Page 166 - DEDU403_EDUCATIONAL_TECHNOLOGY_HINDI

bdkbZ—15% f'k{k.k osQ izfreku

15-1 f'k{k.k izfreku dh ladYiuk] vFkZ] ifjHkk"kk rFkk fo'ks"krk;sa (Concept, uksV
Meaning, Definition and Characteristics of Teaching Models)

vHkh rd f'k{k.k osQ {ks=k esa ,sls fdlh Hkh f'k{k.k fl¼kUr (Teaching Theories) dks tUe ugha fn;k x;k
gS tks Lo;a esa iw.kZ gks vkSj ftls loZekU; fl¼kUrksa dh Js.kh esa j[kk tk losQA f'k{k.k izfreku (Models of
Teaching) ,sls iz;kl vFkok O;oLFkk,¡ gSa] tks gesa f'k{k.k fl¼kUrksa dh vksj ys tk jgs gSaA bUgsa oqQN yksx viw.kZ
f'k{k.k fl¼kUr Hkh dgrs gSaA okLro esa ;s izfreku] f'k{k.k fl¼kUrksa osQ fuekZ.k osQ fy, izkFkfed lkexzh (Basic
or Raw Material) rFkk oSKkfud vk/kj izLrqr djrs gSaA
izfreku (Model)µizfreku dh ifjHkk"kk djrs gq, owQEc (Coombs and Associates) us fy[kk gSµ
“Model is an abstraction of the world ... a model of the world which is tested by comparing
its consequences to the observed data”.
H.C.Wyld osQ vuqlkj] ¶izfreku fdlh vkn'kZ osQ vuq:i O;ogkj dks <kyus dh izfØ;k dks dgk tkrk gSA¸
“To confirm in behaviour, action and to direct one' s to action according to some
particular design or idea is called medel.”
HkVukxj rFkk HkVukxj (1977) osQ vuqlkj] ¶f'k{k.k ;k vf/xe ;k f'k{k.k&vf/xe osQ fl¼kUrksa dk fdlh
O;ogkj dh izkfIr osQ fy, fdlh izk:i osQ vuqlkj nh tkus okyh fØ;k izfreku (Model) dgykrh gSA
f'k{k.k izfreku (Models of Teaching)µf'k{k.k izfreku] f'k{k.k fl¼kUr fodflr djus dh vksj igyk
dne gSA ;s f'k{k.k fl¼kUrksa dks oSKkfud vk/kj iznku djrs gSaA ;s Lo;a fl¼ dYiuk,¡ (Postulate) gksrh gSa]
ftudk iz;ksx f'k{kd vius f'k{k.k dks izHkko'kkyh cukus osQ fy, djrk gSA gk;eu (Hyman) osQ vuqlkj]
¶f'k{k.k izfreku f'k{k.k osQ ckjs esa lkspus&fopkjus dh ,d jhfr gS] tks oLrq osQ vUr£ufgr xq.kksa dks ij[kus osQ
fy, vk/kj iznku djrh gSA izfreku fdlh oLrq dks foHkkftr rFkk O;ofLFkr djosQ rk£dd :i esa izLrqr djus
dh fof/ gSA¸
“The model is a way to talk and think about instruction in which certain facts be
organized, classified and interpreted.”
ch-vkj- tqvkbl (B. R. Joyce)µus f'k{k.k izfrekuksa dks vuqns'ku izk:i dgk (Instructional Designs)

gSµ¶f'k{k.k izfrekuksa esa fo'ks"k mís'; dh izkfIr osQ fy, fof'k"V ifjfLFkfr dk mYys[k fd;k tkrk gS ftlesa Nk=k
o f'k{kd feydj bl izdkj dk;Z djrs gSa fd muosQ O;ogkjksa esa ifjorZu yk;k tk losQA¸
“Teaching models are just instructional designs. They describe the process of specifying
and producing particular environmental situations which cause the student to interact
in such a way that specific change occurs in his behaviour.”

tqvkbl rFkk osy (Joyce & Weil) us f'k{k.k izfrekuksa dks f'k{k.k izfØ;k osQ fof'k"Vhdj.k osQ lUnHkZ esa iz;ksx
fd;k gSA muosQ vuqlkjµ
“Teaching model is a comprehensive theoretical portion about teaching learning and
describing goals of learning, curriculum, setting and procedure. These are the different
approaches to teaching and different kinds of strategy for teaching and learning.”
HkVukxj (1973) us f'k{k.k izfreku dh ifjHkk"kk nsrs gq, fy[kk gSµ
“Teaching model may be considered as a combination of learning goals, environmental
manipulations and other processes.”
f'k{k.k izfreku] f'k{k.k fl¼kUrksa (Theories of Teaching) osQ Prototypes Hkh dgs tkrs gSa D;ksafd ;s
f'k{k.k fl¼kUr fuekZ.k djus osQ fy, vko';d rRo rFkk izR;; iznku djrs gSaA f'k{k.k izfrekuksa dk iz;ksx ,d
f'k{kd vius f'k{k.k dks izHkko'kkyh cukus osQ fy, djrk gSA

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