M.Ed. Entrance Hand Book
QUESTION BANK
IN EDUCATION
FOR M.Ed; M.A.(EDUCATION) ENTRANCE EXAMINATION
Chaman Lal Banga
(Lecturer Education)
B.Sc; B.Ed; M.Ed;
NET (Education);
N.E.T.(Pol. Sc.)
JRF (Education).
M.Ed;M.A.(Education)
Question Bank
in Education
[For M.Ed; M.A. (Education) Entrance Examination]
by
Chaman Lal Banga
(Lecturer Education)
B.Sc; B.Ed; M.Ed;
NET (Education);
JRF (Education).
N.E.T.(Pol. Sc.)
Shipra Publications
PREFACE
It is by the Grace and Blessing of the Almighty God that the writing of this book has reached its stage of completion. I bow by head to Him for his mercy.
This book is prepared in accordance with the B.Ed. curriculum. It is organized into six courses. This book fully covers the courses contents of the paper entitled, “Education in Emerging Indian Society; Development of Learner and Teaching Learning Process; Development of Educational System in
I am extremely beholden to my respected father Shri Ghisu Ram Banga and wife Mrs.Manju Banga who been a pillar of strength in my work all through.
The author is grateful to all the publishers and authors whose work he has made use of in preparing this book.
I shall remain indebted to Dr. Jeet Singh Rana, for their invaluable help and guidance. The author extends his sincere thanks to Shipra Publications for bringing out this book in a short span of time. The suggestions for further improvement are always welcome.
Author Chaman Lal Banga
Contents
| Sl. No. | Particulars | P.No. |
| 1. | Course-I Education in Emerging Indian Society. | |
| 2. | Course-II Development of Learner and Teaching- Learning Process. | |
| 3. | Course-III Development of Educational System in | |
| 4. | Course-IV Essentials of Educational Technology | |
| 5. | Course-V Education for Values, Environment and Human Rights. | |
| 6. | | |
| 7. | Course-VII Information and Communication Technology. | |
COURSE-I
COURSE-I
EDUCATION IN EMERGING INDIAN SOCIETY
COURSE OBJECTIVES
To enable the students-teacher to understand:
1. About the relationship between Philosophy, Education and implications of philosophy on education.
2. The importance and role of education in the progress of Indian society.
3. The contribution of great educators to the field of education.
4. The need to study education in a sociological perspective. The progress of social change and socialization to promote the development of a sense of commitment to the teaching profession and social welfare.
5. Their role in the creation of a new social order in the country and learn about various social welfare opportunities in which they can participate helpfully.
6. The means and measures toward the promotion of National Integration and protection of human rights.
COURSE CONTENTS
1. Education: Nature, Meaning, objectives and agencies.
2. Education in the western context with specific reference to Rousseau, Pestalozzi, Dewey and Russell; Their impact on educational thought and class-room practices in terms of progressive trends in education.
3. Indian thought and its contribution to educational practices.
4. Philosophy and education: Significance of studying Philosophy in understanding educational practices and problems.
5. Following major philosophical systems- Their salient features and impact on education.
a) Realism with reference to Aristotle and Jainism.
b) Naturalism with reference to the views of Rousseau and Ravindera Nath Tagore.
c) Idealism with reference to Plato, Socrates, and Advaita philosophy.
d) Pragmatism with reference to Dewey ‘Instrumentalism & experimentalism’.
6. Following educational thinkers and their contribution in developing principles of education.
M.K Gandhi: Basic tents of Basic Education.
Gijju Bhai: The world of the child.
Swami Vivekananda: Man making education.
Froebel: The play way method.
Montessori: The didactic apparatus.
Pramanansa Yogananda: How to live education.
7. Knowledge about the Indian Constitution and its Directive Principals; Various articles mentioned in the constitution that are related to education; Meaning of secularism, social goals, democracy and socialistic pattern of society.
8. Sociological basis of education: Relationship between individual to individual and individual to society in terms of norms given by the existing social order, Education as a tool of economic development, Education as an agent of social change, Education as a means of welfare through the immediate welfare of the society, Education and human resource development.
9. Meaning of National Integration and Emotional Integration and their need. Role of teacher and educational institutions in achieving National Integration and Emotional Integration through democratic interaction. Explanation of cultural heritage, Contribution of different religions, (Hinduism, Buddhism, Sikhism, Islam, Christianity, and Jainism) for the same cause and human upliftment; philosophy of celebration of Indian festivals.
10. Meaning of a new social order, Eradication of illiteracy, objectives of NAEP; Provisions made and channels started for educating socially, culturally, and economically deprived groups; Means and measure taken for equality of educational opportunities in terms of Caste, Tribes, Disabled, Gender and Minorities. Achieving a learning society in terms of distance education.
DEVELOPMENT OF LEARNER AND
TEACHING- LEARNING PROCESS
COURSE-II
DEVELOPMENT OF LEARNER AND
TEACHING-LEARNING PROCESS
COURSE OBJECTIVES
To enable the student to:
1. Acquire knowledge and understanding of stages of human development and development tasks with special reference to adolescent’s learners.
2. Develop understanding of process of children learning in the context of various theories of learning.
3. Understand intelligence motivation and various types of exceptional children.
4. Develop skills for effective teaching learning process and use of psychological tests.
COURSE CONTENTS
1. Psychology: Its meaning nature, methods and scope, functions of educational psychology.
2. Concept of growth and development General principles of development. Types of development- Physical, Social, Intellectual, Spiritual and Emotional; Stage specific characteristics and development tasks; Role of teacher in facilitating development.
3. Characteristics, needs and problems of adolescents.
4. Nature of learning learning; Theories- Trial and Error Theory. Conditioning- Classical and Operant Theories; Learning by Insight, Information processing (Rosger’s) and Maslows Humanistic Theory.
5. Factors Influencing learning and teacher process: Learner Related, Teacher Related, Process Related and Content Related; Memory and forgetting.
6. Motivation: Nature and types, Technique for enhancing learner’s motivation.
7. Nature and Characteristics of Intelligence and its development
8. Theories of intelligence: Two factor theory, Multifactor theory (PMA) and SI Model.
9. Measuring intelligence- Verbal, Non - Verbal and Performance tests (one representative of group test and individual test of each).
10. Concept of Exceptional children; Types and Characteristics of each type including children with learning disabilities.
11. Individual differences-Nature; Accommodating individual difference in the class room.
12 Learner centered techniques for teaching exceptional children
13 Personality: Definition, Meaning and Nature; Development of Personality. Methods of assessing personality.
14 Mental Hygiene: Meaning and Basic principles of mental hygiene; Role of home and school in promoting mental health; Characteristics of a mentally healthy person.
15 Guidance: Meaning, Scope and Objectives of guidance services; Needs of guidance services; Role of the teacher in organizing guidance programmes.
16 Educational statistics; Frequency distribution and its graphical representation (Frequency Polygon and Histogram), Computation of Central tendencies (Mean, mode and median). Computation of variability (Variance and Standard Deviation, Range and Quartile Deviation), Percentiles.
DEVELOPMENT OF EDUCATIONAL
SYSTEM IN
COURSE OBEJECTIVES
To enable student to:
- Understand that development of education is influenced by socio-political forces of the time;
- Acquire knowledge of characteristic features of ancient, medieval and British system of education in
- Understand the contribution of various major committees and commissions on education set up from time to time;
- Appreciate the development in Indian education the post-independence era.
COURSE CONTENTS
- Education in
- Growth and Development of Education in Himachal Pradesh, Problem and Priorities.
- Macaulay’s minutes and Ben tick’s resolution of 1835. Adam’s report and its recommendations.
- Wood’s Dispatch of 1954.
- Lord Curzon’s Education policy. Growth of National Consciousness. National Education Movement.
- Recommendations of Indian Education Commission -1882, its influence on the subsequent development of education.
- Essential features of Sadler Commission Report-1917.
- Wardha Scheme of Education- 1937.
- University Education Commission (1948-49).
- Secondary Education Commission (1952-53).
- Indian Education Commission (1964-66).
- National Policy of Education (1986).
- Revised National Policy (1992). COURSE-IVESSENTIALS OF EDUCATIONAL TECHNOLOGY COURSE OBJECTIVES
-
1. To obtain a total perspective of the role of technologies in modern education.
2. To equip the student teacher with his various technological applications available to him/her for improving instructional practices.
3. To help the teacher to obtain a total gender of his role of scientific management in education .
4. To provide the teacher the skills required for effective instructional and institutional managements .
5. To develop the professional skills required for guiding pupils in the three initial areas educational penal and victual.
COURSE CONTENTS
- Definitions of Educational Technology; Distinction between hardware and software technologies and their role in modern educational practices.
- Hardware Technogies: Important accessories and their application –OHP. Still and Movie Projectors, Audio-Video recording instruments, TV, Computers, New technologies like e-mail; internet etc.
- Use of strategies viz. Teleconferencing, Programmed Instruction, CAI, Language Laboratory.
4. Psychological uses of modern technologies. Cone of experience (Edger Dale), Multi sensory Instruction and its advantages.
5. Communication : Concept, Principles and modes of communication.
6. Stages of teaching: Pre-active, Interactive and Post active stages of teaching along with operation involved in them
7. Models of teaching: concept and dements of teaching model Glaseisn basic teaching model
8. Modification of teaching behaviour concepts modification of teacher behaviour through micro teaching stimulations
9. Developing Programmed Instructional Material, Linear and Branching Programmes (tryouts and validation etc.).
10. Meaning, Features, Advantages and limitations of following technologies of instruction:- Personalized system of Instruction, Audio-Tutorial Systems, Co-operative Learning Stimulation and Games, and Computer Assisted Instruction.
EDUCATION FOR VALUES, ENVIRONMENTS AND HUMAN RIGHTS
COURSE OBJECTIVES
1. To understand the nature and sources of natures and disvalues.
2. To understand the classification of values under different types.
3. To appreciate educational values likes democratic secular and socialist.
COURSE CONTENTS
1. Values: Concept, Nature and Classification of Values; Need for the education of human values.
2. Five universal values: Truth, Righteous Conduct, Peace, Love and Non-violence and their sub-values as listed by Gokak committee.
3. Sources of values: Cultures, Religion-Spiritual and Constitutional; Values as enshrined in the Constitution of India.
4. Methods of teaching human values: Direct, Indirect; Integrating Values with curricular and co-curricular activities.
5. Environment: Meaning, Scope, Principles and Objectives of Environmental Education.
6. Environmental Pollution: Types, Causes and Remedies.
7. Environmental Hazards; Causes and Effects (Global and Local), Green House Effects, Ozone Layer Depletion, Acid Rain, Polar Melting Rising of Sea Level and their implications.
8. Role of School in Environmental Conservation and Sustainable Development.
9. Human Rights: Concept, Foundations and Historical Back-ground; Universal declaration of Human Rights and Indian Constitution Provisions.
10. Human Rights Education at Secondary Level Curriculum: Human Rights Education at Secondary Level Curriculum. Activities for Human Rights Education.
11. Enforcement of Human Rights: Concern for enforcement necessity historical background and present status Formal mechanisms- UN organs and National levels, NGO's and Press and Media, Mechanisms in schools for the protection of human rights.
COURSE-VI
SCHOOL MANAGEMENT
COURSE OBJECTIVES
To enable the student to :
- Acquire knowledge about the process of school management
- Understand the different types of management processes
- Acquire knowledge of duties of school head steachers
- Understand the concept of administration and superuision co-curricular activities and time table
- Acquire knowledge about the maintenance of different school records and rigsters.
COURSE CONTENTS
1.School Management: Concept characteristics
2. Management approaches: Man-power approach cost-benefit approach social-demand approach decision making: concept and techniques.
3.Physical infrastructure: Availability adequacy and utilization: Management of space; problems and difficulties in space management & allocation procedures
4. school Head: Qualities and duties of school head as per H.P. Education code, role of head in delegation of authority and accountability
5. teacher: Teaching as Beofession characteristics professional traits of a teacher, role of Teacher-Instructional input manager, facilitator, consellor and community leader class-room management concept principles, Influenciy factors and techniques of class rooms management.
6. Educational Administration in H.P. State: The administrative structure of education in the state, cool of educaion function of the state and state board of school education in controling secondary schooles.
7. co-cumicular activites: Concepts types and importance principles of organization of co-curricular activities and role of a teacher.
8. time table: coapt importance types, principles and
9. School records and registers: Types and needs how to maintian school records; Different types of records and register viz. Teacher diary cumulative records card attondance registar of teacher and students admission & withchawal register and stock register
10. superuision and inspector: concept types supe and ainls of supervision, cupervision in schools of Himachal pradesh supervision staff supervision report steps in conducting supervision and guidelines to supervision staff.
COURSE-VII
INFORMATION AND COMMUNICATION TECHOLOGY
COURSE OBJECTIVES
The purpose of providing work education & Work Experience to students is to improve the efficiency of pupil-teachers and enable them to perform better in the school.
COURSE CONTENTS
1. Introduction to computers: What is computer historical background, hardware, software, types of computers, basics of computer architecture?
2. Windows: Components of windows, utility of windows.
3. Using computer software; MS word for student.
4. Using computer software Ms Excel for student learning.
5. Using computer software; Power point for student learning.
6. Various ways of using computers in education.
7. Using computers in educational planning and administration.
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