PGED-5(PT/9/V) PGED-5(PT/9/V) 2

¶ß±Ó¬Àfl¡±M√√¬ı˛ ¬Û±Í¬Sê˜ ( P.G.)

‡] Ȭœfl¡± ø˘‡≈Ú –
ø˙鬱¬ı¯∏«±ôL ¬Û¬ı˛œé¬± ( Term End Examination )
Ê≈√Ú, 2018 i) ø˙é¬Ì ¸˝√√±˚˛fl¡-¤¬ı˛ ˜Úô¶±øNfl¡ øˆ¬øM√√
Education
¬Û=˜ ¬ÛS ( 5th Paper : Education Technology ii) ’Ì≈ø˙é¬Ìº 9+9
and Curriculum Studies )
Write short notes on the following :
¸˜˚˛ – ‰¬±¬ı˛ ‚KI◊±¬ ۔̫˜±Ú – 100
Time : 4 hours Full Marks : 100 i) Psychological basis of Teaching aids
[ ˜±ÀÚ¬ı˛ &èQ – 80% ]
( Weightage of Marks : 80% ) ii) Microteaching. 9+9
¬¬Ûø¬ı˛ø˜Ó¬ › ˚Ô±˚Ô Î¬◊M√À¬ı˛¬ı˛ Ê√Ú… ø¬ıÀ˙¯∏ ˜”˘… Œ√›˚˛± ˝√√À¬ıº
’qX ¬ı±Ú±Ú, ’¬Ûø¬ı˛26√ißÓ¬± ¤¬ı— ’¬Ûø¬ı˛©®±¬ı˛ ˝√√ô¶±é¬À¬ı˛¬ı˛ Œé¬ÀS Ú•§¬ı˛ 2. Œ˚ Œfl¡±ÀÚ± ≈√øȬ õ∂Àùü¬ı˛ ά◊M√¬ı˛ ø√Ú – 12 × 2 = 24
Œfl¡ÀȬ ŒÚ›˚˛± ˝√√À¬ıº ά◊¬Û±ÀôL õ∂Àùü¬ı˛ ˜”˘…˜±Ú ¸”ø‰¬Ó¬ ’±ÀÂ√º
Answer any two questions : 12 × 2 = 24
Special credit will be given for precise and correct
answer. Marks will be deducted for spelling
mistakes, untidiness and illegible hand writing.
fl¡] Œ|øÌfl¡Àé¬ ø˜Ôø¶ç¡˚˛±¬ı˛ ø¬ıøˆ¬iß Î¬◊¬Û±√±Ú&ø˘¬ı˛ Ú±˜ ø˘‡≈Úº
The figures in the margin indicate full marks. Œ|øÌfl¡Àé¬ Œ˚±·±À˚±À·¬ı˛ ¬ıd·Ó¬ › ˜ÀÚ±Õ¬ı:±øÚfl¡
˜øάά◊˘ - 1 õ∂øÓ¬¬ıgfl¡&ø˘ ¬ı…±‡…± fl¡èÚº 4+4+4
Module - 1
1. Œ˚ Œfl¡±ÀÚ± ¤fl¡øȬ õ∂Àùü¬ı˛ ά◊M√¬ı˛ ø√Ú – 18 × 1 = 18 Name the different components of
Answer any one question : 18 × 1 = 18 classroom interaction. Describe in detail
fl¡] Œ˚ Œfl¡±ÀÚ± ≈√øȬ¬ı˛ ά◊¬Û¬ı˛ ’±À˘±‰¬Ú± fl¡èÚ –
i) Concept attainment model the physical and psychological barriers of
ii) ¬ıMê‘√Ó¬±-Ó¬Ô±-õ∂√˙«Ú ø˙é¬Ì ¬ÛXøÓ¬ communication in the classroom. 4 + 4 + 4
iii) Œ|øÌfl¡Àé¬ Œ˚±·±À˚±À·¬ı˛ õ∂øÓ¬¬ıgfl¡Ó¬±&ø˘
iv) õ∂Ô±·Ó¬ › õ∂Ô±-¬ıø˝«√ˆ”¬Ó¬ ø˙鬱º 9+9 ‡] øÚÀ«√˙√±Ú ¬Ûø¬ı˛fl¡äÚ±˚˛ system-¤¬ı˛ ά◊¬Û±√±Ú&ø˘¬ı˛ fl¡±Ê√
Discuss on any two from the following : fl¡œ ∑ √˘·Ó¬ ø˙é¬Ì-¤¬ı˛ ÚœøÓ¬&ø˘ ά◊À~‡ fl¡èÚº 8 + 4
i) Concept attainment model
ii) Lecture-cum-Demonstration method What are the roles of system components in
of teaching
iii) Barriers of classroom communication an 'Instructional Design' ? Mention the
iv) Formal and Non-formal Education. principles of 'Team Teaching'. 8+4
9+9

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·] 'CAI'-¤¬ı˛
∆¬ıø˙©Ü…&ø˘ ø˘‡≈Úº ø˙鬱˚˛ 'CAI'-¤¬ı˛ &̱¬ı˘œ ‡] õ∂Ô± ¬ıø˝«ˆ”¬Ó¬ ø˙鬱¬ı˛ ¤fl¡øȬ ά◊√±˝√√¬ı˛Ì ø√Úº
› ¸œ˜±¬ıXÓ¬±&ø˘ ά◊À~‡ fl¡èÚº 4+4+4
Give an example of non-formal education.
List the characteristics of 'CAI'. Mention the
merits and limitations of 'CAI' in Education.
·] 'Frame'-¤¬ı˛ ¸—:± ø√Úº
4+4+4
Define frame.
‚] Ȭœfl¡± ø˘‡≈Ú – 6+6
‚] 'Distraction' fl¡±Àfl¡ ¬ıÀ˘ ∑
i) Projected › Non-Projected ø˙é¬Ì ¸˝√√±˚˛fl¡
What is distraction ?
ii) FIACS.

Write short notes on : „√√] õ∂ùü fl¡¬ı˛±¬ı˛ ≈√øȬ ¬&èQ ø˘‡≈Úº

i) Projected and Non-Projected teaching Write two significances of questioning.

aids
‰¬] ¬’Ì≈ø˙é¬Ì-¤¬ı˛ Œ˚ Œfl¡±ÀÚ± ‰¬±¬ı˛øȬ é¬Ó¬± ά◊À~‡ fl¡èÚº
ii) FIACS. 6+6

Mention any four skills of Microteaching.

3. õ∂ÀÓ¬…fl¡ õ∂Àùü ¤fl¡øȬ ¬ı± ≈√øȬ ¬ı±fl¡… ¬ı…¬ı˝√√±¬ı˛ fl¡À¬ı˛ Œ˚-Œfl¡±ÀÚ± ‰¬±¬ı˛øȬ
õ∂Àùü¬ı˛ ά◊M√¬ı˛ ø√Ú – 2 × 4= 8
Â√] 'Action verb' fl¡±Àfl¡ ¬ıÀ˘ ∑
Answer any four questions each within one or
What is 'action verb' ?
two sentences : 2×4=8

fl¡] 'Syntax'-¤¬ı˛ ¸—:± ø√Úº Ê√] Œõ∂±¢∂±˜ ø˙‡Ú-¤¬ı˛ ¸—:± ø√Úº

Define 'Syntax'. Define Programmed learning.

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˜øάά◊˘ - 2 5. Œ˚ Œfl¡±ÀÚ± ≈√øȬ õ∂Àùü¬ı˛ ά◊M√¬ı˛ ø√Ú – 12 × 2 = 24

Module - 2 Answer any two questions : 12 × 2 = 24

4. Œ˚ Œfl¡±ÀÚ± ¤fl¡øȬ õ∂Àùü¬ı˛ ά◊M√¬ı˛ ø√Ú – 18 × 1 = 18 fl¡] ¬Û±Í¬…Sê˜ øÚ˜±«ÀÌ 'systems approach' øfl¡ˆ¬±À¬ı ¸±˝√√±˚…
fl¡À¬ı˛ ∑ õ∂Ô±·Ó¬ ¬Û±Í¬…SêÀ˜¬ı˛ ∆¬ıø˙©Ü…&ø˘ fl¡œ ∑ 8 +4
Answer any one question : 18 × 1 = 18 How systems approach helps in curriculum
fl¡] ¬Û±Í¬…Sê˜ øÚ˜±«À̬ı˛ ø¬ıøˆ¬iß Ò±¬Û&ø˘ ¬ı…±‡…± fl¡èÚº ¬ÛXøÓ¬ › development process ? What are the
characteristics of traditional curriculum ?
‘√ø©Üˆ¬øe¬ı˛ ˜ÀÒ… ¬Û±Ô«fl¡… øÚÌ«˚˛ fl¡èÚº ’¢∂·±˜œ ¸—·Í¬fl¡
˜ÀάÀ˘¬ı˛ ¸œ˜±¬ıXÓ¬±&ø˘ ά◊À~‡ fl¡èÚº 8+4

8+3+7 ‡] ¸—øé¬5 ø¬ı¬ı¬ı˛Ì ø√Ú –

i) ¬Û±Í¬…SêÀ˜¬ı˛ Œ˚ Œfl¡±ÀÚ± ¤fl¡øȬ ’±Ò≈øÚfl¡ ‘√ø©Üˆ¬øe
Describe the different steps involved in
curriculum construction. Distinguish
ii) fl¡˜«-Œfl¡øffl¡ ¬Û±Í¬…S꘺ 6 +6
between method and approach. Mention Give brief description of :
the limitations of Advance Organizer Model. i) Any one modern approaches of
curriculum
8+3+7
ii) Activity-centric curriculum. 6+6
‡] ¸—øé¬5 Ȭœfl¡± ø˘‡≈Ú – ·] ¬Û±Í¬…Sê˜ øÚ˜±«À̬ı˛ øˆ¬øM√√ ¬ı˘ÀÓ¬ øfl¡ Œ¬ı±Á¡±˚˛ ∑ ¬Û±Í¬…SêÀ˜¬ı˛
i) ø¬ı¯∏˚˛ øÚ¬ı±«‰¬ÀÚ¬ı˛ :±Ú øˆ¬øM√√fl¡ øÚÌ«±˚˛fl¡ õ∂fl¡±¬ı˛&ø˘ Œ|øÌø¬ıÚ…±¸ fl¡èÚº 4 +8
What is meant by bases of curriculum
ii) ’±‰¬¬ı˛Ì¬ı±√-¤¬ı˛ ÚœøÓ¬¸˜”˝√ › ¬Û±Í¬…SêÀ˜¬ Ó¬±¬ı˛
construction ? Classify the types of
ˆ”¬ø˜fl¡±º 9 +9
curriculum. 4+8
Write short notes on : ‚] ø˙‡Ú Ó¬N øfl¡ˆ¬±À¬ı ¬Û±Í¬…SêÀ˜¬ı˛ ά◊¬Û¬ı˛ õ∂ˆ¬±¬ı ŒÙ¬À˘ ∑
Information processing model-¤¬ı˛ ∆¬ıø˙©Ü…&ø˘
i) Knowledge based determinants of
’±À˘±‰¬Ú± fl¡èÚº 4+8
content selection
How do learning theories influence
ii) Principles of behaviourism and its role curriculum ? Discuss the features of
in curriculum. 9+9 Information processing model. 4+8

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6. õ∂ÀÓ¬…fl¡ õ∂Àùü ¤fl¡øȬ ¬ı± ≈√øȬ ¬ı±fl¡… ¬ı…¬ı˝√√±¬ı˛ fl¡À¬ı˛ Œ˚-Œfl¡±ÀÚ± ‰¬±¬ı˛øȬ
õ∂Àùü¬ı˛ ά◊M√¬ı˛ ø√Ú – 2 × 4= 8
Answer any four questions each within one or
two sentences : 2×4=8
fl¡] õ∂døÓ¬¬ı˛ [readiness] ¤¬ı˛ ¸—:± ø√Úº
Define 'readiness'.
‡] ¸—¶‘®øÓ¬ øfl¡ ∑
What is culture ?
·] ¬Û±Í¬…SêÀ˜¬ı˛ ≈√øȬ ∆¬ıø˙©Ü… ø˘‡≈Úº
Write down two characteristics of
curriculum.
‚] 'Operant' ˙søȬ¬ı˛ ’Ô« fl¡œ ∑
What is the meaning of the word 'operant' ?
„√√] Traditional ¬Û±Í¬…SêÀ˜¬ı˛ ¤fl¡øȬ ά◊√±˝√√¬ı˛Ì ø√Úº
Give one example of traditional curriculum.
‰¬] ëCBCS í fl¡œ ∑
What is 'CBCS' ?
Â√] 'Semester'-¤¬ı˛ ¤fl¡øȬ &èQ ø˘‡≈Úº
Give one significance of 'semester' system.
Ê√] ¬¬Û±Í¬…SêÀ˜¬ı˛ ¸—:± ø√Úºº
Define curriculum.

PG-ARTS-12016 [ P. T. O. PG-ARTS-12016