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دانلود کتاب CTET Central Teacher Eligibility Test Child Development and Pedagogy 2020 Paper I & II
دانلود کتاب CTET مرکزی آزمون واجد شرایط بودن معلم توسعه کودک و آموزش 2020 مقاله اول و دوم
مشخصات کتاب
CTET Central Teacher Eligibility Test Child Development and Pedagogy 2020 Paper I & II
ویرایش:
نویسندگان: Sandeep Kumar
سری:
ISBN (شابک) : 9389552354, 9789389552355
ناشر: Pearson Education
سال نشر: 2020
تعداد صفحات: [261]
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 8 Mb
قیمت کتاب (تومان) : 87,000
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توضیحاتی درمورد کتاب به خارجی
فهرست مطالب
Cover Half Title Title Copyright Contents Preface About the Author Acknowledgements About the Examination Trend Analysis (2014–2019) Ch_1 Concept of Development INTRODUCTION Stages of Development Types of Development DEVELOPMENT AND LEARNING Principles of Development HEREDITY AND ENVIRONMENT Principle of Heredity Role of Heredity and Environment in Development (A Few Case Studies) Laws of Heredity Importance of Heredity and Environment for Education OBJECTIVE QUESTIONS PREVIOUS YEARS' QUESTIONS Ch_2 Socialisation INTRODUCTION Cooley Concept of ‘Looking Glass Self’ “I” and “Me” by Mead Theory of Mind Types of Socialisation Institution or Agents of Socialisation Bronfenbrenner’s Ecological System Theory of Individual andSocial Development SOCIALISATION AND EDUCATION School as Social System Family, Socialisation and Education Social Class, Socialisation and Education Peer Group, Socialisation and Education Gender, Socialisation and Education State, Socialisation and Education Supporting the Learner’s Personal and Social Development through the Processof Socialisation OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_3 Cognitive and Moral Development INTRODUCTION PIAGET’S THEORY OF COGNITIVE DEVELOPMENT Cognitive Development Fundamentals of Learning and Cognitive Development Important Concept or Tendencies of the Thinking Process Four Stages of Cognitive Development SOCIO-CULTURAL THEORY OF LEARNING AND DEVELOPMENT (VYGOTSKY) The Zone of Proximal Development Language Development Difference Between Piaget and Vygotsky Educational Implications of Vygotsky’s Theory KOHLBERG’S THEORY OF MORAL DEVELOPMENT Moral Development in Children What is Moral Behaviour? Education for Moral Development (Role of School) An Example of Kohlberg’s Theory Critiquing Kohlberg’s Perspective of Moral Development OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_4 Progressive Education INTRODUCTION JEAN–JACQUES ROUSSEAU JOHN DEWEY Education and Dewey Dewey and Curriculum and Pedagogy SRI AUROBINDO RABINDRANATH TAGORE MAHATMA GANDHI OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_5 Concept and Theories INTRODUCTION The Ability to Adapt, Learn for Daily Life Events and Problem Solving The Capacity to Learn from Experiences Creativity and Interpersonal Skills Are Included in Intelligence Intelligence Involves Ability of Judgment, Comprehension and Reasoning Intelligence Involves Ability to Understand People, Objects and Symbols Like Language THEORIES OF INTELLIGENCE Factor-oriented Theories Process-oriented Theory Two-factor Theory (Spearman) Group Factor Theory (Thurston) Multi-factor Theory (Guilford) Theory of Multiple Intelligence (Gardner) Sternberg’s Theory of Intelligence (Triarchic Theory of Intelligence) MEASUREMENT OF INTELLIGENCE Classification of Intelligence Tests Uses of Intelligence Test OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_6 Development ofLanguage and Thought INTRODUCTION Language Relativist Hypothesis Thought Determines Language Problems with Piaget’s Theory The Interdependence of Language and Thought Language and Thought are Independent Language Acquisition Pre-linguistic Stage One-word Stage Development of Grammar Theories of Language Acquisition Environmental Theories of Language Acquisition Nativist Theories of Language Acquisition Social Interactionist Theories of Language Acquisition STAGE-WISE DEVELOPMENT OF LANGUAGE Early Childhood Later Childhood Adolescence Stage OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_7 Gender as Social Construct INTRODUCTION CONCEPTUALISING GENDER Sexual Division of Labour Family Marriage Becoming Man or Woman GENDER STEREOTYPES Stereotypes of Man and Woman Problems with Gender Stereotypes Gender Stereotypes and Media GENDER IN EDUCATION Gender Stereotypes in Curriculum Gender Stereotype in Pedagogy Education as Further Extension of Gendered Society or for Gender Equality OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_8 Children withSpecial Needs INTRODUCTION GIFTED CHILDREN INTELLECTUALLY BRIGHT CHILDREN How to Identify Intellectually Bright Children Teaching–Learning Strategies for Intellectually Bright Children CREATIVE CHILDREN Characteristics of Creative Children How to Identify these Children How to Teach Creative Learners TALENTED CHILDREN Characteristics of Talented Children How to Identify Talented Children How to Teach Talented Children ACADEMICALLY DYSFUNCTIONAL CHILDREN SLOW LEARNERS How to Identify Slow Learners Teaching–Learning Process of Slow Learners UNDERACHIEVER CHILDREN Identification of the Underachiever Teaching–Learning Process of the Underachiever CHILDREN WITH LEARNING DISABILITY Dyslexia Dysgraphia Dyscalculia Dyspraxia Aphasia/Dysphasia Teaching–Learning Process of Children with Learning Disability SOCIALLY AND CULTURALLY DISADVANTAGED CHILDREN Characteristics of Socially and Culturally Backward Children Teaching–Learning Process of Socially and Culturally Backward Children OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_9 Assessment and 9Evaluation INTRODUCTION EVALUATION Why we Evaluate How to Evaluate ASSESSMENTS Portfolio Assessment of Learning Assessment for Learning Assessment as Learning School-based Assessment (SBA) Continuous and Comprehensive Evaluation SCHOLASTIC AND CO-SCHOLASTIC EFFECTIVE TECHNIQUE OF EVALUATION Observation Rating Scale Cumulative Records Interview Sociometry Anecdotal Record OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_10 How Children Think and Learn INTRODUCTION TEACHING Fundamentals of Teaching Principles of Teaching LEARNING Characteristics of Learning Concept of Teaching–Learning Why Teaching is Related with Learning How Children Think and Learn Active Participation (Learners as an Active Constructor of Knowledge) Learning as a Social Activity Useful and Meaningful Learning Developing a Bridge between Existing Knowledge and New Knowledge Help Learners to Develop their Own Strategies to Solve Problems Provide Space of Criticality and Reflection Help in Reconstruction Help Learner to Adapt and Understand Rather than Memorise Transfer of Learning Allow Learners to Practice Acknowledging Individual Differences OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_11 Learning and Motivation INTRODUCTION APPROACHES TO MOTIVATION Behaviouristic Approach Humanistic Approaches to Motivation Cognitive Approach to Motivation Socio-cultural Approach to Motivation Factors Influencing Motivation Techniques to Motivate Learners OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Ch_12 Alternative Conceptions INTRODUCTION CONCEPTS – DEFINITION KNOWLEDGE ACQUISITION AND CONCEPT DEVELOPMENT ORIGIN OF ALTERNATIVE CONCEPTION Theories of Alternative Concepts SOCIAL NEGOTIATION AS LEARNING METHOD LEARNING THROUGH ALTERNATIVE CONCEPTIONS POPULAR VIEWS ON CONCEPTUAL CHANGE OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTION Ch_13 Emotional Developmentand Individual Differences INTRODUCTION EMOTIONAL DEVELOPMENT Development of Emotions at Different Stages of Development Factors Influencing Emotional Development Causes of Emotional Stress in Learners Role of Teacher in Emotional Development How Emotions Affect Learning How to Handle Problems of Emotional Development INDIVIDUAL DIFFERENCES Differences at the Social Level Differences at the Gender level Language Differences in the Classroom Difference at the Level of Culture and Religion Importance of the Study of Individual Differences in Education OBJECTIVE QUESTIONS PREVIOUS YEARS’ QUESTIONS Model Test Paper–I Model Test Paper–II Model Test Paper–III Appendix Bibliography
