LEARNING OUTCOMES STD-3 TO 8 2-SECOND SEMESTER
ધોરણ ૩ થી ૮ બીજા સત્રની અધ્યયન નિષ્પત્તિઓ (Learning Outcomes) અહીયાંથી ડાઉનલોડ કરો.
Standard 3 to 8 Second Session Fictions (Learning Outcomes)
Download Learning Outcomes of Std. 3 to 8 Second semester from here.
Learning Outcomes Download from here.
Std-3 to 8 Second Session Learning Outcomes
Download Learning Outcomes of Std-3 to 8 Second semester from here.
Study findings are prepared based on the syllabus of all subjects from 3 to 8. The study conclusions are to be taken gradually in different field of study of different subjects. That is. That's all learning. Here is the list of Learning Outcomes for Std. 3 to 8.
➤ Introductory:
From traders running tea lorries, selling vegetables, running grocery stores to lawyers, doctors and engineers to the President, everyone is concerned with the entire system of education. On the one hand, the knowledge prevailing in the world doubles in the blink of an eye and on the other hand, the students who cannot bear the burden of education turn to suicide. The gap between growing knowledge and living as a human being seems to be widening.
The scope of education has increased. Advanced technology has changed the structure and form of education to a great extent. The process of exchanging information has become miraculously fast. We are proud to have achieved a high level of literacy. School-college buildings have begun to assume the aura of entering a corporate house by giving place to aesthetic values. But in the midst of all this, the big question is whether dialogue between teacher and student has become possible, right? Can the teacher ensure that what he taught reaches the student? Also, can a student give such an impression that he has achieved what the teacher was teaching?
What are the criteria for answering these two questions? If the answer is to be obtained on the basis of the existing examination system, the answer from the tea lorry to the President will be 'No'. This means that the answer will be incomplete without understanding the basic concepts of study and teaching.
➤ What is study?
If we understand the first study, it can be said in simple language that the change in a person's behavior as a result of experience. Explaining this in detail, psychologist Robert Gain states: "Study is a change in the nature, attitudes, and powers that have existed in humans for a long time." The term has to do with not just schooling but life as a whole. Every experience has to teach something directly or indirectly.
➤ What is teaching?
The question here is then what is the role of teaching? As the role of human development became more complex, many areas of learning also evolved. Under such circumstances, teaching the family everything became not only difficult but also impossible. It was in this perspective that the formal education system was born. If we understand teaching in this context, it is called teaching to provide experiences for teaching what the student has to learn. E.g. If the student is to be taught to read Gujarati, then the teacher provides such experiences by creating an environment where the student learns to read Gujarati, it can be called teaching.
If we try to understand the basic concept, the teaching-learning process in school becomes completely purpose-based. The whole thing depends on what the student wants to learn and what kind of environment the teacher creates in order to bring about the expected change in the student. The clearer the question in the mind of the teacher, the more fruitful the teaching environment.
➤ Study - the living process of teaching :.
Let us understand this from a living example. In the old syllabus, there was a lesson written by Father Wallace in Gujarati subject in Std.
In this lesson a student writes the correct answer by counting the example in his own way in the math exam. But when he gets suspicious, he steals and copies the answer written by another student, which is a wrong answer. The author has presented a subtle thought of this incident. The student not only lost marks in the exam by writing a wrong answer but also stigmatized his personality. Also lost the quality of confidence.
The whole point depends on the purpose for which the teacher teaches this lesson. This can be taught even in 20 minutes and by making more hours fruitful, the student can not even think of stealing in life even in the exam and an environment can be created where he can cultivate noble qualities like self-confidence. Here the teacher has to decide what expected behavior change he wants to bring in the student. If only the answers to the information-based questions are known, then the student has learned the lesson and the teacher has taught the lesson well. If the teaching-learning process is carried out then there is no scope for any discussion.
One teacher took three hours to complete the lesson. Narrated inspiring occasions from the lives of many great men. At the end the students were asked to tell the lesson they learned from this lesson. After the students' answers they were asked to take three to five resolutions for personality development. Insisted that the resolutions be followed. The teacher inquired about the conduct of these resolutions two months later. Some students supported their own development while others hesitantly declared failure.
The teacher re-inspired in this regard. Observed the behavior of the students during the first examination. Their experiences led to the conclusion that most students did not want to steal but some did not try to steal even if they had two or three questions. He also said that he was especially happy that he did not steal. One student from the entire class confessed that he had stolen. Here, too, his candid confession suggests his future development. Here the teacher does not live without seeing the process of creating a huge purpose for teaching.
Excellent character building units are planned in the courses. We as teachers are oblivious to its noble motives in involving the teaching process. There is also an argument that the course cannot be completed if the teacher teaches according to the method of teaching lessons according to the B.Ed. syllabus. Even if there is a slight fact in this, it is different from the truth. Because of the way the course is completed, the teacher can be sure that he has completed the course. And students can say that I have learned by bringing a high percentage in the exam. But in the true sense of the word, learning and teaching are left out.
➤ Psychology of teaching:
Given this complexity of education, in the latter part of the twentieth century, a new branch of pedagogy, like the psychology of study, came into existence. Which conducts studies on how to teach along with the study process. The names of psychologists such as Siegel, Asubel, Snellbaker, Bruner and Robert Gain are prominent. They have introduced the principles of teaching. The implementation of which can make the class a paradise. Even if we get to know only one of Robert Gain's theories from all this, we will get a vision to understand this psychology of teaching. They suggest incorporating nine processes when teaching. Which are as follows.
- Get students to pay attention.
- Inform students of the objectives of teaching.
- Recall students ’foreknowledge.
- Effectively present the study content.
- Provide the necessary guidance for the study.
- Express what you have learned in a behavioral way.
- Evaluate behavior neutrally.
- Give feedback by result.
- Increase perception and transition to what is learned.
Class admissions range from focusing the student's attention on the transition of his or her life to study, to how he or she will use it in a variety of situations.
➤ Conclusion:
This model of teaching theory is self-evident. Starting from the current state of the student, it is possible to create a situation in which predictions can be made. Many doors of intuition open up once the teacher makes sincere efforts. Students are then freed from the guilt of not having to study. This teacher will get the pride and joy of teaching and at the same time he can be assured that he will not feel dissatisfied.
CRC - List of study findings prepared for the current year (2021) as in the previous year in collaboration with Nakhtrana teachers.
For the first semester as well as the second semester
| NO. | STD | SUBJECT | SEM | DOWNLOAD |
|---|---|---|---|---|
1. | 3 TO 8 | GUJARATI | 2 ND | DOWNLOAD |
| 2. | 3 TO 8 | MATHEMATICS | 2 ND | DOWNLOAD |
| 3. | 6 TO 8 | SCIENCE & TECHNOLOGY | 2 ND | DOWNLOAD |
| 4. | 6 TO 8 | SOCIAL SCIENCE | 2 ND | DOWNLOAD |
| 5. | 3 TO 8 | ENGLISH | 2 ND | DOWNLOAD |
| 6. | 4 TO 8 | HINDI | 2 ND | DOWNLOAD |
| 7. | 6 TO 8 | SANSKRIT | 2 ND | DOWNLOAD |
| 8. | 3 TO 5 | EVS | 2 ND | DOWNLOAD |
New study findings will also be available from these forms.
So .... download Excel result sheets with new study findings, according to last year's 160 marks.
અહિયાંથી ડાઉનલોડ કરો.
ખાસ સૂચના: નવા પરિણામ પત્રકો ટૂંક સમયમાં અહિયાં આ લીંક પરજ મુકવામાં આવશે.
The above Learning Outcomes will be very useful for every primary school. Let every teacher friend know that if you like these sheets, share them with your friends.Thank you....
Your feedback is required.
No comments:
Post a Comment