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#1
June 12th, 2014, 04:07 PM
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 Central Teacher Eligibility Test syllabus of 2014
I want to give the exam of Central Teacher Eligibility Test 2014 and for that I want to get the syllabus of Central Teacher Eligibility Test of 2014 so can you provide me that?
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#2
June 12th, 2014, 05:40 PM
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| Re: Central Teacher Eligibility Test syllabus of 2014
As you want to get the syllabus of Central Teacher Eligibility Test of 2014 so here is the information of the same for you: STRUCTURE AND CONTENT OF SYLLABUS (Paper I and Paper II) Paper I (for classes I to V) Primary Stage: I. Child Development and Pedagogy 30 Questions a) Child Development (Primary School Child) 15 Questions • Concept of development and its relationship with learning • Principles of the development of children • Influence of Heredity & Environment • Socialization processes: Social world & children (Teacher, Parents, Peers) • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives • Concepts of child-centered and progressive education • Critical perspective of the construct of Intelligence • Multi Dimensional Intelligence • Language & Thought • Gender as a social construct; gender roles, gender-bias and educational practice • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. b) Concept of Inclusive education and understanding children with special needs 5 Questions • Addressing learners from diverse backgrounds including disadvantaged and deprived • Addressing the needs of children with learning difficulties, ‘impairment’ etc. • Addressing the Talented, Creative, Specially abled Learners c) Learning and Pedagogy 10 Questions • How children think and learn; how and why children ‘fail’ to achieve success in school performance. • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. • Child as a problem solver and a ‘scientific investigator’ • Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. • Cognition & Emotions • Motivation and learning • Factors contributing to learning – personal & environmental II. Language I. 30 Questions a) Language Comprehension 15 Questions Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) b) Pedagogy of Language Development 15 Questions • Learning and acquisition • Principles of language Teaching • Role of listening and speaking; function of language and how children use it as a tool • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders • Language Skills • Evaluating language comprehension and proficiency: speaking, listening, reading and writing • Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom • Remedial Teaching III. Language – II 30 Questions a) Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability b) Pedagogy of Language Development 15 Questions • Learning and acquisition • Principles of language Teaching • Role of listening and speaking; function of language and how children use it as a tool • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders • Language Skills • Evaluating language comprehension and proficiency: speaking, listening, reading and writing • Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom • Remedial Teaching IV. Mathematics 30 Questions a) Content 15 Questions • Geometry • Shapes & Spatial Understanding • Solids around Us • Numbers • Addition and Subtraction • Multiplication • Division • Measurement • Weight • Time • Volume • Data Handling • Patterns • Money b) Pedagogical issues 15 Questions • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning • Place of Mathematics in Curriculum • Language of Mathematics • Community Mathematics • Evaluation through formal and informal methods • Problems of Teaching • Error analysis and related aspects of learning and teaching • Diagnostic and Remedial Teaching V. Environmental Studies 30 Questions a) Content 15 Questions I. Family and Friends: 1.1 Relationships 1.2 Work and Play 1.3 Animals 1.4 Plants II. Food III. Shelter IV. Water V. Travel VI. Things We Make and Do b) Pedagogical Issues 15 Questions • Concept and scope of EVS • Significance of EVS, integrated EVS • Environmental Studies & Environmental Education • Learning Principles • Scope & relation to Science & Social Science • Approaches of presenting concepts • Activities • Experimentation/Practical Work • Discussion • CCE • Teaching material/Aids Problems Paper II (for classes VI to VIII) Elementary Stage: I. Child Development and Pedagogy 30 Questions a) Child Development (Elementary School Child) 15 Questions • Concept of development and its relationship with learning • Principles of the development of children • Influence of Heredity & Environment • Socialization processes: Social world & children (Teacher, Parents, Peers) • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives • Concepts of child-centered and progressive education • Critical perspective of the construct of Intelligence • Multi Dimensional Intelligence • Language & Thought • Gender as a social construct; gender roles, gender-bias and educational practice • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. b) Concept of Inclusive education and understanding children with special needs 5 Questions • Addressing learners from diverse backgrounds including disadvantaged and deprived • Addressing the needs of children with learning difficulties, ‘impairment’ etc. • Addressing the Talented, Creative, Specially abled Learners c) Learning and Pedagogy 10 Questions • How children think and learn; how and why children ‘fail’ to achieve success in school performance. • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. • Child as a problem solver and a ‘scientific investigator’ • Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. • Cognition & Emotions • Motivation and learning • Factors contributing to learning – personal & environmental II. Language I. 30 Questions a) Language Comprehension 15 Questions Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) b) Pedagogy of Language Development 15 Questions • Learning and acquisition • Principles of language Teaching • Role of listening and speaking; function of language and how children use it as a tool • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders • Language Skills • Evaluating language comprehension and proficiency: speaking, listening, reading and writing • Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom • Remedial Teaching III. Language – II 30 Questions a) Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability b) Pedagogy of Language Development 15 Questions • Learning and acquisition • Principles of language Teaching • Role of listening and speaking; function of language and how children use it as a tool • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders • Language Skills • Evaluating language comprehension and proficiency: speaking, listening, reading and writing • Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom • Remedial Teaching IV. (A) Mathematics and Science:60 Questions (i) Mathematics 30 Questions a) Content 20 Questions • Number System • Knowing our Numbers • Playing with Numbers • Whole Numbers • Negative Numbers and Integers • Fractions • Algebra • Introduction to Algebra • Ratio and Proportion • Geometry • Basic geometrical ideas (2-D) • Understanding Elementary Shapes (2-D and 3-D) • Symmetry: (reflection) • Construction (using Straight edge Scale, protractor, compasses) • Mensuration • Data handling b) Pedagogical issues 10 Questions • Nature of Mathematics/Logical thinking • Place of Mathematics in Curriculum • Language of Mathematics • Community Mathematics • Evaluation • Remedial Teaching • Problem of Teaching (ii) Science 30 Questions a) Content 20 Questions I. Food • Sources of food • Components of food • Cleaning food II. Materials • Materials of daily use III. The World of the Living IV. Moving Things People and Ideas V. How things work • Electric current and circuits • Magnets VI. Natural Phenomena VII. Natural Resources b) Pedagogical issues 10 Questions • Nature & Structure of Sciences • Natural Science/Aims & objectives • Understanding & Appreciating Science • Approaches/Integrated Approach • Observation/Experiment/Discovery (Method of Science) • Innovation • Text Material/Aids • Evaluation – cognitive/psychomotor/affective • Problems • Remedial Teaching V. Social Studies/Social Sciences 60 Questions a) Content 40 Questions I. History • When, Where and How • The Earliest Societies • The First Farmers and Herders • The First Cities • Early States • New Ideas • The First Empire • Contacts with Distant lands • Political Developments • Culture and Science • New Kings and Kingdoms • Sultans of Delhi • Architecture • Creation of an Empire • Social Change • Regional Cultures • The Establishment of Company Power • Rural Life and Society • Colonialism and Tribal Societies • The Revolt of 1857-58 • Women and reform • Challenging the Caste System • The Nationalist Movement • India After Independence II. Geography • Geography as a social study and as a science • Planet: Earth in the solar system • Globe • Environment in its totality: natural and human environment • Air • Water • Human Environment: settlement, transport and communication • Resources: Types-Natural and Human • Agriculture III. Social and Political Life • Diversity • Government • Local Government • Making a Living • Democracy • State Government • Understanding Media • Unpacking Gender • The Constitution • Parliamentary Government • The Judiciary • Social Justice and the Marginalised b) Pedagogical issues 20 Questions • Concept & Nature of Social Science/Social Studies • Class Room Processes, activities and discourse • Developing Critical thinking • Enquiry/Empirical Evidence • Problems of teaching Social Science/Social Studies • Sources – Primary & Secondary • Projects Work • Evaluation Contact Details: Central Board of Secondary Education Community Centre, Preet Vihar Metro Railway Station, Shiksha Kendra,Building No.2, Acharya Nag Raj Marg, Block D, Preet Vihar, New Delhi, Delhi 110092 011 2202 3737 India Map Location:
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#3
October 20th, 2015, 11:13 AM
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| Re: Central Teacher Eligibility Test syllabus of 2014
Hello sir I have applied for the Central Teacher Eligibility Test and want to get the syllabus of this exam to know about its topics so can you please provide me this?
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#4
October 20th, 2015, 11:16 AM
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| Re: Central Teacher Eligibility Test syllabus of 2014
As you need the syllabus of the Central Teacher Eligibility Test so here I am providing you the same STRUCTURE AND CONTENT OF SYLLABUS (Paper I and Paper II) Paper I (for classes I to V) Primary Stage: I. Child Development and Pedagogy 30 Questions a) Child Development (Primary School Child) 15 Questions Concept of development and its relationship with learning Principles of the development of children Influence of Heredity & Environment Socialization processes: Social world & children (Teacher, Parents, Peers) Piaget, Kohlberg and Vygotsky: constructs and critical perspectives Concepts of child-centered and progressive education Critical perspective of the construct of Intelligence Multi Dimensional Intelligence Language & Thought Gender as a social construct; gender roles, gender-bias and educational practice Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. b) Concept of Inclusive education and understanding children with special needs 5 Questions Addressing learners from diverse backgrounds including disadvantaged and deprived Addressing the needs of children with learning difficulties, ‘impairment’ etc. Addressing the Talented, Creative, Specially abled Learners c) Learning and Pedagogy 10 Questions How children think and learn; how and why children ‘fail’ to achieve success in school performance. Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. Child as a problem solver and a ‘scientific investigator’ Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. Cognition & Emotions Motivation and learning Factors contributing to learning – personal & environmental II. Language I. 30 Questions a) Language Comprehension 15 Questions Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) b) Pedagogy of Language Development 15 Questions Learning and acquisition Principles of language Teaching Role of listening and speaking; function of language and how children use it as a tool Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom Remedial Teaching III. Language – II 30 Questions a) Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability b) Pedagogy of Language Development 15 Questions Learning and acquisition Principles of language Teaching Role of listening and speaking; function of language and how children use it as a tool Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom Remedial Teaching IV. Mathematics 30 Questions a) Content 15 Questions Geometry Shapes & Spatial Understanding Solids around Us Numbers Addition and Subtraction Multiplication Division Measurement Weight Time Volume Data Handling Patterns Money b) Pedagogical issues 15 Questions Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning Place of Mathematics in Curriculum Language of Mathematics Community Mathematics Evaluation through formal and informal methods Problems of Teaching Error analysis and related aspects of learning and teaching Diagnostic and Remedial Teaching V. Environmental Studies 30 Questions a) Content 15 Questions I. Family and Friends: 1.1 Relationships 1.2 Work and Play 1.3 Animals 1.4Plants II. Food III. Shelter IV. Water V. Travel VI. Things We Make and Do b) Pedagogical Issues 15 Questions Concept and scope of EVS Significance of EVS, integrated EVS Environmental Studies & Environmental Education Learning Principles Scope & relation to Science & Social Science Approaches of presenting concepts Activities Experimentation/Practical Work Discussion CCE Teaching material/Aids Problems Paper II (for classes VI to VIII) Elementary Stage: I. Child Development and Pedagogy 30 Questions a) Child Development (Elementary School Child) 15 Questions Concept of development and its relationship with learning Principles of the development of children Influence of Heredity & Environment Socialization processes: Social world & children (Teacher, Parents, Peers) Piaget, Kohlberg and Vygotsky: constructs and critical perspectives Concepts of child-centered and progressive education Critical perspective of the construct of Intelligence Multi Dimensional Intelligence Language & Thought Gender as a social construct; gender roles, gender-bias and educational practice Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. b) Concept of Inclusive education and understanding children with special needs 5 Questions Addressing learners from diverse backgrounds including disadvantaged and deprived Addressing the needs of children with learning difficulties, ‘impairment’ etc. Addressing the Talented, Creative, Specially abled Learners c) Learning and Pedagogy 10 Questions How children think and learn; how and why children ‘fail’ to achieve success in school performance. Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. Child as a problem solver and a ‘scientific investigator’ Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. Cognition & Emotions Motivation and learning Factors contributing to learning – personal & environmental II. Language I. 30 Questions a) Language Comprehension 15 Questions Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) b) Pedagogy of Language Development 15 Questions Learning and acquisition Principles of language Teaching Role of listening and speaking; function of language and how children use it as a tool Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom Remedial Teaching III. Language – II 30 Questions a) Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability b) Pedagogy of Language Development 15 Questions Learning and acquisition Principles of language Teaching Role of listening and speaking; function of language and how children use it as a tool Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom Remedial Teaching IV. (A) Mathematics and Science:60 Questions (i) Mathematics 30 Questions a) Content 20 Questions Number System Knowing our Numbers Playing with Numbers Whole Numbers Negative Numbers and Integers Fractions Algebra Introduction to Algebra Ratio and Proportion Geometry Basic geometrical ideas (2-D) Understanding Elementary Shapes (2-D and 3-D) Symmetry: (reflection) Construction (using Straight edge Scale, protractor, compasses) Mensuration Data handling b) Pedagogical issues 10 Questions Nature of Mathematics/Logical thinking Place of Mathematics in Curriculum Language of Mathematics Community Mathematics Evaluation Remedial Teaching Problem of Teaching (ii) Science 30 Questions a) Content 20 Questions I. Food Sources of food Components of food Cleaning food II. Materials Materials of daily use III. The World of the Living IV. Moving Things People and Ideas V. How things work Electric current and circuits Magnets VI. Natural Phenomena VII. Natural Resources b) Pedagogical issues 10 Questions Nature & Structure of Sciences Natural Science/Aims & objectives Understanding & Appreciating Science Approaches/Integrated Approach Observation/Experiment/Discovery (Method of Science) Innovation Text Material/Aids Evaluation – cognitive/psychomotor/affective Problems Remedial Teaching V. Social Studies/Social Sciences 60 Questions a) Content 40 Questions I. History When, Where and How The Earliest Societies The First Farmers and Herders The First Cities Early States New Ideas The First Empire Contacts with Distant lands Political Developments Culture and Science New Kings and Kingdoms Sultans of Delhi Architecture Creation of an Empire Social Change Regional Cultures The Establishment of Company Power Rural Life and Society Colonialism and Tribal Societies The Revolt of 1857-58 Women and reform Challenging the Caste System The Nationalist Movement India After Independence II. Geography Geography as a social study and as a science Planet: Earth in the solar system Globe Environment in its totality: natural and human environment Air Water Human Environment: settlement, transport and communication Resources: Types-Natural and Human Agriculture III. Social and Political Life Diversity Government Local Government Making a Living Democracy State Government Understanding Media Unpacking Gender The Constitution Parliamentary Government The Judiciary Social Justice and the Marginalised b) Pedagogical issues 20 Questions Concept & Nature of Social Science/Social Studies Class Room Processes, activities and discourse Developing Critical thinking Enquiry/Empirical Evidence Problems of teaching Social Science/Social Studies Sources – Primary & Secondary Projects Work Evaluation CTET Question paper 1. ‘‘Development is a never ending process.’’ This idea is associated with (1) Principle of integration (2) Principle of interaction (3) Principle of interrelation (4) Principle of continuity 2. Four distinct stages of children’s intellectual development are identified by (1) Skinner (2) Piaget (3) Kohlberg (4) Erikson 3. Parents should play a ___________ role in the learning process of young children. (1) sympathetic (2) neutral (3) negative (4) proactive 4. The ‘insight theory of learning’ is promoted by (1) Jean Piaget (2) Vygotsky (3) ‘Gestalt’ theorists (4) Pavlov 5. Motivation, in the process of learning, (1) makes learners think unidirectionally (2) creates interest for learning among young learners (3) sharpens the memory of learners (4) differentiates new learning from old learning 6. Which of the following is not a sign of an intelligent young child ? (1) One who carries on thinking in an abstract manner (2) One who can adjust oneself in a new environment (3) One who has the ability to cram long essays very quickly (4) One who has the ability to communicate fluently and appropriately 7. Which is the place where the child’s ‘cognitive’ development is defined in the best way ? (1) Auditorium (2) Home (3) Playground (4) School and classroom environment 8. The stage in which a child begins to think logically about objects and events is known as (1) Pre-operational stage (2) Concrete operational stage (3) Sensori-motor stage (4) Formal operational stage 9. Which of the following is not related to the socio-psychological needs of the child ? (1) Regular elimination of waste products from the body (2) Need for company (3) Need for appreciation or social approval (4) Need for emotional security 10. Which of the following will foster creativity among learners ? (1) Emphasizing achievement goals from the beginning of school life (2) Coaching students for good marks in examination (3) Teaching the students the practical value of good education (4) Providing opportunities to question and to nurture the innate talents of every learner 11. ‘Mind mapping’ refers to (1) drawing the picture of a mind (2) researching the functioning of the mind (3) a technique to enhance comprehension (4) a plan of action for an adventure 12. ‘‘A yung child responds to a new situation on the basis of the response made by him/her in a similar situation as in the past.’’ This is related to (1) ‘Law of Attitude’ of learning process (2) ‘Law of Readiness’ of learning (3) ‘Law of Analogy’ of learning (4) ‘Law of Effect’ of learning 13. The best way, specially at primary level, to address the learning difficulties of students is to use (1) easy and interesting textbooks (2) story-telling method (3) a variety of teaching methods suited to the disability (4) expensive and glossy support material 10. 14. Education of children with special needs should be provided (1) in special schools (2) by special teachers in special schools (3) along with other normal children (4) by methods developed for special children in special schools 15. ‘Dyslexia’ is associated with (1) Reading disorder (2) Behavioural disorder (3) Mental disorder (4) Mathematical disorder 16. ___________ is not considered a sign of ‘being gifted’. (1) Novelty in expression (2) Curiosity (3) Creative ideas (4) Fighting with others 17. A student of V-grade with ‘visual deficiency’ should be (1) treated normally in the classroom and provided support through Audio CDs (2) given special treatment in the classroom (3) excused to do a lower level of work (4) helped with his/her routine-work by parents and friends 18. Which of the following statements cannot be considered as a feature of the process of learning ? (1) Learning is goal-oriented (2) Unlearning is also a learning process (3) Educational institutions are the only place where learning takes place (4) Learning is a comprehensive process 19. Learning can be enriched if (1) teachers use different types of lectures and explanation (2) due attention is paid to periodic tests in the class (3) situations from the real world are brought into the class in which students interact with each other and the teacher facilitates (4) more and more teaching aids are used in the class 20. To make assessment a ‘useful and interesting’ process, one should be careful about (1) using a variety of ways to collect information about the student’s learning across the scholastic and coscholastic boundaries (2) using technical language to give feedback (3) making comparisons between different students (4) labelling students as intelligent or average learners 21. A teacher, because of his/her democratic nature, allows students to sit all over the class. Some sit together and discuss or do group reading. Some sit quietly and read themselves. A parent does not like it. Which of the following may be the best way to handle the situation ? (1) Parents should show trust in the teacher and discuss the problem with the teacher (2) Parents should take away the child from that school (3) Parents should complain against the teacher to the principal (4) Parents should request the principal to change the section of their ward 22. Which of the following should be considered the most important quality of a teacher at primary level ? (1) Competence in methods of teaching and knowledge of subjects (2) Competence to teach in highly standardised language (3) Eagerness to teach (4) Patience and perseverance 23. ___________ is considered a sign of motivated teaching. (1) Questioning by students (2) Pin drop silence in the class (3) Maximum attendance in the class (4) Remedial work given by the teacher 24. At lower classes, play-way method of teaching is based on (1) psychological principles of development and growth (2) sociological principles of teaching (3) theory of physical education programmes (4) principles of methods of teaching 25. The term ‘curriculum’ in the field of education refers to (1) evaluation process (2) text-material to be used in the class (3) methods of teaching and the content to be taught (4) overall programme of the school which students experience on a day-to-day basis 26. According to Piaget, at which of the following stages does a child begin to think logically about abstract propositions ? (1) Sensori-motor stage (Birth – 02 years) (2) Pre-operational stage (02 – 07 years) (3) Concrete operational stage (07 – 11 years) (4) Formal operational stage (11 years and up) 24 27. A teacher should make an attempt to understand the potentialities of her/his students. Which of the following fields is related to this objective ? (1) Media – Psychology (2) Educational Psychology (3) Educational Sociology (4) Social Philosophy 28. Kritika who does not talk much at home, talks a lot at school. It shows that (1) she does not like her home at all (2) her thoughts get acknowledged at school (3) the school provides opportunities to children to talk a lot (4) teachers demand that children should talk a lot at school 29. ‘‘Children actively construct their understanding of the world’’ is a statement attributed to (1) Kohlberg (2) Skinner (3) Piaget (4) Pavlov 30. In which of the following stages do children become active members of their peer group ? (1) Early childhood (2) Childhood (3) Adolescence (4) Adulthood 31. Which is true for a hexagonal pyramid ? (1) It has six faces and each face is a hexagon (2) It has a hexagonal base with six triangular faces meeting at a point (3) It has two hexagonal faces and six rectangular faces (4) It has six hexagonal faces joined by six rectangular faces 32. The length of a rectangle is ‘ l’ and its width is half of its length. What will be the perimeter of the rectangle if the length is doubled keeping the width same ? (1) 4l (2) 5l (3) 6l (4) 3l 33. In the following, which is the greatest number ? (1) (4)2 (2) (2 2 2)2 (3) [(2 + 2)2]2 (4) (2 + 2 + 2)2
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