Page 167 - DEDU403_EDUCATIONAL_TECHNOLOGY_HINDI

(Kersh)

'kSf{kd rduhdh

uksV izfreku 'kCn dk iz;ksx fdlh vkn'kZ (Ideal) osQ :i esa vkSj fdlh oLrq osQ NksVs vkdkj osQ :i esa iz;ksx fd;k
tkrk gSA fdlh vkn'kZ dks lkeus ykdj Nk=kksa dks bu vkn'kks± dk vuqdj.k }kjk xzg.k djkus dk izfrekuksa }kjk
iz;kl fd;k tkrk gSA nwljh fLFkfr esa oLrq osQ NksVs vkdkj dks izfreku osQ :i esa iz;ksx fd;k tkrk gSA tSls dksbZ
O;fDr fdlh Hkou] ck¡/ ;k izkstsDV dk igys mldk izfreku (Model) cukdj :ijs[kk rS;kj djrk gSa] mldh
dk;Z iz.kkyh pSd djrk gS fiQj lc oqQN Bhd gksus ij okLrfod Hkou] ck¡/ ;k izkstsDV izkjEHk djrk gSA
blh izdkj f'k{k.k osQ {ks=k esa Hkh oqQ'ky 'kSf{kd O;oLFkk osQ fy;s f'k{k.k&izk:i (Teaching-Paradigm)
cuk;s tkrs gS] ftUgsa f'k{k.k izfreku (Teaching Model) dgk tkrk gSA f'k{k.k izfreku] f'k{k.k osQ ckjs esa
lkspus&fopkjus] fopkj&foe'kZ osQ i'pkr~ ,d fuf'pr O;oLFkk osQ vuqowQy ,d jhfr] fof/ vFkok <ax gSA
(Teaching model is a way of thinking about teaching).

ikSy Mh- bZxu (Paul D. Eggen) osQ vuqlkj] ¶fof'k"V vuqns'kukRed y{;ksa dh izkfIr osQ fy;s fu£er
mipkjkRed f'k{k.k O;wg jpuk;sa (f'k{k.k uhfr;k¡) gh izfreku gSaA
“Models are prescriptive teaching strategies designed to accomplish particular
instructional goals.

,u- osQ- taxhjk ,oa vthr ¯lg (N.K. Jangira & Ajit Singh) us f'k{k.k izfrekuksa dh ifjHkk"kk bl izdkj
nh gSµ¶f'k{k.k izfreku Øec¼ ,oa vUrj lEcfU/r rRoksa dk og lewg gS tks fuf'pr mís';ksa dh izkfIr osQ fy;s
'kSf{kd fØ;kvksa ,oa okrkoj.kh; lqfo/kvksa dh ;kstuk cukus ,oa mUgsa fØ;kfUor djus esa lgk;rk djrk gSA¸
“A model of teaching is a set of inter-related components arranged in sequence which
provides guidelines to realise goal. It helps in designing instructional activities and
environmental facilities. carrying out of these activities & realization of the stipulated
objectives.”
taxhjk ,oa ¯lg vkxs fy[krs gSaµ
“The model has the support of a rationals justified by a viable theory. It tells about
what the model stands for and why it purports to accomplish this. Empirical support
towards the workability of the models also contributes one of the requirements to
justify them.”

uksV~l ¶f'k{k.k izfreku f'k{k.k izfØ;k esa iwoZ fu/kZfjr mís';ksa dh izkfIr gsrq] iwoZ fu/kZfjr izk:i osQ vuqowQy
fofHkUu f'k{k.k fØ;kvksa] fof/;ksa] uhfr;ksa] izfof/;ksa vFkok ;qfDr;ksa ls ;qDr ,d eqDr] xR;kRed]
lqfu;ksftr cgqeq[kh izfØ;k gS] ftlosQ vUrxZr izsjd 'kSf{kd okrkoj.k okafNr fodkl osQ lkFk Nk=kksa esa
okafNr O;ogkj ifjorZu ykus dk iz;kl djrk gSA¸ (oqQyJs"B o ¯lg 1980)

15-2 'kSf{kd izfrekuksa dh fo'ks"krk;sa
(Characteristics of Models of Teaching)

'kSf{kd izfrekuksa osQ mi;qZDr fooj.k osQ vk/kj ij budh fuEukafdr fo'ks"krkvksa osQ n'kZu fd;s tk ldrs gSaµ
1- 'kSf{kd izfreku mfpr 'kSf{kd okrkoj.k iSnk djus dh fofHkUu fof/;ksa ij izdk'k Mkyrs gSaA

2- 'kSf{kd izfreku viuh ekU;rkvksa osQ vk/kj ij vf/xe&vuqHkoksa dh O;oLFkk djrs gSaA
3- 'kSf{kd izfreku Nk=kksa ,oa f'k{kdksa osQ eè; vUr%fØ;k (Interaction) dks funsZf'kr djrs gSSaaaA

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