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ftfdne seBhe
B'N BjhA fdZsk frnk j? fijVk nkgD/^nkg ftZu g{oD j't/ fi; B{z ;otwkB f;XKsK dh Pq/Dh ftZu
oZfynk ik ;e/. f;ybkJh gqshwkB (Models of Teaching) nfij/ :sB iK ftt;EktK jB,
fijVhnK ;kB{z f;ybkJh f;XKsK tZb b/ ik oj/ jB. fJBQK B{z e[ZM b'e ng{oD f;ybkJh f;XKs
th efjzd/ jB. n;b ftZu fJj gqshwkB, f;ybkJh f;XKsK d/ fBowkD d/ bJh gqkEfwe
;wZroh (Basic or Raw Material) ns/ ftfrnkBe nXko gq;s{s eod/ jB.
gqshwkB (Model)^gqshwkB dh gfoGkPk eod/ j'J/ e{wp (Coombs and Associates) B/
fbfynk j?^
“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 d/ nB[;ko, “gqshwkB fe;h nkdoP d/ nB[o{g fttjko B{z YkbD dh gqfefonk B{z
fejk iKdk j?.”
“To confirm in behaviour, action and to direct one‟s to action according to some
particular design or idea is called medel.”
GNBkro ns/ GNBkro (1977) d/ nB[;ko, “f;ybkJh iK f;Zfynk iK f;ybkJh^f;Zfynk d/
f;XKsK dk fe;h fttjko dh gqkgsh d/ bJh gqko{g d/ nB[;ko fdZsh ikD tkbh fefonk gqshwkB
(Model) ejkT[Adh j?.
f;ybkJh gqshwkB (Models of Teaching)^f;ybkJh gqshwkB, f;ybkJh f;XKs ftef;s eoB
tZb gfjbk edw j?. fJj f;ybkJh f;XKsK B{z ftfrnkBe nXko gqdkB eod/ jB. fJj
nkgD/^nkg f;ZX ebgBktK (Postulate) j[zdhnK jB, fiBQK dk gq:'r nfXnkge nkgDh
f;ybkJh B{z gqGktPkbh pDkT[D d/ bJh eodk j?. jkfJwB (Hyman) d/ nB[;ko, “f;ybkJh
gqshwkB f;ybkJh d/ pko/ ftZu ;'uD^ftukoB dh fJZe ohs j?, i' t;s{ d/ nzdo{Bh r[DK B{z
goyD d/ bJh nXko gqdkB eodh j?. gqshwkB fe;h t;s{ B{z tzvD ns/ ftt;fEs eoe/ soe
o{g ftZu gq;s{s eoB dh ftXh j?.”
“The model is a way to talk and think about instruction in which certain facts be
organized, classified and interpreted.”
phHnkoH i{nkfJ; (B. R. Joyce) ^ B/ f;ybkJh gqshwkBK B{z fBod/P gqko{b fejk
(Instructional Designs) j?^“f;ybkJh gqshwkBK ftZu ftP/P T[d/P dh gqkgsh d/ bJh ftP/P
go;fEsh dk T[b/y ehsk iKdk j? fi; ftZu ftfdnkoEh ns/ nfXnkge fwb e/ fJ; soQK ekoi
eod/ jB fe T[jBK d/ fttjkoK ftZu gfotosB fbnk ik ;e/.”
“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.”
i{nkfJ; ns/ t/b (Joyce & Weil) B/ f;ybkJh gqshwkBK B{z f;ybkJh gqfefonk d/ ftP/PheoD
d/ ;zdoG ftZu gq:'r ehsk j?. T[jBK d/ nB[;ko^
“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.”
GNBkro (1973) B/ f;ybkJh gqshwkB dh gfoGkPk fdzd/ j'J/ fbfynk j?^
“Teaching model may be considered as a combination of learning goals,
environmental manipulations and other processes.”
f;ybkJh gqshwkB, f;ybkJh f;XKsK (Theories of Teaching) d/ Prototypes th ej/ iKd/ jB
feT[Afe fJj f;ybkJh f;XKs fBowkD d/ bJh io{oh sZs ns/ XkoDk gqdkB eod/ jB. f;ybkJh
172 LOVELY PROFESSIONAL UNIVERSITY
