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2 AÔÄ Pø»zvmh (Knowledge and Curriculum) (uªì õk B] º PÀ À ÀPø»UPÇP Bsk AÔ P kzv²òí Cµshõ 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 : AU@hõ º & 2016 Cµshõ v : áüø» & 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.

5 C ø» öáµõuì µvpò Gk øu uâºupä. HöÚÛÀ, GvºPõ»zvÀ õßó ÀPÒ öáî káøu CaöŒ À uøhöœ#². CuÚõÀ õnáºpò õvup kẠGß øu AÔ

6 v øµ C u zup uªì õk B] º PÀ À ÀPø»UPÇPzuõÀ u õ UP mh B.Ed., Cµshõ õsk ( ) ¾ õnáºpðupõú õhzvmhzvß Ai øh À Aø UP mkòíx. CvÀ, zx A»SPÒ C UQßÓÚ. uà A»QÀ PÀÂUPõÚ AÔÄ À Ai øhpð, CµshõÁx A»QÀ PÀÂUPõÚ Œ P À Ai øhpð ÂÍUP mkòíú. ßÖ ØÖ õßpõáx A»SPÎÀ SÇ øu ø UPÀ², õßpõáx Áõu, E»PÍõ Áõu ØÖ uaœõº ßø õßóøápð, I uõáx A»QÀ PÀ² áú õ P ÂÁ UP mkòíú. õà, Pø»zvmhzvß C À, õmk öpõòøppò ØÖ Pø»zvmh ÁÍ[PÒ BQ øápò øó@ BÓõÁx, HÇõÁx ØÖ GmhõÁx A»SPÎÀ ÂÍUP mkòíú. CÖv õp, Pø»zvmhzøu øh øó kzxuà ØÖ Pø»zvmh õö õkpò ØÖ v Ú õßóøápò øó@ Jß x ØÖ zuõ A»QÀ öuîáõp ÂÍUP mkòíú. C u zup B Bsiß B.Ed., Cµshõ õsk õnáºpðus ÝÒÍuõP Aø ² GßÖ ¾ Cuß» AÁºPÒ ÚøhÁº GßÖ EÖv TÖÁ@uõk, õnáºpîß GÀ»õ Ø]Pξ AÁºPÐUS GßÖ ÁõÌzxQ@Óõ. ßÔ C ius v Pzuõº

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8 ö õ ÍhUP õhzvmh XII - XXII A»S & 1 À Ai øh À PÀÂ õhgs uø» UP 1.0 À & AÔ P AÔÄ vóß PØ zuà Ø] AÎzuÀ upáà Põµn & Põ zxhß ] vzuà UøP AÔÄUS vóýus õkpò Ø]US PØ zu¾us õkpò AÔÄUS upá¾us Cøh@ õkpò Põµn & Põ zxhß ] vzu¾us UøPUS Cøh@ õkpò xøµus PØ zuà AqS øópò 44 I

9 i). B] º À Ai øh À PÀÂø ØÔ Eøµ õkuà. ii). À ØÔ SÊÂÁõu» ¼ß Ai øh»õú PÀÂø ÂÍUSuÀ. {øúâà öpõòí Ási øápò 49 Ø] ÂÚõUPÒ 53 A»S & 2 PÀÂ ß Œ P Ai øhpò 2.0 Œ P, P»õaŒõµ ØÖ õßóøápîß PÀÂ ß «uõú BvUP PÀÂ ß «uõú Œ P, P»õaŒõµ ØÖ ÃÚzußø ß BvUP[PÒ PÀÂ ß «uõú öuõèà õupà ØÖ áú õ Pzvß BvUP[PÒ uû ß ußúõm]² Põµn & Põ ] uøú² PÀÂ ß «x öœ¾zx BvUP ÃÚ ÂÊ [PøÍ Œõº x PÀ øú x öpõòíà: Œ zxá ØÖ Œ õup P xuà uû ÛuÝUPõÚ Áõ# 71 II

10 2.5 Œ P }v ØÖ v øhø ²hß Ti õøuø x öpõòíà ØÖ CøÁPøÍ hõuhº zpõ hß öuõhº kzv ÂÍUSuÀ xøµus PØ zuà AqS øópò 88 i). PÀÂ ß «uõú Œ P, P»õaŒõµ ØÖ ÃÚzußø ß BvUP & P zuµ[p ii). SÊÂÁõu & zpõ ß Œ P }v² v õøu² {øúâà öpõòí Ási øápò 94 Ø] ÂÚõUPÒ 96 A»S & 3 SÇ øu ø UPÀ 3.0 SÇ øu ø UPÀ & AÔ P SÇ øu ø UPÀ Gß uß Aºzu ØÖ C À PÒ Põz õ Põ v, CµÃ vµ õz uõtº, áõßl, Íõm@hõ, õºmiß º ØÖ Ä@»õ ö ß PÀÂa ] uøúpò xøµus PØ zuà AqS øópò 140 i). SÇ øu ø UPÀÂ ß C À ØÖ öpõòøppøí ØÔ õnáºpîß SÊÂÁõu. III

11 ii). P zuµ[s» Põ vâ, uõtº, l, Íõm@hõ, º ØÖ õßó PÀ õíºpîß PÀÂa ] uøúpøí PØ zuà. {øúâà öpõòí Ási øápò 148 Ø] ÂÚõUPÒ 151 A»S & Áõu, E»PÍõ Áõu uaœõº ßø ØÖ PÀ UöPõÒøP & AÔ P 154 UöPõÒøP Gß uß ö õ Ò 155 Áõu, E»PÍõ Áõu ØÖ uaœõº ßø õßóøápîß PÀ Œõº u öuõhº PÒ xøµus PØ zuà AqS øópò 183 i). E»PÍõ Áõu ØÖ uaœõº ßø ØÔ PÀ õíºpîß Eøµ. ii). uõtº èn õßóáºpîß E»PÍõ Áõu ØÖ uaœõº ßø UPõÚ P zuµ[s. {øúâà öpõòí Ási øápò 188 Ø] ÂÚõUPÒ 191 IV

12 A»S & 5 PÀ² áú õ P 5.0 áú õ P & AÔ P áú õ P Gß uß Aºzu áõßl ß áú õ P ØÖ PÀÂ ß P zuõup[pò áú õ PUPÀ Gß uß Aºzu PÀ À áú õ P øh øópò áú õ P Œ PzvÀ PÀ áú õ P Si² ø UPõÚ Ø] P»õaŒõµ ßø ² PÀ² xøµus PØ zuà AqS øópò 224 i). áõßl ß áú õ P PÀ² GßQßÓ uø» À B] º Eøµ õøöuà. ii). áú õ P Si² ø UPõÚ Ø]ø ØÔ õnáºpò ÁS øó À P zuµ[s Aø zuà. {øúâà öpõòí Ási øápò 229 Ø] ÂÚõUPÒ 232 V

13 A»S & 6 Pø»zvmhzvß Aºzu C À 6.0 Pø»zvmh & AÔ P Pø»zvmh Gß uß Aºzu Pø»zvmhzvß ÁiÁø Pø»zvmhzvß C UP Pø»zvmhU P zuõup[pîß õö õkpò xøµus PØ zuà AqS øópò 250 i). "Pø»zvmhzvß Aºzu Auß C À ' Gß x ØÔ B] º ÁS øó À Eøµ õøöuà. ii). Pø»zvmhU P zuõup[pîß õö õkpøí ØÔ SÊÂÁõu. {øúâà öpõòí Ási øápò 255 Ø] ÂÚõUPÒ 256 A»S & 7 õmkuöpõòøp 7.0 õk & AÔ P õmiøpõú öpõòøppò ØÖ Auß i{ø»pò Pø»zvmhzvß ÁøPPÒ õmk i [PÒ 278 VI

14 7.5 xøµus PØ zuà AqS øópò 287 i). õmkupõú öpõòøppøí ØÔ B] º Eøµ õøöuà» PØ zuà. ii). { nºpò SÊÂÁõu» Pø»zvmhzvß ÁøPPøÍ PØ zuà. {øúâà öpõòí Ási øápò 290 Ø] ÂÚõUPÒ 292 A»S & 8 Pø»zvmhzvß ÁÍ[PÒ 8.0 õnáºpîß Êø õú AÔøÁ Ai øh õpu öpõsh Pø»zvmh & AÔ P õnáºpîøú ØÔ ÊzuPÁ¾hß Ti AÔÄ Ai øh»õú Pø»zvmh õnáºpíx Œ uõ Ai øh»õú Pø»zvmh ÁÍ[PÒ ÁS øóus A õ¾òí Œ uõ õnáºpîß Œ uõ Œõº u ÂÊ [PÒ Ai øh»õú Pø»zvmh ÁÍ[PÒ õnáºpîß Œ uõ Œõº u ö õè Pø»zvmhzvß ÁÍ õp Aø uà 302 VII

15 8.6 õnáºpîß PÀÂUPõÚ C»USPÒ Pø»zvmh ÁÍ õp C zuà Pø»zvmhzvÀ ÒÎUPõÚ Põ» AmhÁøn õhzvmh Pø»zvmhzvß ÁÍ õp õh zup Pø»zvmhzvß ÁÍ õp õhcøna öœ À õkpøí Aø zuà vóúõ#ähß Ti õh zup S õ#ä uªì õk õh zup {ÖÁÚ u õ zu 6B ÁS B[Q» õh zupzvß vóúõ#ähß Ti Szuõ#Ä HÇõ ÁS uà Á AÔ À õh zupzøu vóúõ#ähß SzuÔuÀ SÇ øupðupõú C»UQ zxupõú vóúõ#ähß Ti Szuõ#Ä B] ß ÁÈPõmi zup & vóúõ#ä xøµus PØ zuà AqS øópò 337 i). Pø»zvmhzvØPõÚ ÁÍ[PøÍ ØÔ B] º ÁS øó À Eøµ õøöuà ØÖ, ii). ÁS øó À, SÇ øupîß C»UQ ØÔ vóúõ#øá ÂÍUSuÀ. {øúâà öpõòí Ási øápò 340 Ø] ÂÚõUPÒ 342 VIII

16 A»S & 9 Pø»zvmhzøu øh øó kzxuà 9.0 Pø»zvmh PÀÂUTh[PÎÀ öœ À kzu k öuõhºöœ À õkpò & AÔ P Pø»zvmhzvøÚ J öuõhº {PÌÁõPÄ öœ# øó õpä P xuà õmià [Sö Ö o õíºpò & AÔ P kzxávà Aµ]ß [PÎ 361 ¼ x RÌ@ õuq Aø ² Pø»zvmh RÈ õuq Aø ² Pø»zvmh usv²øh@ õº uø»ø ² Pø»zvmhzvÀ Auß uõup Œ Pa Œh[SPøÍ vzu¾ AøÁPøÍ ÒÎPÎÀ öpõshõku¾ Œ P ö õus Âv øópò AvPõµ, öpõòøp À ØÖ Pø»zvmhzvØS Cøh@ õú öuõhº xøµus PØ zuà AqS øópò 379 i). Pø»zvmh Gß x PÀÂUTh[PÎÀ öœ À kzu k öuõhºöœ À õk IX

17 ØÖ öœ# øópò Gß x ØÔ B] µx Eøµ. ii). usv²øh@ õº uø»ø ² Auß Pø»zvmhzvß «uõú uõup Gß x ØÔ ÂÁõu AÀ»x mi ßÓ. {øúâà öpõòí Ási øápò 382 Ø] ÂÚõUPÒ 385 A»S & 10 Pø»zvmh õöu¾ xø ² Ai øh»õú Pø»zvmh & AÔ P 389 Ai øh»õú Pø»zvmh 390 Ai øh»õú Pø»zvmhzøu v kuø»² õmøh² öuõhº kzx PõµoPÒ øó P õú Pø»zvmh Gß uß ö õ Ò SÇ øupîh ÁõÌÂß Gvº øó {PÌÄPÎhª x «ská Áøu Áͺ và øó P Pø»zvmhzvß [S Gvº øó {PÌÄPøÍ GvºöPõÒÐ vóøú kzxáuøpõú PØ zuà EzvPÒ 398 X

18 10.6 Pø»zvmh «Íõ#Ä ØÖ Pø»zvmh v õ#ä Pø»zvmh v õ#äupõú i Pø»zvmh Bµõ#a]² Pø»zvmh õö õk Pø»zvmh xø PÐ Pø»zvmhzvß õöuàpðus Auß xø US UQ zxá[pð xøµus PØ zuà AqS øópò 421 i). SÇ øupîh u[píx ÁõÌÂß Gvº øó õú {PÌÄPøÍ GvºöPõÒÐ vóøú øó P õú Pø»zvmhzvÚõÀ ÁͺzuÀ Gß x ØÔ SÊÂÁõu. Ai øh»õú Pø»zvmhzvÀ Bµõ#a] ØÖ «Íõ#Âß [S Gß x ØÔ B] º Eøµ. {øúâà öpõòí Ási øápò 425 Ø] ÂÚõUPÒ 428 iiiiiii XI

19 XII õhzvmh (Syllabus) COURSE CODE : SPEKC KNOWLEDGE AND CURRICULUM Syllabus UNIT - I Epistemological Bases of Education Epistemology: Type of knowledge - Meaning of knowledge, skill, teaching, training, information, reason and belief- Distinction between knowledge and skill Distinction between teaching and training - Distinction between knowledge and information - Distinction between reason and belief. Suggested instructional approaches/methods: i) Talk by teacher on the Epistemological bases of education. ii) Group discussion on the distinction of the epistemological bases of education. À Ai øh À PÀÂ À : AÔÄ Gß uß ÁøPPÒ & AÔÄ Gß uß ö õ Ò, vóß, PØ zuà, Ø], upáà, Põµn & Põ zxhß ] vzuà ØÖ UøP & AÔÄUS vóýus õkpò & Ø]US PØ zu¾us õkpò & AÔÄUS upá¾us Cøh@ õkpò & Põµn & Põ zxhß ] vzu¾us UøPUS Cøh@ õkpò.

20 Syllabus XIII xøµus PØ zuà AqS øópò : i). B] º À Ai øh À PÀÂø ØÔ Eøµ õkuà. ii). SÊÂÁõu» ¼ß Ai øh»õú PÀÂø ÂÍUSuÀ. UNIT II Social Bases of Education Influence of society, culture and modernity on education Influence of industrialization and democracy Influence of individual autonomy and reason on education Understanding education in relation to modern values: equity and equality, individual opportunity Understanding social justice and dignity with special reference to Ambedkar. Suggested instructional approaches/methods: i) Seminar on the influence of society, culture and modernity on education. ii) Group discussion on social justice and dignity with special reference to Ambedkar. PÀÂ ß Œ P Ai øhpò Œ P, P»õaŒõµ ØÖ õßóøápîß PÀÂ ß «uõú BvUP & PÀÂ ß «uõú öuõèà õupò ØÖ áú õ Pzvß BvUP & uû ß ußúõm]² Põµn & Põ ] uøú² PÀÂ ß «x öœ¾zx BvUP & ÃÚ ÂÊ [PøÍ Œõº x PÀ øú x öpõòíà : Œ zxá ØÖ

21 XIV Syllabus Œ õpu P xu¼à uû ÛuÝUPõÚ Áõ# & Œ P }v ØÖ v øhø ²hß Ti õøuø x öpõòí ØÖ CøÁPøÍ hõuhº zpõ hß öuõhº kzv ÂÍUSuÀ. xøµus PØ zuà AqS øópò : i). PÀÂ ß «uõú Œ P, P»õaŒõµ ØÖ ÃÚzußø ß BvUP P zuµ[p. ii). SÊÂÁõu & zpõ ß Œ P }v² v õøu². UNIT III Child - Centered Education Meaning and characteristics of child-centered education - Educational Thoughts of Mahatma Gandhi, Rabindranath Tagore, John Dewey, Plato, Martin Buber, Paulo Freire with special reference to the three concepts: activity, discovery and dialogue relating to child-centered education. Suggested instructional approaches/methods: i) Group discussion on nature and principles of childcentered education. ii) Student Seminar on educational thoughts of Gandhi, Tagore, Dewey, Plato, Buber and Freire. SÇ øu ø UPÀ SÇ øu ø UPÀ Gß uß Aºzu, C À & Põz õ Põ v, CµÃ vµ õz uõtº, áõß l, Íõm@hõ,

22 Syllabus XV õºmiß º, ö õ ß PÀ ] uøúpðhß öœ ÀÁÈUPØÓÀ, PshÔuÀ øó ØÖ Eøµ õhà øó²hß öuõhº øh SÇ øu ø UPÀÂ. xøµus PØ zuà AqS øópò : i). SÇ øu ø UPÀÂ ß C À ØÖ öpõòøppøí ØÔ õnáºpîß SÊÂÁõu. ii). Põ vâ, uõtº, áõß l, õºmiß º ØÖ Ä@»õ õßóáºpîß PÀÂa] uøú ØÔ P zuµ[s. UNIT - IV Nationalism, Universalism, Secularism and Education Meaning and definitions and concepts of nationalism, universalism and secularism Relationship of nationalism, universalism and secularism with education with special reference to Tagore and Krishnamooorthy. Suggested instructional approaches/methods: i) Teacher talk or Expert s talk on nationalism, universalism, secularism and education. ii) Seminar on the ideas of Tagore and Krishnamoorthy about universalism and Áõu, E»PÍõ Áõu, uaœõº ßø ØÖ Áõu, E»PÍõ Áõu, uaœõº ßø BQ P zxupîß ö õ Ò ØÖ Áøµ øó & uõtº ØÖ

23 XVI Syllabus Q èn ºzv ß Ø@PõÒPÍõPU Áõu, E»PÍõ Áõu, uaœõº ßø ØÖ PÀÂUS Cøh@ õú öuõhº PÒ. xøµus PØ zuà AqS øópò : i). E»PÍõ Áõu ØÖ uaœõº ßø ØÔ PÀ õíºpîß Eøµ. ii). uõtº èn õßóáºpîß E»PÍõ Áõu ØÖ uaœõº ßø UPõÚ P zuµ[s. UNIT - V Education and Democracy Meaning of democracy Dewey s concept of democracy and education meaning of democratic education Democratic practices in education Education in a democratic society Training for democratic citizenship multiculturalism and education. Suggested instructional approaches/methods: i) Teacher talk on Dewey s concept of democracy and education. ii) Student seminar on training for democratic citizenship. PÀ² áú õ P áú õ P Gß uß Aºzu & áõß l ß áú õ P ØÖ PÀÂ ß P zuõup[pò & áú õ PUPÀ Gß uß Aºzu & PÀ À áú õ P øh øópò &

24 Syllabus XVII áú õ P Œ PzvÀ PÀ & áú õ P Si² ø UPõÚ Ø] & P»õaŒõµ ßø ² PÀ². xøµup mh PØ zuà AqS øópò : i). áõß l ß áú õ P PÀ² B] º Eøµ. ii). áú õ P Si² ø UPõÚ Ø] P zuµ[s. UNIT VI Meaning and Nature of Curriculum Meaning, definition and concept of curriculum structure of curriculum Dynamics of curriculum - Changing concepts of curriculum. Suggested instructional approaches/methods: i) Teacher talk on the meaning and nature of curriculum. ii) Group discussion on the changing concepts of curriculum. Pø»zvmhzvß Aºzu C À Pø»zvmh Gß uß Aºzu, Áøµ øó ØÖ P zuõup & Pø»zvmhzvß ÁiÁø & Pø»zvmhzvß C UP & Pø»zvmhUP zuõup[pîß õö õkpò. xøµus PØ zuà AqS øópò : i). Pø»zvmhzvß Aºzu C À ØÔ B] º Eøµ. ii). Pø»zvmhUP zuõup[pîß õøó[pò ØÔ SÊÂÁõu.

25 XVIII Syllabus UNIT VII Principles of Curriculum Development Need for curriculum development - Principles and stages of curriculum development Types of curriculum: Subjectcentered curriculum, student-centered curriculum, societycentered curriculum and life-centered curriculum. Models of curriculum development: Tyler s model and Hilda Tabal s model. Suggested instructional approaches/methods: i) Teacher talk on the principles of curriculum development. ii) Panel discussion on different types of curriculum. õmkuöpõòøppò & õmiøpõú öpõòøppò ØÖ Auß i{ø»pò & Pø»zvmhzvß ÁøPPÒ : õh&ø Pø»zvmh, õnáº&ø Pø»zvmh, Œ P&ø Pø»zvmh ØÖ ÁõÌUøP&ø Pø»zvmh. õmk i [PÒ : øh»º i ØÖ îàhõ uõ õ i. xøµus PØ zuà AqS øópò : i). õk ØÔ B] º Eøµ. ii). Pø»zvmh ÁøPPøÍ ØÔ { nºpîß SÊÂÁõu.

26 Syllabus XIX UNIT VIII Resources of Curriculum Curriculum based on a thorough knowledge of the students and their communities; their values, their language, and their educational goals Time table, syllabus, textbooks and cocurricular activities a critical analysis of various samples of textbooks, children s literature and teachers handbook. Suggested instructional approaches/methods: i) Teacher talk on resources of curriculum. ii) Presentation based on the critical analysis of various samples of children s literature. Pø»zvmhzvß ÁÍ[PÒ õnáºpò ØÖ AÁºPÒ Œõº u Œ uõ zvß ÊzuPÁ¾hß Ti AÔÄ Ai øh»õú Pø»zvmh : õnáºpîß ÂÊ [PÒ, ö õè ØÖ PÀÂUPõÚ C»USPÒ & ÒÎUPõ» AmhÁøn, õhzvmh, õh zup ØÖ õhcøna öœ À õkpò & õh zup, SÇ øupðupõú C»UQ [PÒ ØÖ B] ß õßó À@ÁÖ õv PÎß vóúõ#ähß Ti S õ#ä. xøµus PØ zuà AqS øópò : i). Pø»zvmhzvß ÁÍ[PøÍ ØÔ B] º ÁS øó À Eøµ õøöuà. ii). SÇ øu C»UQ [PøÍ ØÔ vóúõ#ä & ÁS øó ÂÍUP.

27 XX Syllabus UNIT IX Curriculum Implementation Curriculum as an enacted process curriculum as process and practices - Personnel participated in development of curriculum - Role of the state in the development of curriculum curriculum from the top to down and curriculum for down to top Meritocracy and its impact on curriculum Valuing of rituals in schools and its celebrations recreation of norms in society relationship between power, ideology and the curriculum. Suggested instructional approaches/methods: i) Teacher talk on curriculum as an enacted process and practice. ii) Debate on the impact of Meritocracy on curriculum factors influencing curriculum implementation. Pø»zvmhzøu øh øó kzxuà Pø»zvmh PÀÂUTh[PÎÀ öœ À kzu k öuõhºöœ À õk & Pø»zvmhzvøÚ J öuõhº{pìáõpä öœ À øó õpä P xuà & õmià [Sö Ö o õíºpò & kzxávà Aµ]ß [PÎ ¼ x RÌ@ õuq ØÖ RÈ õuq Aø ² Pø»zvmh & usv²øh@ õº uø»ø ² Pø»zvmhzvÀ Auß uõup & Œ Pa Œh[SPøÍ vzu¾ AøÁPøÍ ÒÎPÎÀ öpõshõku¾ & Œ P ö õêx@ õus Âv øópò & AvPõµ, öpõòøp À ØÖ Pø»zvmhzvØS Cøh@ õú öuõhº.

28 Syllabus XXI xøµus PØ zuà AqS øópò : i). Pø»zvmh ÁS øó À {PÌzu k öuõhº öœ À õk Gß x ØÔ B] º Eøµ. ii). usv²øh@ õº uø»ø ß Pø»zvmhzvß «uõú uõup ØÔ mi ßÓ. UNIT X Curriculum change and Innovation Need-based curriculum factors related to development and assessment Meaning of hidden curriculum Role of hidden curriculum in developing resilience in children Teaching strategies for developing resilience in children. Curriculum revision and evaluation Tyler s objective-centered evaluation model-stufflebeam s CIPP evaluation model -Curriculum and research- curriculum change and innovation Need and importance. Suggested instructional approaches/methods: i) Group discussion on hidden curriculum practices for developing resilience in children. ii) Teacher talk on role of research and revision on need based curriculum. Pø»zvmh õöu¾ xø Ai øh»õú Pø»zvmh Ai øh»õú Pø»zvmhzøu v kuø»² õmøh² öuõhº kzx PõµoPÒ & øó P õú Pø»zvmh & SÇ øupîh ÁõÌÂß Gvº øó {PÌÄPÎhª x «ská Áøu

29 XXII Syllabus Áͺ và øó P Pø»zvmhzvß [S & Gvº øó {PÌÄPøÍ GvºöPõÒÐ vóøú kzxáuøpõú PØ zuà EzvPÒ & Pø»zvmh «Íõ#Ä ØÖ Pø»zvmh v õ#ä & øh» ß ÓÁ õú Pø»zvmh v õ#ä iá & ìh À CIPP v õ#ä iá & Pø»zvmh Bµõ#a]² & Pø»zvmh õö õk Pø»zvmh xø PÐ & Pø»zvmhzvß õöuàpðus Auß xø US UQ zxá[pð. xøµus PØ zuà AqS øópò : i). SÇ øupîh ÁõÌÂß Gvº øó {PÌÄPøÍ GvºöPõÒÐ vóøú øó P Pø»zvmhzvÚõÀ ÁͺzuÀ & SÊÂÁõu Ai øh»õú Pø»zvmhzvÀ «Íõ#Ä ØÖ Bµõ#a] & B] º Eøµ iiiiiii