sample copy. not for distribution · 2018-04-17 · how to face ugc net/ jrf/ set exams (general...

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How to Face UGC NET/ JRF/ SET Exams (General Paper I)


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How to Face UGC NET/ JRF/ SET Exams (General Paper I)

By

Dr. V. Bastin Jerome

EDUCREATION PUBLISHING (Since 2011)

www.educreation.in


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INTRODUCTION TO

UGC-NET / SLET EXAMS

1. About the UGC-NET exams

2. Overview of UGC-NET exams

3. Concept of UGC-NET and SLET

4. Scope of UGC – NET exams

5. Main idea about Paper – I, Paper – II

6. Syllabus for UGC – NET EXAMS

a) www.ugc.ac.in

b) http://www.ugc.ac.in/inside/syllabus.html

c) http://www.want2learn.com/net/

About the UGC-NET exams The National Educational Testing Bureau of University Grants Commission (UGC) conducts National

Eligibility Test (NET)

In order to determine eligibility for lectureship and for award of Junior Research Fellowship (JRF) for Indian nationals in order to ensure minimum standards for the entrants in the teaching

profession and research.

The Test is conducted in Humanities (including languages) , Social Sciences, Forensic Science, Environmental Sciences, Computer Science and Applications and Electronic Science.

As per latest UGC Norms for Government Appointment in State level or Central level

Overview of UGC-NET Exams UGC conducts NET twice a year, i.e., in the months of June and December.

The notifications announcing the June and December examinations are published in the months of March and September respectively in the weekly journal of nation-wide circulation, viz, Employment News.

The National Educational Testing Bureau of University Grants Commission (UGC) conducts National Eligibility Test (NET)

The old question papers of NET are not provided to the candidates.

Syllabus can be downloaded from the UGC website

Online applications can be uploaded from the UGC website through Internet.

Concept of SLET / UGC-NET – (SLET) State Eligibility Test is conducted for Lectureship only. (FELLOWSHIP in UGC-NET). SLET is

conducted both in English and the vernacular (Regional Languages) .

– Extend guidance and help to State level agencies in the organization of the tests.

– The SET assessment is done by evaluating the performance of the state agency designated by the state government. The Certification of Accreditation is given to the state for a stipulated period of time.

– States conducting SLET – Presently is Maharashtra & Goa, Tamil Nadu, Sikkim, Madhya Pradesh, Andhra Pradesh, Himachal Pradesh Jammu & Kashmir, Rajasthan, West Bengal and Karnataka.

– The Commission constitutes an Accreditation Committee to assess the performance of the states

conducting the SET Exams. The Commission takes a final decision about any state on the basis of

the Report of the Committee.

Scope of UGC-NET Eligibility for Lectureship

– Clearing of NET confers eligibility for lectureship upon Indian nationals, i.e. the NET qualified candidates are eligible to apply for the post of lecturer in all Indian universities/Institutes/colleges.


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– SLET qualified candidates shall be eligible for appointment to the post of lecturer only in the

universities/colleges belonging to the state from where they have passed the SLET examination.

– NET examinations clearing candidates are eligible for appointment to the post of lecturer anywhere in India.

Eligibility for Junior Research Fellowship

The candidates who qualify the Junior Research Fellowship (JRF) Examination of UGC/CSIR NET are also eligible for the post of lectureship. In addition they are also eligible to receive Fellowships

(UGC/CSIR) under various schemes subject to the candidates finding their placement in the universities/IITs/other national organizations.

University Grants Commission UGC holds the National Eligibility Test (NET) for determining the eligibility of Indian nationals for the Award of Junior Research Fellowships (JRF) and eligibility for Lectureship in Indian universities and colleges. Thousand of candidates appear for the test conducted

twice a year. Today we are posting the details of the pattern of the UGC NET Exam. (i) The UGC NET

Test consists of three papers.

General Information As per the revised scheme, the test will consist of two papers as below:

First (Paper-I) : 100 Marks (50 questions all are compulsory) [Duration: 1Hour

Second (Paper-II) : 200 Marks (100 questions all are compulsory) [Duration: 2 Hours

Paper-I shall be of general nature, intended to assess the teaching/research aptitude of the candidate. It will primarily be designed to test reasoning ability, comprehension, divergent thinking and general awareness of the candidate. The paper shall consist of 50 objective type compulsory questions and each question will carry 2 marks.

Paper-II shall consist of 100 objective type compulsory questions based on the subject selected by the candidate. Each question will carry 2 marks.

The upper age limit for appearing in JRF has also been raised by two years, i.e. from the existing

upper age limit of 28 years to 30 years (the relaxation as earlier will remain same) . The candidates who desire to appear in the test may see the detailed notification available on the website http://cbsenet.nic.in

Main Idea about Paper – I PAPER I (General Paper on Teaching and Learning aptitude)

– It consists of 10 heading namely;

Teaching Aptitude

Research Aptitude

Reading Comprehension – passage will be given followed by questions.

Communication

Reasoning (including Mathematical)

Logical Reasoning

Data Interpretation

Information and Communication Technology (ICT)

People and Environment

Higher Education System (Governance, Polity, and Administration)


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CONTENTS

Sr.No. Index Pages

Unit I Teaching Aptitude 1 – 70

Unit II Research Aptitude 71 – 148

Unit III Reading Comprehension 149 – 190

Unit IV Communication 191 – 251

Unit V Reasoning (Including Mathematics) 253 – 314

Unit VI Logical Reasoning 315 – 369

Unit VII Data Interpretation 370 – 409

Unit VIII Information and Communication Technology (ICT) 410 – 452

Unit IX People and Environment 453 – 512

Unit X Higher Education System: Governance, Polity and

Administration

513 – 588


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UNIVERSITY GRANTS COMMISSION -

NET BUREAU

PAPER I

SUBJECT: GENERAL PAPER ON TEACHING AND RESEARCH APTITUDE

The main objective is to assess the teaching and research capabilities of the candidates. Therefore, the UGC NET Test is aimed at assessing the teaching and general / research aptitude as well as their awareness. They are expected to possess and exhibit cognitive abilities. Cognitive abilities include comprehension, analysis, evaluation, understanding the structure of arguments and deductive and

inductive reasoning. The candidates are also expected to have a general awareness and knowledge of

sources of information. They should be aware of interaction between people, environment and nature resources and their impact on quality of life.

The details are given in the following sections:

1. Each section gets equal weightage : five questions and 10 marks from each section.

2. Whenever pictorial questions are set for the sighted candidates a passage followed by equal number of questions should be set for the visually handicapped candidates.

I. UGC NET Teaching Aptitude:

Teaching: Nature, Objectives, Characteristics and Basic Requirements.

Learner‟s Characteristics.

Factors affecting Teaching.

Methods of Teaching.

Teaching aids.

Evaluation Systems.

II. UGC NET Research Aptitude:

Research : Meaning, Characteristics and Types;

Steps of Research.

Methods of Research.

Research Ethics.

Paper, Articles, Workshop, Seminar, Conference and Symposium.

Thesis Writing: Its characteristics and format.

III. Reading Comprehension:

A passage to be set with questions to be answered.

IV. UGC NET Communication:

Communication: Nature, Characteristics, Types, Barriers and Effective Classroom Communication.

V. Reasoning (including Mathematical) :

Number Series; Letter Series; Codes.

Relationships; Classification.

VI. Logical Reasoning:

Understanding the Structure of Argument.

Evaluating and distinguishing Deductive and Inductive Reasoning.

Verbal Analogies; Word Analogy – Applied Analogy.

Verbal Classification.

Reasoning Logical Diagrams; Simple Diagrammatic Relationship, Multi-Diagrammatic Relationship.

Venn Diagram; Analytical Reasoning.


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VII. Data Interpretation:

Sources, Acquisition and Interpretation of Data.

Quantitative and Qualitative Data.

Graphical Representation and Mapping of Data.

VIII. Information and Communication Technology (ICT) :

ICT: Meaning, Advantages, Disadvantages and Uses.

General Abbreviation and Terminology.

Basics of Internet and E – mailing.

IX. People and Environment:

People and Environment Interaction.

Sources of Pollution.

Pollutants and their impact on Human Life, Exploitation of Natural and Energy Resources.

Natural hazards and mitigation.

X. Higher Education System: Governance, Polity and Administration:

Structure of the Institutions for Higher Learning and Research in India; Formal and Distance Education; Professional / Technical and General Education; Value Education; Governance, Polity and Administration; Concept, Institutions and their Interactions.


How to Face UGC

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UNIT I

TEACHING APTITUDE

SYLLABUS GIVEN BY UGC Teaching Aptitude:

Teaching: Nature, Objectives, Characteristics and Basic Requirements.

Learner‟s Characteristics.

Factors affecting Teaching.

Methods of Teaching.

Teaching aids.

Evaluation Systems.

Important points to be remembered before answering this Unit

1. Awards given for best service in teaching

2. Speaks about university, Old and New

3. Philosophy of Basic Education

4. Education system promoters

5. Role of UGC in enhancing education

6. Inventor of educational system in India, olden days.

7. Types of Educational system - Gurukula

8. Recent concept & Teaching methods in developed countries

9. National Educational Plan

10. Old Educational System, modern educational system

11. Teaching Level – Micro level and Macro level

12. Impact of regular education & Open education and Distance education

13. Education Commission, Performance

14. Value education, Moral education

15. Teaching methods, Aids etc.


Dr. V. Bastin Jerome

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TEACHING APTITUDE ______________________________________________________________________________

INTRODUCTION

Education is popularly called a bi-polar process. On its one end is lying the educand (learner) while on the other the educator (teacher) . It is a well established fact that the learner works as a raw material for a teacher. The teacher works on it and put it into an excellent mould to bring out the best in the form of desirable potentialities. It confirms the multifarious responsibilities of the teacher in modern class-rooms, only then the learner can equip himself for the fast changing world values and its

threatening challenges. To fulfil this herculean task, it is the noble duty of the teacher to nourish the seeds with maximum care and involvement. A sensitive teacher having realistic affection in the tiny-tots can do the job in a better way.

Education is a light that shows the mankind the right direction to surge. The purpose of education is

not just making a student literate but adds rationale thinking, knowledgeable and self sufficiency. When there is a willingness to change, there is hope for progress in any field. Creativity can be developed and innovation benefits both students and teachers.

“Education is the manifestation of perfection already in man” – (Swami Vivekananda)

Education is an engine for the growth and progress of any society. It not only imparts knowledge, skills and inculcates values, but is also responsible for building human capital which breeds, drives and sets technological innovation and economic growth. In today‟s era, information and knowledge stand

out as very important and critical input for growth and survival. Rather than looking at education simply as a means of achieving social upliftment, the society must view education also as an engine of

advancement in an information era propelled by its wheels of knowledge and research leading to development.

Traditional Teaching Method – An evaluation

In the pre-technology education context, the teacher is the sender or the source, the educational material is the information or message, and the student is the receiver of the information. In terms of the delivery medium, the educator can deliver the message via the “chalk-and- talk” method and

overhead projector (OHP) transparencies. This directed instruction model has its foundations embedded in the behavioural learning perspective (Skinner, 1938) and it is a popular technique, which has been used for decades as an educational strategy in all institutions of learning.

Teaching in classroom using chalk and talk is “one way flow” of information.

Message

Sender ( Teacher) =======================> Receiver ( Students}

Medium

Teachers often continuously talk for an hour without knowing students response and feedback.

The material presented is only based on lecturer notes and textbooks.

Teaching and learning are concentrated on “plug and play” method rather than practical aspects.

The handwriting of the lecturer decides the fate of the subject.

There is insufficient interaction with students in classroom.

More emphasis has been given on theory without any practical and real life time situations.

Learning from memorization but not understanding.

Marks rather than result oriented.

INNOVATIVE TOOLS

A) MULTIMEDIA LEARNING PROCESS

I hear and I forget. I see and I believe. I do and I understand. – Confucius


How to Face UGC

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Multimedia, is the combination of various digital media types such as text, images, audio and video,

into an integrated multi-sensory interactive application or presentation to convey information to an audience. Traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem

based learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. Problem-based learning is becoming increasingly popular in educational institutions as a tool to address the inadequacies of traditional teaching.

MULTIMEDIA ELEMENTS

The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent in a more meaningful way, using different media elements. These media elements can be converted into digital form, modified and customized for the final presentation. By incorporating digital media elements into the project, the students are able to learn better since they use multiple sensory

modalities, which would make them more motivated to pay more attention to the information presented and retain the information better.

TRADITIONAL AND MULTIMEDIA LEARNING THE DIFFERNCE

TRADITIONAL METHOD – A ONE WAY FLOW

Teacher =======================> Student

MULTIMEDIA LEARNING – AN INTERACTIVE LEARNING PROCESS

Steps in teaching

1. Planning before hand

2. Knowing the background

3. Organizing the material to be taught

4. Presentation of material

5. Analysis and Synthesis

6. Evaluation

7. Recapitulation

TEACHING METHODS

Many different ways of teaching are available to you. Here are a few examples of ways you can help members learn. Remember, involve members in ways that will motivate them to learn. Try using a variety of teaching methods to accommodate many different learning styles.

Group Discussion, Questioning – This method helps members express their own thoughts. Use open-ended questions to encourage all members to share more information. Open-ended questions usually begin with “how,” “what,” “why,” or “could.”


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sample copy. not for distribution · 2018-04-17 · how to face ugc net/ jrf/ set exams (general...

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