Reading And Reflecting Text B.Ed 4th semester solved paper
Reading and Reflecting Text
Question 2. How the aims and evaluation strategies of NPE, 1986 and NCF, 2005 differ from each other?
Answer. According to NPE1986, the aims of education should be
a) To foster all round material and spiritual development of the individual, as well as, the society as a whole.
b) To promote values such as India’s common cultural heritage, egalitarianism, democracy, socialism and secularism, equality of the sexes, national cohesion, removal of social barriers etc.
c) To provide education of comparable quality to all students, irrespective of caste, creed, location or gender.
d) To develop manpower for different levels of the economy which would further guarantee national self-reliance.
e) To develop a scientific temper and independence of mind and spirit.
f) To reconstruct the educational system to improve its quality at all stages, and give much greater attention to science and technology, the cultivation of moral values and a closer relationship between education and the life of the people.
g) To inculcate in the mind of the students the importance of national integration and certain national values like secular, scientific and moral values.
h) To strengthen the world view and motivate the younger generations towards international cooperation and peaceful coexistence.
i) To promote equality, it is necessary to provide equal opportunity or access, but also provide conditions for success.
j) To develop awareness of the importance of protection of environment and observance of the norms of small family.
k) To encourage students towards cherished goal of life long education through open and distance education.
The National Curriculum Framework-2005 the basic aim of everything done in schools should be geared towards preparing students for the following factors :
1) Lifelong Learning: Education should develop a love for learning and the constant willingness to unlearn and relearn. Thus, an important aim of education is to empower all students to towards knowledge and learning.
2) Democratic Values: We should build in students a commitment to democratic values of equality, justice, freedom, respect for human dignity and rights, based on sensitivity to others’ well-being and feelings, together with increasing knowledge and understanding of the world.
3) Meaningful Work Leading to Social Transformation: Schools must prepare children to participate in socio-economic processes and meaningful work in a spirit of self-reliance and cooperation, contributing to the improvement of society.
4) Development of Creativity: Education must provide the means and opportunities to enhance the child’s creative expression. Education should enable learners to respond to new situations in a flexible and creative manner. Learner engagement is construction of knowledge and fostering of creativity is necessary as well.
5) Development of Life Skills: Development of life skills such as critical thinking, interpersonal communication, negotiation skills, problemsolving, and self-management is also very critical towards dealing with the challenges of everyday life.
6) Independence of Thought and Action: Another aim of education is the development of independence of thought and action. It should teach people to think for themselves and make important independent decisions. Education should make adequate room for voicing children’s thoughts, curiosity, and questions in curricular practices. Connecting knowledge across disciplinary boundaries to provide a broader frame work for insightful construction of knowledge is much significant in child development.
7) Holistic Development of Children: The school years are a period of rapid development, with changes and shifts in children’s capabilities, attitudes and interests. Holistic approach in the treatment of learners’ development and learning must be taken up.
Section B
Question 3. Explain the different strategies of reading text.
Answer. The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.
Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
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Section C
Question 5.Write short notes on the following:
1. Any five recommendations given by NPE, 1986.
Ans. Early Childhood Care and Education: Integrated Child Development service, Balwadis, Pre-Primary schools of the State government and Municipalities, Day-care centres and training institutes of teachers and the existing facilities of pre-primary education should be strengthened and should receive increased attention from the Government. Besides these, the system of monitoring and evaluation should be strengthened.
Elementary Education, Non-Formal Education and Operation Blackboard: National Policy of Education and its modified policy emphasized on elementary education as
(i) universal enrolment and universal retention of children up to 14 years of age
(ii) a substantial improvement in the quality of education. Besides these, this policy also calls for drive for a substantial improvement of the primary schools and provision of support service. Even some measures have been proposed for securing participation of girls and of children from the scheduled castes and scheduled tribes families, other educationally backward section and minorities.
Secondary Education and Navodaya Vidyalayas: Regarding Secondary education, the National Policy of Education of 1986 implied extension of the school system in the unserved areas consolidating the existing facilities and providing special arrangements for the gifted children and high achievers. The arrangements should require:
(i) Programme to ensure access to secondary education being widened to cover unserved areas.
(ii) Programme of consolidation in other areas;
(iii) Programme of setting up Navodaya Vidyalayas.
Vocationalisation of Education: From classes 1 to 5, Socially Useful Productive Work/ Work Experience creates an integral part of the curriculum in many states. At the middle stage, the work experience programme should aim at developing confidence and sufficient psycho-motor skills to students through certain occupational training courses.
Higher Education: The National Policy of Education of 1986 and its revised policy which is known as Programme of Action of 1992 had laid importance on higher education, particularly on graduate, post-graduate and research work. It suggested that Autonomous Colleges should be established according to UGC directives. Technical institutes like medical, engineering, agriculture universities etc. should be set up and development of Vocational skill was to be stressed upon.
Followings are the necessary strategies that should be kept up for improving the innovations in higher education.
(i) Consolidation and expansion of institutions
(ii) Development of Autonomous colleges and departments
(iii) Redesigning courses
(iv) Training of teachers
(v) Strengthening research
(vi) Improvement in efficiency
(vii) Creation of structures for co-operation at the state and national levels,
(viii) Mobility.
2. Aims of education as given in NPE, 1986.
Ans. All-Round Development:
Education should aim at all-round development of the people – material and spiritual.
The link between education and material and spiritual development of personality can be created through the development of various programmes like science education, work-experience, vocationalisation of education at the secondary stage.
Development of Human Resource or Man-power:
Education should aim at the development of man-power or human resource for fitting into different layers of economy for their fabulous and enriched contribution to the development of nation.
Development of Socialism, Secularism and Democracy:
Education aims at promotion of socialism, secularism and democracy by inculcating democratic, secular socialistic and ethical values in children.
International Co-operation and Peaceful Co-existence:
Since India has wedded to internationalism and peaceful co-existence, her educational system aims at inculcating the feeling of international co-operation and peaceful co-existence in the minds of students without shirking of our glorious tradition and cultural ethos and heritage.
National System of Education:
It aims at providing national system of education which implies that up to a given level, all students irrespective of caste, creed, location or sex have access to education of a comparable quality.
3. Qualities of a good Social Science text-book.
Ans. 1 . The author: A good text-book is judged, at face, by the author, his qualification and experience.
2. Mechanical features of the text-book:
(a) The print and paper used and the binding of the text-book should be attractive. It should be
hard and durable.
(b) The printing should be clear, legible and appropriately spaced.
(c) The book should be well-illustrated with diagrams, sketches and pictures.
(d) The size of the print, the language and experiments discussed should suit the age of the child
and standard of the child.
3. The subject matter-its nature and organisation:
(a) The subject-matter should be developed as far as possible in psychological sequence. Care
must be taken of the mental growth and interest of pupils.
(b) There should be consistency of the subject-matter and the text-book should satisfy the
objectives of science teaching.
(c) Each chapter should begin with a brief introduction and end with a summary.
(d) Subject-matter should lead to the inculcation of scientific attitudes, disciplinary and cultural
values.
(e) Each chapter should contain assignments at the end.
(f) During treatment of subject-matter, numerical examples should find place where necessary.
(g) Headings and sub-headings are given in bold letters.
(h) Each text-book should contain detailed Table of Contents and an index.
(i) The language of the book should be simple, clear, lucid, scientific and precise. The English
equivalents of the terms should be always given in brackets.
(J) The text-book should give suggestions for improving scientific apparatus.
k) Examples in the text-book should be given from local environment and from life experience.
4. Define evaluation.
Ans. Evaluation is a broader term than ‘test’. It includes all types and examinations in it. Its purpose is not only to check the knowledge of the learner. But all the aspects of the learner.
According to Hanna¬- “The process of gathering and interpreted evidence changes in the behavior of all students as they progress through school is called evaluation”.
Muffat says – “Evaluation is a continuous process and is concerned with than the formal academic achievement of pupils. It is interpreted in the development of the individual in terms of desirable behavioral change relation of his feeling, thinking, and actions”.
Goods define– “Evaluation is a process of judging the value or something by certain appraisal.”
5. Pedagogy as discussed in NPE,1986.
Ans. Having announced that a new policy was in development in January, 1985, the government of Prime Minister Rajiv Gandhi introduced a new National Policy on Education in May, 1986 The new policy called for "special emphasis on the removal of disparities and to equalise educational opportunity," especially for Indian women, Scheduled Tribes (ST) and the Scheduled Caste (SC) communities .To achieve such a social integration, the policy called for expanding scholarships, adult education, recruiting more teachers from the SCs, incentives for poor families to send their children to school regularly, development of new institutions and providing housing and services. The NPE called for a "child-centred approach" in primary education, and launched "Operation Blackboard" to improve primary schools nationwide. The policy expanded the open university system with the Indira Gandhi National Open University, which had been created in 1985 The policy also called for the creation of the "rural university" model, based on the philosophy of Indian leader Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India. 1986 education policy expected to spent 6%of GDP on education.
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