CTET Syllabus December 2022: क्या आप भी केंद्रीय शिक्षक पात्रता परीक्षा, 2022  के तहत आयोजित होने वाली  पात्रता परीक्षा  में बैठने वाले है तो हमारा यह  केवल आपके लिए है जिसमें हम आपको विस्तार से CTET Syllabus December 2022  के बारे में बतायेगे ताकि आप सभी परीक्षार्थी इस, परीक्षा के पाठ्यक्रम को जान सकें व समझ सके।

आपको बता दें कि, CTET Syllabus December 2022  के तहत आपकी  शिक्षक बनने की पात्रता  को चेक करने के लिए  कुल 2 पेपर  का आयोजन किया जायेगा जिसके  पाठ्यक्रम में  जहां पर आपको  समानता  देखने को मिलेगी तो वहीं आपको  कुछ विषयो  मे,  अन्तर भी देखने  को मिलेगा और इसीलिए हमारा पूरा प्रयास होगा कि, हम आपको इस लेख मे, परीक्षा के पूरे पाठ्यक्रम  से अवगत करवायें ताकि आप इसका पूरा – पूरा लाब प्राप्त कर सकें।

अन्त, लेख के अन्त में, हम आपको  क्विक लिंक्स  प्रदान करेगे ताकि आप इसका पूरा  – पूरा लाभ  प्राप्त कर सकें।

CTET Syllabus December 2022 – Overview

टू द प्वाइंट करें तैयारी, बढ़ेगी सफलता प्राप्ति की संभावना – CTET Syllabus December 2022?

हमारे वे सभी उम्मीदवार व आवेदक जो कि,  केंद्रीय शिक्षक पात्रता परीक्षा, 2022  मे बैठने  वाले है उनके हम  पेपर 1 व पेपर 2  के अनुसार, अलग – अलग  पाठ्यक्रमो  की पूरी व विस्तृत जानकारी  प्रदान करेगे जो कि, इस प्रकार से हैं –

STRUCTURE AND CONTENT OF SYLLABUS

Paper I (for classes 1 to V) Primary Stage

Child Development and Pedagogy

Child Development (Primary School Child)

• Concept of development and its relationship with learning
• Principles of the development of children
• Influence of Heredity& Environment
• Socialization processes:Social world& children (Teacher,Parents,Peers)
• Piaget,Kohlberg andVygotsky:constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical perspective of the construct of Intelligence
• Multi-Dimensional Intelligence
• Language&Thought
• Gender as a social construct;genderroles, gender-bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community,religion etc.
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous& ComprehensiveEvaluation:perspective and practice
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) ConceptofInclusive education and understanding childrenwith special needs

• Addressing learners from diverse backgrounds including disadvantaged and deprived
• Addressing the needs of children with learning difficulties,„impairment‟etc.
• Addressing theTalented,Creative,Specially abled Learners

c) LearningandPedagogy

• How children think and learn; how and why children „fail‟ to achieve success in school performance.
• Basic processes of teaching and learning; children‟s strategies of learning; learning as a social activity;social context of learning.
• Child as a problem solver and a„scientific investigator‟
• Alternative conceptions of learning in children, understanding children‟s „errors‟ as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning – personal & environmental

II. Language I

a) Language Comprehension

• Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy ofLanguage Development

• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching

III. Language -II 

a) Comprehension

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

b) Pedagogy ofLanguage Development 

• Learning and acquisition
• Principles of languageTeaching
• Role of listening and speaking;function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• LanguageSkills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching – learning materials:Textbook, multi-media materials, multilingual resource of the classroom
• RemedialTeaching

IV Mathematics

a) Content

• Geometry
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money

b) Pedagogical issues

• Nature of Mathematics/Logical thinking; understanding children‟s thinking and reasoning patterns and strategies of making meaning and learning
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation through formal and informal methods
• Problems ofTeaching
• Error analysis and related aspects of learning and teaching
• Diagnostic and Remedial Teaching

V. Environmental Studies

a) Content

• Family and Friends: Relationships, Work and Play, Animals, Plants
  ii. Food
  iii. Shelter
  iv. Water
  v. Travel
  vi. ThingsWe Make and Do.

b) Pedagogical Issues

• Concept and scope of EVS
• Significance of EVS, integrated EVS
• EnvironmentalStudies & Environmental Education
• Learning Principles
• Scope & relation toScience&SocialScience
• Approaches of presenting concepts
• Activities
• Experimentation/PracticalWork
• Discussion
• CCE
• Teaching material/Aids
• Problems

Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy

a) Child Development (Elementary School Child)

• Concept of development and its relationship with learning
• Principles of the development of children
• Influence of Heredity& Environment
• Socialization processes:Social world& children (Teacher,Parents,Peers)
• Piaget,Kohlberg andVygotsky:constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical perspective of the construct of Intelligence
• Multi-Dimensional Intelligence
• Language&Thought
• Gender as a social construct;genderroles, gender-bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community,religion etc.
• Distinction between Assessment for learning and assessment of learning; School-Based
  Assessment, Continuous& ComprehensiveEvaluation:perspective and practice
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing
  learning and critical thinking in the classroom and for assessing learner achievement.

b) ConceptofInclusive education and understanding childrenwith special needs

• Addressing learners from diverse backgrounds including disadvantaged and deprived
• Addressing the needs of children with learning difficulties,„impairment‟etc.
• Addressing theTalented,Creative,Specially abled Learners

c) LearningandPedagogy

• How children think and learn; how and why children „fail‟ to achieve success in school
  performance.
• Basic processes of teaching and learning; children‟s strategies of learning; learning as a
  social activity;social context of learning.
• Child as a problem solver and a„scientific investigator‟
• Alternative conceptions of learning in children, understanding children‟s „errors‟ as
  significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning – personal & environmental

II. Language I

a) Language Comprehension

• Reading unseen passages – two passages one prose or drama and one poem with questions on
  comprehension, inference, grammar and verbal ability (Prose passage may be literary,
  scientific, narrative or discursive)

b) Pedagogy ofLanguage Development

• Learning and acquisition
• Principles of languageTeaching
• Role of listening and speaking;function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas
  verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors
  and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and
  writing
• Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the
  classroom
• Remedial Teaching

III. Language-II

a) Comprehension

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on
  comprehension, grammar and verbal ability

b) Pedagogy of Language Development

• Learning and acquisition
• Principles of languageTeaching
• Role of listening and speaking;function of language and how children use it as a toolCritical perspective on the role of grammar in learning a language for communicating ideas
  verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors
  and disorders
• LanguageSkills
• Evaluating language comprehension and proficiency: speaking, listening, reading and
  writing
• Teaching – learning materials: Textbook, multi-media materials, multilingual resource ofthe
  classroom
• RemedialTeaching

IV. Mathematics andScience

(i) Mathematics

Number System

• Knowing our Numbers
• Playing with Numbers
• Whole Numbers
• Negative Numbers and Integers
• Fractions

Algebra

• Introduction to Algebra
• Ratio andProportion

Geometry

• Basic geometrical ideas (2-D)
• Understanding ElementaryShapes (2-D and 3-D)
• Symmetry:(reflection)
• Construction (using Straight edge Scale, protractor, compasses)
• Mensuration
• Data handling

b) Pedagogical issues

• Nature of Mathematics/Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• RemedialTeaching
• Problem ofTeaching

i) Science

Food

• Sources of food
• Components of food
• Cleaning food

Materials

• Materials of daily use

TheWorldofthe Living
MovingThings People and Ideas
How thingswork

• Electric current and circuits
• Magnets

Natural Phenomena
Natural Resources

b) Pedagogical issues

• Nature& Structure of Sciences
• NaturalScience/Aims & objectives
• Understanding & AppreciatingScience
• Approaches/IntegratedApproach
• Observation/Experiment/Discovery (Method of Science)
• Innovation
• TextMaterial/Aids
• Evaluation – cognitive/psychomotor/affective
• Problems
• RemedialTeaching

V. Social Studies/Social Sciences

a) Content

History

• When,Where and How
• The Earliest Societies
• The First Farmers and Herders
• The First Cities
• Early States
• New Ideas
• The First Empire
• Contacts with Distant lands
• Political Developments
• Culture and Science
• New Kings andKingdoms
• Sultans of Delhi
• Architecture
• Creation of anEmpire
• Social Change
• Regional Cultures
• The Establishment of CompanyPower
• Rural Life andSociety
• Colonialism andTribalSocieties
• The Revolt of 1857-58
• Women and reform
• Challenging the Caste System
• The Nationalist Movement
• India After Independence

Geography 

• HumanEnvironment:settlement, transport and communication
• Resources:Types-Natural and Human
• Agriculture
• Geography as a social study and as a science
• Planet:Earth in the solar system
• Globe
• Environment in its totality:natural and human environment
• Air
• Water

Social and Political Life

• Diversity
• Government
• Local Government
• Making a Living
• Democracy
• State Government
• Understanding Media
• Unpacking Gender
• The Constitution
• Parliamentary Government
• The Judiciary
• Social Justice and the Marginalised

b) Pedagogical issues 

• Concept & Nature of Social Science/Social Studies
• Class Room Processes, activities and discourse
• Developing Critical thinking
• Enquiry/Empirical Evidence
• Problems of teaching Social Science/Social Studies
• Sources -Primary& Secondary
• Projects Work
• Evaluation आदि।

अन्त, इस प्रकार हमने आपको विस्तार से पूरे  पाठ्यक्रम के बारे में बताया ताकि आप सभी इसका पूरा  – पूरा लाभ प्रकार कर सकें।

सारांश

हम, अपने इस लेख में, आप सभी परीक्षार्थियो व आवेदको को विस्तार से ना केवल CTET Syllabus December 2022 के बारे मे  बताया ताकि आप सभी परीक्षार्थी व उम्मीदवार आसानी से अपनी तैयारी शुरु करने से पहले ही पेपर 1 व पेपर 2 के पूरे पाठ्यक्रम को समझ सके और उसी पाठ्यक्रम के अनुसार, अपनी परीक्षा की तैयारी कर सकें औऱ परीक्षा में अपार सफलता अर्जित कर सकें।

अन्त, हमे  उम्मीद है कि, आप सभी परीक्षार्थियो को हमारा यह आर्टिकल बेहद पसंद आया होगा जिसके लिए आप हमारे इस आर्टिकल को लाइक, शेयर व कमेंट करेगे।

क्विक लिंक्स

FAQ’s – CTET Syllabus December 2022