Shikshan Pratiman by Dr J R Sonwane

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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

7 (SxN p\(tmin

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 )

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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

9 (SxN p\(tmin

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)

10 (SxN p\(tmin

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).

11 (SxN p\(tmin

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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Teaching Models are just Instruction design.

They describe the press of specifying and producing

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change occurs in his behaviour.

-Bruce R. Joyce

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VF5TF\ V[S S[/J6LSFZ[ GM\wI\] K[ S[ : A model of teaching is

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curriculums ( long term courses of studies ), to

design instructional materials and to guide

instruction in the classroom and other settings. "

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" A model of teaching is plan or pattern that

we can use to design face to face teaching in

classroom."

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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

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

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

62 (SxN p\(tmin

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Shikshan Pratiman by Dr J R Sonwane