KNOWLEDGE AND CURRICULUM ज्ञान और पाठ्यचर्या UOR B.A /B.Sc/B.ED First and Second Year

ikB~;Øe

Kku rFkk ikB~;p;kZ

bdkbZ 1& Kku dh vo/kkj.kk

1) Kku dk vFkZ ,oa Ád`frA

2) Lkekt] laL—fr ,oa vk/kqfudrk ds fo’ks"k lUnHkZ esa Ldwy esa Kku ÁkfIr ds lzksrA

3) Kku vkSj dkS’ky] f’k{k.k vkSj Áf’k{k.k] Kku vkSj lwpuk] foosd vkSj fo’okl ds e/; ÒsnA

bdkbZ 2& Kku ds rF;

Kku vkSj lEcU/kksa ds fofHkUu rF;& LFkkuh; ,oa lkoZHkkSfed KkuA ewrZ ,oa vewrZ KkuA lS)kfUrd ,oa Ák;ksfxd KkuA fo|ky; ,oa fo|ky; ds ckgj dk KkuA ¼fo|ky;h Kku ds fo’ks"k xq.kksa dks le>us ds lUnHkZ esa½

bdkbZ 3& ikB~;p;kZ dh vo/kkj.kk

1) ikB~;p;kZ dk vFkZ] Ád`fr ,oa mn~ns’;] fo|ky;ksa esa ikB~;p;kZ dh vko’;drkA

2) xk¡/kh] VSxksj] M~;woh vkSj IysVks ds lUnHkZ eas & f’k{kk ds nk’kZfud] euksoSKkfud] lkekftd vkSj oSKkfud vk/kkjA

3) ikB~;p;kZ rFkk ikB~;Øe esa varjA

4) ikB~;p;kZ dks ÁÒkfor djus okys dkjdA

5) ikB~;p;kZ ds fofHkUu Ádkj & fo"k; dsfUnzr] vuqHko dsfUnzr] fØ;k dsfUnzr] cky dsfUnzr vkSj f’kYi dsfUnzrA

bdkbZ 4&ckyd esa Kku dk fuekZ.k

1) Kku ds lzksr& vuqHkotU; Kku cuke ÁdV KkuA

2) Kku ds fofHkUu Ádkj&

i) vuq’kklukRed Kku& ÁR;; ,oa fodYi ÁR;;A

ii) ikB~;&lkexzh Kku& p;u ds ekun.M ,oa lEcU/kA

iii) Lons’kh ¼ns’kt½ Kku cuke oSf’od KkuA

iv) oSKkfud Kku cuke {ks=h; KkuA

3) fo’okl] lwpuk] Kku ,oa le> dk ÁR;;A

bdkbZ 5&ikB~;p;kZ fu;kstu ,oa fofue;

1) ikB~;p;kZ dk fuekZ.kA

2) ikB~;p;kZ fodkl ds Áfreku&ÝSadfyu cksfCcj] jkYQ Vk;yj] fgYnk&Vkck ,oa fQfyi tSDluA

3) ikB~;p;kZ fofue;& laokn] pqukSrh ,oa iqucZyu }kjk Kku fuekZ.k esa f’k{kd dh Hkwfedk ,oa vkykspukRed f’k{kk'kkL=h ds :i esaA

Syllabus

Knowledge and Curriculum

Unit 1: Concept of Knowledge

· Meaning and Nature knowledge.

· Sources of attainment of knowledge in schools with special references of society, culture and modernity.

· Distinctions between: Knowledge and skill, Teaching and Training, knowledge and information, Reason and belief.

Unit 2: Facts of Knowledge

Different facts of knowledge and relationship such as: Local and Universal, Concrete and Abstract, Theoretical and Practical, School and Out of School, (With an emphasis on understanding special attributes of school knowledge)

Unit 3: Concept of Curriculum

· Meaning, Nature and Objectives of Curriculum, Need for curriculum in schools.

· Philosophical, Psychological, Sociological and Scientific basis of Education with reference of Gandhi, Tagore, Dewey and Plato.

· Difference between curriculum and syllabus.

· Factors Influencing curriculum.

· Various types of curriculum– Subject centered, Experience centered, Activity centered, Child centered, and Craft centered.

Unit 4: Child’s Construction of Knowledge

· Sources of Knowledge: Empirical knowledge Vs Revealed Knowledge.

· Different Kinds of Knowledge:

a) Disciplinary Knowledge: Concepts and Alternative Concepts

b) Course Content Knowledge: Criteria of Selection and Concerns

c) Indigenous Knowledge Vs Global Knowledge

d) Scientific Knowledge Vs  Religious Knowledge

· Concepts of Belief, Information, Knowledge and Understanding

Unit 5: Curriculum Planning and Transaction

· Construction of Curriculum

· Models of Curriculum Development given by Franklin Bobbit, Ralph Tyler, Hilda Taba and Philip Jackson

· Curriculum Transaction: Role of a teacher in Knowledge Construction through Dialogue, Challenge and Feedback as a Critical Pedagogue.