shikshan pratiman by dr j r sonwane
DESCRIPTION
Education Model, Learning ModelTRANSCRIPT
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ISBN 978-81-925192-5-8
Title Shikshan Pratiman
Author Dr. Jagdip Sonwane
Year 2013
Edition First
Vol -
Publisher www.edupublication.com
Dr. J. R. Sonwane
Department of Education
M. K. Bhavnagar University, Bhavnagar
INDIA
Contact [email protected]
Price Free
Pages 63
Subject Educational Technology
Language Gujarati
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A model is a representation of structure in a physical
system and/or its properties. It describes (or specifies) four
types of structure, each with internal and external
components:
systemic structure specifies
o composition (internal parts of the system)
o environment (external agents linked to the
system)
o connections (external and internal causal links)
geometric structure specifies
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o position with respect to a reference frame
(external geometry)
o configuration (geometric relations among the
parts)
temporal structure specifies change in state
variables (system properties)
o descriptive models represent change by explicit
functions of time
o causal models specify change by differential
equations with interaction laws
interaction structure specifies interaction laws
expressing interactions among causal links, usually as
function of state variables
(http://serc.carleton.edu/introgeo/models/Def.html )
a[k ay yiyimi> ji[ys an[ v[el jNiv[ C[ k[-
View of Joyce and Weil: They have given three meanings
of teaching models:
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(i) Teaching models are just instructional designs. They
describe the process of specifying and producing
particular environmental situations which cause the
student to interact in such a way that specific change
occurs in his behavior. (1972)
(ii) Teaching model is a pattern or plan which can be
used to shape a curriculum or course, ot select
instructional materials and to guide a teachers actions.
(1972) Models are designed to attain specific goals. When
a teacher identifies a goal, selects a particular strategy
designed to attain that goal, we can say that he is using
model approach.
(iii) A model of teaching consists of guidelines for
designing educational activities and
environments. It specifies ways of teaching and learning
that are intended to attain certain kinds of goals.
View of N.K. Jangira: A model of teaching is a set of
inter-related components arranged in a sequence which
provides guidelines to realize specific goal. It helps in
designing instructional activities and environmental
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facilities, carrying out of these activities and realization of
the stipulated objectives. (1983)
H. C. Wyld, To confirm in behavior, action and to direct
ones action according to some particular design or ideal.
(http://iasethrissur.edu.in/public/downloads/concept.pdf)
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lX1F6 5|lTDFGGM VY" VG[ jIFbIFVM s Meaning of
Teaching Model f
Educational models are the philosophical foundation of
any overall approaches and beliefs about learning,
instruction, and content. An educational model is both
narrower in subject than a common life philosophy and
more general than specific methods used in instruction.
Main-stream academic writers usually only recognize 2-4
overall models of education. Depending on what you
believe about education, the learner, knowledge, society,
etc; you fall into the traditional or progressive education
models. Some break these down by philosophy:
perennialism, essentialism, progressivism, and
postmodernism.
All of these models stem from your general philosophy of
life, knowledge, ethics, and truth. All of them affect the
educational methods you implement (at least they should).
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It can be argued that there are more than four general
models of education, especially among those in the
alternative education camp. We might say that holistic
education is a model. Homeschooling, however, is not an
educational model. It is influenced by different models,
but it is the application or implementation of a certain
philosophical viewpoint. Homeschooling, unschooling,
and even certain school models are actually methods.
(http://naturalfamilytoday.com/education/defining-
education-models-and-methods/)
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-H. C. Wyld
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Teaching Models are just Instruction design.
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change occurs in his behaviour.
-Bruce R. Joyce
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S[8,FS lX1F6 5|lTDFGM sModes of Teaching f GM V;ZSFZS
p5IMU JU"B\0DF\ SZJFDF\ VFJ[ K[P 5|lTDFG sModel f GL jIFbIF
VF5TF\ V[S S[/J6LSFZ[ GM\wI\] K[ S[ : A model of teaching is
plan or pattern that can be used to shape
curriculums ( long term courses of studies ), to
design instructional materials and to guide
instruction in the classroom and other settings. "
-
38 (SxN p\(tmin
VgI V[S S[/J6LSFZGF D\TjI D]HA4
" A model of teaching is plan or pattern that
we can use to design face to face teaching in
classroom."
JU"B\0DF\ V5FTF 5|tI1F s ;gD]Bf lX1F6 DF8[ VF56[ H[
~5Z[BF VYJF TZFCGM p5IMU SZLV[ KLV[ T[G[ lX1F6 5|lTDFG s
Model of teaching f SC[JFDF\ VFJ[ K[P 5|tI[S lX1F6 5|lTDFG
lX1FSG[ lX1F6GF\ VFIMHGGL ~5Z[BF T{IFZ SZLG[ lJnFYL"VMG[
DNN SZJFDF\ DFU"NX"G VF5[ K[P VFGFYL lJnFYL"VMGF VwIIGGF
C[T] ;FZL ZLT[ l; Y. XS[ K[ VG[ VwIF5G 56 V;ZSFZS VG[
SFI"1FD AG[ K[P >hZFI[, X[O;[" s Israil Shaffers f +6 5|SFZGF\
NFX"lGS 5|lTDFGM NX"FjIF K[P
s1f 5|EFJFtDS 5|lTDFG s lmpression Modelf
s2f VF\TZN'lQ8 5|lTDFG s lnsight Modelf
s3f lGIDA 5|lTDFG s Rule Modelf VgI lX1F6lR\TS
HCMG 5LP 5[;[;L;[ s John P. Pecescesf lX1F6
5|lTDFGMG\] GLR[ D]HA JUL"SZ6 SI"] K[P
-
39 (SxN p\(tmin
l) D}/E}T lX1F6 5|lTDFG s Basic Teaching
Modelf
2) Sd%I]8Z VFWFlZT lX1F6 5|lTDFGs Computer Based
Teaching Modelf
3) XF,[I VwIIG DF8[ VwIF5G 5|lTDFG(Teaching
Model for school learning )
4) VwIF5GG\] VFNFG v 5|NFG 5|lTDFG (Interaction
Model Teaching )
ALP VFZP HMI; (B.R. Joyee f H[ lX1F6 5|lTDFGGF
ELQD l5TFDC U6FI K[ T[D6[ lX1F6 5|lTDFGMG\] GLR[
D]HA JUL"SZ6 SI"] K[P
1) ;FDFlHS VF\TZlS|IF 5|lTDFG (Social Interaction
Modelf
2) J{IlSTS :+MT (Personal Sourcef
3) JT"G 5lZDFH"G :+MT (Behaviour Modification
Sourcesf
VF 5|SFZGF\ JUL"SZ6 HMIF 5KL VF56[ VCL\ lX1F6DF\\ VlT
p5IMUL V[JF\ A[ 5|lTDFGMGL RRF" SZLX\]P T[DF\ s1f VlU|D sVU|JTL"
-
40 (SxN p\(tmin
f;\U|CS 5|lTDFG4 s2f 5}K5ZK TF,LD 5|lTDFGP T[DGL S|DXo RRF"
SZLV[P
-
41 (SxN p\(tmin
s1f VlU|D ;\UC|S 5|lTDFG s Advanced Organizer
Model or Asubets Modelfo
VF 5|lTDFGGF 5|6[TF VG[ 5]Z:STF" 0[lJ0 VF;]A[, sDavid
Asubelf CTFP T[VM lX1F6 VF56L JBT[ GJL ;\S
-
42 (SxN p\(tmin
;\S|D6 YTL JBT[ S[JL DFGl;S lS|IFDF\YL 5;FZ YJ\] 50[ K[P s3f
lX1FS HIFZ[ lJQFI S[ lJQIF\UGL GJL v V5lZlRT ;FDU|L lJnFYL"VM
;D1F 5|:T]T SZ[ K[ tIFZ[ T[ p5ZMST AFATMGM 5MTFGF lX1F6DF\ S[JL
ZLT[ lJlGIMU SZ[ K[P VF AWL AFATMG[ ,1FDF\ ZFBLG[ VF;]A[,
sAsubel f VlU|D ;\U9S 5|lTDFGGL lCDFIT SZ[ K[P 5|:T]T
5|lTDFG lJnFYL"VMGF 7FGFtDS DF/BFG[ ;]N'- SZ[ K[P 7FGFtDS
DF/B\] scognitive structure f V[8,[ SM.56 jIlSTG\] 7FG
SM.56 lJQFI S[ lJQFIF\UG\] SM.56 ;DI[ S[8,\] ;];\Sl,T S[ ;\Ul9T
K[ VG[ S[8,F 5|DF6DF\ T[ ;]:5Q8 VG[ :YFIL K[ T[ NX"FJ[ K[P VF
5|lTDFG DF{lBS v XFlaNS l;F\TM 5Z VFWFlZT K[ H[GM VFXI
lJnFYL"VMG[ XFlaNS VlEjIlST FZF z[Q9 7FG VF5JFGM K[P
VF;]A[,GF D\TjI VG];FZ NZ[S lJQFI S[ lJQFIF\U V[ VF56F
DFG;DF\ ZC[,L ;\S
-
43 (SxN p\(tmin
5|:T]T 5|lTDFGDF\ lX1FS ;F{5|YD 5}J"7FGG[ TFH\] SZFJLG[
5}J"7FGG[ VFWFZ[ GJ\] 7FG VF5JFGM 5|ItG SZ[ K[P VF ZLT[ GJF
7FGG[ 5}J"7FG ;FY[ ;F\S/L ,[JF DF8[ T[ lJQFIG[ V[JM S|DA SZLG[
ZH}VFT SZ[ K[ S[ H[YL lJnFYL"VM T[G[ ;C[,F.YL U|C6 SZL XS[P T[YL
T[G[ lG~56FtDS 5|lTDFG s Expository Modelf 56 SC[JFDF\
VFJ[ K[P VCL\ lX1F6 ;DU| lJQFI v ;\S
-
44 (SxN p\(tmin
VFUJL lJlXQ8TFVMG[ ,LW[ lJlXQ8TF WZFJ[ K[ T[GL T,:5XL" ZH]VT
SZ[ K[P
s2f ;]U|lYT V[SZFlUTFGM l;F\T sPrincipal off
Integrated Reconciliation o
VF l;F\T D]HA GJF bIF,M v ;\S
-
45 (SxN p\(tmin
s3f ;FDFlHS 5|6Fl, VG[ ;CFIS T\+
sSocial System and Support system f
s2f VF;]A[,GF VlU|D ;\U|9S 5|lTDFGGF wI[IM o
VlU|D ;\U|9S 5|lTDFGGF wI[IM GLR[ D]HA CM. XS[P
s1f lJQFI S[ lJQFIF\UGL ;\S
-
46 (SxN p\(tmin
lJnFYL"VMDF\ VlU|D ;\U9S 5|lTDFGGL IMuI :5Q8TF YFI VG[ T[
FZF 7FG :YFIL VG[ lRZ\HLJ AG[P NZ[S ;M5FGGL ;FD[ T[ ;M5FGGL
VFG]QF\lUS 5|J'lTVM ZH} SZJFDF\ VFJ[ K[P
;\U9SGL jIFbIF VF5TF\ GM\W[ K[ S[ The organizer is
importantly concept itself and needs to be taught. It
may be a concept or a statement of relationship.
Time must be taken to explain and develop the
organizer, because only when it is fully understand
can if serve to organize subsequent material."
VFU/ HTF\ T[VM GM\\W[ K[ S[PPPPP
" Advance organizers are generally based on
the major concepts, proportions, generalization ,
principles and laws of discipline."
VFD VlU|D ;\U9S V[8,[ PPPPP
v lJnFYL"VMGF DFG;DF\ 7FGFtDS DF/BFGL ;\ZRGF
v T[GF 5}J"7FG ;FY[G\] GJF 7FGG\] V[8,[ S[ ;\S
-
47 (SxN p\(tmin
v 5}J"7FG ;FY[G\] GJF 7FGG\] V[SLSZ6 S[ H[YL T[VM G}TG
;\S
-
48 (SxN p\(tmin
;M5FG v 2 o VwIIG 5|SFI"
staskf GL ZH}VFT
1. VwIIG lJQFIJ:T]s;FDU|LfGL
ZH}VFT
2. wIFGFSQF"STF s wIFG
vV[SFU|TFfGL HF/J6L
3P ;\U9S slJQFI f GL :5Q8TF
4PVwIIG lJQFIJ:T]GL TFlS"S
S|DDF\ ZH}VFT
v:5Q8TF
;M5FG v 3 o 7FGG\] ;\U9G v
5|F%T 7FGG[ N-LE}T
SZJ\]P
1. 7FGGF V[SLS'T lG~56GF
l;F\TMGM p5IMU s lJlGIMU f
2. VwIIGGL ;lS|I U|C6XL,TFG[
5|Mt;FCG
3. lJQFIJ:T]GM ;DL1FFtDS
VlEUD
4. :5Q8TF
-
49 (SxN p\(tmin
JF:TlJS ;\U9S V[ H T[ lJQFI VYJF lJnFXFNFGF VeIF;M
D]bI ;\S
-
50 (SxN p\(tmin
YJM HM.V[P T[G\] VwIF5G H[8,\] V;ZSFZS CMI T[8,\] H VwI[TF IF
lJnFYL"G\] VwIIG 56 V;ZSFZS AG[ K[4 T[DGL U|C6XL,TF JW[ K[P
VFD VlU|D ;\U9S 5|lTDFG V[ GJF lJQFIGL VS[ HMTF\
V;ZSFZS 5|:TFJGF U6L XSFIP lX1FS GJF lJQFIJ:T]G[ 5|:T]T SZTL
JBT[ H[8,F V;ZSFZS N'Q8TF\TM VF5L XS[P SM. N'xI v ,FE ;FWGM
H[JF\ S[ lO
-
51 (SxN p\(tmin
lJnFYL"VMGF ;lS|I VG[ pQDF5}6" ;NIYL ,MSXFCL ZLT[ ;CH ZLT[
lJQFIGL GJF 7FGGL ZH}VFT SZJL HM.V[P HM S[ VCL\ lJnFYL"VM
lX1FSGL VlEjIlST lGlQS|I zMTF AGL ZC[ K[P VCL\ lJnFYL"VMGL
E}lDSF AC] V
-
52 (SxN p\(tmin
;CFIS 5|6Fl, o
lJnFYL"VMG[ lJQFIG\] GJ\] 7FG VF5JF DF8[ VYJF lJQFI 5|J[X
DF8[ H[ v T[ VwIF5G ;FDU|L ;];\Sl,T4 ;];\Ul9T CMJL HM.V[P T[
VF 5|lTDFGGL VlGJFI" VFJxISTF AGL ZC[ K[P VlU|D ;\\U9S
5|lTDFG V[ ;\S
-
53 (SxN p\(tmin
s2f ;NZC] 5|lTDFGYL lX1F6GF 7FGFtDS C[T]VM s
Cognitivef ;FZL ZLT[ l; SZL XSFI K[P 5;\NUL IF
T],GF4 ;\S,G4 VlEjIlST VG[ V;ZSFZS ZH}VFT DF8[
VF 5|lTDFG p5IMUL GLJ0[ K[
s3f 5|:T]T 5|lTDFGGF lX1F6DF\ lJlGIMUYL TyIFtDS DFlCTL
s factual information f S[ H[ bIF,M IF lJRFZM S[
;\S
-
54 (SxN p\(tmin
VF 5|lTDFGGF p5IMUYL lJnFYL"VMGL U|C6XL,TFDF\
J'l YFI K[P VG[ T[YL T[DG\] VwIIG q VeIF;
V;ZSFZS AG[ K[P VFGFYL lJnFYL"VM S[ H[ jIJl:YT
S|DDF\ VG[ 7FGGL prRFZLGF s Knowledge
hierachies f FZF 5|tI1F lX1F6 D[/J[ K[ T[DG[
;DL1FFtDS lJRFZ5|lS|IF VG[ 7FGFtDS 5]GU"9G FZF
JW] ;FZL ZLT[ ;DHFJL XSFI KP[
s5f VFD TM4 5|:T]T 5|lTDFGGM XF/FDF\ V[S IF ALHL ZLT[
VF56[ p5IMU SZLV[ KLV[P T[YL T[GM ;FZL ZLT[ p5IMU
XF/FVMDF\ SZL XSFI T[JL jIF5S DFgITF K[ VF56[
HIFZ[ ;]jIJl:YT VG[ ;];\Sl,T ZLT[ lJQFIGL ZH}VFT
SZLV[ KLV[ tIFZ[ lJnFYL"VM jIJl:YT S|DDF\ DFlCTL IF
TyIMG[ U \C6 SZ[ K[P
s6f VF 5|lTDFGGF p5IMUYL VMKF ;DIDF\ lJnFYL"VMG[
7FG VF5L XSFI K[P
s7f VlU|D ;\U9S 5|lTDFGGL V;ZSFZSTF JFRG4 jIFbIFGM
VG[ VgI DFwIDMGF FZF 5|F%T YTL VwIIGGL 1FDTF K[
VF 5|lTDFG FZF lJnFYL"VM JF\RG FZF4 jIFbIFGM FZF4
-
55 (SxN p\(tmin
VgI DFwIDM FZF lJnFYL"VM lX1F6 D[/J[ K[P VG[ T[VM
V;ZSFZS ZLT[ VwIIG SZ[ K[P VF 5|lTDFGGF p5IMUYL
lX1FSGL ZH}VFTGL X{,L4 T[GL VlEjIlST V;ZSFZS4
D]N'F;Z VG[ lH7F;F5|[ZS AG[ K[P T[ lJnFYL"VMGL
lH7F;F VG[ XMWJ'lG[ p[H[ K[PP lX1FSGL VlEjIlST
WFZNFZ VG[ RM8NFZ AG[ K[P
Models of Teahing Bruce Jeyce and Marsha
(New Delhi ):
-
56 (SxN p\(tmin
9. 5}K5ZK 5|lX1F6 5|lTDFG sInquirty Training
Modelfo
;FDFgI ZLT[ NZ[S jIlST 5MTFGL VF;5F;GF JFTFJZ6 lJX[
DFlCTL D[/JJF DF8[ S[ SM. ;D:IFGF ;DFWFG DF8[ 5|` GM 5}KTL CMI
K[P c HM VF 5|` GM TFlS"S ZLT[ S|DA CMI TM T[ ;D:IFG\] ;DFWFG
;Z/ AGFJ[ K[P VFYL XF/FDF\
s2f DFlCTLG\] V[S+LSZ6 v ;tITF RSF;6L o ALHF
;M5FGDF\ lJnFYL"VM V;\UTTF DF8[ J:T]GF :J~54 38GF4 5lZl:YlT
VG[ U]6WDM"G[ ,UTF V[JF SFZ6E}T 5|`GM 5}K[ K[ H[GM HJFA lX1FS
cCFc VYJF c GF c DF\ VF5L XS[P H[ 5|`GMGF pZ cCFc S[ cGFc DF\ G
VF5L XSFI T[JF 5|` GMG[ cCF c S[ cGFc HJFAJF/F 5|` GDF\ ~5F\TZ
SZJFG\] SC[ K[P VF ZLT[ ;tITF RSF;6L FZF lJnFYL'VM ;D:IF DF8[
H~ZL V[JL DFlCTLG\] V[S+LSZ6 SZ[ K[P VF ;M5FGDF\ 5}KFI[,F AWF
5|` GM VG[ lX1FS FZF V5FI[, 5|tI]ZGL GM\W lJnFYL"VM SFI"5+DF\
ZFB[ K[P
s3f DFlCTLG\] V[S+LSZ6 v 5|IMULSZ6 o ALHF ;M5FGDF\
V[Sl+T SZ[, DFlCTLGF VFWFZ[ lJnFYL"VM SFI"SFZ6 ;\A\W lJX[
ptS
-
57 (SxN p\(tmin
VCL\ lJnFYL" c HM PPPPPPPTM c JF/F 5|` GM 5}KLG[ ptS
-
58 (SxN p\(tmin
s5f XMW5|lS|IFG\] 5'YSSZ6 o lJnFYL"VMG[ SIF 5|` GM FZF VG[
S[JL ZLT[ :5Q8LSZ6 5|F%T YI\] T[ lJX[ 5|` GM 5}KJFDF\ VFJ[K[P
lJnFYL"V[ SM. 5`G 5}KIM tIFZ[ T[GF DGDF\ XM lJRFZ CTMP SM. V[S
BF; 5|` G SIF VFWFZ[ 5}KIM4 5MTFGL ptS
-
59 (SxN p\(tmin
v 5|` GM4 pZM VG[ lJnFYL"VM FZF D/[,F l;F\TM ,BJFP
lJnFYL"GL E}lDSF o
v JU"DF\ ZH} YI[, 38GFDF\ ZC[,L V;\UTTFG[ VM/BJLP
v V;\UT 38GF :\A\WL V[JF 5|` GM 5}KJ4 H[GM HJFA lX1FS
cCFc VYJF cGFcDF\ VF5L XS[P
v H~Z CMI TM4 DFlCTL ;\S,G DF8[ 5|IMU SZJMP
v DFlCTLG[ TFlS"S ZLT[ jIJl:YT SZL ;\A\lWT :5Q8LSZ6
ZH} SZJ\]P
JU"B\0GL 5|lS|IF o
VF 5|lTDFGDF\ ;FD}lCS 5|lS|IF p5Z ERFZ D}SJFDF\ VFJ[ K[P
T[YL lJnFYL"VM GFGF ;D}CDF\ UM9JF. lRFZlJDX" SZL XS[ T[ DF8[
JU"B\0DF\ H~lZIFT 5|DF6[ A[9SjIJ:YFDF\ O[ZOFZ SZJM HM.V[P
lJnFYL"VM 5]:TSF,IGL DNN ,. XS[4 5|IMU SZL XS[4 H~ZL
;FWG;FDU|L D[/JJF DF8[ JU"GL ACFZ H. XS[ T[ DF8[ JU"B\0DF\
D]ST JFTFJZ6 CMJ\] H~ZL K[PXMW 5|lSIF DF8[ JU"DF\ VG]S}/
JFTFJZ6 ;HF"J\] HM.V[P
VF DF8[ ;RD[G[ K lGIDM ZH} SIF" K[ o
-
60 (SxN p\(tmin
s1 f lJnFYL"VM FZF 5}KFI[,F 5|` GM cCF c VYJF c GF c DF \
HJFA VF5L XSFI T[JM CMJM HM.V[P
s2f 5|IMU X~ SIF" 5KL V[S lJnFYL" WFZ[ T[8,F 5|` GM 5}KL
XS[ K[P
s3f ;{\FlTS lJWFG S[ l;F\TG[ ,UTF 5|` GM lJX[ lX1FS
;DY"G S[ cCF c VYJF c GF c DF\ HJFA G VF5L XS[P
s4f SM.56 ;DI[ lJnFYL" SM. 56 l;F\T S[ VG]DFGGL
RSF;6L SZL XS[ K[P
s5f lJnFYL"VM lX1FSGL U[ZCFHZLDF\ V[SALHF ;FY[ RRF"
SZJF .rK[ TM T[VM RRF";EF IMHJF D]ST CMJF HM.V[P
s6f lJnFYL"VMG[ H~lZIFT 5|DF6[ 5|IMU ,F.A|[ZL4 ;\NE"U|\YM
JU[Z[GM p5IMU SZJFGL
:JT\+TF CMJL HM.V[P
;CFIS T\+ o
VF 5|lTDFGGM 5|IMU SZJF DF8[ GLR[GL ;CFIS ;FDU|LGL H~Z
50[ K[P
v lJlJW l;F\TMG[ ,UTL V;\UT 38GFVMGL A[\S
v lJQFIJ:T]VM ;\A\WL ;\NE" ;FlCtI
-
61 (SxN p\(tmin
v 5|IMU SZJF DF8[ H~ZL ;FWG;FDU|L
v H~Z 5|DF6[ O[ZOFZ SZL XSFI T[JL A[9SjIJ:YFP
XMW 5|lS|IFG\] 5F9 VFIMHG o
XMW 5|lS|IFGF 5F9 VFIMHGDF\ A[ AFATMG\] VFIMHG H~ZL K[
s1f V;\UT 38GFGL 5;\NUL
s2f JU"B\0G\] ;\RF,G
-
62 (SxN p\(tmin