Page 146 - DEDU403_EDUCATIONAL_TECHNOLOGY_HINDI

bdkbZ—13% ÝyS.Mj dh vUr%fØ;k fo'ys"k.k iz.kkyh

izLrkouk (Introduction) uksV

vFkZ (Meaning)—d{kk esa f'k{kd fofHkUu fØ;k,¡ djrk gS] iQyLo:i d{kk esa f'k{kd ,oa Nk=kksa ds eè;
fofHkUu izdkj dh vUr%fØ;k,¡ gksrh gSaA ;s vUr%izfØ;k,¡ f'k{kd&O;ogkj dh izeq[k fo'ks"krk,¡ gksrh gSaA bu
vUr%izfØ;kvksa ds fo'ys"k.k ls f'k{kd O;ogkj ifjyf{kr gksrs gSaA f'k{kd O;ogkj] f'k{kd ds mu O;ogkjksa
;k fØ;kvksa ds :i esa ifjHkkf"kr fd;k tk ldrk gS] tks os lEiUu djrs gSa] fo'ks"kdj ,slh fØ;k,¡ tks
d{kk esa funsZ'ku rFkk ekxZn'kZu ;k vfèkxe ls lEcfUèkr gksrh gSaA
“Teacher behaviour may be defined as a function of the characteristics of the teacher,
his environment and the task in which the teacher engages.”

13-1 f'k{k.k O;ogkj (Teaching Behaviour)

f'k{kd O;ogkj] f'k{k.k O;ogkj ls vyx laizR;; gSA f'k{k.k O;ogkj esa vusd izdkj ds fØ;kdyki lfEefyr
gksrs gSa] ftudk izeq[k mís'; gksrk gS ^f'k{k.k&vfèkxe* ds mís';ksa dh izkfIrA ';keiV ij fy[kuk] O;k[;k
djuk@Li"Vhdj.k nsuk] izn'kZu djuk] iz'u iwNuk] izR;qÙkj nsuk] funsZ'k iznku djuk] iz'kalk djuk] vfHkizsj.kk nsuk]
Nk=kksa dks d{kk fØ;kvksa ds fy, mRlkfgr djuk] ewY;kadu djuk vkfn O;ogkj] f'k{k.k&O;ogkj ds mnkgj.k gSaA

(¯lg] 1992)
,d vU; fo}ku ds 'kCnksa esaµ
“The teaching behaviour conceived in this way becomes a system of activities or acts
or operations which can be analyzed in terms of each specific activity or act or operation.
It employs the intellectual process in a well organised form.”

nwljh vksj f'k{kd&O;ogkj esa] f'k{kd ds O;fDrRo dh fo'ks"krk;sa] mldh vfHko`fÙk;k¡ mldk izHkqRo] mldh
laosnu'khyrk rFkk mlds 'kkfCnd ,oa v'kkfCnd O;ogkj 'kkfey gSaA
“As a matter of fact the term teacher behaviour is very wide and it may include teaching
behaviour with all activities or acts or operations relevant to the achievement of specific
goals of teaching.”
fj;kUl (Ryans) ds vuqlkj] ¶f'k{kd O;ogkj] mu O;fDr;ksa ds O;ogkj ;k fØ;kvksa ds :i esa ifjHkkf"kr fd;k
tk ldrk gS tks os djrs gSa rFkk ftu fØ;kvksa dks djus dh mudh t:jr gksrh gS] fo'ks"kdj ,slh fØ;k;sa tks
vfèkxe ds fy;s funsZ'ku vFkok ekxZn'kZu ls lEcfUèkr gksaA¸
f'k{kd ds O;ogkj dh nks fo'ks"krk;sa gSaµ
(1) f'k{kd dk O;ogkj] mudh ifjfLFkfr] dkjdksa rFkk fo'ks"krkvksa ds vkèkkj ij gksrk gSA

(2) f'k{kd ds O;ogkj dk fujh{k.k lEHko gS D;ksafd f'k{kd ds O;ogkj dk fujh{k.k lEHko gS] vr% mldk
ekiu Hkh lEHko gks tkrk gSA
foFkky (Withal, 1949), ÝyS.Mj rFkk vehMu (Flander and Amidon, 1960), eSMys rFkk ferty
(Medley and Mitzel, 1948) rFkk xkyksos (Galloway, 1968) vkfn us d{kkxr ifjfLFkfr;ksa esa Øec¼
mikxeksa (Systematic Approaches) ds ekè;e ls f'k{kd&O;ogkj dk vè;;u djus ds iz;kl fd;sA
Øec¼ mikxeksa ds ekè;e ls] Øec¼ fujh{k.k (Systematic Observation) fd;k tkrk gSA ¶Øec¼
fujh{k.k] ,d ,slh izfØ;k gS] ftlesa d{kk&O;ogkjksa dk fujh{k.k (fcuk fdlh iwokZxzg osQ) fd;k tkrk
gSA¸ nwljs 'kCnksa esa Øec¼&fujh{k.k izfofèk ds }kjk f'k{kd fØ;kvksa ;k f'k{k.k&O;ogkjksa dk fuf'pr fu;eksa osQ
vUrxZr fo'ys"k.k fd;k tkrk gSA f'k{kd dh dk;Zdq'kyrk ,oa mldh {kerk dk vuqeku mlds f'k{k.k dh
izHkko'khyrk ds :i esa yxk;k tk ldrk gSA ijUrq f'k{kd dk oLrqfu"B ewY;kadu f'k{kd osQ O;ogkjksa vkSj Nk=kksa
ds lkFk gksus okyh vUr%fØ;k (Interaction) ds }kjk fd;k tk ldrk gSA

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