn, amdivid
- aY<SiA#i a¹yipnn&> p(rS)ln b).a[s. Sih p\kiSn, amdivid
- aY<SiA#i Fi[rN 12 Åi\)hP<d k[.qikr, g&jrit rijy piqyp&Atk m>DL gi>F)ngr vP< 2008
- aY<SiA#i (vPyvAt& an[ po(t, ami[l p\kiSn, amdivid 2014

66
 Sil[y (vPyi[n&> a¹yipnSiA#i : 1
EC-Sil[

s[m[ATr - 2

(vXin an[ T[k`ni[li[J (1160201206)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :

p\(xNiY)<
(xNiY)<ai[.....

- (vXin an[ T[k`ni[li[J (vPyni> a¹yipnni> s>dB[< s&(vFiai[ an[ p\vZ(_iai[n[ smj[.
- (vXin an[ T[k`ni[li[J (vPyni> aidS< piqyp&Atkni> lxNi[ jiN[.
- (vXin an[ T[k`ni[li[Jni a¹yipnmi> S]x(Nk upkrNi[ smj[, rcni kr[ an[ ajmiyS kr[.
- p\iyi[(gk kiy< an[ p\vZ(_i oiri p\(tBiv>t (Sxk bn[.
- (vXin p\yi[gSiLini[ upyi[g smj[.

a[km-
m-1 : (vXin an[ T[k`ni[li[J a¹yipnn) s&(vFiai[, p\p\vZv(Z _iai[, piqyp&Atk sm)xi,
p\Ånp#i
Ånp#i an[ S]x(Nk upkrN
1.1 (vXin an[ T[k`ni[li[J a¹yipnn) s&(vFiai[
- mi¹y(mk kxin) (vXin p\yi[gSiLi
- vnAp(tbig
- miCl)Gr
1.2 (vXin an[ T[k`ni[li[J a¹yipnn) p\vZ(_iai[
- (vXin m>DL
- (vXin m[Li
- aikiSdS<n
- x[#ipy<Tn
1.3 aidS< piqyp&Atkni> lxNi[ tYi p\vt<min Fi[rN-9 ni> (vXinni> piqyp&Atkn) sm)xi,
aidS< p\Ånp#in) rcni {¾Ãy& (p\ºT} : si[pini[ an[ mh_v
1.4 (vXin an[ T[k`ni[li[Jni> a¹yipnmi> S]x(Nk upkrNi[n) rcni an[ mh_v.
a[km - 2 : (vXin (vPyvAt&
(vPyvAt
2.1 sJvi[mi> Vsn an[ p\jnn
sJvi[mi> pi[PN
2.2 ki[lsi[ an[ p[T^i[(lym
Fit& an[ aFit&, Bi](tk an[ risiy(Nk f[rfiri[
2.3 (vw&t an[ (vw&tp\vihn) c&>bk)y asr
kiy< an[ uji<, g&r&_vikP<N
2.4 tiriai[ an[ s&y<m>DL
s&ÈmJvi[

p\iyi[
iyi[(gk kiy< :
• miCl)Grn) m&likit lE ah[vil t]yir kri[.
• (vXin p\yi[gSiLin) m&likit lE ah[vil t]yir kri[.
• ps>(dt a[km an[ mik< miT[ (#i-p(rmiNdS<k sirN) t[ni aiFir[ p\Ånp#i t]yir kri[.
• ps>(dt a[km miT[ ICT ni> upyi[g Frivti[ piq rci[.
• (vXin (SxN s>dB[< mi¹y(mk kxini> (Sxki[ni> a(Bp\iyi[ B[gi kri[.
67
ni[>F :
upr dSi<v[l p\iyi[(gk kiy< an[ p\vZ(_iai[ s*cn tr)k[n) C[, til)miY)<ai[ a¹yipki[ni> sj<niRmk mig<dS<n h[qL pi[tin) r)t[
nvi p\iyi[(gk kiyi[< an[ p\vZ(_iai[ hiY Fr) Sk[ C[.

s>dB< :

- (vXin an[ T[kni[li[J a¹yipn po(t l[Kk: Diƒ.BWiy& vCrijin) p\kiSn:anDi b&k D[pi[ amdivid.
- (vXin an[ T[kni[li[Jn&> a(Bnv a¹yipn l[Kk:nT&Bie v).rivl. p\kiSn:n)rv p\kiSn,amdivid.
- (vXin an[ T[kni[li[Jn&> a¹yipn, l[Kk:Diƒ.n(lnBiE J.pT[l p\kiSn:ami[l p\kiSn an[ vi(rP[N p\kiSn,amdivid.
- (vXin a¹yipnn&> p(rS)ln, l[Kk:Diƒ. h(rp\sid ai[.ji[P), p\kiSn: b).a[s.Sih p\kiSn, amdivid.
- Fi[rN 6Y)10 (vXin piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Dr. D.P.Sankhala (2006).Teahing of Science, Adhyayan Punlishers & Distributors, New
Delhi.
- S.R.Joshi(2005) Teaching of Science, A.P.H. Pulication Corporation, New Delhi.
- R.C.Sharma (2003). Modern Science Teaching, Dhanpat Rai Publishing Company,
New Delhi.
- Prof.J.K. Sood(2015). Teching of Scince, Agrawal Publications, Agra.
- P.T.Ghanta(2004). Methods of Teaching Elementary Science, Discovery Publishing
house, New Delhi.
- cÍi[pi¹yiy an[ Äyis- Experiments in Scince New Delhi, Learners press Green park
extevsion
- mh[ºW yidv- Basic Facts on Science New Delhi, Anmol Pub,Private Ltd.
- r(vk&mir S.K. Teaching of Scince, jyp&r, mgld)p p(¾lk[Sn.
- Sen, B.R. Teaching of Sci. In Secondary School, New Delhi, Common Wealth Pub.
- Vinayak Malhotra Encyclopedia of Modern Methods of Teching Scince New Set
Recent Pub. Corporation.
- Thurbe &/ Collette. Teaching of Scince.

68
 EC- Pedagogy of a School Subject : 1
Semester : 2
Science and Technology (1160201206)
Total Marks: 50 Contact Hours: 3 Hours per Week
Internal Assesment: 15
External Assesment: 35
Objectives :
Teacher-Student will be able………
- To know the facilities and Activities for Teaching of Science and Technology.
- To know the characteristics an Ideal Textbook of Science and Technology.
- To understand and creat and implement the teaching aids in teaching of Science and
Technology.
- To develop efficient teachers through experiment work & activities.
- To understand the use of Science laboratory.
Unit-1 : Facilities of Science and Technology Teaching, Activities, Review
of Textbook, Question paper and Teaching Aids.
1.1 Facilities of Science and Technology Teaching
- Laboratory of Secondary level
- Botanical Garden
- Aquarium
1.2 Activities of Science and Technology Teaching
- Science Club
- Science fair
- Sky vision
- Field trip
1.3 Characteristics of an Ideal Textbook Review of the present Textbook of Std-9th
- Construction of an Ideal Question paper (Blue-Print): Steps and Important.
1.4 Construction and Importance of Teaching Aids in Teaching of Science
and Technology.
Unit – 2 : Science Content
2.1 Respiration and Reproduction in organisms
Nutrition in organism
2.2 Coal and Petroleum
Metal and Non-Metal, Physical and Chemical Changes.
2.3 Electricity, Magnetic effect of electric current Work and Energy, Gravitation.
2.4 Stars and Solar System
Micro- organisms

Practicum :

• Take visit of an aquarium and prepare report.

• Take visit of science laboratory and prepare report.
• Make a blue-print for certain marks and make a question paper based on it.
• Make a lesson planning with use of ICT for a selected topic.
• Collect the opinions of teachers of secondary level about science education.

Note :
69
 The above mentioned activities and forms are suggestive students teacher can
do new practical works and activities under the creative guidance their teacher
educators.

Reference :
- (vXin an[ T[kni[li[J a¹yipn po(t l[Kk: Diƒ.BWiy& vCrijin) p\kiSn:anDi b&k D[pi[ amdivid.
- (vXin an[ T[kni[li[Jn&> a(Bnv a¹yipn l[Kk:nT&Bie v).rivl. p\kiSn:n)rv p\kiSn,amdivid.
- (vXin an[ T[kni[li[Jn&> a¹yipn, l[Kk:Diƒ.n(lnBiE J.pT[l p\kiSn:ami[l p\kiSn an[ vi(rP[N
p\kiSn,amdivid.
- (vXin a¹yipnn&> p(rS)ln, l[Kk:Diƒ. h(rp\sid ai[.ji[P), p\kiSn: b).a[s.Sih p\kiSn, amdivid.
- Fi[rN 6Y)10 (vXin piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Dr. D.P.Sankhala (2006).Teahing of Science, Adhyayan Punlishers & Distributors,
New Delhi.
- S.R.Joshi(2005) Teaching of Science, A.P.H. Pulication Corporation, New Delhi.
- R.C.Sharma (2003). Modern Science Teaching, Dhanpat Rai Publishing Company,
New Delhi.
- Prof.J.K. Sood(2015). Teching of Scince, Agrawal Publications, Agra.
- P.T.Ghanta(2004). Methods of Teaching Elementary Science, Discovery Publishing
house, New Delhi.
- cÍi[pi¹yiy an[ Äyis- Experiments in Scince New Delhi, Learners press Green park
extevsion
- mh[ºW yidv- Basic Facts on Science New Delhi, Anmol Pub,Private Ltd.
- r(vk&mir S.K. Teaching of Scince, jyp&r, mgld)p p(¾lk[Sn.
- Sen, B.R. Teaching of Sci. In Secondary School, New Delhi, Common Wealth Pub.
- Vinayak Malhotra Encyclopedia of Modern Methods of Teching Scince New Set
Recent Pub. Corporation.
- Thurbe &/ Collette. Teaching of Scince.

70
 EC- Pedagogy of a School Subject : 2
सेम – २
ह द (1160201207)
Total Marks: 50 Contact Hours: 3 Hours per Week
Internal Assesment: 15
External Assesment: 35
उ े य:

१. श णाथ ओ के वण कौशल का वकास करना |

२. श णाथ ओ के अथ हण कौशल का वकास करना |
३. श णाथ ओ क लेखन अ भ यि"त का वकास करना |
४. श णाथ ओ क मौ&खक अ भ यि"त का वकास करना |
५. श णाथ ओ के पठन क अ भaEच बढे |
६. श णाथ ग`य प`य का रसाOवाद कर सके |
७. श णाथ BहCदD साBह=य का 3ान ा4त करे |
८. श णाथ श>ट भाषा मA बोलना सीखे |

इकाई – १ ह द भाषा श!ा के कौशल और ह द श!ा के &प

१.१ पाठ आयोजन : मह=व , सोपान और \यान दे ने यो6य बाते |

१.२ ग`य श ा : मह=व , Oव@प ( कहानी, एकांक ,नाटक )

१.३ प`य श ा का मह=व , प`य श ा क पZJतयाँ, प`य श ा मA \यान दे ने यो6य बातA

१.४ लेकन श ा : मह=व, पXलेखन,आवेदनपX, शकयाJतपX |

मौ&खक अ भ यि"त : मह=व, उcचारण दोष ् होने के कारण एवं सुधार के उपाय |

इकाई – २ ह द सा ह य का इ(तहास

२.१ BहCदD साBह=य के इJतहास का काल वभाजन और नामकरण |

२.२ आBदकाल और उनके मख

ु क व – चCदबरदाई, गोरखनाथ, व`यापJत, अमीरखश
ु रो |

२.३ भि"तकाल और उनके मुख क व – तुलसीदास, सरू दास, कबीरदस, जायसी |

२.४ रDJतकाल और उनके मुख क व –केशवदास, भूषण, gबहारDलाल, घनानCद |

२.५ आधुJनक काल और छायावाद – मैEथ लशरण गु4त, जयशंकर साद, सय

ू काCत gXपाठk
Jनराला, सु मXानंदन पCत, महादे वी वमा |

ायो गक काय

71
 १. EचXवाता - EचX के आधार पर कहानी लेखन |
२. कहानी के आधार पर EचX बनाना |
३. BहCदD वतमानपX का पठन करके अहवाल लेखन करना |
४. श+दसम ृ Z के लए कसोटD क रचना एवं अजमायश करना |
५. खेल के मा\यम से याकरण श ा |
६. BहCदD ल&खत अ भ यि"त वकास के लए Bह]जे दोषक विृ =तयाँ |
७. BहCदD वषय श क के नाते अपना आवेदन पX तैयार करना |
८. रDJतकालDन क व एवं आधJु नक क वयQ का तल
ु ना=मक अRयास करना |

s>dB< g\
g\>Y :

- Diƒ D) En kipAY, “ (hºd) a¹pin kli” ahmdibid : n)rv p\kiSn .

- nT&Bie< rivl, “(hºd) (vPyvAt&” ahmdibid : n)rv p\kiSn .
- Diƒ yi[g[Sk&mir (s>h{2013} “aiF&(nk (hºd) (SxN” (dÃl) : E p) Ey p(¾l(S>g ki<rpi[r[Sn .
- c>d&lil ki(Cyi,{2006} “p\ir>(Bk (hºd) ÄyikrN” ahmdibid : S¾dli[k p\kiSn .
- Diƒ (SKi ct&v[<d),{2015} “ (hºd) (SxN” r)Dr : (Sxi (vBig .
- Diƒ mh[S p) rivl,{2007} “(hºd) (SxN po(t”ahmdibid : axr p(¾lk[Sn .
- ~) p&@Pi[_im a> pT[l, “ (hºd) ki a(Bnv a¹yyn” ahmdibid: n)rv p\kiSn .
- Diƒ SiA#i) jy[ºW dv[ ai]r aºy, {2006-07} “(hºd) a¹yipn p(rS)ln” ahmdibid: b) Es Sih p\kiSn .
- Diƒ rimSkl pi·D[y, {2008} “ (hºd) (SxN” aigri : (vni[d p&Atk m(ºdr .

72
 Sil[y (vPyi[n&> a¹yipnSiA#i :
EC-Sil[

s[m[ATr-
Tr- 2

simi(jk (vXin (1160201208)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[ :-
:-

p\(SxNiY)<
(SxNiY)<ai[...............

1. simi(jk (vXinn) (v(vF po(tai[ an[ siFni[n) jiNkir) k[Lv) vg<K>D (SxNn[ vF& Jv>t an[ asrkirk bniv[.
2. (Sxk tr)k[n) frji[ jiN) t[ni[ Äyvhirmi> aml krvi tRpr bn[.
3. p\vt<min simi(jk (vXinni piqyp&Atki[n&> m*Ãyi>kn (v(vF Av$pi[, lxNi[ (vS[ jiNkir) m[Lv[.
4. Simi(jk (vXin K>D, m>DLn) rcni t[mj p\vZ(_iai[ a>g[n) jiNkir) p\i¼t kr[.
5. Birt s>dB[< (v(vF mi(ht)ai[ (vS[ jiNkir) m[Lv[ an[ riOT^ni (vkismi> pi[tin&> simi(jk, ai(Y<k, si>AkZ(tk,
Bi]gi[(lk p(r(AY(t s>dB[< yYiS(kt p\din kr[ t[mj skiriRmk bn) xmti k[Lv[.

a[km : 1 simi(jk (vXin (SxNn) a¹yipn po(tai[, p\ p\y&yI& ktai[, S]x(Nk

upkrNi[ tYi piqyp&Atki[n&> m*Ãyi>kn
kn
1.1 simi(jk (vXin (SxNn) a¹yipn po(tai[ : aY<, s>kÃpni,
liBiliB an[ vg<K>Dmi> (v(nyi[g
- p\i[j[kT, (nr)xN a¿yis
- p\y(ktai[ : m&likit, ri[l ¼l[ an[ p\vis
1.2 simi(jk (vXin (SxNmi> upkrNi[ : s>kÃpni, liBiliB an[ (v(nyi[g
- nkSi, ciT<, (c#ii[, pZ¸v)ni[ gi[Li[, vt<min p#ii[, sim(yki[, b&l[(Tn bi[D<, kÀ¼y&Tr, EºTrn[T,
AmiT<bi[D<.
1.3 simi(jk (vXin (vPyni aidS< (Sxkni g&Ni[ an[ Äyivsi(yk xmti vFirvi miT[ni s*cni[
1.4 p\vt<min Fi[rN-8,9,10 ni simi(jk (vPyni piqyp&Atki[n&> m*Ãyi>kn
- simi(jk IvXin K>D : s>kÃpni, mh_v, jiLvN)
- simi(jk (vXin m>DL : rcni, aiyi[jn, p\vZ(_iai[
a[km : 2 simi(jk (vXin (vPyvAt&
2.1 Birtmi> Fi(m<k simi(jk jigZ(t, s>y&kt riOT^i[ {y&.a[n.}
2.2 Birtn) riOT^)y cLvLi[, Birt : aizid) trf p\yiN
2.3 Birtni[ (vXin an[ T[k`ni[liƒJni[ virsi[, Birtni si>AkZ(tk
virsini AYLi[
2.4 Birt : li[kJvn, Birtni m*LB*t hki[, frji[, rijyn)(tni
mig<dS<k (soi>ti[.

p\iyi[
iyi[(gk kiy< :
1. Fi[.8 an[ Fi[.9 mi> aivti p\krNi[ s>dB[< niTk Bjv[.
2. p\dS<n yi[jvi : gi>F) jy>(t, gi>F) (nvi<N aYvi ki[E aºy d[Sn[tin) jºmjy>(t- p&·y(t(Y (n(m_i[ Fm<, ji(t
mh[rv[S, s>AkZ(t p\d(S<t krvi.
3. a(Bnyg)ti[, d[SB(kt g)ti[ vg[r[ rj* kr[.
4. simi(jk-Fi(m<k k&(rviji[ jiN) t[ a>g[ jigZtti aiv[ t[ni niTki[ Bjv[- aiÃbm t]yir krivvi.
5. vN<niRmk p\vis po(t- p\y(kt oiri (SxN m[Lv[.
6. b&l[(Tn bi[D< pr rj* Yy[l kZ(tn[ ci[kks (vPyn[ k[ºWmi> riK) cci< gi[(Oq yi[j[.
73
 7. nkSi, ciT<, (c#ii[, pZ¸v)ni[ gi[Li[ vg[r[ pr j*Ycci< yi[j[.
8. b[\En ATi[(m<>g kiy<k\m yi[J Skiy – po(t aYvi aidS< simi(jk (vXin (Sxkni lxNi[ - simi(jk (vXin (Sxkn)
Äyivsi(yk kiy<xmti vFirvini s*cni[.

(fÃD vk< :
1. smijn) ci[kks ji(tai[ j[v) k[ gi(mt, ci]Fr), B)l vg[r[n) m&likit lE t[mn) rh[N)krN), s>AkZ(t a>g[ ah[vil
t]yir kr[.
2. (v(vF m[Liai[ k[ uRsvi[ a>g[ ah[vil t]yir kr[.
3. ci[kks (vAtirn) m&likit lE Ryi>ni li[ki[n) JvnS]l) (vS[ ah[vil t]yir kr[.
4. SiLi kxia[ simi(jk (vXin (Sxkn[ nDt) smAyiai[ni[ a¿yis kr[.
5. SiLi kxia[ simi(jk (vXin K>D an[ simi(jk (vXin m>DLn) p\vZ(_iai[ni[ a¿yis kr[.

ni[>F :
upr dSi<v[l p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#i kiyi[<n) yid) s*cn tr)k[n) C[ til)miY)<ai[ a¹yipki[ni sj<niRmk
mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#i kiyi[< hiY Fr) Sk[ C[.

s>dB< g\
g\>Yi[ :

1. simi(jk (vXinn&> a¹yipnSiA#i : l[Kk : mi[t)BiE pT[l, b).a[s.Sih p\kiSn : amdivid.

2. simi(jk (vXinn&> a¹yipn : n)rv p\kiSn : amdivid.
3. simi(jk (vXinn&> aidS< a¹yipn : ami[l - vi(rP[N p\kiSn, amdivid
4. simi(jk (vXin (vPy po(t : axr p(¾lk[Sn : amdivid
5. Effective Methods of Teaching Social studies Dr.S.Paul (2003) ABC Publishers
Jaipur.
6. Teaching Social Studies. Avdhesh S.Jha APH Publishing Corporation Darya Ganj;
New Delhi – 110002
7. Teaching Social Studies ( second edition) Suman pandey – Agrawal publication :
Ahmedabad.

74
 EC- Pedaogy of School Subjects : 2
Sem - 2
Social science (1160201208)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :
Trainees ……
1. Learning the various methods and tools the social sciences makes classroom learning
more lively and effective.
2. Knows the duties of a teacher and is ready to implement them in practice.
3. Evaluation of existing social science textbooks provides information on various forms
and features.
4. Gains knowledge of social science room and congregation formation as well as
activities.
5. Gains knowledge about various information regarding India and provides strength as
well as ability to be positive in terms of its social, economic, cultural, geographical
situation in the development of the nation.

Unit -1 : Methods & Techniques of Teaching Social Science, Teaching

Aid, Evaluation of Text book
1.1 Methods of Teaching in social science : Meaning, concept, Advantages,
Disadvantages and implementation in classroom
- Project, Directed Study
- Techniques : Interview, Role play & Tour
1.2 Tools for Teaching of Social Science : concept, Advantage, Disadvantage and
implementation in classroom- Maps, Chart, Pictures, Globe, News Papers,
Magazines, Bulletin Board, Computer, Internet, Smart Board.
1.3 Characteristics of an ideal social science subject teacher & suggestions to
improve professional competency of the teacher.
1.4 Evaluations of present text book of Std : 8th , 9th
- Social Science Room : concept, importance, Maintenance
- Social Science Club : construction, Planning & Activities
Unit -2 :
2.1 Religious social awareness in India : United Nations (U.N)
2.2 National movements of India, India : Departure towards
freedom.
2.3 India’s science and technology heritage, places of cultural
heritage of India.

2.4 India : Folklore, Fundamental rights of India, Duty’s, Guiding

principles of polities.
Practicum :
1. Present the drama on the content come under the text books of std 8th and 9th

75
 2. Organize the exhibitions of religions, dresses, culture, caste on Gandhi Jayanti,
Gandhi nirvana din or birthday of any leaders.
3. Present the action songs, patriotic songs etc.
4. Prepare the album and perform drama on social and religious prevalent ills.
5. Educate through descriptive and tour methods.
6. Organize the discussion on the items displayed on the bulletin board.
7. Organize group discussion on maps, pictures, charts and globes.
8. Organize the brain storming programmed – method or the characteristics of social
science teachers- suggestions to improve the professional efficiency of teachers.
Field Work :
1. Visit the particular castes like Gamit, Chaudhari, Bheel and Prepare a report on their
life styles, culture etc.
2. Prepare a report on the visit of various fairs, festivals.
3. Visit the particular area and prepare a report about their life style.
4. Study the problems of social science teachers.
5. Study the activities of social science room and social science club.
NOTE : The above mentioned activities and forms are suggestive. Student teachers can do
new practical works, activities and field works under the creative guidance of their teacher
educators.
Reference :
1. simi(jk (vXinn&> a¹yipnSiA#i : l[Kk : mi[t)BiE pT[l, b).a[s.Sih p\kiSn : amdivid.
2. simi(jk (vXinn&> a¹yipn : n)rv p\kiSn : amdivid.
3. simi(jk (vXinn&> aidS< a¹yipn : ami[l - vi(rP[N p\kiSn, amdivid
4. simi(jk (vXin (vPy po(t : axr p(¾lk[Sn : amdivid
5. Effective Methods of Teaching Social studies Dr.S.Paul (2003) ABC Publishers
Jaipur.
6. Teaching Social Studies. Avdhesh S.Jha APH Publishing Corporation Darya Ganj;
New Delhi – 110002
7. Teaching Social Studies ( second edition) Suman pandey – Agrawal publication :
Ahmedabad.

76
 EC- Pedaogy of School Subjects : 2
Semester : 2
Content and Teaching of Method : Accountancy
Total Marks: 50 Contact Hours: 3 Hours per
Week
Internal Assesment: 15
External Assesment: 35
Objectives :
Student - Teachers will be able.......
1. To familiar with Elements of Accountancy and Concepts,
principles and rules of Accounting.
2. To understand of basic and technical concepts of Elements of Accountancy.
3. To develop the necessary skill regarding Elements of
Accountancy in such a way that they can start using them in real life.
4. To be aware of new trends and standards of Elements of
Accountancy.
Unit : 1
1. Following Method in context with Accountancy Education and its Application in
classroom, Definition, Advantages, Limitations
1. Inductive Deductive Method
2. Supervisor Study Method
3. Analytics- Synthetic Method
2. Tools : Definition, Importance, Application in the classroom
Charts, Scrapbook, Computer, Television
3. Evaluation : Written, Oral, Practical
- Ideal Question paper of Accountancy: Characteristics and Blue Print
- Drilling and Revision, Diagnosis and Remedial work in Accountancy
4. Importance of text-book of Element of Accountancy, Characteristics of ideal text
book of Accountancy, Evaluation of present book of std-11
Unit : 2
1. Goodwill : Meaning, Factors Affecting Valuation of Goodwill, Methods of Goodwill
Valuation – 1) Average profit Method 2)Weighted Average Profit Method 3) Super
Profit Method 4) Capitalization of Profit Method
2. Accounting Ratio : Meaning, Types, Short Examples
3. Transactions of Share : Meaning, Types, Examples
4. Partnership : Definition, Partnership deed, Final Accounts ( partnership firm)
Practicum
1. Comparative study of accounts of Individual business and
partnership business.
2. Comparative study of accounts of Individual business and the
business of a hospital or a club.
3. Prepare a question paper of 25 marks on any unit of std 11 or 12.
4. Analyze the question paper of std 12 board question paper based on
blue print.
5. Present a chart of profit and loss of a unit/ a company.
6. Prepare a scrap book from the articles published in the newspapers,
Magazine regarding content and use them in a classroom.
7.Study the profit of any one company / society regarding their
annual audit.
8. Student will learn preparing accounts of vouchers on the basis Tele
77
 software.
9. Analyze the financial structure of a company.
10. Detail study of the financial schemes published in the newspapers.
11. Study any case and find out the hidden problems and state the
Possible solutions for them.
12.Visit any partnership business and study the contract of
partnership.

Field Work:
1. Diagnosis and remedial study for the slow learners in accountancy
in std 11 or 12.
2. Visit the college of your area and study the activities of account
teachers they did for their professional development during last three years.
3. Visit the schools of your area and study the facilities they have
Regarding education.
4. Study the activities for making the subject of account interesting
in schools.
5. Study the question paper of account of std 11 as per blue print.
6. Analytical study of preset text books of std 11.
7. Study the result of account subject of last five years.
8. Get the information of the students who have created their own
images and prepare and present a report on it.
10. Study the form of repetitive activities regarding the subject of
account in schools.
NOTE: The above mentioned activities and forms are suggestive.
Student teachers can do new practical works, activities and field
works under the creative guidance of their teacher educators.
Reference :
- rivl nT&BiE v)., zili a[m. a[m., an[ aºy {2008}. nimini> m*Lt_vi[n&> a(Bnv a¹yipn.
amdivid; n)rv p\kiSn.
- pT[l BgvinBiE a[s., p\jip(t mi[hnBiE a[s. an[ aºy.{2009-2010}. nimini> m*Lt_vi[ni
a¹yipn. amdivid: n)rv p\kiSn.
- Chaudhari Bhachandra R: Namana Moltattavonun Adhyapan, Dhaval
prakashan, Ahmedabad.380013
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;1
Amol Prakashan, Varishan prakashan (2011) Ahmedabad.
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;2
Amol Prakashan, Varishan prakashan (2012) Ahmedabad.
- Patel Bhagavanbhai S : Namana Moltattavonun parishilan. (1999-2000).
B.S. Shah Prakashan, Ahmedabad.

78
 EC- Sil[y (vPyi[n&> a¹yipnSiA#i : 2
s[m[ATr : 2

nimini> m*Lt_vi[

Total Marks: 50 Contact Hours: 3 Hours

per Week
Internal Assesment: 15
External Assesment: 35
h[t&ai[ :

p\(SxNiY)<
(SxNiY)<ai[ :

1. nimini> m*Lt_vi[ni ²yili[, (soi>ti[ an[ (nymi[Y) p(r(ct Yiy.

2. nimini> m*Lt_vi[ni piyini an[ tk`(nk) ²yili[ a>g[ smj k[Lv[.
3. nimini> m*Lt_vi[ a>g[ni j$r) ki]SÃyi[ a[v) r)t[ (vksiv[ k[ j[Y) a[ni[ Äyvhirmi> upyi[g krti Yiy.
4. nimini> m*Lt_vi[ni> nvi p\vihi[ an[ Fi[rNi[ a>g[ jigZt Yiy.

y&(nT : 1

1. nimi (SxN s>dB[<n)c[n) po(tai[ : aY<, liB, myi<di an[ vg<K>Dni (v(nyi[g
1. aigmn - (ngmn po(t
2. (nr)(xt a¿yis po(t
3. pZYkkrN- s>yi[g)krN po(t
2. upkrNi[ : Äyi²yi, mh_v an[ vg<(SxNmi> (v(nyi[g, ciT<s, Ak[pb&k, kÀ¼y*Tr, d*rdS<n
3. m&Ãyi>kn : l[(Kt, mi](Kk, p\\iyi[(gk m*Ãyi>kn
- nimi>n&> aidS< p\Ånp#i : lxNi[, ¾Ãy&-(p\ºT
- nimi (SxNmi> Ø(OTkrn : p&nrivt<n, (ndin-upcir kiy<
4. nimini> m*Lt_vi[ni piqyp&Atkn&> mh)v, aidS< piqyp&Atkni lxNi[, Fi[rN- 11 ni p\vt<min piqyp&Atkn&> m*Ãyi>kn
y&(nT : 2
1. piGD) : aY<, piGD)ni m*Ãyi>knn[ asr krti> p(rbLi[, piGD)ni m*Ãyi>knn) po(tai[- 1} sr[riS nfin) po(t
2}Rv(rt sr[riS nfin) po(t 3} a(Fk nfin) po(t 4}nfini m*D)krNn) po(t
2. (hsib) g&Ni[_ir : aY<, p\kir, T*>ki diKli
3. S[rm*D)ni Äyvhiri[ : aY<, p\kiri[, diKli
4. Big)dir) Äyi²yi, krirnim&>, Big)dir) p[Q)ni vi(P<k (hsibi[

p\iyi[
iyi[(gk kiy< :
1. a[kik) v[pir an[ Big)dir) p[Q)ni (hsibi[ni[ t&lniRmk a¿yis kr[.
2. a[kik) v[pir an[ ki[E a[k hi[(ApTl k[ klbni (hsibi[ni[ t&lniRmk a¿yis kr[.
3. Fi[.11 an[ Fi[.12 ni ki[epN b[ a[km pr 25g&Nn&> p\Ånp#i t]yir krv&>.
4. Fi[.12 n&> bi[D<n&> p\Ånp#in&> ¾Ãy&-(p\ºT aiFi(rt pZYkkrN krv&>.
5. ki[e a[k p[Q)ni/a[kmni #iN vP<ni Kr)d-v[ciN nfin) ail[KiRmk rj*ait kr[.
6. vt<minp#ii[, simi(yki[mi> (vPyvAt&n[ an&$p aiv[l l[Ki[ prY) s>g\hpi[Y) t]yir kr) vg<K>Dmi> t[ni[ upyi[g krvi[.
7. ki[e a[k k>pn)/m>DL)ni vi(P<k (hsibi[ tpis) a[ni nfi[ni[ a¿yis krvi[.
8. til)miY)<ai[ T[l) si[fTv[rni[ upyi[g kr) viucr bnivti S)K[.
9. ki[e a[k k>pn)ni m*D)miLKin&> pZYkkrN krv&>.
10. vt<minp#imi> aivt) fieniºs Ak)mni[ sT)k a¿yis kr[.
11. ki[e a[k k[sni[ a¿yis kr) t[mi> C*piy[li smAyi Si[F) t[ni (v(vF uk[li[ dl)l s(ht jNiv[.
12. ki[epN a[k Big)dir) p[Q)n) m&likit lE t[ni Big)dir) krirni[ a¿yis krvi[.

79
x[#ikiy< :
11. Fi[rN 11 aYvi Fi[rN 12 ni nimini (vPymi> nbLi (vwiY)<ai[ miT[ (ndin upcir kiy< kr[ { p\iyi[(gk }
12. tmir) ki[l[jn) aij&bij& aiv[l SiLin) m&likit lE nimini (Sxki[a[ pi[tin) Äyivsi(yk sjjti vFirvi C[Ãli
#iN vP< dr(myin kr[l p\vZ(_iai[ni[ a¿yis {m&likit}
13. tmir) ki[l[jn) aij&bij& aiv[l SiLin) m&likit lE nimi (SxN s>dB[< k eke s&(vFiai[ p\i¼y C[ t[ni[ a¿yis {
m&likit, p\Åniv(l}
14. SiLimi> nimini (vPyn[ rsp\d bnnivvi miT[ Yt) p\vZ(_iai[ni[ a¿yis {m&likit-avli[kn}
15. Fi[.11 nimini> m*Lt_vni p\Ånp#ini[ ¾Ãy&(p\ºT p\miN[ a¿yis krvi[. {m&likit-avli[kn l[Kn}
16. Fi[.11 vt<min piqyp&Atkni[ sm)xiRmk a¿yis {sv[<xN a(Bp\iyiv(l t]yir kr), dsY) p>dr SiLi (Sxki[ni
a(Bp\iy m[Lvvi.}
17. C[Ãli> pi>c vP<ni[ nimi (vPyni p(rNimni[ a¿yis {ah[vil rj*ait}
18. SiLini B*tp*v< (vwiY)<ai[ k[ j[N[ pi[tin) aigv) p\(tBi UB) kr) hi[y t[n) mi(ht) m[Lv) t[vi (vwiY)<ai[n)
m&likit lE ah[vil t]yir kr) rj*ait krv).{sv[<xN}
19. SiLimi> nimi ISxN s>dB[< Yt) p&nriv<tn)y p\vZ(_ini Av$pni[ a¿yis {m&likit}

ni[>F :

1. upr dSi<v[l p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#i kiyi[<n) yid) s*cn tr)k[n) C[ til)miY)<ai[ a¹yipki[ni sj<niRmk
mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[<, p\vZ(_iai[ an[ x[#i kiyi[< hiY Fr) Sk[ C[.

s>dB< g\
g\>Yi[ :

-
rivl nT&BiE v)., zili a[m. a[m., an[ aºy {2008}. nimini> m*Lt_vi[n&> a(Bnv a¹yipn.
amdivid; n)rv p\kiSn.
- pT[l BgvinBiE a[s., p\jip(t mi[hnBiE a[s. an[ aºy.{2009-2010}. nimini> m*Lt_vi[ni
a¹yipn. amdivid: n)rv p\kiSn.
- Chaudhari Bhachandra R: Namana Moltattavonun Adhyapan, Dhaval
prakashan, Ahmedabad.380013
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;1
Amol Prakashan, Varishan prakashan (2011) Ahmedabad.
- Kapadia Ashvini M: Namana Moltattavonun Adhyapan, Semester;2
Amol Prakashan, Varishan prakashan (2012) Ahmedabad.
Patel Bhagavanbhai S : Namana Moltattavonun parishilan. (1999-2000). B.S. Shah
Prakashan, Ahmedabad.

80
 EC-Pedagogy of School Subject :2
Semester-2
Mathamtics (1160201210)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :
Student-Teacher will be able…
- To understand methods and Techniques of Teaching of Mathematics
- To understand and create and implement the teaching Aids in mathematics education.
- To understand correlation in mathematics.
- To get the knowledge about activities and clubs of mathematics.
- To develop efficient teacher of mathematics through experimental work and activities.
Unit-1 Teaching of Mathematics Methods Techniques, Teaching Aids, Mathematics
Club, Correlation and Ideal Question Paper.
1.1 Method, Techniques
- Inductive Method- Deductive Method
- Analytical-Synthetic Method
- Project Method
- Driling Work
- Review Work
1.2 Construction and Importance of Teaching Aids in teaching of mathematics
1.3 Correlation : Meaning, Importance and Inter Correlation of Mathematics
1.4 Construction of Ideal Question Paper (Blue Print) : Steps and Importance.
Unit-2 Mathematics Content
2.1 Circle
2.2 Surtace Area and Volume
- Club, Cuboid
- Sphere
- Hemisphere
- Cylinder
- Cone
2.3 Statistics
2.4 Quadratic Equation

Practicam
• Make lesson planning with two different method for the same topic
• Make lesson planning by use to Inductive-Deductive method, Analytical-Synthetic
method, project method.
• Make lesson planning with use of ICT for a selected topic.
• Make a blue-print for certain marks and make a question paper based on it.
• Get introduction and Activities of maths club like Gujarat Ganit Mandal, All Indian
Ramanujan Maths Club, VASCS (Vikram A. Sarabhai Community Science Center).
and prepare report.

81
 • Collect the mathematics logic, reasoning questions for competative exams like TAT,
TET, HTAT, etc…

Note :
The above mentioned activities and forms are suggestive. Student teacher can
do new practical works and activities under the creative guidance of their teacher
educator.

Reference:

- Diƒ. aie.a[m.DiƒkTr, g(Nt a¹yipn po(t, anDi p\kiSn, amdivid.

- g(Ntn&> a(Bnv a¹yipn:n)rv p\kiSn, amdivid.
- g(Ntn&> a¹yipn: ami[l p\kiSn-vi(rP[N p\kiSn amdivid.
- g(Nt (vPyvAt& :n)rv p\kiSn, amdivid.
- Fi[rN 6Y)10 g(Nt piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Adenegan, K.E.(2001). Issues and Problems In National Mathematics Curriculum of
the Senior Secondary Schools Level. Pp.4-5, Unpublished Paper.
- Bhatnagar,A.B.:New Dimensions in the teaching of Mathematics, Modern
Publishers,Meerut.
- Dr.Y.Singh(2007) Teaching Practice: Lesson Planning, A.P.H. Publishing
Corporation, New Delhi.
- M.H.Siddiqui(2005). Teaching of Mathematics A.P.H. Publishing Corporation, New
Delhi.
- Prof.R.Sharma & M.Sharma(2014). Teaching of Mathematics A.P.H. Publishing
Corporation, New Delhi.
- R.C.Mishra (2007). Lesson Planning A.P.H. Publishing Corporation, New Delhi.
- S.K.Tyagi(2004). Teaching of Arithmetic,Commonwealth Publisher, Delhi.

82
 Sil[y (vPyi[n&> a¹yipnSiA#i :2
EC-Sil[

s[m[ATr-
Tr-2

g(Nt (1160201210)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[
p\(SxNiY)<
(SxNiY)<ai[
ai[.....
- g(Nt (SxNn) pÛ(tai[ an[ p\y&(ktai[n) smj k[Lv[.
- g(Nt (SxNmi> S]x(Nk upkrNi[ smj[, rcni kr[ an[ ajmiyS kr[.
- g(Ntmi> an&b>F smj[.
- g(Ntn) p\vZ(_iai[ an[ m>DL (vS[ Xin m[Lv[.
- p\iyi[(gk kiy< an[ p\vZ(_i oiri p\(tBiv>t (Sxk bn[.

a[km-
m-1 g(Nt (SxNn) pÛ(tai[, p\
p\y&y(& ktai[, S]x(Nk upkrNi[, g(Nt m>DL, an&b>F an[
aidS< p\
p\Ånp#i
Ånp#i
1.1 g(Nt (SxNn) pÛ(tai[ an[ py&\y(& ktai[
- aigmn-(ngmn pÛ(t
- pZYÊrN-s>yi[g)krN pÛ(t
- p\ij[kT pÛ(t
- ØQ)krN p\y&(kt
- (vh>givli[kn p\y&(kt
1.2 g(Nt a¹yipnmi> S]x(Nk upkrNi[n) rcni an[ mh_v
1.3 an&b>F : aY<, mh_v an[ g(Ntn) SiKiai[ vµc[ni> pirAp(rk an&b>F
1.4 aidS< p\Ånp#in) rcni {¾Ãy&-(p\ºT} : si[pini[ an[ mh_v
a[km-
m-2 g(Nt (vPyvAt&
2.1 vt&<L
2.2 pZOqfL an[ GnfL
- smGn, l>bGn
- gi[lk
- aF<gi[lk
- nLikir
- S>k&
2.3 ai>kDiSiA#i
2.4 (oGit sm)krN

p\iyi[
iyi[(gk kiy< :
• a[k j a[km miT[ b[ (v(vF pÛ(tai[ni> upyi[g oiri piq aiyi[jn rci[
• aigmn-(ngmn pÛ(t, pZYÊrN-s>yi[g)krN pÛ(t, p\ij[kT pÛ(tni> upyi[g oiri piq aiyi[jn bnivi[.
• ps>(dt a[km miT[ ICT ni> upyi[g Frivti piq rci[.
• ci[kks a[km an[ mik< miT[ (#i-p(rmiNdS<k sirN) t[ni aiFi(rt p\Ånp#i t]yir kri[.
• g(Nt m>DLni[ p(rcy an[ p\vZ(_iai[ jiN) t[ni pr ah[vil bnivi[, j[m k[ g&jrit g(Nt m>DL, ai[l e(ºDyi
rimin&jn m[¸s klb, VASCSC (Vikram A. Sarabhai Community Science Center).
83
 • (v(vF ApFi<Rmk pr)xiai[ j[v) k[ TAT, TET, HTAT miT[ gi(N(tk tk<-dl)l s>b>F) p\Åni[ni[ s>p*T t]yir kri[.

ni[>F :
upr dSi<v[l p\iyi[(gk kiy< an[ p\vZ(_iai[ s*cn tr)k[n) C[, til)miY)<ai[ a¹yipki[ni> sj<niRmk
mig<dS<n h[qL pi[tin) r)t[ nvi p\iyi[(gk kiyi[< an[ p\vZ(_iai[ hiY Fr) Sk[ C[.

s>dB< :
- Diƒ. aie.a[m.DiƒkTr, g(Nt a¹yipn po(t, anDi p\kiSn, amdivid.
- g(Ntn&> a(Bnv a¹yipn:n)rv p\kiSn, amdivid.
- g(Ntn&> a¹yipn: ami[l p\kiSn-vi(rP[N p\kiSn amdivid.
- g(Nt (vPyvAt& :n)rv p\kiSn, amdivid.
- Fi[rN 6Y)10 g(Nt piqyp&Atk p\kiSn: g&jrit rijy piqyp&Atk m>DL, gi>F)ngr.
- Adenegan, K.E.(2001). Issues and Problems In National Mathematics Curriculum of
the Senior Secondary Schools Level. Pp.4-5, Unpublished Paper.
- Bhatnagar,A.B.:New Dimensions in the teaching of Mathematics, Modern
Publishers,Meerut.
- Dr.Y.Singh(2007) Teaching Practice: Lesson Planning, A.P.H. Publishing
Corporation, New Delhi.
- M.H.Siddiqui(2005). Teaching of Mathematics A.P.H. Publishing Corporation, New
Delhi.
- Prof.R.Sharma & M.Sharma(2014). Teaching of Mathematics A.P.H. Publishing
Corporation, New Delhi.
- R.C.Mishra (2007). Lesson Planning A.P.H. Publishing Corporation, New Delhi.
- S.K.Tyagi(2004). Teaching of Arithmetic,Commonwealth Publisher, Delhi.

84
 EC- Sil[y (vPyn&> a¹yipnSiA#i :2
s[m[ATr - 2
s>AkZt (1160201211)
Total Marks: 50 Contact Hours: 3 Hours per Week
Internal Assesment: 15
External Assesment: 35
h[t&ai[ :-
:-
- s>AkZt BiPini aidS< ki]SÃyi[ (vks[
- (vwiY)<ai[n) sj<niRmk S(kt K)l[
- p\vZ(_ilx) (SxNni[ p(rcy k[Lv[
- s>AkZt (Sxkni g&Ni[ k[Lv[
a[km : 1
1.1 Fi[rN-8 an[ 9 s>AkZt piqyp&Atkn) sm)xi
1.2 piq aiyi[jn-a(Bp\[rNi, (vPyvAt&,m*Ãyi>kn
1.3 s>AkZt (SxNmi> mh_v-s&Bi(Pt,Åi\&tl[Kn,an&l[Kn, vi>cn, upkrNi[
1.4 s>AkZt (Sxk-(vwik)y an[ Äyivsi(yk sjjti tYi s>AkZt (SxNn) (v(vF sha¿yis p\vZ(_iai[
a[km : 2
2.1 kZd>t-aY< an[ p\kiri[, kt<(r,km<(N,Biv[p\yi[g
2.2 aÄyy- Äyi²yi,p\kir,vikyp\yi[g { Fi[rN-8,9,10 ni aiFir[}
upsg<-aY<
2.3 vt<minkiL HAtn B*tkiL, B(vOykiL { aiRmn[pd-prAm]pd} ni $pi[
2.4 Åi\[N)-10 - an&vid
(nb>F { sit-ds vikyi[} mm piqSili, mm (dncyi<, p\vis vN<nm`, mm p(rcy, g&jrit ri¶y>, aAmik> d[S :
p\iyi[
iyi[(gk kiy< :-
:-

- SiLi kxia[ s>AkZt (vPy (SxNmi> (vwiY)<ai[n[ nDt) smAyiai[ jiNv)

- SiLi kxia[ s>AkZt (vPy (SxNmi> (Sxki[n[ nDt) smAyiai[ jiNv)
- SiLi kxia[ s>AkZt (Sxk pis[Y) s>AkZt BiPi (SxNni h[t&ai[ jiN) yid) t]yir krv)
- SiLi kxia[ s>AkZt (Sxk pis[Y) s>AkZt (Sxkn) (vwik)y an[ Äyivsi(yk sjjti a>g[ m>tÄyi[ m[Lvvi
- SiLi kxia[ s>AkZt (Sxk pis[Y) Fi[rN-8 an[ 9 ni s>AkZt piqyp&Atkn) K*b)ai[ an[ myi<diai[ jiNv)
- SiLi kxia[ s>AkZt (Sxk pis[Y) Fi[rN-8 an[ 9 ni s>AkZt piqyp&Atkn) myi<diai[ d*r krvini s*cni[ jiNvi
- SiLi kxia[ s>AkZt (vPy (SxNmi> upyi[gmi> l[viti S]x(Nk upkrNi[n) s>AkZt (Sxk pis[Y) yid) m[Lvv)
- p&(Ãl>g S¾di[ni[ s>g\h s(c#i t]yir krvi[
- A#i)(l>g S¾di[ni[ s>g\h s(c#i t]yir krvi[
- SiLi kxia[ s>AkZt (Sxki[n[ ÄyikrN (SxNmi> nDt) smAyiai[ jiNv)

s>dB< g\
g\>Yi[ :

- s>AkZt a¹yipn p(rS)ln. Diƒ. SS)kiºt a¿y>kr, b).a[s.Sih p\kiSn:amdivid

- ÄyikrN (SxN (vF[y : Diƒ.d[vniY-Birt)y (vwis>AYin : virNs)
- s>AkZt(SxNm-Diƒ.ft[h(s>g-Birtm&Wi p\kiSn : k[rli-(#ip&r
- s>AkZt po(t an[ (vPyvAt& : Diƒ.(vny a[n.pT[l
- s>AkZt ÄyikrN an[ l[Kn - p\i[.(Sºd[
- Problems of Sanskrit Teching – G.S.Uparikar.

85
 B.Ed. First Year – Sem.2
Course – EPC – 2 GF8S VG[ S/F äFZF lX1F6 (Drama & Art in Education)
(1160201212)
wI[I VG[ C[T]VM o
!P VwI[TF C{I\]4 D:TS VG[ CFY JrR[GF ;\A\WG[ ;DHL VFtDlGZL1F6 SZ[4 5|lTlS|IF VF5[ VG[ SFI" p\vZv(Z _i SZ[P
ZP GF8S VG[ S/F äFZF VwI[TF 7FGGF\ lJlJW 1F[+MG[ ;\IMlHT SZ[ S[ H[YL T[G[ ;CVeIF; S[ VeIF;S|D ACFZGL p\vZv(Z _i
U^IF lJGF cVeIF;S|Dc DF\ ;J"GM ;DFJ[X SZ[P
#P VwI[TF 5MTFG[ c:J4 ;DFH VG[ lX1F6c V\U[ ;\J[NGXL, SZJF DF8[ GF8S VG[ S/F äFZF VwIIGYL ;HH SZ[P
$P VwI[TF GF8S VG[ S/FGL 5|lJlW äFZF J:T] S[ 38GFGF\ lJlJW 5lZ5|[1I ;DH[P
5P GF8S VG[ S/FGL 5|lJlWVMGM p5IMU SZL S<5GF VG[ :J{ZlJCFZ äFZF JF:TJG[ 5FZBL VwIIGG[ ;3G SZ[P
&P HLJGGF VFSl:DS VG[ S5ZF VG]EJ ;FY[ VG]S}l,T YJF N{lGS 5lZl:YlTVMGF lGN"[X äFZF VwI[TF ;3G VwIIG SZ[P
*P JU"DF\ EFQF6AFHL H[JL ;DH}lT S[ p5N[XS 5|lJlWG[ :YFG[ ;lS|I VwIIGv VwIF5G VG]EJM DF8[ ;FlCtI4 ,l,TS/F
VG[ 5|NX"GS/F H[JF DFwIDMGL VwI[TF ;DH S[/J[P
(P VFtDlGZL1F6 VG[ S<5GFXL, ;FD}lCS VG]EJ äFZF ;EFGTFG[ VFSFZ VF5JF lJlJW :Y/vSF/DF\ 5lZJT"G VF6L
VwI[TF ;FlCtI4 ,l,TS/F VG[ 5|NX"GS/F H[JF DFwIDMGM lJlGIMU SZ[P
)P VwI[TF 5C[,F cVUJ0c VG[ cVjIJ:YFc DF\ HFTG[ D}SIF 5KL ;D:IFv;DFWFG XMWL :5Q8TF VG[ ;DH6 S[/JJF
DF8[ lJRFZ VG[ S<5GFGM lJlGIMU SZ[P
!_P VG]EJ4 ;\J[NG VG[ VY"38G 5Z VFWFlZT Z\UD\RLI S/FGL 5|lJlWVM äFZF VwI[TF VgI ;FY[ T[G[ ;\Sl,T SZL
TFNFtdI ;FW[P
!!P ;DFHDF\ ;FD}lCS ;EFGTF VF6L ;DFHG[ X{1Fl6S VG[ ;FDFlHS 5lZJT"GDF\ HMTZJF DF8[ VwI[TF JU"B\0GL
lNJF,MG[ E[N[P
!ZP ;DFHDF\ c:JG[ ;DHL lJlJW DFwIDMGF lJlGIMU äFZF V;ZSFZS VlEjIlST SZL T[DGL ;H"GFtDSTFG[ S[/J[
!# ;lS|I VwIIGvVwIF5G VG]EJM VG[ X{1Fl6S TYF ;FDFlHS 5lZJT"G DF8[ ;FlCtI4 ,l,TS/F VG[ 5|NX"GS/F
H[JF DFwIDMGF lJlGIMU äFZF VwI[TF T[GL ;F{\NI",1FL ;\J[NGXL,TF lJS;FJ[P
;\ElJT
ElJT p\vZv(Z _i
!P V[S5F+LI VlEGI :S|L%8 ,[BG
ZP V[S5F+LI VlEGI
#P ,W]GFl8SF ,[BG
$P ,W]GFl8SF lNuNX"G
5P 55[8 XM lGNX"G
&P A[:8 OMD" J[:8 5|J'lT VFIMHG ;\RF,G
*P :,MUG lGDF"6
(P S,F ;\A\WLT SFI"S|DG]\ lJJ[RGP
)P SFjI ;H"G
!_P JFTF" ,[BG
!! lR+ lGDF"6
!ZP ;H"GFtDSTF ;\A\lW 5|J'loe
!#P VF56F lJlJW pt;JMDF\ G'tI4 ;\ULT VG[ lR+SFDG]\ IMUNFG v HFT T5F;4 ;\XMWG4 ;DL1FF VG[
VC[JF, ,[BG
!$P U]HZFTGF 5|FN[lXS ,MSG'tIM V\U[PPPPP
v HLJ\T lJl0IM Z[SMl0"\U VG[ T[G]\ lJJ[RG
v .lTCF;4 spNFCZ64 :J~54 VFH VG[ VFJTLSF,f
!5P 5ZM-LIF\4 DZ;LIF\4 BFI6F\4 ,uGULTM4 pt;JULTM4 CF,Z0F\ JU[Z[ H[JL EFTLU/ ;F\:S'lTS S'lTVMGM
;\U|C4VM0LIM Z[SMl0\"U VG[ T[DG\] lJJ[RG
!& UZAFGM .lTCF;4 5|SFZM4 p5IMU ;\A\WL DFlCTL V[S+LSZ64 ;\S,G VG[ ;DL1FFP
!* ,MS ;FlCtIG[ HLJ\T ZFBGFZ S,FSFZMGF HLJGRlZ+M V\U[ 5|JRG4 5|NX"G4 RRF" JU[Z[G]\

86
 N:TFJ[HLSZ6
!(P :YFlGS S1FFV[ lJlJW ;FDFlHS4 WFlD"S 5|;\UMG[ VY";EZ AGFJJFDF\ ,MS ;\ULTGM OF/MP
!)P U]HZFTL lO<DL ;\ULTGL ;OZ v VC[JF,4 5|JRG4 5|NX"G4 RRF" VG[ ;DL1FF
Z_ U]HZFTL ;]UD ;\ULTGM pNEJ VG[ lJSF; o VC[JF, sS,FSFZMGF OM8MU|FO4 5|Rl,T S'lTVM4
,F1Fl6STFVM4VM0LIM ;\U|C f
Z!P 5|FN[lXS AM,LDF\ ,MSULTM v lJlJW pt;J NZdIFG SZ[, HLJ\T Z[SMl0\"U VG[ ,[BG TYF T[G]\ lJJ[RGP
ZZP ,MS ;\ULT ;FY[ ;\S/FI[, JFnMvJFHL\+MGF OM8MU|FO4 :J~54 pN`EJ v lJSF; VG[ p5IMU V\U[ DFlCTL
V[S+LSZ6v VC[JF, ,[BGP

87
 B.Ed. First Year - Sem. 2
Course EPC-2 Drama & Art in Education (1160201212)

Aims and objectives:

The Trainees reflect, introspect and act with a deep relationship among the
1. head, heart and hand.
2. The Trainees integrate various domains of knowledge through Drama and Art,
3. so that the ‘curricular’ encompasses all, and is not separated from the cocurricular
4. or extra-curricular activities.
5. The Trainees enhance Learning through Drama and Art to make themselves
6. sensitize about ‘Self, Society and Education’.
7. The Trainees enhance their multiple perspectives through Drama and Art
8. techniques.
9. The Trainees enhance Learning looking at reality through imagination and
10. fantasy using Drama and Art techniques.
11. The Trainees enhance Learning predicting everyday situations in order to cope
12. with unpredictable unsettling experiences in life.
13. The Trainees understand the media of Performing Arts, Fine arts and Literary
14. Arts to utilize them for active Teaching-Learning experiences instead of moral
15. sermons like lecturing in the class.
16. The Trainees utilize the media of Performing arts, Fine arts and Literary Arts to
17. transpose into a different time and space, to shape consciousness through
18. introspection and imagined collective experience.
19. The Trainees utilize their ability of thinking and imagining to stretch
20. themselves into areas of ‘discomfort’ and ‘confusion’, to then seek resolution,
21. clarity and understanding.
22. The Trainees empathize for and relate with the other through Theatre and Art
23. techniques based on experience, emotion and interpretation.
24. The Trainees move beyond the classroom to invoke the collective
25. consciousness and involve the community to participate in educational and
26. social change.
27. The Trainees understand the ‘Self’ and express themselves effectively utilizing
28. different media for enhancing their creativity.
29. The Trainees develop their aesthetic sensibility practising Performing Arts,
30. Fine arts and Literary Arts to utilize them for active Teaching-Learning
31. experiences, for educational and social change.
Possible Activities:
1. Mono acting script writing
2. Mono Acting
3. Short Drama Writing
4. Short Drama Direction
5. Demonstration of puppet Show
6. Plan and organize best from waste activities
7. Creation of slogan
8. Interpret the programmes related to art
9. Poem writing
10. Story writing
11. Drawing
12. Creative Activities
13. Contribution of dance, music and drawing in our various festivals:
14. investigation, research, review and report writing
15. Related to Traditional folk dances of Gujarat… --live video recording and
16. interpretation --History(Examples, nature, today and tomorrow)
88
17. Collection audio recording and its interpretation of traditional cultural creation
18. “Parodhiyaa, marasiya, khayana, lagn gito, folk songs, halarada”
19. Collection, compiling and review related to history, types and usefulness of
20. garaba.
21. Lecture, exhibition, discussion and documentation on life story of artist who
22. make folk literature alive
23. Contribution of folk music to make various local social and religious events
24. meaningful
25. The journey of Gujarati Filmy music: Report, Lecture, Exhibition, discussion,
26. review
27. Origin and development of gujarati sugam sangeet : report(photographs of
28. artist, famous creation, characteristics, audio collection)
29. Folk songs in regional dialect: live recording in various festivals and writing
30. and its interpretation.
31. Music Instruments related to Folk Music: photographs of instruments, nature,
32. origin- development and collection of information, report writing.

89
 Bhagwan Mahavir University, Vesu, Surat

Shikshan Bharti Collge of education

College Code- 16

B.Ed. Syllabus

Second Year

Semester-3

301 Creative and Incusive School (1160201301)

302 Knowledge and Curriculum (1160201302)

EPC-3 Critical Understanding of ICT (1160201303)

EPC-4 Understanding the Self (1160201304)

90
 301 Creative and Inclusive School (1160201301)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :-
Student-Teacher will………
1) Understand the concept of inclusive school.
2) Understand culture, policies and practices to create an inclusive school.
3) Understand the policies & initiative programmes related to inclusion.
4) Understand evaluation methods of special children.
5) To understand the fact that each child develops his abilities and learning even in
different situations.
Unit : 1 Introduction of Special children
1.1 Special child : concept, types (Gifted, slow learner,
Deal & Dump and Blind)
1.2 Effect of physical & mental disability on learning
1.3 Role of teacher for developing confided of special children
1.4 National Education Policy regarding inclusive school, UNESCO RTE Act (2009),
Sarva Shiksha Abhiyan, recommendations of UGC and its implications.
Unit : 2 Inclusive School
2.1 Inclusive School : Meaning, Concept & nature, merits and Demerits
2.2 Difference between special, integrated and inclusive Education
2.3 Co-curricular activities for special children in Inclusiv school and Educational and
infrastructure facilities for special children.
2.4 Evaluation Method for special children in Inclusive school
Practicum :-
1) Case study of inclusive schools.
2) Case study of special children of specific group.
3) Study of achievement of special children.
4) Study of NGO working for special children.
5) Visit and study the school for blind school for mentally retired, school deaf and
dumb.
6) Study the special child in the society/family/school.
7) Study the film like ‘black’, Taare zameen par.
8) Study the achievement of the special children in the field of literature/music/sports.

Reference :
- Booth. T., Anscow, M.Black-Hawmins, K.Vaughan, M.& shaw. L, (2000) Index
for Inclusion : Developing Learning and Participation in school, Center for
studies on Inclusive Education.
- GOI(1996) Report of the Education Commission : Education and National
Development New Delh : Ministry of Education.
- GOI(1986) National Policy of Education GOI.
- GOI(1922,1998) National Policy on Education, 1986(As modified in 1992),
Retrieved from http://mhrd.gov.in/sites/upload-files/mhrd/file

91
 301 smi(vOT SiLin) rcni (1160201301)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

a[km : 1 (v(SOT biLki[ni[ p(rcy

1.1 (v(SOT biLk : s>kÃpni, p\kir {m[Giv), m>d, m*k-b(Fr an[ a>F a¹y[ti}
1.2 Sir)(rk an[ min(sk axmtin) a¹yyn pr asri[
1.3 (v(SOT biLki[ni[ ai_m(vVis vF[ a[ miT[ (Sxkn) B*(mki
1.4 smi(vOT SiLi a>g[ riOT^)y (SxN n)(t y&n[Aki[, air.T).E. a[kT {2009}, sv<(Sxi a(Byin, y&.J.s). n)
BlimNi[ an[ t[ni f(ltiYi[<
a[km : 2 smi(vOT SiLi
2.1 smi(vOT SiLi : aY<, s>kÃpni, Av$p, liB an[ myi<di
2.2 (v(Sot (SxN, s>k(lt (SxN an[ smiv[Sk (SxN vµc[ni[ tfivt
2.3 smi(vOT SiLimi> (v(SOT biLki[ miT[ sha¿yi(sk p\vZ(_iai[ an[ (v(SOT biLki[
miT[n) S]x(Nk an[ Bi](tk s&(vFiai[
2.4 smi(vOT SiLimi> (v(SOT biLki[ miT[ m*Ãyi>kn po(t
p\iyi[
iyi[(gk kiy< :
1. smi(vOT SiLini[ Äy(kt a¿yis
2. (nFi<(rt j*Yni (v(SOT biLki[ni[ Äy(kt a¿yis
3. (v(SOT biLki[n) (s(oai[ni[ a¿yis
4. (v(SOT biLki[ miT[ kiy<rt a[n.J.ai[. ni[ a¿yis
5. a>Fjn SiLi, m>db&(on) SiLi, m&kb(Fr SiLin) m&likit lE s>AYini[ a¿yis kr[
6. pi[tini smijmi>/k&T&>bmi>/SiLimi> aiv[li (v(SOT biLki[ni[ a¿yis krvi[.
7. ‘¾l[k’, tir[ jm)n pr, j[v) (v(SOT (fÃmni[ sT)k a¿yis krvi[
8. si(hRy/s>g)t/rmt x[#i[ (v(SOT biLki[a[ m[Lv[l (s(oni[ a¿yis kr[

s>dB<g\>Yi[ :
1. gi[(hl. j[.p)., d[sie. D). air., miTl)viLi. k[, pT[l k[.k[., {2016} smi(vOT SiLin) rcni. amdivid : ami[l
p\kiSn.
2. Booth.T.Anscow, M.Black-Hawmins, K.Vaughan, M. & Shaw.L, (2000) Index for
Inclusion : Developing and participation in school, center for studies on Inclusive
Education.
3. GOI (1996) Report of the Education Commission : Education and National
Development New Delhi : Ministry of Education.
4. GOI (1986) National Policy of Education GOI
5. GOI (1992, 1988) National Policy on Education, 1986 (As modified in 1992),
Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/

92
 302 Knowledge and Curriculum (1160201302)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

Objective :
Student-Teacher will
1) To understand meaning of epistemological terminologies and understand their
similarities and differences between them.
2) To understand various school activities and classroom interaction with reference to
multi culture and democracy.
3) To understand and accept education in context of various values.
4) Understand the concept of curriculum.
5) Understand the steps and process of curriculum construction.
6) Understanding the role of curriculum in teaching- learning process.
7) Able to clarify the interrelation among curriculum, syllabus & text book.
Unit : 1 Epistemological and social Basis of Education
1.1 knowledge, information and skill ( Concept & Difference)
1.2 Teaching and Training, Reason and Belief (concept & Difference)
1.3 Historical change in education introduced by industrialization, democracy idea of
individual autonomy and reason in the context of society, culture and modernity.
1.4 Education in relation to modern values equality, individual opportunity, and social
justice : in special reference of Ambedkar, in reference of critical multiculturalism
conventional school practices, daily routine classroom of school.
Unit : 2 Process of curriculum development
2.1 curriculum : concept, importance
2.2 Basis of curriculum
2.3 Stages of curriculum construction
2.4 Role of curriculum in effective teaching and learning.
Practicum :-
1) Study how the teachers who studied B.Ed. use the training and knowledge acquired
during B.Ed. Course
2) Study of non scientific activities observed in particular incidents (birth, death,
marriage) in a particular society.
3) A study about the conscious efforts being done by the schools for the preservation of
values.
4) A survey about the various traditional activities being undertaken by the schools
having different climates.
5) A critical study of the prayer assembly of the school.
6) A case study of an Ashram-shala, an Eklavya Model school.
7) Study the attitude and behaviour of parents towards their children in families.
References :
1. gi[(hl. j[.p)., d[sie. D). air., miTl)viLi. k[, pT[l k[.k[., {2016} smi(vOT SiLin) rcni. amdivid : ami[l
p\kiSn.

93
2. Booth.T.Anscow, M.Black-Hawmins, K.Vaughan, M. & Shaw.L, (2000) Index for
Inclusion : Developing and participation in school, center for studies on Inclusive
Education.
3. GOI (1996) Report of the Education Commission : Education and National
Development New Delhi : Ministry of Education.
4. GOI (1986) National Policy of Education GOI
5. GOI (1992, 1988) National Policy on Education, 1986 (As modified in 1992),
Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/

94
 302 Xin an[ a¿yisk\
a¿yisk\m (1160201302)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[ :
p\(SxNiY)ai[
(SxNiY)ai[........
1. Xin m)mi>siRmk p(rBiPiai[ni aY< an[ a[mn) vµc[n) siÀyti an[ B[dn[ smj[.
2. SiLin) (v(vF p\vZ(_iai[ an[ vg<K>Dni Äyvhirn[ bh& s>AkZ(tyti an[ li[kSih)ni s>dB[< smj[.
3. k[LvN)n[ (v(vF m*Ãyi[ni p(rp\[Èymi> smj[ an[ Av)kir[.
4. a¿yisk\mn) s>kÃpnin[ smj[.
5. a¿yisk\m s>rcnini si[pini[ an[ p\(k\yin[ smj[.
6. S)Kvi-S)Kvin) p\(k\yimi> a¿yisk\mn) B*(mkin[ smj[.
7. a¿yisk\m, piqyk\m an[ piqyp&Atk vµc[ni ai>tr s>b>Fi[n[ ApOT kr[.

a[km : 1 k[LvN)ni[ Xin m)mi>siRmk an[ simi(jk piyi[

1.1 Xin, mi(ht) an[ ki]SÃy-s>kÃpni an[ tfivt
1.2 a¹yipn an[ til)m, (vv[k an[ miºyti- s>kÃpni an[ tfivt
1.3 smij, s>AkZ(t an[ aiF&(nktini p(rp\[Èymi> ai]wi[(gkrN, li[kSih), Äy(ktgt Aviy_itini kirN[ (SxNmi>
aiv[li a](thi(sk p(rvt<ni[.
1.4 ai>b[Dkrni (vciri[ an&sir aiF&(nk m*Ãyni s>dB[< k[LvN){ sminti, Äy(ktgt tki[, simi(jk ºyiy}
bh&s>AkZ(tvidni s>dB[< SiLin) pr>prigt p\vZ(_iai[ vg<K>Dni[ ri[(j>di[ Äyvhir.

a[km : 2 a¿yisk\
a¿yisk\m (vkisn) p\
p\(k\
(k\yi
(k yi
2.1 a¿yisk\m - s>kÃpni an[ mh_v
2.2 a¿yisk\mni aiFir[
2.3 a¿yisk\m s>rcnini si[pini[
2.4 asrkirk r)t[ S)Kvi an[ S)Kvvin) p\(k\yimi> a¿yisk\mn) B*(mki

p\iyi[
iyi[(gk kiy< :
1. b).a[D`. kxia[ m[Lv[l Xinni[ SiLi kxia[ upyi[g : a[k a¿yis
2. ki[E ci[kks smij { (hºd&, m&(Alm,......} mi> ci[kks p\s>g {jºm, mrN, l³n j[vi} n) (k\yiai[mi> an&Bvit)
av]Xi(nktini[ a¿yis.
3. m*Ãyi[n) mivjt miT[ni SiLiai[ni (v(vF sBin p\yRni[ni[ a¿yis.
4. alg-alg BivivrN Frivt) SiLiai[n) pr>prigt an[ v](v¹ysBr p\vZ(_iai[n&> sv[<xN.
5. SiLini p\iY<ni s>m[lnni[ (vv[ciniRmk a¿yis krvi[.
6. til)miY)<ai[ aiâm SiLi, a[klÄy mi[D[l Ak*lni[ a¿yis kr[.
7. k[Tlik p(rviri[mi> miti-(ptin&> t[mni (dkri an[ (dkr) trfni Äyvhiri[ an[ vlNni[ a¿yis.

s>dB<g\>Yi[ :
1. gi[(hl. j[.p)., d[sie. D). air., miTl)viLi. k[, pT[l k[.k[., {2016} smi(vOT SiLin) rcni. amdivid : ami[l
p\kiSn.
2. Booth.T.Anscow, M.Black-Hawmins, K.Vaughan, M. & Shaw.L, (2000) Index for
Inclusion : Developing and participation in school, center for studies on Inclusive
Education.
3. GOI (1996) Report of the Education Commission : Education and National
Development New Delhi : Ministry of Education.
4. GOI (1986) National Policy of Education GOI
95
5. GOI (1992, 1988) National Policy on Education, 1986 (As modified in 1992),
Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/

96
 EPC 3 Critical Understanding of ICT (1160201303)

Total Marks: 50 Contact Hours: 3 Hours per Week

External Assesment: 50

Objectives:
1. Student teachers will learn to interpret get adjusted with the ICTs according to the
educational objectives and principles.
2. Understand the use of ICTs in teaching learning.
3. Understand the use of ICTs at Administrative and educational helpful methods.
4. Understand the effect of ICTs on the society.

Possible Activities:
1. To know how many and which objectives are achieved by using ICTs in teaching from
the teachers who are using ICTs in education.
2. To know how much and how far the students who use ICTs have learned by
themselves using ICTs in present secondary schools.
3. Student teachers will evaluate how far the lessons telecast from BISAG or any other
T.V. channel become helpful for self learning.
4. Graphical presentation of subject wise marks, total marks, percentage, pass, fail in MS
Excel
5. Prepare minimum 10 slides on the one lesson in MS Power point.
6. Prepare a documentary on one unit of ten minutes and get evaluated it with three
student teachers.
7. Critically evaluate two educational articles by two educationalists published on their
blogs and present them before a class.
8. Describe any three campaigns run on the websites to get the particular opinions
regarding social and cultural issues.
9. Study the effect of opinions present on social medias regarding social, cultural,
political and economical matters as a democratic value.
10. Study the effect of digital method applied in the schools on their education.

NOTE: The above mentioned activities and forms are suggestive. Student teachers can do
new practical works, activities and field works under the creative guidance of their
teacher educators.

97
 EPC- 4 Understanding the Self (1160201304)

Total Marks: 50 Contact Hours: 3 Hours per Week

External Assesment: 50

Objectives :

1. Student teachers will know who s/he is when today’s trainees will communicate with
society and students.
2. Student teachers will develop the sensitivity towards their students and society.
3. Student teachers will develop communicative skills.
4. The personality of student teachers will be helpful in the development of their students.
5. Develop the listening and observing skill for the development of students.
6. Student teachers will learn positive attitude and working in group for the solutions of
the conflict by understanding issues and make them balanced.
7. Students gain a broad understanding of yoga.

Activities:
1. Organise the workshop by inviting subject experts for developing effective
communication with the students of standard 9 to 12 and society.
2. Four student teachers will discuss the problem regarding the society , other four student
teachers will check whether any student teacher who is discussing remain balanced ,
get irritated and how far s/he sticks to his/her point and prepare a note on that.
3. Prepare a questionnaire based on the concept of ‘self’ which help the student teachers
to develop self esteem without ego.
4. Student teachers will prepare a paper on comparison of his/her thoughts and behaviours
of last six years with his/her today’s thoughts and behaviour with examples under the
name of ‘mari kathani’ and read it before a class.
5. Student teachers will write a diary for two months and then will discuss whether dairy
writing will help in his/her development in the meeting.
6. Visit any old age home, orphanage and prepare a report on what they feel, think during
their visit and present it before a class.
7. After watching the films that give social or economical message like Black, Three
Ediots, Manthan, Naya Daur, Artha, Student teachers will introspect themselves.
8. Student teachers will explain the thoughts and feelings of the any incidents, self written
poems, self written stories, self written play before a class.
9. Student teachers will present the childhood experiences which leave the life long effect
on his/her mind and discuss the effects before a class. 10. Student teachers will
prepare a case in a group on the great persons like Ambedarkar, Abdul Kalam whose
childhood was passed in poor or socially injustice situation and discuss it before a
class.
10. The meaning, concept, importance and types of yoga

NOTE: The above mentioned activities and forms are suggestive. Student teachers can do
new practical works, activities and field works under the creative guidance of their
teacher educators.

98
 Bhagwan Mahavir University, Vesu, Surat

Shikshan Bharti College of Education

College Code- 16

B.Ed. Syllabus

Second Year

Semester-4

401 Gender School & Society (1160201401)

EC Optional Course

1. Population Education (1160201402)

2. Environmental Education (1160201403)
3. Value Education (1160201404)
4. Health & Phycial Education (1160201405)
5. Educational & Mental Measurement (1160201406)

99
 401 l](g>kti, SiLi an[ smij (1160201401)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[........
1. smijmi>n) l]>(gk asminti prRv[ s>v[dnS)l Yiy.
2. l]>(gk asmintin) sj<k s>AYiai[Y) p(r(ct Yiy.
3. l]>(gk asmintin) SiLi an[ smij pr Ynir) asri[ smj[.
4. l]>(gk asmintin) nib*d)n) (dSimi> (vcirti YE t[ (dSimi> kiy<rt Yiy.

a[km : 1 l]>(gk asminti

1.1 s>kÃpni an[ h[t&ai[
1.2 l]>(gktini[ a¿yis ---
- Ci[kri- Ci[kr)ni j&di j&di vygiLi dr(myinni an&Bvi[ni s>dB[<
- (ptZs_iiviLi k&T&>b-Xi(t-Fm< s>dB[<
1.3 n)c[ni m&Ñiai[ s>dB[< B*(mkiai[ni[ an[ asminti nib*d)ni[ a¿yis
- jn mi¹ymi[{Media}, cl(c#ii[, jih[rKbri[,g)ti[
- (v(vF si>AkZ(tk s>AYiai[
- kiydi[
- rijyni s>dB[<
a[km : 2 l]>(gk asminti an[ SiLin) B*(mki
2.1 SiLin) p\vt<min kiy<vih)mi> smi(vOT l]>(gk asmintin) nib*d) a>g[ni t[mj
m(hliai[n) s&rxini upiyi[.
(vwiY)<ai[, (Sxki[, a¿yisk\m an[ piqyp&Atki[ni s>dB[<
2.2 (v(vF s>AkZ(tai[mi> l]>(gkti an[ jit)yti{Sexuality} a>g[ni ²yili[ an[ t[ d*r
krvi miT[ (Sxkn) B*(mki
2.3 Bi(v (vwiY)<ai[ l]>(gk asmintin[ pDkirvi miT[n) sjjti miT[ til)miY)<ai[n) xmtivZ(o
p\iyi[
iyi[(gk kiy< :
1. ºy*ntm ds k&T&>bi[n) m&likit j[mi> ai[Cimi> ai[Ci b[ s>y&kt k&T>&b hi[vi ji[ea[.
2. Fi[. 9,10 an[ 11 ni[ piqyp&Atki[n) l]>(gkti s>dB[< sT)k aili[cni
3. l]>(gk asminti s>dB[< SiLimi> Yt) p\vZ(_iai[ni[ a¿yis.
4. (v(vF Xi(tai[ni kiy<k\mi[ an[ t[ni aig[vini[ ki[N C[ t[ni[ a¿yis
5. (v(vF Fmi[<ni kiy<k\mi[ an[ t[ni aig[vini[ ki[N C[ t[ni[ a¿yis.
6. Fi(m<k p&Atki[mi> l]>(gktini[ a¿yis.
7. p>ciyt, ngrpi(lki, (vFinsBi an[ s>sdmi> m(hliai[ni p\(t(n(F_vn&> p\miN an[ t[mn) s(k\ytini[ a¿yis.
8. l]>(gktin) Ø(OTa[ cl(c#ii[ an[ jih[rKbri[ni[ sT)k a¿yis
9. l]>(gk smintin) Ø(Ota[ kiydin) rcni an[ t[ni[ amlni[ a¿yis.
10. k&T&>bi[ an[ F>Fimi> (nN<y p\(k\yimi> m(hliai[n) Big)dir) jiNv).
11. jit)y (SxN aipvi a>g[ ai[Cimi> ai[Ci dS (Sxki[ni a(Bp\iyi[ni[ a¿yis.

x[#i)y kiy< :
1. nJkni (vAtirmi>Y) ai[Cimi> ai[Ci p>dr k&T&>bi[ ps>d kr) a[ k&T&>bi[mi> pi> vP< k[ t[niY) ai[C) u>mrni biLki[mi>
Ci[kri an[ Ci[kr)n) s>²yi tpisv) an[ t[ ci[kks s>²yi miT[ s>b>(Ft k&T&>b kr[l p\yRn an[ t[ a>g[ni a(Bp\iyi[
2. (v(vF Fmi[<mi>Y) dr[k Fm<ni cir k&T&>bi[ ps>d kr) a[mni l]>(gk sminti miT[ni a(Bp\iyi[ jiNvi.
3. gm[ t[ a[k nir)p\Fin cl(c#ini[ l]>(gk smintin) Ø(Ota[ a¿yis.
4. m(hli ki[pi[<r[Tr/srp>c/Firis¿y/si>sdn[ mi#i m(hli hi[vin[ kirN[ jih[r kiy< krvimi> k[Tl) an&k*Lti k[ p\(tk*Lti
rh) t[ni[ a¿yis.
100
 5. mi#i m(hli jih[r kiy<kr k[ si(hRykir hi[vin[ kirN[ k[Tl) an&k*Lti k[ p\(tk*Lti rh) t[ni[ a¿yis.
6. yiصC nm*ni po(ta[ ps>d Yy[l) vt<minp#ii[mi> aivt) ai[Cimi> ai[C) 25 jih[riti[mi> A#i)Rvni[ (vv[kp*v<k
upyi[g Yyi[ C[ k[ k[m t[ tpisvi[.
7. ps>d kr[l) ai[Cimi> ai[C) dS Ani(tkiai[ni[ Ani(tki YE t[ drÀyin mi#i m(hli hi[vin[ kirN[ mi-bip,(Sxki[ an[
sha¹yiy)ai[ siY[ni an&Bvi[n[ tpisvi.
8. ki[E pN #iN (s(ryli[mi> m(hli pi#in[ k[v&> AYin an[ t[mn) siY[ p&r&P pi#ini[ vti<v tpisvi[.
9. ki[E pN F>Fik)y, S]x(Nk k[ aºy s>AYiai[ k[ j[mi> v)sY) vF& km<cir) kim krti> hi[y t[vi ai[Cimi> ai[Ci b[
a[kmi[mi> smin kiy< krti> m(hli km<cir)ai[ an[ p&r&P km<cir)ai[ni, v[tn, ni[kr) drjji[ { kimcliu k[ kiym)}
an[ mLt) rjiai[ni[ a¿yis.
10. ki[epN mi¹y(mk SiLi/SiLiai[ni ai[Cimi> ai[Ci dS (Sxki[a[ C[Ãli> pi>c vP<mi> SiLimi> an[ aºy#i l]>(gk
aminti AYipvi miT[ kr[l kiyi[<ni[ a¿yis.

s>dB< g\
g\>Yi[:
- Unterhalther, E(2006) Measuring Gender Inequality in south Asia, London, UNICEF
- The Global Gender Gap Report 2013, world Economic forum, Switzerland
- Michael G Pelete
Gender, Sexuality and body politics in modern Asia, Ann Arbor MI Association for
Asian studies, 2011
- Victoria A Velk off (October,1998)
Women of the world: women’s education in india U.S>Dept of Co. Retirived 25
Dec.2006
- H.D.Report for 2012, U.N.Dev Projects Retrieved 31 March 2014.

101
 401 - Gender, School & Society (1160201401)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :
Student - Teachers will be....
(1) Made sensitive towards Gender Inequality in the society.
(2) Made familiar with the Institutes creating Gender Inequality
(3) Understand the effect of Gender Inequality on school and society.
(4) Made to ponder and to act in direction of Gender Inequality remove.
Unit : 1 Gender Inequality
1.1 Concept, objectives
1.2 The study of Gender With reference to…. - Experiences of Boys - Girls during
different ages -Family (Patriarchal) - Caste - Religion
1.3 The study of Gender Roles and Removal of Inequality with reference to - Media,
Films, Advertisements, songs - Various cultural Institutes - Law - State (Note :
on the basis of reference of Menon, 2012)
Unit : 2 Gender Inequality and Role of School
2.1 Measures to remove Gender Inequality inherent in the present working of
school, and measures for Women's safety in the context of students, teachers,
curriculum & Text Book.
2.2 The beliefs regarding Gender and sexuality in different cultures and teachers'
role to remove them.
2.3 Enhancing the Capacity of Trainees for equipping the future students to
challenge the Gender Inequality.
Practical work :
(1) Visit of at least ten families of which minimum two should be joint families.
(2) To evaluate critically the text books of std. IX, X, XI with reference to Gender.
(3) To undertake studies of activities of the school with reference to Gender
Inequality
(4) To study the programmes of various castes and their leaders.
(5) To study the programmes of various religions and their leaders.
(6) To undertake studies of Gender in Religious books
(7) To undertake studies of the ratio of women representatives in local bodies,
legislative assemblies and parliament and their participation.

102
 (8) To undertake critical studies of films and advertisements from Gender point of
view.
(9) To undertake studies of formulation of Law and its implementation from Gender
point of view.
(10) To under take visits of families and Business firms to know the role of women
in decision making process.
(11) To study the opinions of minimum ten teachers regarding sex education.
FIELD WORK
(1) Visit minimum fifteen families of near area and study the girls and boys ration in the
number of children who are five years old or below age and efforts and opinions of
those families for that particular number of children.
(2) Select three families from any three religions and know the opinions of them regarding
gender equality.
(3) Study any women centred films regarding Gender equality.
(4) Study the convenience and in-convenience of lady corporator/ sarpanch/ MLA/ MP for
doing public work.
(5) Study the convenience and in-convenience of lady public activitist or writer.
(6) Study the proper use of femininity in minimum 25 advertisements published in the
newspapers by using random sample technique.
(7) Study the experience of minimum ten graduate ladies during their graduation time with
their parents, teachers and peers.
(8) Study the place of women characters and the behaviour of male character with them in
any three T.V. serials.
(9) Study the position(adhoc/ permanent), salary of male and female employees working in
minimum two units of professional, educational or any institutes where minimus 20
workers work.
(10) Study the activities done by ten teachers of secondary or higher secondary schools for
establishment of gender equality in schools or any other places during last five years.
NOTE: The above mentioned activities and forms are suggestive. Student teachers can do
new practical works, activities and field works under the creative guidance of their
teacher educators.
Reference :
- Unterhalther, E(2006) Measuring Gender Inequality in south Asia, London, UNICEF
- The Global Gender Gap Report 2013, world Economic forum, Switzerland
- Michael G Pelete

103
 Gender, Sexuality and body politics in modern Asia, Ann Arbor MI Association for
Asian studies, 2011
- Victoria A Velk off (October,1998)
Women of the world: women’s education in india U.S>Dept of Co. Retirived 25
Dec.2006
- H.D.Report for 2012, U.N.Dev Projects Retrieved 31 March 2014.

104
 EC- Population Education (1160201402)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives :
Student - Teachers will be able.....
1. To gain knowledge regarding the present situation related to population.
2. To understand the meaning and importance of Population Education
3. To develop the understanding of the scope of Population Education.
4. To Evaluate the result and effect of population growth on society
5. To know the factors which are affecting population growth
6. To know the effect of population growth on Health and Nutrition.
7. To know trends of Population growth in Gujarat and India.
8. To develop understanding of various methods and techniques about Population
Education.
9. To know the expectations of teachers in context of Population Education.
10. To understand the efforts of Government for controlling the Population Growth.
11. To know about National Problems arising due to Population Growth.
Unit : 1 Population Education, Need, Effects
1. Population education : Meaning, concept and the need of population education
2. Scope and objective of population education (General & Specific)
3. Factors affecting to the growth rate of population - Fertility, Birthrate, Deathrate,
Migration.
4. Population growth and religion as well as urbanization.
Unit : 2 Population growth, Techniques, Methods
1. Population growth rate in India Comparision of literacy rate in India and Gujarat
2. Methods and Techniques of Population Education Methods : Interviews, Observation and
Dramatization Techniques : Description, Exhibition, Puppet Show
3. Expectation from the teacher with reference to Population Education. 4. The role of
Teacher to decrease the ratio of male and female in india.
Practicum :
1. Prepare a scrapbook of information published in News papers and magazines regarding
population.
2. Prepare and Implementation of Puppet show and writing a report on it.
3. Preparing mono-speech / acting regarding population Education.
4. Mono Acting
5. Exhibition regarding population
105
6. Check the effect getting the birth rate and death rate in Taluka/District.
7. Prepare a note about the lectures mentioning the effect of population growth on religion
and urbanization.
8. Compare the literary rate of District/Taluka with literary rate of Gujarat/India.
9. Organise brain storming: expectations from teachers regarding population education,
measure the effect of methods and techniques of population education.
10. Make the society acquainted with the maxim ‘small family, happy family’
Field Work:
1. Organise the street play at various places.
2. Study the awareness of college students (male-female) regarding fertility, birth rate,
death rate in the areas of village and city.
3. Study the effects of population growth on various religions.
4. Study the problems in girls and boys because of migration.
5. Study the effect of decrease in the high birth rate due to urbanization.
6. Study the literary rate of Gujarat and its districts.
7. Student teachers can present puppet show, exhibition, social plays in their streets or
villages.
8. Organise the exhibition on the problems emerged due to population growth. (charts ,
pictures can be prepared)
9. Study the attitude of the teachers regarding population education.
10. Study of madness for getting baby boy in various religions of Indian cultures.
NOTE: The above mentioned activities and forms are suggestive. Student teachers can do
new practical works, activities and field works under the creative guidance of their
teacher educators.
Reference :
1. Cruz Leonardo Ia,(1978) Population education: Nature,goal and role,
Bangkok,UNESCO
2. Hutabarat,Sans S., et al.,(1979) Polulation education in Indonesia, Jakarta, National
Family Planning Coordination Board.
3. Jacobson, Willard J.,(1979) Population education: A Knowledge base, New Yourk
Teachers College, Columbia University.
4. NCERT, (1969) National seminar on population education, NewDelhi : NCRT.
5. Population education, A draft syllabus, (mimeograoh) (1971):New Delhi, NCERT.
6. NCERT,(1987) Minimum essential contents of population education, (mimeograph),
New Delhi : NCERT

106
7. Sharma, R.C. (1988) Population resources, environment and quality of life, Delhi,
Dhanmpat Rai & Sons.
8. Sheshadri, C. and J.L. Pandey (1991) Population Education : A national Source Book,
New Delhi, NCERT.
9. O.J., (1984) Populationeducation, International encyclopedia of population, Volume
one new York the fees press.
10. UNESCO, 1978 Population education : A contemporary concern, ISCOMPE Education
Studies Docoments No.28, Paris:UNESCO.
11. Rao,D.G.Population Education, sterling publishers
12. Kuppuswami B. Population, Asia publishing House
13. Baldev K.P. Population Crisis in India, Nationa

107
 EC- vAt) (SxN (1160201402)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[...
1. vAt) (SxNn) p\vt<min p(r(AY(t jiN[.
2. vAt) (SxNni[ aY< an[ t[n&> mh_v smj[.
3. vAt) (SxNni kiy<x[#i (vS[ p(rcy k[Lv[.
4. smij pr Yt) vAt) vZ(Ûn) asri[ an[ t[ni p(rNimi[n&> m*Ãyi>kn kr[.
5. vAt) vZ(Û pr asr krti p(rbLi[ jiN[
6. vAt) vZ(Ûn) AviA¸y an[ pi[PN pr Yt) asri[ (vS[ jiN[.
7. g&jrit an[ Birtni vAt) vZ(Ûni vlNi[ (vS[ jiN[.
8. vAt) (SxNn) (v(vF pÛ(tai[ an[ p\y&(ktai[ (vS[ smjN k[Lv[.
9. vAt) (SxN s>dB[< (Sxki[n) ap[xiai[ jiN[.
10. vAt) vZ(Û aTkivvi miT[ srkirni p\yisi[n[ smj[.
11. vAt) vZ(Ûni kirN[ uRpºn Yt) riOT^)y smAyiai[ (vS[ jiN[.
a[km : 1 vAt) (SxN, j$(ryit, asri[
{a} vAt) (SxNni[ aY<, s>kÃpni an[ vAt) (SxNn) j$(ryit
{b} vAt) (SxNn&> kiy<x[#i an[ h[t&ai[ {simiºy an[ (v(SOT}
{k} vAt) vZ(Û pr asr krti p(rbLi[ - p\jnnxmti, jºmdr, mZRy&dr, AYLi>trN
{D} vAt) vZ(Û an[ Fm< tYi Sh[r)krN

a[km-
m-2 vAt) vZ(Û : p\
p\y&y(& ktai[-pÛ(tai[
{a} Birtmi> vAt) vZ(Û dr
- Birt an[ g&jritmi> sixrti drn) t&lni
{b} vAt) (SxNn) p\vZ(_iai[ an[ p\y&(ktai[
pÛ(tai[ : m&likit, avli[kn, niTy)krN
p\y&(ktai[ : vN<n, p\dS<n, kqp*tL)ni[ K[l
{k} vAt) (SxN s>dB[< (Sxk pis[n) ap[xiai[
{D} Birtmi> A#i)-p&r&Pn&> p\miN-GTiDvi (SxNn) B*(mki
p\iyi[
iyi[(gk kiy<
1. vAt) a>g[ vt<minp#i an[ simi(yki[mi> p\(sÛ Yt) mi(ht)n) Ak\[p b&k bnivv).
2. kqp*tL)ni K[l t]yir kr) t[n) asrkirkti mipv).
3. vAt) (SxN s>dB[< a[ki(kt t]yir krv).
4. a[kpi#i)y a(Bny
5. vAt) (SxN a>g[ p\dS<n yi[jv&>.
6. (jÃlini / til&kini/ jºmdrni ai>kDiai[ m[Lv) asri[ tpisv).
7. vAt) vZ(Ûn) Fm< an[ Sh[r)krN pr asri[ tpisti Äyi²yini[n) ni[>F bnivv).
8. (jÃlini/ til&kini sixrti drni ai>kDiai[ m[Lv) g&jrit/ Birtni sixrtidrni ai>kDiai[ siY[ t&lni kr)
Skiy.
9. b[\en ATi[(m<g gi[qv) Skiy : vAt) (SxN s>dB[< (Sxk pis[n) ap[xiai[, vAt) (SxN pÛ(t an[ p\yi[(ktai[n)
asrkirkti mip) Skiy.
10. nin& k&T&>b s&K) k&T&>b ni s&#iY) smijn[ p(r(ct kriv) Skiy.

(fÃD vk< :
108
 1. (v(vF (vAtiri[mi> jE S[r) niTki[ yi[jvi.
2. g\iÀy-Sh[r) (vAtirmi> aiv[l ki[l[jni y&vk-y&vt)ai[mi> p\jnnxmti, jºmdr, mZRy&dr a>g[n) jigZtti tpisv).
3. vAt) vZ(Ü oiri (v(vF Fm< pr Yt) asri[ tpisv).
4. AYLi>trn[ kirN[ y&vk-y&vt)ai[mi> a¿yismi> nDt) m&Æk[l)ai[ tpisv).
5. Sh[r)krNn[ kirN[ U>ci jºmdrmi> GTt) asri[ni[ a¿yis kr) Skiy.
6. g&jritmi> an[ t[ni (jÃliai[mi> sixrti dr tpisvi[.
7. kqp*tL)ni[ K[l, p\dS<n simi(jk niTki[ oiri p\s>gi[(ct rj&ait til)miY)<ai[ pi[tini gim, S[r)mi> jE kr) Sk[.
8. vAt) vFiriY) Yt) smAyiai[n&> p\dS<n yi[jv&> t[mj ciT<,(c#ii[ vg[r[ bniv) Skiy.
9. vAt) (SxN s>dB[< (Sxki[mi> ji[vi mLti vlNi[ni[ a¿yis krvi[.
10. Birt)y smijmi> (v(vF Fmi[<mi> p&#i-p\i(¼tn) G[lCi s>dB[< a¿yis kr) Skiy.
s>dB< g\
g\>Yi[ :
1. Cruz Leonardo Ia,(1978) Population education: Nature,goal and role,
Bangkok,UNESCO
2. Hutabarat,Sans S., et al.,(1979) Polulation education in Indonesia, Jakarta, National
Family Planning Coordination Board.
3. Jacobson, Willard J.,(1979) Population education: A Knowledge base, New Yourk
Teachers College, Columbia University.
4. NCERT, (1969) National seminar on population education, NewDelhi : NCRT.
5. Population education, A draft syllabus, (mimeograoh) (1971):New Delhi, NCERT.
6. NCERT,(1987) Minimum essential contents of population education, (mimeograph),
New Delhi : NCERT
7. Sharma, R.C. (1988) Population resources, environment and quality of life, Delhi,
Dhanmpat Rai & Sons.
8. Sheshadri, C. and J.L. Pandey (1991) Population Education : A national Source Book,
New Delhi, NCERT.
9. O.J., (1984) Populationeducation, International encyclopedia of population, Volume
one new York the fees press.
10. UNESCO, 1978 Population education : A contemporary concern, ISCOMPE Education
Studies Docoments No.28, Paris:UNESCO.
11. Rao,D.G.Population Education, sterling publishers
12. Kuppuswami B. Population, Asia publishing House
13. Baldev K.P. Population Crisis in India, National

109
 EC- Environmental Education (1160201403)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

Objectives
Students will be able to:
1. To understand the meaning of environment, importance and its elements.
2. To understand natural resources, its sustainable use and its conservation.
3. To know the bio-diversity.
4. To understand the growing energy needs for increasing population.
5. To develop the fillings of love towards nature.
6. To understand the deferent types of pollution and its cusecs.
7. To understand the universal problems of environment.
8. To understand the activity of G.P.C.B. & C.P.C.B.
9. To aware about the environment Laws.
10. To understand the relation between environment and society.
11. To know about the protection and awareness of environment.
UNIT-1: Environment, Energy, Bio-diversity and Population.
1. The environment meaning, importance and its elements
2. Sustainable use and conservation of Natural resources: Air, Forest, Water, Soil, Mineral.
3. Renewable and Non-Renewable energy resources.
4. Bio-diversity, Introduction, Threats, Protection.
5. Growing energy needs for increasing population.
UNIT-2 Population, Problem, Protection, Law:
1. Meaning, Effect and solution of Pollution: Air, Water, Soil, Sound
2. The universal problem of environment: Ozone Layer Depletion, Acid rain, Tsunami,
Earthquake.
3. The Activities of G.P.C.B./ C.P.C.B. 4. Wild life act(1972), Forest protection act(1980),
environment protection act (1986)
5. Environmental awareness programme ane primary education camp. Practicum:
1. A study of the soil –erosion at seashore and prepare a report.
2. A study of diversity of climate and prepare a report.
3. A study of various pollution controlling system and prepare a report.
4. A study of pollution at holy places and tourist places and prepare a report.
5. A study of water drainage system and problems and prepare a report.
6. A study of water conservation and management and prepare a report.
7. A study of available energy resources and its management and prepare a report.
8. To arrange a visit natural environment camp, prepare a report
9. To arrange a visit Zoo, prepare a report.
10. A study of Environment Waste in religion & society and prepare a report.
Reference :
1. Bharucha, Erach(2003) Biodiversity of India. The Mapin publishing, Delhi.
2. Broan, Lester R. (2002) Eco-Economy: Bulielirs an Economy Foo the Erter. Orient
Longman.

110
3. Sharma, R.C. (1981)Environment Education New Delhi: Metropolient.
4. B$ci,a[.{2011} pyi<vrN a¹yyn , y&.J.s). ai[(ra[ºT ¾l[ksvin p\i.(l. m&>bE{g&jrit), (hºd) , a>g[\J
p\tp\i¼y}
5. s±s[ni h(rmi[hn{2003} pyi<vrN a¹yyn, ~) g>gi ngr: ag\vil sdn
6. p>kj ~)viAtv {1998} pyi<vrn (Sxi, Bi[pil m¹yp\d[S (hºd) g\>Y akidm)

111
 EC- pyi<vrN (SxN
(SxN (1160201403)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[..........
1. pyi<vrNni[ aY<,mh_v an[ GTki[ smj[.
2. p\ikZ(tk s>siFn A#ii[t,Äyijb) upyi[g an[ a[ni s>rxNn[ smj[.
3. j]v v](v¹y (vS[ smj m[Lv[.
4. vFt) jt) vARi)n[ uji<n) vFt) j$(ryit smj[.
5. p\kZ(tn[ p\[m krti> S)K[.
6. p\d&PNni p\kiri[ an[ kirNi[ (vS[ smj[.
7. Pyi<vrNn) v](Vk smAyiai[ smj[.
8. g&jrit p\d&PN (ny>#iN bi[D</ k[ºÙ)y p\d&PN (ny>#iN bi[D<n) p\vZ(_iai[ (vS[ smj m[Lv[.
9. Pyi<vrN s>rxNn) Firiai[Y) (vwiY)<ai[ mi(htgir Yiy.
10. pyi<vrN an[ smijni[ s>b>F smj[.
11. pyi<vrN s>rxN an[ jigZ(t kiy<k\m jiN[.

a[km : 1 pyi>vrN,uji< j]v-(v(vFti an[ vst).

1. pyi<vrNni[ aY<,mh_v an[ a[ni GTki[
2. p\ikZ(tk s>siFnni Äyijb) upyi[g an[ s>rxN { hvi,j>gl,piN),jm)n,K(nj s>dB[<}
3. p&n:p\i¼y an[ p&n:ap\i¼y uji<ni A#ii[t
4. j]v-(v(vFti p(rcy, ByAYini[ an[ s>rxN
5. vFt) jt) vAt) miT[ uji<n) vFt) j$(ryit
a[km : 2 p\ p\d&dP& N,smAyi,s>rxN,jigZtti an[ kiydi[
1. p\d*PNni[ aY<, asri[ an[ upiyi[
hvi,piN),jm)n,avij.
2. pyi<vrNn) v](Vk smAyi.
ai[zi[n Atrmi> gibD&>, a[(sD vrsid, s&nim),Frt)k>p.
3. g&jrit p\d&PN (ny>#iN bi[D</ k[ºÙ)y p\d*PN (ny>#iN bi[D<n) p\vZ(_iai[
4. vºy p\iN) s&rxi Fiiri[ {1972}, vn s7rxi Firi[{1980} an[ pyi<vrN s&rxi Firi[ {1986}
5. pyi<vrN jigZ(t kiy<k\m an[ p\iY(mk (SxN (S(br.
p\iyi[
iyi[(gk kiy< :
1. sm&Ù (knir[ Yti Fi[viNni[ a¿yis kr) ah[vil t]yir krvi[.
2. hviminn) v](v¹ytini[ a¿yis kr) ah[vil t]yir krvi[.
3. (v(vF p\kirni p\d*PN (ny>#iN po(tni[ a¿yis kr) ah[vil t]yir krvi[.
4. Fi(m<k yi#iiFimi[ tYi p\visni AYLi[ pr Yti p\d*PNni[ a¿yis kr) ah[vil t]yir krvi[.
5. piN) miT[n) gTr ÄyvAYi an[ t[n) smAyiai[ni[ a¿yis kr) ah[vil t]yir krvi[.
6. jL s>rxN- jL p\b>Fnn) po(tai[ni[ a¿yis kr) ah[vil t]yir krvi[.
7. Uji<A#ii[t an[ t[ni p\b>Fnni[ a¿yis kr) ah[vil t]yir krvi[.
8. p\iY(mk (SxN (S(br gi[qvv),(rpi[T< lKvi[.
9. p\iN) s>g\hilyn) m&likit gi[qvv),(rpi[T< lKvi[.
10. Fm<,smijmi> pyi<vrNni bgiD (vS[ a¿yis kr) (rpi[T< t]yir krvi[.
s>dB< g\g\>Yi[ :
1. Bharucha, Erach(2003) Biodiversity of India. The Mapin publishing, Delhi.
2. Broan, Lester R. (2002) Eco-Economy: Bulielirs an Economy Foo the Erter. Orient
Longman.
3. Sharma, R.C. (1981)Environment Education New Delhi: Metropolient.
112
4. B$ci,a[.{2011} pyi<vrN a¹yyn , y&.J.s). ai[(ra[ºT ¾l[ksvin p\i.(l. m&>bE{g&jrit), (hºd) , a>g[\J
p\tp\i¼y}
5. s±s[ni h(rmi[hn{2003} pyi<vrN a¹yyn, ~) g>gi ngr: ag\vil sdn
6. p>kj ~)viAtv {1998} pyi<vrn (Sxi, Bi[pil m¹yp\d[S (hºd) g\>Y akidm)

113
 EC – Value Education (1160201404)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

Objectives :
Student – Teachers will be able to…….

1. Develop the theoretical understanding of values.

2. Understand the importance of values in self development.
3. Understand the concept of value education.
4. Know the internal conflicts among values and the remedies for them.
5. Familiarize with the methods of value development.
6. Evaluate the values of a teacher, guardian and the management members.

Unit : 1 Value and Education

1.1 Values : meaning and concept, needs of value Education
1.2 Types of values : Social, Moral, National and Cultural
1.3 Conflict among values ( reasons and solutions)
1.4 Teaching of values as an integral part of education.

Unit : 2 Development of values and Education

2.1 Eradication of negative values through education
2.2 Role of a teacher, school and curriculum for inculcation of Values
2.3 Role of society and home for development of values
2.4 Evaluation of values of the teacher, Guardian, management member
Practicum :-

1. Discuss five values which you have observed in your teacher/ friend/relative.
2. Discuss the conflicts among values which you have experienced by you.
3. Enlist the values of your ideal person and application of these values in your life and
prepare a note unit.
4. Which five values are given priority in your life? Why ?
5. Prepare a detailed note on the activities you have observed in school for value
development.
6. State the incidents of your teachers regarding values or commitment for values.
7. Prepare a detailed note on the incidents/news/facts your have
listened/heard/watched on TV, Radio or in news papers regarding values.
8. Values you have observed in the lives of great people.
9. Discuss the values of Indian culture.
10. Discuss the reasons for degradation of values which you have observed in real life
and prepare a note on that.
11. Which values you like to inculcate in your students ? why ?
12. Prepare a list of value based films and review are of them keeping in mind the
dominant values described in the film.

114
 13. Collect the real life incidents from the schools/colleges/society in which values play
major roles.
Reference :
1. Education in values and spirituality, Brahman kumaris educational society, mount
Abu, 2004.
2. Value Education, Yogeshkumar Singh, Ruchika Singh, APH Publishing, Corporation,
New Delhi, 2005.
3. Value-oriental Education : Initiatives at the Teacher level, edited by Dr. Vanaja M.
Dr. Vijaya Bharathi,

115
 EC- m*Ãy(SxN (1160201404)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[ ..............
1. m*Ãyn) s]¹oi>(tk smj (vksiv[.
2. Av-(vkismi> m*Ãyi[n&> mh_v smj[.
3. m*Ãy (SxNn) s>kÃpni smj[.
4. m*Ãy vµc[ni ai>trs>GP< (vS[ jiN[ an[ t[ d*r krvini upiyi[ smj[.
5. m*Ãy (vkisn) p¹o(tY) p(rcy Yiy.
6. (Sxk, vil) an[ s>cilkni m*Ãyi[n&> m*Ãyi>kn kr[.

a[km : 1 m*Ãy an[ (SxN

1.1 m*Ãy : aY< an[ s>kÃpni, m*Ãy(SxNn) j$(ryit
1.2 m*Ãyni p\kir : simi(jk, n](tk, riOT^)y an[ si>AkZ(tk
1.3 m*Ãyi[ vµc[ni ai>trs>GP< { kirN an[ d*r krvini upiyi[}
1.4 (SxNni a[k ai>t(rk Big tr)k[ m*Ãy (SxN

a[km : 2 m*Ãyi[ni[ (vkis an[ (SxN

2.1 (SxN oiri nkiriRmk m*Ãyi[n&> uµC[dn
2.2 m*Ãyi[ni airi[pNmi> (Sxk, SiLi an[ a¿yisk\mn) B*(mki
2.3 m*Ãyi[ni (vkismi> smij an[ Grn) B*(mki
2.4 (Sxk, vil) an[ s>cilki[ni m*Ãyi[n&> m*Ãyi>kn

p\iyi[
iyi[(gk kiy< :
1. tmiri (Sxk/(m#ii[/s>b>F)mi> ni[>F[li pi>c m*Ãyi[n) cci< kri[/yid) bnivi[.
2. tm[ an&Bv[li m*Ãy vµc[ni ai>trs>GP< (vS[ cci< kri[.
3. tmiri aidS< Äy(ktni Jvnmi> rh[li m*Ãyi[ a>g[ ni[>F) t[n&> Jvnmi> aml)krN k[v) r)t[ krSi[ t[ a>g[ ni[>F t]yir
kri[.
4. kyi pi>c m*Ãyi[ tmiri Jvnmi> p\iY(mkti Friv[ C[?Si miT[ ? cci< kri[.
5. SiLimi> tm[ (nr)xN kr[l) m*Ãy (vkis miT[n) p\vZ(_iai[ a>g[ ni[>F t]yir kri[.
6. tmiri (Sxk/ a¹yipkni m*Ãy aYvi m*Ãy p\Ry[n) k(Tb¹Fti a>g[ni p\s>gi[ a>g[ ni[>F t]yir kri[.
7. m*Ãyni s>dB<mi> T).v)/r[(Dyi[/smicirp#imi> ji[y[l)/si>BL[l), vi>c[l) hk)kt/smicir/ p\s>gi[ a>g[ ni[>F t]yir kri[.
8. mhin Äy(ktai[ni Jvnmi> tm[ ni[>F[li m*Ãyi[ a>g[ cci< kri[.
9. Birt)y s>AkZ(tni m*Ãyn) cci< kri[.
10. Jvnmi> bn[li a[vi m*Ãy ptnni p\s>gi[ ni[>F) t[ miT[ni kirNi[n) cci< kri[.

11. kyi m*Ãyi[ tm[ tmiri (vwiY)<ni Jvnmi> (vks[ a[v&> EµCi[ Ci[? Si miT[ ?
12. m*Ãyi[ aiFi(rt (fÃmi[n) yid) bnivi[ an[ ki[E pN a[k (fÃmn&> sm)xi kri[.
13. SiLi ki[l[ji[/smijmi> bn[li a[vi p\s>gi[ B[gi kri[ j[mi> m*Ãyn) B*(mki agRyn) hi[y.
s>dB<g\>Yi[ :
4. Education in values and spirituality, Brahman kumaris educational society, mount
Abu, 2004.
5. Value Education, Yogeshkumar Singh, Ruchika Singh, APH Publishing, Corporation,
New Delhi, 2005.
6. Value-oriental Education : Initiatives at the Teacher level, edited by Dr. Vanaja M.
Dr. Vijaya Bharathi,
116
 EC- Health and physical education (1160201405)
Total Marks: 50 Contact Hours: 3 Hours per Week
Internal Assesment: 15
External Assesment: 35

Objectives
1. To know the meaning and importance of Physical education.
2. To understand the role of schools in preservation of health.
3. To know the concept of mental and social health.
4. To understand the importance of prayer, yoga, asana and meditation.
5. To know the meaning and importance of health education.
6. To know the role of schools regarding health education.
7. To know the meaning and concept of sex education.
Unit : 1 Health Education
1. Health education : Meaning and importance
2. Role of school in health preservation.
3. Health education : Mental and social Health : Meaning and concept
4. Importance of Prayer, Yoga, Aasans and Dhyan in health education
Unit : 2 Physical Education
1. Physical Education : Meaning & concept
2. Role of school for physical education
3. Physical health : growth development & Nutrition
4. Sex Education : Meaning, concept and importance
5. Sports in education: meaning, concept and various sports
Practicum and Field Work:
1. Comparative study of characteristics of physically healthy and unwell persons.
2. Organize the discussion/talk with the doctor regarding health preservation and
prepare a report on that.
3. Organize the yoga camp.
4. Organize the exhibition for addiction free
5. Organize the discussion for understanding the sex education.
6. Organize the meditation camp
7. Planning and implementation of sports day
Reference :
1. Joint Committee of Central and Scotthish Health Service Councils, “Health Educati”
Her Majestry Satationary office, London 1964.
2. Ministry of Education Govt. of India, “A national plan of physical education and
recreation”, Albion press, Delhi, 1956.
3. Bulletin No.5. “A Guide to Teaching physical Education in secondary school”, state
department of education, Talaharssee, Florida, 1948.
4. Moss, Bernice, “Health Education”, National Education Association of the Unites
States, Washington, 1961.
5. Hagg, Jessie, “School Health Programme,” Oxford & I.B.H. Publishing Co., New
York.

117
 EC- AviA¸y an[ Sir)(rk (SxN (1160201405)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[..........
1. AviA¸y (SxNni[ aY< an[ mh_v jiNi[.
2. AviA¸y jiLvN) miT[ SiLin) B*(mki smj[.
3. p\iY<ni, yi[g aisn an[ ¹yinn&> mh_v smj[.
4. Sir)(rk (SxNni[ aY< an[ mh_v jiN[.
5. Sir)(rk (SxN a>g[ SiLin) B*(mki smj[.
6. ji(ty (SxNni[ aY< an[ s>kÃpni jiN[.

a[km : 1 AviA¸y (SxN

1. AviA¸y (SxN : aY< , mh_v
2. AviA¸y jiLvN) miT[ SiLin) B*(mki
3. AviA¸y (SxN: min(sk an[ simi(jk AviA¸y : aY< an[ s>kÃpni
4. AviA¸y (SxNmi> p\iY<ni,yi[g, aisn an[ ¹yinn&> mh_v

a[km : 2 Sir)(rk (SxN

1. Sir)(rk (SxN: aY< an[ s>kÃpni
2. Sir)(rk (SxN miT[ SiLin) B*(mki
3. Sir)(rk AviA¸y : vZ(o,(vkis an[ pi[PN
4. ji(ty (SxN : aY<, s>kÃpni an[ mh_v
5. (SxNmi> rmt-gmt : aY<, s>kÃpni an[ (v(vF rmti[
p\iyi[
iyi[(gk kiy< :
1. Sir)(rk r)t[ t>d&rAt an[ nid&rAt Äy(ktni lxNi[n) t&lniRmk a¿yis kr[.
2. AviA¸y ji
3. LvN) a>g[ DiƒkTr siY[ gi[Oq)n&> aiiyi[jn kr) ah[vil t]yir krvi[.
4. yi[g (S(br yi[jv).
5. Äysn m&(kt miT[ p\dS<n yi[jv&>.
6. ji(ty (SxNn) smj miT[ viti<lipn&> aiyi[jn krv&>.
7. ¹yin (S(br yi[jv).
8. rmt (dvsn&> aiyi[jn an[ aml)krN krv&>.
s>dB< g\g\>Yi[ :
1. Joint Committee of Central and Scotthish Health Service Councils, “Health Educati”
Her Majestry Satationary office, London 1964.
2. Ministry of Education Govt. of India, “A national plan of physical education and
recreation”, Albion press, Delhi, 1956.
3. Bulletin No.5. “A Guide to Teaching physical Education in secondary school”, state
department of education, Talaharssee, Florida, 1948.
4. Moss, Bernice, “Health Education”, National Education Association of the Unites
States, Washington, 1961.
5. Hagg, Jessie, “School Health Programme,” Oxford & I.B.H. Publishing Co., New
York.

118
 EC- Education and Mental Measurement (1160201406)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35
Objectives:
Teachers will be able.....
1. To acquaint the student teachers with the basic scientific concepts and practices in the
educational and mental measurement.
2. To develop skills and competencies in the student teachers for the use of techniques in
the field.
3. To enable the student teachers to interpret the result of educational measurement
4. To enable the student to tabulate and to find out some standard meaning from the raw
score by using statistical procedure.
5. To enable the student teacher to make use of measuring device
Unit - 1 Educational measurement and test construction
(A) Concept of measurement and evaluation, need of educational measurement; Difference
between measurement and evaluation
(B) Scale of measurement: Nominal Scale; Ordinal Scale; Interval Scale; Ratio Scale.
(C) Test construction - steps
(D) Qualities of test; reliability, validity; Construction of item
Unit – 2 Interpreting measurement and measuring device
(A) Normal probability curve - Characteristics, Equations, Kurtosis - Skewness their
computation.
(B) Correlation: Spearman’s rank correlation method and Karl Pearson’s product moment
method. Chi Square test - Equal probability method, ‘t’ test Uncorrelated mean,
(C) Regression – meaning, uses and illustrations
(D) Meaning of attitude and measurement of attitude - Thurstone method and likert
method. Meaning of behavior and measurement of behavior - Sociometry, rating
scale, check list.
Practicum:
1. Chi Square Test: which is the most favourite subject by taking random sampling -
calculate
2. ‘t’ test: to test the significance difference between the reading ability of students of
two different schools.

3. Correlation: among marks of various subjects, result of subjects

4. Study of sociometry : in the class, school, subject wise
5. Study the reliability and validity of any two standard test and prepare a report on
that.
6. Get the specific opinions based on attitude test.
7. Study the attitude test- construction of Likert scale- five points, three points,
Thurston method, check list
Reference :
- Asthana, Bipin(2008). Measurement and evaluation in Psychology and education,
(Tenth Edition) Agra; vinod prstak mandir

119
- Garret, H.E.,(2007). Statistics in Psychology and education, New Delhi; paragon
International publishers.
- Lal,J.P.,(2008).Educational measurement and evaluation, New Delhi; Anmol
publications pvt.Ltd.
- Pathak, R.P., (2011). Statistics in education and psychology, New Delhi; Dorling
Kindersley Pvt.Ltd.
- Rani,T.S., priyadarsaini, J.R.,Rao, D.B.,(2007). Educational measurement and
evaluation, New Delhi: Discovery publishing House.
- pT[l air.a[s{2009} S]x(Nk s>Si[Fn miT[ ai>kDiSiA#i)y po(tai[.{(ot)y aivZ(_i}, amdivid; jy p(¾lk[Sn.
- pT[l (dn[S,qkkr aSi[k, mi[d) JX[S{2008} mni[(vXin an[ (SxNmi> mipn, amdivid;axr p(¾lk[Sn.
- pir[K Bgvinlil, (#iv[d) mn&Bie{2010} (SxNmi> ai>kDiSiA#i, {pi>cm) aivZ(_i} amdivid : y&(nv(s<T) g\>Y
(nmi<N bi[D<.
- Sih ar(v>d {2008} mni[(vXinn) s>Si[Fn po(tai[{(ot)y aivZ(_i}, amdivid; D)vien p(¾lk[Sn.

120
 EC- S]x(Nk an[ min(sk mipn (1160201406)

Total Marks: 50 Contact Hours: 3 Hours per Week

Internal Assesment: 15
External Assesment: 35

h[t&ai[ :
p\(SxNiY)<
(SxNiY)<ai[.........
1. til)miY)<ai[n[ S]x(Nk an[ min(sk mipnmi> rh[l p\iY(mk v]Xi(nk B&(mki an[ a[ni ÄyipY) mi(htgir krvi.
2. til)miY)<ai[ pi[tini x[#imi> s>b>(Ft p\vZ(_iai[ p\yi[J Sk[ a[vi ki]SÃyi[ an[ xmtiai[ (vksivv).
3. til)miY)<ai[ S]x(Nk mipnni p(rNimi[n&> aY<GTn krti> S)K[.
4. til)miY)<ai[ p\iY(mk mi(ht)ai[mi>Y) ai>kDiSiA#i)y p\(k\yiai[ni[ upyi[g kr) t[n[ sirN)mi> $pi>tr)t kr) kSi[k
nkkr aY< tirvti S)K[.
5. til)miY)<ai[ mipn p\vZ(_iai[ni[ upyi[g krti Yiy.

a[km : 1 S]x(Nk mipn an[ ksi[T) s>rcni

{a} S]x(Nk mipn an[ m*Ãyi>knn) s>kÃpni an[ S]x(Nk mipnn) j$(ryit, mipn an[
m*Ãyi>kn vµc[ tfivt.
{b} mipnn) (v(vF po(tai[ : ai[LK a>k, k\mi>kn, ai>tr g&Ni[_ir an[ g&Ni[_ir mip po(t.
{k} ksi[T)n) g&Nv_ii : (vVsn)yti an[ p\miNB*tti : klm rcni

a[km : 2 mipi[n&> aY<GTn an[ mipnni upkrNi[

{a} smFirN vk\r[Ki : lxNi[ , sm)krN, kk&dti-(vPmti an[ t[n) gNtr)
{b} shs>b>Fi>k : (Apyrm[nn) k\mi>k tfivt po(t an[ kil< (pys<n) g&Nn p\Gitn) r)t,
kie vg< ksi[T) smin s>B>vn) r)t, t’ ksi[T) – ashs>b>(Ft srisr)
{k} (nyt s>b>F-aY<,upyi[g an[ udihrN
{D} vlN-aY< tYi vlN mipn - YAT<n po(t an[ (lkT< po(t, vt<n - aY<

p\iyi[
iyi[(gk kiy< :
1. kie vg< ksi[T) : kyi[ (vPy vF& gm[ C[ t[v& yiصC (ndS<n[ lE gNtr) krv).
2. ksi[T) - b[ SiLini biLki[n) vicn S(ktmi> siY<k tfivt ckisvi.
3. shs>b>Fi>k : (v(vF (vPyi[ni mik< vµc[ Si[F) Skiy, (vPyi[ni p(rNimi[ vµc[
4. simi(jkti(m(tni[ a¿yis - smg\ vg<mi>, (vPy p\miN[ SiLimi>
5. ki[epN b[ p\mi(Nt ksi[T)ai[n) (vVsn)yti an[ p\miNB*ttini[ a¿yis kr) ah[vil l[Kn kr[.
6. vlN mipd>Dn[ aiFir[ (nâ)t a(Bp\iy jNivi[.
7. vlN mipd>Dni[ a¿yis - (lkT< Ak[ln) rcni- p>c(b>d&, (#i-(b>d& Ak[l, YAT<n po(t, aLi[K yid).

s>dB< g\
g\>Yi[:
- Asthana, Bipin(2008). Measurement and evaluation in Psychology and education,
(Tenth Edition) Agra; vinod prstak mandir
- Garret, H.E.,(2007). Statistics in Psychology and education, New Delhi; paragon
International publishers.
- Lal,J.P.,(2008).Educational measurement and evaluation, New Delhi; Anmol
publications pvt.Ltd.

121
- Pathak, R.P., (2011). Statistics in education and psychology, New Delhi; Dorling
Kindersley Pvt.Ltd.
- Rani,T.S., priyadarsaini, J.R.,Rao, D.B.,(2007). Educational measurement and
evaluation, New Delhi: Discovery publishing House.
- pT[l air.a[s{2009} S]x(Nk s>Si[Fn miT[ ai>kDiSiA#i)y po(tai[.{(ot)y aivZ(_i}, amdivid; jy p(¾lk[Sn.
- pT[l (dn[S,qkkr aSi[k, mi[d) JX[S{2008} mni[(vXin an[ (SxNmi> mipn, amdivid;axr p(¾lk[Sn.
- pir[K Bgvinlil, (#iv[d) mn&Bie{2010} (SxNmi> ai>kDiSiA#i, {pi>cm) aivZ(_i} amdivid : y&(nv(s<T) g\>Y
(nmi<N bi[D<.
- Sih ar(v>d {2008} mni[(vXinn) s>Si[Fn po(tai[{(ot)y aivZ(_i}, amdivid; D)vien p(¾lk[Sn.

122