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fJekJh^15L f;ybkJh d/ gqshwkB
gqshwkBK dk gq:'r fJZe nfXnkge nkgDh f;ybkJh B{z gqGktPkbh pDkT[D d/ bJh eodk j?. B'N
gqshwkB Ppd dk gq:'r fe;h nkdoP (Ideal) d/ o{g ftZu ns/ fe;h t;s{ d/ S'N/ neko d/ o{g
ftZu gq:'r ehsk iKdk j?. fe;h nkdoP B{z ;kjwD/ fbnk e/ ftfdnkoEhnK B{z fJBQK nkdoPK dk
nB[eoD rqfjD eokT[D dk gqshwkBK d[nko :sB ehsk iKdk j?. d{ih ;fEsh ftZu t;s{ d/ S'N/
neko B{z gqshwkB d/ o{g ftZu gq:'r ehsk iKdk j?. fit/A e'Jh ftnesh fe;h GtB, pzBQ iK
gq'i/eN dk gfjbK T[; dk gqshwkB (Model) pDk e/ o{go/yk fsnko eodk j?, T[; dh ekoi gqDkbh
u?e eodk j? fco ;G e[ZM mhe j'D s/ n;b GtB, pzBQ iK gq'i/eN nkozG eodk j?
fJ;h soQK f;ybkJh d/ y/so ftZu th e[Pb ftfdne nt;Ek d/ bJh f;ybkJh^gqko{g (Teaching-
Paradigm) pDkJ/ iKd/ jB, fiBQK B{z gqshwkB (Teaching Model) fejk iKdk j?. f;ybkJh
gqshwkB, f;ybkjh d/ pko/ ftZu ;'uD^ftukoD, ftuko^ftwoP d/ pknd fJZe fBPfus nt;Ek d/
bJh nB[e{b fJZe ohs, ftXh iK Yzr j?. (Teaching model is a way of thinking about
teaching)H
g"b vhH JhrB (Paul D. Eggen) d/ nB[;ko, “ftP/P fBod/Pe fNZfunK dh gqkgsh d/ bJh
fBofws T[gukoe f;ybkJh ftT{ ouBktK (f;ybkJh BhshnK jh gqshwkB jB.
“Models are prescriptive teaching strategies designed to accomplish particular
instructional goals.
n?BH e/H izrhok ns/ nihs f;zx (N. K. Jangira & Ajit Singh) B/ f;ybkJh gqshwkBK dh
gfoGkPk fJ; soQK fdZsh j?^“f;ybkJh gqshwkB eowpZX ns/ nzso ;zpzXs sZsK dk T[j ;w{j j?
i' fBPfus T[d/PK dh gqkgsh d/ bJh ftfdne fefonktK ns/ tksktoDe ;[thXktK dh :'iBk
pDkT[D ns/ T[jBK B{z fefonkPhb eoB ftZu ;jkfJsk eodk j?.”
“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.”
izrhok ns/ f;zx nZr/ fbyd/ jB^
“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.”
B'N; “f;ybkJh gqshwkB f;ybkJh gqfefonk ftZu g{ot fBoXkfos T[d/PK dh gqkgsh ;zpzXh,
g{ot fBoXkfos gqko{g d/ nB[e{b ftfGzB f;ybkJh fefonktK, ftXhnK, BhshnK, gqftXhnK
iK :'iBktK s'A :[es fJZe w[es, wB'^gq/oe, g{oD :'iBkpzd pj[w[Zyh gqfefonk j?, fi; d/
nzsors gq/oe ftfdne tksktoD io{oh ftek; d/ Bkb ftfdnkoEhnK ftZu io{oh
fttjko gfotosB fbnkT[D dk :sB eodk j?.” (e[b Po/Pm s/ f;zx 1980)
15H2 ftfdne gqshwkBK dhnK ftP/PsktK
(Characteristics of Models of Teaching)
ftfdne gqshwkBK d/ T[go'es toDB d/ nXko s/ fJBQK dhnK j/mK do;kJhnK ftP/PsktK d/
doPB ehsk ik ;ed/ jB^
1H ftfdne gqshwkB T[fus ftfdne tksktoD g?dk eoB dhnK ftfGzB ftXhnK s/ gqekP
gkT[Ad/ jB.
LOVELY PROFESSIONAL UNIVERSITY 173
