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bdkbZ—15% f'k{k.k osQ izfreku
15-5 f'k{k.k izfreku osQ rRo (Elements of Teaching Models) uksV
izR;sd f'k{k.k izfreku esa fuEufyf[kr pkj vk/kjHkwr rRo gksrs gSaµ
(1) y{; ;k mís'; (Focus)µizR;sd f'k{k.k izfreku dk ,d fuf'pr mís'; vo'; gksrk gS] ftls ml
izfreku dk osQUnz&fcUnq (Focus) dgk tkrk gSA ;s osQUnz&fcUnq f'k{k.k osQ mís';ksa rFkk y{;ksa ls izHkkfor gksrs gaS
vkSj mlh izdkj dh {kerkvksa rFkk ;ksX;rkvksa osQ fodkl osQ fy, iz;Ru'khy jgrs gSaA
(2) lajpuk (Syntax)µlajpuk ls vfHkizk; f'k{k.k izfrekuksa osQ mu fcUnqvksa ls gS] tks f'k{k.k dh fofHkUu
voLFkkvksa (Phases) esa fu/kZfjr y{;ksa ;k mís';ksa osQ vuqlkj osQfUnzr fØ;k,¡ mRiUu djrs gSA nwljs 'kCnksa esa
f'k{k.k izfreku dh lajpuk ls ;g irk pyrk gS fd f'k{k.k dh fØ;kvksa] uhfr;ksa] ;qfDr;ksa rFkk vUr%fØ;kvksa
dks fdl izdkj ls Øec¼ fd;k tkuk pkfg,] rkfd okafNr mís';ksa dks izkIr fd;k tk losQA ;g fo"k;&oLrq
osQ izLrqrhdj.k ls lEcfU/r gSaA
“It involves a description or structure of teaching activities during different
phases of teaching.”
lajpuk esa izfreku osQ fofHkUu in (Steps)] fHkUu&fHkUu fØ;kvksa osQ fofHkUu i{kksa ;k pj.kksa esa ijLij lEca/
LFkkfir djrs gSaA
“The syntax refers to the structure of phasing of the model i.e., kinds of activities one
will like to organize at well define stages of the whole teaching programme.”
(3) lkekftd iz.kkyh (Social System)µizR;sd izfreku dh viuh ,d lkekftd iz.kkyh gksrh gS] tks gesa
crkrh gS fd Nk=k vkSj f'k{kdksa osQ eè; fØ;k rFkk vUr%fØ;k dk vk;kstu fdl izdkj ls fd;k tkuk pkfg,]
ftlls fd Nk=kksa osQ O;ogkj ij fu;U=k.k jgsA lkFk gh mueas okafNr ifjorZu Hkh yk;k tk losQA lkekftd iz.kkyh
gesa vfHkizsj.kk nsus okyh izfof/;ksa osQ ckjs esa Hkh crkrh gSA izR;sd izfreku ;g ekudj pyrk gS fd izR;sd d{kk
,d lekt gS vkSj ml lekt osQ fu;U=k.k rFkk lq/kj djus osQ fy, dksbZ u dksbZ ,d fuf'pr izdkj dh
lkekftd iz.kkyh vo'; gksuh pkfg, ftlls fd f'k{k.k O;oLFkk lqpk: :i ls pyrh jgsA
(4) ewY;kadu iz.kkyh (The Support System)µ,d fo}ku~ osQ vuqlkjµ
“The support system is the most important summary variable that operates and
determines the success of teaching.”
ewY;kadu iz.kkyh f'k{k.k izfreku dk pkSFkk egÙoiw.kZ rRo gSA blosQ }kjk gesa ;g ekywe gksrk gS fd f'k{k.k osQ
mís'; geus fdl lhek rd izkIr fd;s gSa vkSj Nk=kksa osQ O;ogkjksa esa ifjorZu dgk¡ rd yk;k tk ldk gSµbl
izdkj ls ;g iz.kkyh f'k{k.k dh liQyrk ;k vliQyrk dh dFkk dgrh gSA nwljs 'kCnksa esa f'k{k.k dh mi;ksfxrk
dh tk¡p dj] muesa lq/kj vkSj ifjorZu ykus dh izfØ;k gh ewY;kadu iz.kkyh dgykrh gSA
D;k vki tkurs gSa fofHkUu izdkj osQ izfreku fofHkUu izdkj dh ewY;kadu iz.kkyh osQ ckjs esa vius y{; osQ
vuqlkj fn'kk funsZ'k iznku djrs gSaA
15-6 f'k{k.k izfrekuksa dk fuekZ.k rFkk fodkl
(Developing Models of Teaching)
f'k{k.k izfrekuksa dk fuekZ.k rFkk fodkl dk dk;Z vHkh 'kS'kokoLFkk esa gh gSA vr% f'k{kd dks vius f'k{k.k dks
izHkkok'kkyh cukus osQ fy, dkiQh fpUru djuk pkfg,A fodkl euksfoKku] lkekftd fl¼kUr] fofHkUu fl¼kUrksa
esa O;ogkj la'kks/u rFkk iz.kkyh mikxe vkfn osQ ekè;e ls ,d fuf'pr izfreku dh vksj c<+k tk ldrk gSA
LOVELY PROFESSIONAL UNIVERSITY 163
