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ftfdne seBhe
B'N 15H4 f;ybkJh gqshwkBK dhnK wkBsktK
(Assumptions of Teaching Models)
f;ybkJh gqshwkBK dhnK w[Zy wkBsktK fBwB fbys jB^
1H f;ybkJh gqshwkB gqGktPkbh o{g d[nkok f;ZyD d/ bJh T[fus tksktoD fBowkD
eoB dk fJZe ;pb ;kXB j?.
2H f;ybkJh gqshwkB f;ZyD d/ nB[GtK d/ bJh io{oh ns/ fttjkfoe o{go/yk (Outline)
gqdkB eod/ jB.
3H jo gqshwkB, f;ybkJh dh ;cbsk d/ bJh eJh f;ybkJh BhshnK, ftXhnK ns/
:'iBktK dk gq:'r eodk j?.
4H jo gqshwkB, nfXnkge ns/ ftfdnkoEhnK d/ ftukb/ nzso^fefonk tXkT[D d/ bJh
:sBPhb ofjzdk j? ns/ f;ybkJh gqfefonk B{z ;eoh pDkT[Adk j?.
15H5 f;ybkJh gqshwkB d/ sZs (Elements of Teaching Models)
jo f;ybkJh gqshwkB ftZu fBwB fbys yko nXkoG{s sZs j[zd/ jB^
(1) fNZuk iK T[d/P (Focus)^jo f;ybkJh gqshwkB dk fJZe fBPfus T[d/P io{o j[zdk j?, fi;
B{z T[; gqshwkB dk e/Ado^fpzd{ (Focus) fejk iKdk j?. fJ; e/Ado^fpzd{ f;ybkJh d/ T[d/PK
ns/ fNZfunK s'A gqGkfts j[zd/ jB ns/ T[;h soQK dhnK ;woZEktK ns/ :'rsktK d/ ftek; d/ bJh
:sBhPhb ofjzd/ jB.
(2) ;zouBk (Syntax)^;zouBk s'A Gkt f;ybkJh gqshwkBK d/ T[jBK fpzd{nK s'A j?, i' f;ybkJh
dhnK ftfGzB nt;EktK (Phases) ftZu fBoXkfos fNZfunK iK T[d/PK d/ nB[;ko e/Adfos
fefonktK T[sgzB eod/ jB. d{i/ PpdK ftZu f;ybkJh gqshwkB dh ;zouBk s'A fJj gsk uZbdk
j? fe f;ybkJh dhnK fefonktK, BhshnK, :'iBktK ns/ nzso^fefonktK B{z fe; soQK eowpZX
ehsk ikDk ukjhdk j?, sKfe fJZSs T[d/PK B{z gqkgs ehsk ik ;e/. fJj ftPk^t;s{ d/
gq;s{sheoD Bkb ;zpzXs jB.
“It involves a description or structure of teaching activities during different phases
of teaching.”
;zouBk ftZu gqshwkB d/ ftfGzB gd (Steps), fGzB^fGzB fefonktK d/ ftfGzB gZyK iK uoDK
ftZu go;go ;zpzX ;Ekfgs eod/ jB.
“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) ;wkfie gqDkbh (Social System)^jo gqshwkB dh nkgDh fJZe ;wkfie gqDkbh j[zdh j?,
i' ;kB{z dZ;dh j? fe ftfdnkoEh ns/ nfXnkgeK d/ ftZu fefonk ns/ nzso^fefonk dk
nk:'iB fe; soQK Bkb ehsk ikDk ukjhdk j?, fi; d[nkok fe ftfdnkoEhnK d/ fttjko dk
fB:zsoD oj/. Bkb T[jBK ftZu fJZSs gfotosB th fbnkfJnk ik ;e/. ;wkfie gqDkbh
;kB{z gq/oDk d/D tkbhnK gqftXhnK d/ pko/ ftZu th dZ;dh j?. jo/e gqshwkB fJj wzB e/ uZbdk
j? fe jo iwks fJZe ;wki j? ns/ T[; ;wki d/ fB:zsoD ns/ ;[Xko eoB d/ bJh e'Jh Bk
e'Jh fJZe fBPfus gqeko dh ;wkfie gqDkbh io{o j'Dh ukjhdh j? fi; Bkb f;ybkJh ftt;Ek
;[uko{ o{g Bkb uZbdh j?.
(4) w[bnzeD gqDkbh (The Support System)^fJZe ftdtkB d/ nB[;ko^
“The support system is the most important summary variable that operates and
determines the success of teaching.”
w[bnzeD gqDkbh f;ybkJh gqshwkB dk u"Ek wjZstg{oD sZs j?. fJ; d/ d[nkok ;kB{z fJj gsk
176 LOVELY PROFESSIONAL UNIVERSITY
