Page 157 - DEDU403_EDUCATIONAL_TECHNOLOGY_PUNJABI
P. 157
fJekJh^13L cb?Avo dh nzso^fefonk ftPb/PD gqDkbh
ikDekoh (Introduction) B'N
noE (Meaning) ^ iwks ftZu nfXnkge ftfGzB fefonktK eodk j?, cb;o{g iwks ftZu
nfXnkge ns/ ftfdnkoEhnK d/ ftZu ftfGzB soQK dhnK nzso^fefonktK j[zdhnK jB. fJj
nzso^fefonktK nfXnkge^fttjko dhnK gqw[Zy ftP/PsktK j[zdhnK jB. fJBQK nzso^fefonktK
d/ ftPb/PD Bkb nfXnkge fttjko fNZukg{oD j[zd/ jB. nfXnkge fttjko, nfXnkge d/
T[jBK fttjkoK iK fefonktK d/ o{g ftZu gfoGkfPs ehsk ik ;edk j?, i' T[j g{o/ eod/ jB,
ftP/P eoe/ nfijhnK fefonktK fijVhnK iwks ftZu fBod/PB ns/ wkordoPB iK f;Zfynk
Bkb ;zpzXs j[zdhnK jB.
“Teacher behaviour may be defined as a function of the characteristics of the
teacher, his environment and the task in which the teacher engages.”
13H1 f;ybkJh fttjko (Teaching Behaviour)
nfXnkge fttjko, f;ybkJh fttjko s'A nbZr XkoDk j?. f;ybkJh fttjko ftZu eJh soQK d/
fefonkebkg Pkfwb j[zd/ jB, fiBQK dk gqw[Zy T[d/P j[zdk j? „f;ybkJh^f;Zfynk‟ d/ T[d/PK dh
gqkgsh. P:kwgN s/ fbyDk, ftnkfynk eoBk$;gPNheoD d/Dk, gqdoPB eoBk, gqPB g[ZSDk,
gqshT[Zso d/Dk, fBod/P gqdkB eoBk, gqPz;k eoBh, gq/oDk d/Dh, ftfdnkoEhnK B{z iwks fefonktK
d/ bJh T[s;kfjs eoBk, w[bnzeD eoBk nkfd fttjko, f;ybkJh^fttjko d/ T[dkjoD jB.
(f;zx, 1992)
fJZe j'o ftdtkB d/ PpdK ftZu^
“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.”
d{i/ gk;/ nfXnkge^fttjko ftZu, nfXnkge d/ ftnefsZst dhnK ftP/PsktK, T[;dhnK
nGhftoshnK T[; dk gqG[st, T[; dh ;zt/dBPhbsk ns/ T[; d/ Pkpfde ns/ nPkpfde fttjko
Pkfwb jB.
“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.”
fonkB; (Ryans) d/ nB[;ko, “nfXnkge fttjko, T[jBK ftneshnK d/ fttjk iK fefonktK d/
o{g ftZu gfoGkfPs ehsk ik ;edk j? i' T[j eod/ jB ns/ fiBQK fefonktK B{z eoB dh T[jBK dh
io{os j[zdh j?, ftP/P eoe/ nfijhnK fefonktK fijVhnK f;Zfynk d/ bJh fBod/PB iK
wkordoPB Bkb ;zpzXs j'D.”
nfXnkge d/ fttjko dhnK d' ftP/PsktK jB^
(1) nfXnkge dk fttjko, T[jBK dh go;fEsh, ekoeK ns/ ftP/PsktK d/ nXko s/ j[zdk j?.
(2) nfXnkge d/ fttjko dk BohyD ;zGt j? feT[Afe nfXnkge d/ fttjko dk BohyD ;zGt
j?, fJ; bJh T[; dk wkg th ;zGt j' iKdk j?.
ftEkb (Withal, 1949), cb?Avo ns/ nwhvB (Flander and Amidon, 1960), w?vb/ ns/
fwsib (Medley and Mitzel, 1948) ns/ rkb't/ (Galloway, 1968) nkfd B/ iwks dhnK
go;fEshnK ftZu eowpZX gj[zuK (Systematic Approaches) d/ wkfXnw Bkb nfXnkge^
fttjko dk nfXnB eoB d/ :sB ehs/. eowpZX gj[zuK d/ wkfXnw d[nkok, eowpZX BohyD
(Systematic Observations) ehsk iKdk j?. “eowpZX BohyD, fJZe nfijh gqfefonk j?,
fi; ftZu iwks^ftfdnkoEhnK (fpBK fe;h g{otrqfj d/) ehsk iKdk j?.” d{i/ PpdK ftZu
eowpZX^BohyD gqftXh d/ d[nkok fefonktK iK f;ybkJh^fttjkoK dk fBPfus fB:wK d/ nB[;ko
LOVELY PROFESSIONAL UNIVERSITY 151
