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ftfdne seBhe

                     B'N       ;t?^w[bnzeD (Self Assessment)

                               1H ykbh ;EkBK dh g{osh eo' (Fill in the blanks):

                                   (i)  ftfdne seBheh dk u"Ek tor HHHHHHHHHHH ejkT[Adk j?.
                                   (ii)  fjdkfJsh dk noE j? HHHHHHHHHHHHHHHHH d/Dk.
                                   (iii)  HHHHHHHHHHHHHHH gqko{g f;ybkJh f;XKsK s/ nXkfos j?.

                                   (iv) HHHHHHHHHHHHHH ebk ns/ ftfrnkB d'B' j?.
                                   (v)  f;Zfynk dhnK ;wZf;nktK B{z ;[bMkT[D d/ bJh eJh gj[zuK HHHHHHHHHHHHHH d/ y/so ftZu
                                       nkJ/ jB.

                               4H3 f;ybkJh wB'ftfrnkB gqko{g (Training Psychology Design)

                               f;ybkJh wB'ftfrnkB gqko{g, ekoi^ftPb/PD (Task-Analysis) ns/ ;zpzXs f;ybkJh ntP/PK
                               s/ ftP/P fXnkB fdzdk j?.  fJj ftfdne seBheh d/ fBt/P (Input) gZy Bkb ;zpzXs j?.  fJ;
                               dh T[sgsh ;?fBe io{osK dh nB[fefonk d/ cb;o{g j'Jh ;h.  ;/Bk ftZu pzp ;[ZND tkfbnK
                               dh f;ybkJh ftZu ;G s'A gfjbK fJ; ftXh dk gq:'r ehsk frnk.  fJ; gqko{g ftZu fJZe f;ZXh
                               ftPb/PD ftXh dk ;jkok fbnk iKdk j? fi; ftZu f;ybkJh nzrK dk ftek; ehsk iKdk j?.
                               o'poN r?B (Robert Gagne) ns/ rb/io (Glazer) nkfd B/ fJ; gqko{g s/ ftP/P o{g s'A gqekP
                               gkfJnk j?.  f;ybkJh wB'ftfrnkB gqko{g iK ekoiK s/ pb fdzdk j? ns/ T[jBK B{z ftfGzB sZsK
                               ftZu tzvdk j?.  fJ; gqko{g ftZu j/m tkb/ ;'gkB jB^

                                   1H  ekoi sZsK (Component Tasks) B{z gfjukDBk.
                                   2H  T[jBK dh gqkgsh d/ ;zpzX ftZu ftuko eoBk.

                                   3H  f;ZyD dh g{oD go;fEsh B{z fJZe ftt;fEs eow (Sequence) gqdkB eoBk.
                               fJ; soQK fejk ik ;edk j? fe fJ; gqko{g d/ fszB gqw[Zy nzr^
                                   1H  ekoi^ftPb/PD (Task Analysis),

                                   2H  nzso^ekoi^nzsoD (Intra-Task-Transfer) ns/
                                   3H  ftt;fEs eow (Proper Sequencing).

                               f;Zfynk d/ y/so ftZu fJ; gqko{g dk y/so ekch ftPkb j? ns/ fJ; ftZu P'X d/ bJh eJh
                               nk:kw ns/ ;wZf;nktK jB.  f;Zfynk^f;ybkJh d/ y/so ftZu T[d/PK d/ fBoXkoD, T[d/PK B{z
                               ftP/P fttjkfoe gdK ftZu fbyD ns/ nfXnkgeK ftZu e"Pb ftef;s eoB d/ bJh fJj gqko{g
                               ;kv/  bJh  pj[s  wjZstg{oD  j?.    fJ;  d/  wkfXnw  Bkb  f;ybkJh  gqfefonktK  ns/
                               f;ybkJh^e"PbK dk ftPb/PD ehsk ik ;edk j? ns/ gkm^:'iBk pDkT[D ftZu ns/ gkmeow
                               fBowkD ;zpzXh fJj ftXkBe nXko gqdkB eodk j?.

                               ;zBQ  1960  d/  djke/  ftZu  fJ;  gqko{g  j'o  eJh  ftfdne  gqshwkB  (Teaching  Models)  j/m
                               nB[;ko jB^

                                   1H  ikoihnk ftfdne gqshwkB

                                   2H  ft;e'Bf;B ftfdnkbk gqshwkB
                                   3H  ftfdne gqshwkB fBod/PB

                                   4H  cb'fovk w'vbF (Florida Model)
                                   5H  fwPhrB ;N/B w'vb (Michine State Model)


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