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fJekJh^6L ftfdne seBhe dhnK f;ybkJh BhshnK, ftXhnK ns/ :'iBktK

                gqkgs eoB d/ bJh ns/ ftfdnkoEhnK d/ fttjkoK ftZu io{oh gfotosB fbnkT[D d/ bJh eodk   B'N
                j?.

                6H1H1 f;ybkJh BhshnK dhnK gfoGkPktK (Definitions of Teaching Strategies)
                f;ybkJh BhshnK dhnK ftfGzB ftdtkBK B/ j/m nB[;ko gfoGkPktK fdZshnK jB^

                 (1)   v/ft; (Davies) ^ “BhshnK f;ybkJh dh ftnkge ftXhnK jB.”
                       “Strategies are broad methods of teaching.”
                 (2)   ;N'B;  ns/  w"fo;  (Stones  and  Morris)  ^  “f;ybkJh  Bhsh,  gkm  dh  fJZe  ;XkoD
                       :'iBk j?, fi; ftZu io{oh fttjko gfotosB dh ;zouBk fjdkfJsh d/ T[d/PK d/ o{g ftZu
                       Pkfwb  j[zdh  j?  Bkb  jh  fJ;  ftZu  :[eshnK  dhnK  :'iBktK  th  fsnko  ehshnK  iKdhnK
                       jB.”

                 (3)   ;N/;o (Strasser) ^ “f;ybkJh BhshnK T[j :'iBktK j[zdhnK jB fi; ftZu f;ybkJh d/
                       T[d/PK,  ftfdnkoEhnK  d/  fttjko  gfotosB,  gkm^t;s{,  ekoi^ftPb/PD,  f;Zfynk
                       nB[Gt ns/ ftfdnkoEhnK dh iBw G{wh nkfd B{z ftP/P wjZst fdZsk iKdh j?.”

                       “Teaching  strategy  is  that  plan  which  lays  special  emphasis  on  teaching
                       objectives, behavioural changes, content, task analysis, learning experiences
                       and background factors of students.”





                 B'N;           f;ybkJh  nkozG  eoB  s'A  gfjbK  jh  nfXnkge  iwks  d/  bJh  gq:'r  bJh  T[fus
                            f;ybkJh BhshnK dh u'D eo b?Adk j?.  f;ybkJh BhshnK ftZu eJh ekoe j[zd/ jB
                            fijV/ Pkfwb o{g Bkb f;ybkJh gqfefonk B{z ;woZE pDkT[D dk :sB eod/ jB
                            ns/ f;ybkJh dh gqGktPhbsk tXkT[Ad/ jB.


                6H1H2 f;ybkJh BhshnK dhnK ftP/PsktK
                      (Characteristics of Teaching Strategies)
                 (1)   f;ybkJh BhshnK, f;ybkJh ekoiK d/ fe;h gqshwkB tZb ;ze/s eodhnK jB.

                 (2)   f;ybkJh BhshnK, ftfdne T[d/PK dh gqkgsh ftZu ;jkfJe j[zdhnK jB.
                 (3)   fJj fttjko gfotosB d/ y/so ftZu wjZstg{oD ekoi eodhnK jB.
                 (4)   fJj ekoi ftPb/PD ns/ T[; dh ;zouBk ftZu wjZstg{oD jB.

                 (5)   fJj  nfXnkge  dh  ekoi  brB  tXkT[Adh  j?  ns/  T[;  dh  f;ybkJh  e[Pbsk  ftZu  tkXh
                       eodhnK jB.

                 (6)   fJj f;ybkJh gqfefonk B{z T[Bzs ns/ ftfrnkBe nXko gqdkB eodhnK jB.
                 (7)   fJ;  d/  wkfXnw  Bkb  p[ZXh,  nXt;kJ/,  ;gPN  fuzsB  ns/  ekoiPkbktK  d/  gqs::  dk
                       ftek; j[zdk j?.

                 (8)   f;ybkJh  BhshnK  ftZu  f;Zfynk  doPB,  f;Zfynk  f;XKs,  gqfsg[PNh  nkfd  sZs  Pkfwb
                       ofjzd/ jB.

                 (9)   fJj f;ybkJh gqfefonk B{z eowpZX ns/ ;koEe pDkT[Adh j?.
                 (10)  f;ybkJh BhshnK,  nfXnkge  d/ fB:zsoD ftZu ofjzdhnK jB  ns/ T[j  io{os  nB[;ko
                       T[jBK ftZu gfotosB eo b?AdhnK jB.


                                            LOVELY PROFESSIONAL UNIVERSITY                                               51
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