PØÓ¾ PØ zu¾ (Learning and Teaching) (uªì õk B] º PÀ À ÀPø»UPÇP Bsk AÔ P kzv²òí u»õ Bsk B.Ed., mh i ØPõÚ õhzvmhzvß Ai øh À GÊu mhx). (TEXT

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2 PØÓ¾ PØ zu¾ (Learning and Teaching) (uªì õk B] º PÀ À ÀPø»UPÇP Bsk AÔ P kzv²òí u»õ Bsk B.Ed., mh i ØPõÚ õhzvmhzvß Ai øh À GÊu mhx). (TEXT BOOK) N.@ õpß M.Sc., M.Ed., M.Phil., uàẠ(K#Ä) B] º PÀ Bµõ#a] ØÖ Ø] {ÖÁÚ, uªì õk R.P»UPsnß M.Sc., M.A., (Education), M.Phil., ( v P B] º SÊ, PÀ À Ä) v ÁÒÐÁº v P 1/5, RÇzöu, Áø» møh Ag\À uõµõ_µ (ÁÈ),S Põn : , ö\à : , Buy Books Online at : E.Mail: thiruvalluvarpublications1970@gmail.com

3 v ÁÒÐÁº v P uø v : áúá & 2017 Ga\ UøP C ¼¼ x G uöáõ Svø ² ß AÝ v ßÔ öáî káx AÀ»x õøó ö\#x öáî káx AÆÁõÖ öáî±k ö\# mh zup[pøí ÂØ øú ö\#áx õßó ö\ ÀPÎÀ Dk k Áõº «x Q ªÚÀ ØÖ ]ÂÀ \mh[pîß RÌ Pk háiuøp GkUP k. ISBN : PRICE ` 296/- PRINTED AT : JASMINE PRINTERS, SIVAKASI

4 øó u G[PÒ v P {ÖÁÚº ÁÇUPÔbº v.m.r.cµõ a\ vµß MA.BL., AÁºPÐUS C À \ º n.

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6 v øµ uªì õk B] º PÀ À ÀPø»UPÇPzvß B.Ed., u»õ õsk ( ) õhzvmhzvß Ai øh»õú C u zup õnáºpîß ß@ÚØÓzvøÚ P zvà öpõsk PÁÚ õp u õ UP mkòíx. CvÀ, zx A»SPÒ EÒÍh[Q C UQßÓÚ. uà A»QÀ PØÓ¼ß C À PÐ, CµshõÁx ØÖ ßÓõÁx A»QÀ PØ zuà C À PÒ ØÖ PØÓ¾UPõÚ hzøuu öpõòøppð ÂÍUP mkòíú. õßs ØÖ I uõáx A»QÀ PØÓ¾UPõÚ AÔuÀ vóß ØÖ Â À öpõòøppð øh õøóà AÀ»x AÔÄUPmhø öpõòøp² ÂÍUP mkòíú. õà, BÖ, HÊ ØÖ GmhõÁx A»SPÎÀ PØ@ õº ø UPØ zuà, ÀÁøP ÁS øóupø zuà ØÖ ÒÎUS EÒ@Ͳ öáî@ ² õßóøápò ÂÁ UP ¾, Jß x ØÖ zuõáx A»SPÎÀ B] º& õnẠEÓÄ ØÖ PØ zuà J E º õßóøápò ÂÍUP mkòíú. CøÁPÒ õnáºpðus ªPÄ ÝÒÍuõP C US GßÖ EÖv TÖÁ@uõk, õnáºpò GÀ»õ»ßPøͲ ö ØÖ ÀÁõÌÄ ÁõÇ ÁõÌzxQ@Óõ. ßÔ C ius v Pzuõº

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8 ö õ ÍhUP õhzvmh IX - XVIII A»S & 1 PØÓ¼ß C À õhgs uø» UP 1.0 PØÓÀ & AÔ P PØÓÀ Gß uß ö õ Ò ØÖ Áøµ øó PØÓ¼ß Ai øhu TÖPÒ PØÓ¾UPõÚ Ai øhu öpõòøppò PØÓ¾UPõÚ öpõòøppîß PÀÂzuõUP[PÒ Ú õh öœ#x PØÓÀ ØÖ ö õ Ðnº x PØÓÀ öœ ÀªUP PØÓ¾UPõÚ öpõòøppð ~m [PÐ ØÖ Auß PÀÂzuõUP uõ@ú PØÓÀ xøµus PØ zuà AqS øópò 23 {øúâà öpõòí Ási øápò 26 Ø] ÂÚõUPÒ 28 I

9 A»S & 2 PØ zu¼ß C À 2.0 PØ zuà & AÔ P PØ zu¼ß Áøµ øópò PØ zu¼ß ö õ Ò À» PØ zu¼ß Sn[PÒ PØ zuø» ØÔ ] uøú õíºpò ØÖ uzxábõûpîß P zxupò BÌ] uøú²hß Ti B] µõp C zuà BÌ] uøú²hß Ti B] ß C À PÒ B] µõú GÚx C»USPÒ xøµus PØ zuà AqS øópò 72 {øúâà öpõòí Ási øápò 75 Ø] ÂÚõUPÒ 77 A»S & 3 PØÓÀ ØÔ hzøu À öpõòøppò 3.0 hzøu À öpõòøppò & AÔ P hzøuuöpõòøp ß Ai øh À PØÓÀ Gß uß ö õ Ò õæ@»õâß "]Ó ' BUP{ø»²ÖzuÀ 83 II

10 3.3 ß ÂÍUP ØÖ ÂøÍÄ ß Âv ìqßú ß ußûaøœ õú BUP{ø»²ÖzuÀ (AÀ»x) öœ À k BUP{ø»²ÖzuÀ BÀ ºm õßlµõâß Œ PU PØÓÀ öpõòøp hzøuuöpõòøppîß Ai øh AÝ õú[pò hzøuuöpõòøppîß Á¼ø ØÖ Áµ PÒ xøµus PØ zuà AqS øópò 116 {øúâà öpõòí Ási øápò 120 Ø] ÂÚõUPÒ 122 A»S & 4 PØÓ¼À AÔuÀvÓß ØÖ Ûu@ öpõòøppò 4.0 AÔuÀvÓß EÍ À & AÔ P AÔuÀvÓß EÍ»õͺPÎß Ai øh À PØÓ¾UPõÚ ö õ Ò 126 APUPõm] ÁÈ PØÓÀ ¹Úº õmk Âu[PÒ SÇ øu ß õmià õ@á ß i{ø»pò 138 III

11 ß PØÓÀ õopò uß C À UP AÀ»x ußûøóäupõú öpõòøp ß " Êø õp öœ À k Ûuß' öpõòøp Ûu@ EÍ À öpõòøp xøµus PØ zuà AqS øópò 165 {øúâà öpõòí Ási øápò 168 Ø] ÂÚõUPÒ 170 A»S & 5 AÔÄUPmhø U öpõòøp 5.0 AÔÄUPmhø U öpõòøp & AÔ P AÔÄUPmhø Gß uß ö õ Ò AÔÄUPmhø öœ#x PØ Á ß C À PÒ AÔÄUPmhø ø õnáºpîh E ÁõUSÁvÀ B] ß [S AÔÄUPmhø ø E ÁõUS PØÓÀ öuõhº öœ À õkpîß C À PÒ AÔÄUPmhø ø Aø UP Cøn x PØÓÀ AÔÄUPmhø öœ#x PØÓ¼À PØ zuà øó 186 IV

12 5.7 ß Gmk {ø»»õú PØÓÀ xøµus PØ zuà AqS øópò 192 {øúâà öpõòí Ási øápò 195 Ø] ÂÚõUPÒ 197 A»S & 6 PØ@ õº ø UPØ zuà 6.0 PØ@ õº ø UPØ zuà & AÔ P PØ@ õº ø UPØ zuà AÀ»x PØ@ õº ø UPØÓÀ Gß uøpõú ö õ Ò PØ@ õº ø UPØ zuà AÀ»x PØÓ¼ß C À PÒ PØ@ õº ø UPØ AÀ»x AÁ] PØ@ õº ø U PØ zu¾us B] º ø UPØ zu¾us Cøh@ EÒÍ ßø PÒ ØÖ Áµ kzxuà PØ@ õº ø UPØ zuà ~m [PÐ AøÁPÎß ßø PÐ xøµus PØ zuà AqS øópò 215 {øúâà öpõòí Ási øápò 222 Ø] ÂÚõUPÒ 223 V

13 A»S & 7 ß P ÁS øóupõú PØ zuà 7.0 ß P ÁS øó & AÔ P ß P ÁS øó ß ö õ Ò ß P ÁS øó À PØ zu¾ AuØS B] ß u õ ß P ÁS øó À PØ zu¾upõú ~m [PÒ AÀ»x ß Pzußø ø U öpõsh PØ@ õ UPõÚ ÀÁøP õú PØ zuà ~m [PÒ ß P ÁS øó À ÂøÍÄ ßªUP ÁøP À PØ zuà AÀ»x vó hu PØ zuà ÁS øó ß ß P xøµus PØ zuà AqS øópò 240 {øúâà öpõòí Ási øápò 244 Ø] ÂÚõUPÒ 245 A»S & 8 ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ 8.0 ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ & AÔ P ÒÎUS EÒ@Ͳ öáî@ ² PØ õup 248 VI

14 8.2 ÒÎUS PØ và õup¼ß UQ zxá ÒÎUS PØÓÀ Pø»zvmhzøu ÒÎUS  ÁõUP öœ#uà Pø»zvmh  ÁõUP» EÒÑ À ÒÎUS PØÓ¾UPõÚ AqS øópò ÒÎUS EÒÍÁØøÓ PØÓÀ ÒÎUS PØ uß ßø PÒ xøµus PØ zuà AqS øópò 263 {øúâà öpõòí Ási øápò 267 Ø] ÂÚõUPÒ 268 A»S & 9 B] º & õnẠEÓÄ 9.0 B] º õnẠEÓÄ & AÔ P B] º& õnẠEÓÄ{ø» ß ö õ Ò B] º & õnẠEÓøÁ ÁS À B] º& õnẠCøhÂøÚ ² öuõhº AqS øó õnáºpîß Dk õmkhß PØÓ¼À öœ À kzx EzvPÒ 279 VII

15 9.5 õú ÁS ² õnáºpîß PØÓÀ AøhÄPÐ xøµus PØ zuà AqS øópò 287 {øúâà öpõòí Ási øápò 291 Ø] ÂÚõUPÒ 292 A»S & 10 PØ zuà J E ºöuõÈÀ 10.0 PØ zuà & J AÔ P PØ zu¼ß C À PÒ PØ zuà Gß x J E º o AÀ»x E ºöuõÈÀ ÂøÍÄ ßªUP PØ zu¼ß C À PÒ PØ zuà J UQ õú E ºöuõÈ»õP C uøpõú Põµn[PÒ B] º PÀ õnáºpîß B] º E ºöuõÈÀ «uõú Ú õßø B] º öuõèø» E ºöuõÈ»õPU P x B] ß C À PÒ B] º õmkz vmh[pò {ø» kzu mh GvºPõ»zvØPõÚ PØÓÀ & PØ zuà xøµus PØ zuà AqS øópò 313 {øúâà öpõòí Ási øápò 315 Ø] ÂÚõUPÒ 317 VIII

16 Syllabus õhzvmh (Syllabus) IX COURSE - 3 PØÓ¾ PØ zu¾ (Learning and Teaching) UNIT - I Nature of Learning Learning: meaning and definition - elements of learning basic principles of learning and their implications rote learning vs. meaningful learning principles and techniques of active learning and their implications self learning. Suggested instructional approaches/methods: i) Student seminar on principles of active learning. ii) Invited talk by experts based on the nature of learning. PØÓ¼ß C À PØÓÀ Gß uß ö õ Ò ØÖ Áøµ øó & PØÓ¼ß Ai øhu TÖPÒ & PØÓ¾UPõÚ Ai øhu öpõòøppò ØÖ CUöPõÒøPPÎß PÀÂzuõUP[PÒ & Ú õh öœ#x PØÓÀ ØÖ ö õ Ðnº x PØÓÀ & öœ ÀªUP PØÓ¾UPõÚ öpõòøppð ~m [PÐ ØÖ Auß PÀÂzuõUP & uõ@ú PØÓÀ. xøµus PØ zuà AqS øópò : i). öœ ÀªUP PØÓø» ØÔ õnáºpò P zuµ[s.

17 X Syllabus ii). PØÓ¼ß C À PøÍ ÂÁ UP B] ºPÀ PÀ US PÀ õíøµ ŒøÁzuÀ. UNIT II Nature of Teaching Teaching: Definition and meaning Characteristics of good teaching Views of great thinkers and philosophers on teaching - Becoming a reflective teacher and his characteristics - My goals as a teacher. Suggested instructional approaches/methods: i) Group discussion on characteristic of a good teacher. ii) Student seminar on becoming a reflective teacher. PØ zu¼ß C À PØ zuà Gß uß ö õ Ò ØÖ Áøµ øó & À» PØ zu¼ß Sn[PÒ & PØ zuø» ØÔ ] uøú õíºpò ØÖ uzxábõûpîß P zxupò & BÌ] uøú²hß Ti B] µõp C zuà ØÖ BÌ] uøú²hß Ti B] ß C À PÒ & B] µõú GÚx C»USPÒ. xøµus PØ zuà AqS øópò : i). À»õ] ß Sn[PøÍ ØÔ SÊÂÁõu. ii). BÌ] uøú²hß Ti B] º ØÔ õnáºpîß P zuµ[s.

18 Syllabus XI UNIT III Behavioral Theories of Learning Learning meaning of learning as defined by behaviourists classical conditioning (Pavlov) Law of effect (Thorndike) operant conditioning and shaping (Skinner) social learning (Bandura) - Basic assumptions of behavioural theory strengths and limitations. Suggested instructional approaches/methods: i) Invited talk by the experts on the behavioural theories of learning. ii) Student seminar on basic assumptions of behavioural theory. PØÓÀ ØÔ hzøu À öpõòøppò hzøuuöpõòøp ß Ai øh À PØÓÀ Gß uß ö õ Ò & õæ@»õâß ]Ó BUP{ø»²ÖzuÀ & ß ÂÍUP ØÖ ÂøÍÄ ß Âv & ìqßú ß ußûaøœ õú BUP{ø»²ÖzuÀ AÀ»x öœ À k BUP{ø»²ÖzuÀ & BÀ ºm õßlµõâß Œ PU öpõòøp & hzøuuöpõòøppîß Ai øh AÝ õú[pò ØÖ CUöPõÒøPPÎß Á¼ø ØÖ Áµ PÒ. xøµus PØ zuà AqS øópò : i). hzøuuöpõòøppîß Ai øh»õú PØÓø» ØÔ EÍ À { n ß Eøµ. ii). hzøuuöpõòøppîß Ai øh AÝ õú[pøí ØÔ õnáºpîß P zuµ[s.

19 XII Syllabus UNIT - IV Cognitive and humanistic theories of learning Learning meaning of learning as defined by cognitive psychologists Insight learning (Kohlberg) - Modes of cognitive development (Bruner) Stages of intellectual development (Piaget) Learning styles (Kolb) Selfactualization (Maslow) - Theory of a fully functioning person (Carl Rogers). Suggested instructional approaches/methods: i) Student seminar on the cognitive theories of learning. ii) Invited talk by experts on the humanistic theory of learning. PØÓ¼À AÔuÀvÓß ØÖ Ûu@ öpõòøppò AÔuÀvÓß EÍ»õͺPÎß Ai øh À PØÓ¾UPõÚ ö õ Ò APUPõm] ÁÈ PØÓÀ & ¹Úº õmk Âu[PÒ & SÇ øu ß õmià õ@á ß i{ø»pò ß PØÓÀ õopò & õì@»õâß uß C À UP AÀ»x ußûøóäupõú öpõòøp & ß Êø õp öœ À k Ûuß öpõòøp. xøµus PØ zuà AqS øópò : i). AÔuÀvÓß öpõòøp ß Ai øh À PØÓø» ØÔ õnẠP zuµ[s. ii). Ûu@ U öpõòøpø ØÔ EÍ À { n ß Eøµ.

20 Syllabus XIII UNIT - V Theory of Constructivism Constructivism meaning and definitions - The nature of constructivist learners the role of teachers, the nature of learning process, collaboration among learners and pedagogical approaches to constructivism - Gagne s eight levels of learning. Suggested instructional approaches/methods: i) Presentation of a report based on the group discussion on constructivism. ii) Group discussion on Gagne s eight levels of learning. AÔÄUPmhø U öpõòøp AÔÄUPmhø U öpõòøp Gß uß ö õ Ò ØÖ Áøµ øó & AÔÄUPmhø öœ#x PØ Á ß C À PÒ, AÔÄUPmhø ø õnáºpîh E ÁõUSÁvÀ B] ß [S, AÔÄUPmhø ø E ÁõUS PØÓÀ öuõhº öœ À õkpîß C À PÒ, AÔÄUPmhø ø Aø UP Cøn x PØÓÀ ØÖ AÔÄUPmhø öœ#x PØÓ¼À PØ zuà øó & PõU@Ú ß Gmk {ø»»õú PØÓÀ. xøµus PØ zuà AqS øópò : i). õnáºpò SÊÂÁõu öœ#x AÔÄUPmhø ØÔ AÔUøP Œ º zuà. ii). PõU@Ú ß Gmk {ø»»õú PØÓø» ØÔ õnáºpîß SÊ ÂÁõu.

21 XIV Syllabus UNIT - VI Learner - Centered Teaching Meaning - characteristics of learner-centered teaching/learnercentered learning. Need for learner-centered approaches in teaching advantages of learner-centered teaching vs teachercentered learning, teaching Learner - centered techniques of teaching and their advantages. Suggested instructional approaches/methods: i) Student seminar on learner - centered teaching. ii) A debate on leaner-centered teaching vs teacher-centered learning. PØ@ õº ø UPØ zuà PØ@ õº ø UPØ zuà AÀ»x PØ@ õº ø UPØÓÀ Gß uß ö õ Ò ØÖ C À PÒ. PØ@ õº ø UPØ PØ@ õº ø UPØ zu¾us B] º ø UPØ zu¾us Cøh@ EÒÍ ßø PÒ ØÖ Áµ kzxuà & PØ@ õº ø UPØ zuà ~m [PÐ AøÁPÎß ßø PÐ. xøµus PØ zuà AqS øópò : i). PØ@ õº ø UPØ zuà ØÔ õnẠP zuµ[s. ii). PØ@ õº ø UPØ zuà ØÖ B] º ø U PØ zuà ØÔ mi ßÓ.

22 Syllabus XV UNIT - VII Teaching in Diverse classrooms Meaning and definitions of diverse classroom-teaching in a diverse classroom-preparations of teachers of diverse classroom-techniques of teaching in a diverse classroom/ Diverse teaching strategies for diverse learners-effective teaching in a diverse class room-diversity in the classroom. Suggested instructional approaches/methods: i) Talk by the expert on preparation of teachers for diverse classroom. ii) Student seminar on effective teaching in a diverse classroom ß P ÁS ØPõÚ PØ zuà ß P ÁS øó Gß uß ö õ Ò ØÖ Áøµ øó & ß P ÁS øó À PØ zu¾ AuØS B] ß u õ & ß P ÁS øó À PØ zu¾upõú ~m [PÒ AÀ»x ß Pzußø ø U öpõsh PØ@ õ UPõÚ»ÁøP õú PØ zuà ~m [PÒ & ß P ÁS øó À ÂøÍÄ ßªUP ÁøP À PØ zuà AÀ»x vó hu PØ zuà & ÁS øó ß ß P. xøµus PØ zuà AqS øópò : i). ß P ÁS øó À PØ zu¾upõp B] º vmhªmkz u õ zuà ØÔ { nº Eøµ. ii). ß P ÁS øó À ÂøÍÄ ßªUP PØ zuà ØÔ õnáºpò P zuµ[s.

23 XVI Syllabus UNIT - VIII Learning in and out of School Purpose of learning in and out of school: what we know? and what we need to know? Importance of observation learning out of school- out of school learning: extending curriculum learning to the local area -approaches to learning outside the class room- learning for outside the classroom-advantages of learning outside the classroom. Suggested instructional approaches/methods: i) Teacher talk on importance of observation learning. ii) Discussion on approaches to learning outside the school. ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ ÒÎUS EÒ@Ͳ öáî@ ² PØ õup & ÒÎUS öáî@ PØ và EØÖ@ õup¼ß UQ zxá & ÒÎUS öáî@ PØÓÀ : Pø»zvmhzøu ÒÎUS öáî@  ÁõUP öœ#uà & Pø»zvmh  ÁõUP» EÒÑ À ÒÎUS öáî@ PØÓ¾UPõÚ AqS øópò & ÒÎUS öáî@ EÒÍÁØøÓ PØÓÀ & ÒÎUS öáî@ PØ uß ßø PÒ. xøµus PØ zuà AqS øópò : i). EØÖ@ õup»õà PØ øu ØÔ B] ß Eøµ. ii). ÒÎUS öáî@ PØÓø» ØÔ ÁS øó ÂÁõu.

24 Syllabus XVII UNIT - IX Teacher- Student Relationship Meaning - Need for maintaining teacher-student relationship - inter-personal approach in classroom management - strategies for improving student engagement in learning - Healthy classroom management and academic achievement. Suggested instructional approaches/methods: i) Invited talk by experts on the effective teacher student relationship. ii) Seminar on healthy classroom management and academic achievement. B] º & õnẠEÓÄ B] º & õnẠEÓÄ{ø» Gß uß ö õ Ò ØÖ CuøÚ & ÁS À B] º & õnẠCøhÂøÚ ² öuõhº AqS øó & õnáºpîß Dk õmkhß PØÓ¼ß öœ À kzx EzvPÒ & B@µõUQ õú ÁS ² õnáºpîß PØÓÀ AøhÄPÐ xøµus PØ zuà AqS øópò : i). ÂøÍÄ ß ªUP B] º & õnẠEÓøÁ ØÔ PÀ õí ß Eøµ. ii). B@µõUQ õú ÁS ² PØÓÀ AøhÄPÐ GßÝ uø» ß «uõú õnáºpîß P zuµ[s.

25 XVIII Syllabus UNIT - X Teaching as a profession Nature of teaching - Teaching as a profession - characteristics of effective and ineffective teaching - why teaching is the most important profession -Attitude of student-teachers towards teaching profession - Qualities of a professional teacher - Faculty development programmes - Teaching and Learning for sustainable future. Suggested instructional approaches/methods: i) Teacher talk on qualities of a good teacher. ii) Student seminar on teaching as the noblest profession. PØ zuà J E ºöuõÈÀ PØ zu¼ß C À PÒ & PØ zuà Gß x J E º o AÀ»x E ºöuõÈÀ & ÂøÍÄ ß ªUP PØ zu¼ß C À PÒ & PØ zuø» ªP UQ õú E ºöuõÈ»õP Hß P xq@óõ & B] º PÀ õnáºpîß B] º E ºöuõÈÀ «uõú Ú õßø & B] º öuõèø» E ºöuõÈ»õPU P x B] ß C À & B] º o@ õmkz vmh[pò & {ø» kzu mh GvºPõ»zvØPõÚ PØÓÀ ØÖ PØ zuà. xøµus PØ zuà AqS øópò : i). À»õ] ß Sn[PÒ ØÔ B] º Eøµ. ii). B] º o J EßÚu õú o Gß x ØÔ õnáºpò P zuµ[s. iiiiiii