Chapterwise NEP, NCF-FS PDF

1. GLOSSARY 1. Alphabet Knowledge : Alphabet knowledge is 1. o.kZ Kku : vyx&vyx izrhdksa ds :i esa v{kjksa dh the recognition of letters as distinct symbols igpku ftuds lkFk fof'k"V uke vkSj fof'k"V /ofu;k¡...

1. GLOSSARY 1. Alphabet Knowledge : Alphabet knowledge is the recognition of letters as distinct that have specific names and specific sounds associated with them. 2. Early literacy : Early Literacy is what children know about reading and writing before they read involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society (UNESCO, 2004; 2017). 5. Multilingual Class : This is a class where the learners speak a variety of the first language. 6. Phonics instruction : focuses on the relationship of the sounds in spoken words and their associated letters and groups of letters as they appear in print. 7. Phonological Awareness : It is the ability to recognize and work with sounds in spoken language. 8. Picture Reading/Talk : Children can be shown sceneries of a particular event, place, story like a fair/mela, zoo, circus, etc. Children can then be engaged in conversations involving observations (What is happening in the picture?) reasoning (Why do you think so?), prediction (where do you think the girl is going?). Children can also put the events shown in the picture in a sequence and narrate them. 9. Read Aloud : Read-aloud is a practice where importance of the body-mind complex in human experience and understanding. This non- dichotomous approach to human development gives clear pathways and direction towards holistic education. 1. Physical Development (Sharirik Vikas): Age- specific balanced physical development, physical fitness, flexibility, strength, and endurance; development of senses; nutrition, hygiene, personal health, expansion of physical abilities; building body and habits keeping in mind one hundred years of healthy living in a human being. 2. Development of Life Energy (Pranik Vikas): Balance and retention of energy, positive energy and enthusiasm, smooth functioning of all major systems (digestive, respiratory, circulatory, and nervous systems) by activation of the sympathetic and parasympathetic nervous system. 3. Emotional/Mental Development (Manasik Vikas): Concentration, peace, will and will power, courage, handling negative emotions, developing virtues (maulyavardhan), the will to attach and detach from work, people and situations, happiness, visual and performing arts, culture, and literature. T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 4. Intellectual Development (Bauddhik Vikas): Observation, experimentation, analytical ability, abstract and divergent thinking, synthesis, logical reasoning, linguistic skills, imagination, creativity, power of discrimination, generalization, and abstraction. 5. Spiritual Development (Chaitsik Vikas): Happiness, love and compassion, spontaneity, freedom, aesthetic sense, the journey of ‘turning the awareness inwards.’ Integrated and Holistic Development through 3 Goals The NEP 2020 has focused on the holistic development of the child. There are different domains of development like physical and motor development, socioemotional development, literacy and numeracy development, cognitive development, spiritual and moral development, art, and aesthetic development which are interrelated and interdependent. These developmental aspects make child competent to deal with complex life situations. All these domains have been into three major goals which are briefly Understanding and Addressing three major Developmental Goals of Foundational Years Developmental Goal 1: Children Maintain Good Health and Wellbeing This goal is an overarching goal which includes development of competencies related to physical, socio-emotional and psychological health and well-being of children for life. This goal continues to provide experience for health and wellbeing, socio emotional development, health, nutrition, hygienic practices and safety. Developmental Goal 2: Children Become Effective Communications Enabling children to orally communicate with ease and competence in the preschool or school language, become print aware, understand, or T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 Textual Content 1. The textual content in early Grades should have adequate visual cues in terms of pictures and illustrations, to assist the beginning reader in meaning-making. 2. The choice of fonts should be gives preference to reducing visual complexity rather aesthetic appeal. 3. The fonts should be a minimum of 14-point 4. The vocabulary used needs to have a judicious mix of familiar and unfamiliar words closer to the spoken form of language than the standard written form (many Indian languages have a very distinct vocabulary in the spoken and written forms). Forms of Content 1. Textbooks/Workbooks: While textbooks can make an appearance in Grade 1, they need to allow for active engagement of children. Textbooks and workbooks should complement each other well. 2. Children’s Literature: For a comprehensive literacy classroom, access to good and children’s literature is a must. This should include stories, songs and other forms of literature of local culture. The classroom should have a bookshelf with an attractive display of children’s literature. The Teacher should take an active interest in changing the display with different books, based on their weekly plan. 3. Worksheets: Simple worksheets that children pick and work on and complete on their own play an important role in both practice and formative assessment of children’s work in literacy. 4. Materials: Flashcards, akshara forms in cardboard/sandpaper, games, puzzles, and materials for other activities keep language and literacy activities engaging and interesting 5. Audio-Visual Material: With ubiquity of digital devices like smartphones, good quality audio material can be very effective content for Grades 1 and 2. Rhymes, stories, and other narratives can be a good source of oral language input for children. T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 vk/kkjHkwr 5. (Foundational Numeracy 1. Foundational Numeracy: Foundational Numeracy means the ability to reason and to apply simple numerical concepts in daily life problem solving. When children acquire the following skills, it is said that they have developed number sense and spatial understanding. 2. In general, the numeracy skill includes: i. Solving daily life problems using four fundamental operations – addition, subtraction, multiplication, and division. ii. Relating mathematical knowledge with the surroundings; applying logic to daily life, there by developing ability to think mathematically, and taking logical decisions with reasoning. Need of Early Mathematical Skills 1. Numeracy is important for developing logical thinking and reasoning in daily life. 2. Dealing with numbers and spatial understanding are integral part of any communication life discourse. 3. It is noteworthy that it is during early years that the mathematical foundations are laid. 4. From a future perspective, research has also linked foundational numeracy to increased employability and higher GDP. Major aspects and components of Early Mathematics These have been put into 7 major themes: i. Pre-Number concepts ii. Numbers and operations on numbers iii. Shapes and Spatial Understanding iv. Measurement v. Patterns vi. Data Handling vii. Mathematical Communication 1. Pre-Number Concepts Since these skills are preliminary to the understanding of numbers, they are called as pre-number concept. So, when schools begin to develop the understanding of pre-number concept, they should build upon the child’s experience his/her familiar context. i. Classification involves putting together that have some characteristics in common. organising tasks on classification, we sure that the activities are meaningful and, they are familiar with the objects which she/ he must classify. Initially children should be encouraged to classify on one property/ characteristic only. Gradually, complexity of the task should be increased where they can classify on more than one property such as colour, T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 ii. Seriation involves ordering a set of objects according to some rule. Intrinsically, it also involves ordering objects in two directions. For example, the child applies the relations and ‘smaller than’ at the same time. It also means understanding the logic of transitivity which means that if A is more than B and B is more than C, then A is also more than C. Seriation also forms the base for understanding of patterns. Thus, it should be build using the objects from the familiar contexts of children and initially using 3 objects only. Gradually, children should be presented with more objects to seriate. iii. One-to-one correspondence involves matching or pairing of objects. For building upon the understanding of one-to-one correspondence, children need to understand the meaning of ‘many and few’, ‘more than/ less than’ 2. Numbers and Number Operations i. All children must have ample opportunities of developing the ideas of numbers and operations on numbers in their local context within and outside their syllabus. ii. Numbers are the mathematical tool to count and measure. Numbers are used inmany forms. Three major types of numbers are Cardinal numbers, Ordinal numbers, and Nominal numbers. Cardinal numbers are used to measure and communicate the size of a group of objects, e.g., 30 students of class V went for a picnic. Ordinal numbers are used to describe the position of an object when they are arranged in a specific order, e.g., Fourth child from the left has brown hair. Nominal numbers are used as nouns/labels to identify the object in a group, e.g., Train number 2298 has just left. iii. The key skills that come under this category are number sense, reading of symbols, writing words and symbols, comparison of numbers like bigger ii. Some of the suggested processes are given as under: 1. Learner Centric Pedagogy 2. Providing scope for Exploration and Mathematical Thinking 3. Use of Manipulative /Toys (Toy Pedagogy) 4. Mathematics with daily life 5. Medium of instruction 6. Integrating mathematics with other 7. Communicating Mathematically 8. Giving space to alternate strategies for Problem Solving 9. Joy in Mathematics (Recreation with Mathematics) 10. Space for errors in child’s learning 11. Collaborative learning T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 Approaches to Teaching Mathematics drawing 2D shapes. So, it is important that children learn these abstract concepts through concrete experience and gradually move from the concrete to the pictorial to abstract notions. concepts easily. The following sequence can be mathematical concept, develop the ability to apply mathematical skills in real life and, more importantly, see mathematics as worth learning and doable. So, while teaching mathematical skills, Teachers understanding, strategies competence/application, communication and reasoning, and a positive attitude towards mathematics. All these strands of mathematical proficiency be designed in the following four blocks for the daily classroom process. 1. Block 1: Oral math talk: At the beginning of class, for 5-10 minutes, children could sing a poem with numbers or discuss their experiences with mathematics or problems they encounter in their life. Discussion can also be on oral calculation, concept, strategies, and reasoning. It works as a warm-up activity before going into the formal teaching process. (5 to 10 minutes) 2. Block 2: Skills teaching (combining all strands): This is teaching mathematical concepts, problem- solving, and communication through concrete experience, systematic activities, and instruction. (20 to 25 minutes) 3. Block 3: Skills practice: Providing children with various kinds of rich mathematical tasks based on concepts, processes, problem solving, reasoning, and communication for practicing mathematical skills. This can be through a workbook, textbook or a Teacher-created task set. (15 minutes) 4. Block 4: Math game for reinforcing learning/ problem solving: Children enjoy playing games. There could be various kinds of mathematical games which help children to strengthen their learning in various ways. These games must be based on problem-solving, concepts as well as reasoning. Group-wise games can also be planned according to the learning levels of the children. (15 minutes) T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 Content for Mathematics 1. The conceptual content for mathematics in grades 1 and 2, in textbooks and workbooks, needs to be embedded within a narrative that is engaging and interesting for children E.g., in the illustration below the concept of bigger and smaller is introduced through a simple story. 2. The content in textbooks and workbooks should be complemented with appropriate manipulatives in the classroom. Counting, shapes, seriation – they all need to be engaged with both in the concrete form of manipulatives and through pen and paper. 3. Worksheets: The primary purpose of worksheets is to provide children with adequate practice of mathematical skills and strengthen their This practice should be in a meaningful and it must focus on specific mathematical The worksheet should have adequate space with clear instructions. T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 6. (Different 1. Role of a Teacher i. Development of early language and literacy, and mathematics skills is crucial for building the foundation for future learning. The principle be that: if students are given a solid emotions of others. 6. Visiting their homes regularly - this is important to understand children and their home environment and build trust and a positive bond. T. N. COLLEGE OF COMPETITIONS Ph. : 9313557668, 9911374444 How can Teachers Support Children to Learn Better 1. Modelling : One of the ways through which children learn is through observation and imitation. Teachers need to consciously model different behaviours for children to pick up new concepts and skills. 2. Solving problems: Children are curious, constantly engaged in trial and error, and exploring new things. When children play with blocks, cardboard, or even in sand, they are trying to solve simple problems. The Teacher then provides scaffolds to the child. 3. Questioning : Children think while verbalizing their ideas. Questions from the Teacher will help them think through a particular subject in depth while responding. This also supports language development. 4. Provoking: Challenging children’s ways of knowing, thinking, and doing deepens their understanding of the world around. Children tend to pick up stereotypical notions based on what they see and hear around them. The Teacher 1. o.kZ Kku : vyx&vyx izrhdksa ds :i esa v{kjksa dh symbols igpku ftuds lkFk fof'k"V uke vkSj fof'k"V /ofu;k¡ tqM+h gksrh gSA 2. izkjafHkd lk{kjrk : izkjafHkd lk{kjrk og gS] tks cPps ius] O;k[;k djus] cukus] laokn djus vkSj x.kuk djus dh {kerk gSA lk{kjrk esa O;fDr;ksa dks vius y{;ksa dks izkIr djus] fodflr djus esa l{ke cukus ds fy, lh[kus dh fujarjrk 'kkfey gSA 5. cgqHkk"kh d{kk : ;g ,d ,slh d{kk gS tgk¡ f'k{kkFkhZ dbZ izFke Hkk"kkvksa dks cksyrs gSaA 6. uknfo|k ;k /ofu vuqns'ku : lacaf/kr v{kjksa ds lewg tSls os fizaV esa fn[kkbZ nsrs gSa] mlh izdkj ls cksys x, 'kCnksa vkSj mudh /ofu;ksa ds laca/k ij dsafnzr gS 7. /oU;kRed tkx:drk : ;g cksy h tkus okyh Hkk"kk esa /ofu;ksa dks igpkuus vkSj muds lkFk dke djus dh {kerk gSA 8. fp= okpu@ckrphr : cPpksa dks fdlh fo'ks"k ?kVuk] LFkku] dgkuh tSls n`'; fn[kk, tk ldrs gSa] tSls fd ,d esy fpfM+;k?kj] ldZl] vkfnA cPps rc voyksdu dj ldrs gSa ¼rLohj esa D;k gks jgk gS\½ rdZ ns ldrs gSa ¼vki ,slk D;ksa lksprs gSa\½] Hkfo";ok.kh dj ldrs gSa ¼vkidks D;k yxrk gS fd yM+dh dgk¡ tk jgh gS\½ ls lacaf/kr ckrphr dj ldrs gSaA cPps fp= esa fn[kkbZ xbZ ?kVukvksa dks Hkh ,d Øe esa Mky ldrs gSa vkSj mudk o.kZu dj ldrs gSaA 9. tksj ls i esa 'kjhj&eu ifjlj ds egÙo dk ,d izkphu vUos"k.k gSA ekuo fodkl ds fy, ;g xSj&}Sroknh n`f"Vdks.k vf/kd lexz f'k{kk dh fn'kk esa Li"V ekxZ vkSj fn'kk iznku a more djrk gSA 1. 'kkjhfjd fodkl (Sharirik Vikas): vk;q & fof'k"V la r q f yr 'kkjhfjd fodkl] 'kkjhfjd fQVusl] yphykiu] rkdr vkSj /khjt; bafnz;ksa dk fodkl; iks"k.k] LoPNrk] O;fDrxr LokLF;] 'kkjhfjd {kerkvksa dk foLrkj; euq"; esa lkS lky ds LoLF; thou dks /;ku esa j[krs gq, 'kjhj vkSj vknrksa dk fuekZ.kA 2. thou ÅtkZ dk fodkl (Pranik Vikas): lgkuqHkwf r vkS j iSjkflEisFksfVd raf=dk ra= dh lfØ;rk ls ÅtkZ] ldkjkRed ÅtkZ vkSj mRlkg dk larqyu vkSj izfr/kkj.k] lHkh izeq[k iz.kkfy;ksa ¼ikpu] 'olu] lapkj vkSj raf=dk ra=½ dk lqpk: lapkyuA 3. HkkoukRed@ekufld fodkl (Manasik Vikas): ,dkxz r k] 'kka f r] bPNk'kfDr vkSj lkgl] udkjkRed Hkkoukvksa ls fuiVuk] ln~ xq.kksa dk fodkl ¼ekSY;o/kZu½] dke ls tqM+us vkSj vyx gksus dh bPNk] yksxksa vkSj fLFkfr;ksa] [kq'kh] n`'; vkSj izn'kZu dyk] laLÑfr vkSj lkfgR; ls tqM+koA F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 11 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 4. ckSf)d fodkl (Bauddhik Vikas): voyksdu] iz;ksx] fo'ys"k.kkRed {kerk] vewrZ vkSj fHkUu lksp] la'ys" k.k] rkfdZ d ] Hkk"kkbZ dkS'ky] dYiuk] jpukRedrk] vUrj djus dh 'kfDr] lkekU;hdj.k vkSj vewrZrkA 5. v k / ; k f R ed f o d k l (Chaitsik Vikas): [kq ' kh] iz s e d#.kk] lgtrk] Lora = rk] lkS a n ;Z cks/k] ^*tkx:drk dks Hkhrj dh vkSj eksM+us^* dh 'kfDrA 3 y{;ksa ds ek/;e ls ,dhÑr vkSj lexz fodkl ,ubZih 2020 esa cPps ds lexz fodkl ij /;ku dsafnzr fd;k x;k gSA 'kkjhfjd vkSj eksVj fodkl] lkekftd& HkkoukRed fodkl] lk{kjrk vkSj la[;kRed fodkl] laKkukRed fodkl vk/;kfRed vkSj uSfrd fodkl] dyk vkSj lkSUn;Zijd fodkl ijLij vU;ksU;kfJr gSaA ;s fodklkRed igyw cPps dks tfVy thou fLFkfr;ksa ls fuiVus ds fy, l{ke cukrs gSaA bu lHkh Mkseus dks rhu izeq[k y{;ksa esa 'kkfey fd;k x;k gS] ftudh subsumed laf{kIr ppkZ ;gk¡ dh xbZ gS% discussed here: ewyHkwr o"kksZ a ds rhu ize q [ k fodklkRed y{;ksa dks le>uk o izkIr djuk fodklkRed y{; 1 % cPps vPNs LokLF; vkSj ranq:Lrh dks cuk, j[krs gSa ;g y{; ,d O;kid y{; gS] ftlesa 'kkjhfjd] lkekftd& HkkoukRed vkSj euksoSKkfud LokLF; ls lacaf/kr n{krkvksa dk fodkl 'kkfey gS vkSj thou ds fy, cPpksa dh HkykbZ HkhA ;g y{; LokLF; vkSj HkykbZ] lkekftd HkkoukRed fodkl] LokLF;] iks"k.k] LoPN izFkkvksa vkSj lqj{kk ds fy, vuqHko iznku djuk tkjh j[krk gSA fodklkRed y{; 2 % cPps izHkkoh lapkj cusa cPpksa dks ekSf[kd :i ls laokn djus esa l{ke cukuk iwoZLdwyh ;k Ldwy dh Hkk"kk esa lgtrk vkSj {kerk] fizaV ds ckjs esa tkx:d gksuk] le>uk] ;k i nsrh gS F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 18 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 ikB~; lkexzh 1. izkjafHkd d{kkvksa dh ikB~;&lkexzh esa 'kq:vkrh }kjk vFkZ fuekZ.k gsrq fp=ksa ,oa vuq ns'ku ds :i esa i;kZIr n`'; ladsr miyC/k djk, tkus pkfg,A than adding 2. QksaV ds pquko esa tksM+us ds ctk, n`'; tfVyrk dks de djus dks izkFkfedrk nh tkuh pkfg, u fd size. lkSUn;kZRed vkd"kZ.k dks 3. QksaV U;wure 14&fcanq vkdkj dk gksuk pkfg,A 4. mi;ksx dh tkus okyh 'kCnkoyh esa ekud ys[ku dh rqyuk esa Hkk"kk ds ekSf[kd :i ds djhc tkus& igpkus vkSj vifjfpr 'kCnksa dk foosdiw.kZ feJ.k gksuk pkfg, fyf[kr :i ¼dbZ Hkkjrh; Hkk"kkvksa esa cksyh tkus okyh vkSj fyf[kr 'kCnkoyh ds :i vyx&vyx gksrs gS½A lkexzh ds :i 1. ikB~; iq Lrdsa@dk;Zi q f Lrdk,¡ : tcfd ikB~;iqLrdsa xzsM 1 esa mifLFkfr ntZ djk ldrh gSaA ijUrq muesa cPpksa dh lfØ; Hkkxhnkjh dh vko';drk gksrh gSA ikB~;iqLrdksa vkSj dk;ZiqfLrdkvksa dks ,d nwljs dk iwjd gksuk pkfg,A 2. cky lkfgR;: O;kid lk{kjrk ds fy, d{kk esa vPNs abundant vkSj izpqj cky lkfgR; rd igq¡p t:jh gSA blesa LFkkuh; laLÑfr dk lkfgR;] dgkfu;ks]a xhrksa vkSj vU; :iksa dks 'kkfey djsas] d{kk esa cky lkfgR; ds vkd"kZd izn'kZu gsrq ,d cqd'ksYQ+ gksuk pkfg,A f'k{kd dks viuh lkIrkfgd ;kstuk ds vk/kkj ij fofHkUu iqLrdksa ds izn'kZu dks cnyus esa lfØ; #fp ysuh pkfg,A 3. odZ'khV~l : lk/kkj.k odZ'khV~l cPps dh lk{kjrk ds vH;kl vkSj jpukRed ewY;kadu nksuksa esa ,d egÙoiw.kZ Hkwfedk fuHkkrh gSA vkSj cPps [kqn dke djrs gSa vkSj iwjk djrs gSaA 4. lkexzh: ¶yS'kdkMZ] v{kj :i esa dkMZckMZ@lSaMisij] [ksy] igsfy;k¡] vkSj vU; xfrfof/k;ksa ds fy, lkexzh Hkk"kk vkSj lk{kjrk xfrfof/k;ksa dks vkd"kZd vkSj fnypLi cuk, j[krh gSa 5. vkWfM;ks&fotqvy lkexzh : LekVZQksu tSls fMftVy midj.kksa dh loZO;kidrk ds lkFk] vPNh xq.koÙkk okyh vkWfM;ks lkexzh xzMs 1 vkSj 2 ds fy, cgqr izHkkoh lkexzh gks ldrh gSA dfork,¡] dgkfu;k¡ vkSj vU; o.kZu cPpksa ds fy, ekSf[kd Hkk"kk buiqV dk ,d vPNk lzksr gks ldrk gSA F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 19 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 la[;kRedrk ,oa xf.krh; dkS'ky and Mathematical Skills) 1. vk/kkjHkwr la[ ;kRedrk : ewyHkwr vadKku dk vFkZ gS rdZ djus dh {kerk vkSj nSfud thou dh leL;k lek/kku esa ljy la[;kRed vo/kkj.kkvksa dks ykxw djukA tc cPps fuEufyf[kr dkS'ky izkIr djrs gSa] rks ;g dgk tkrk gS fd mUgksaus la[;k cks/k vkSj LFkkfud le> fodflr dj yh gSA 2. lkekU; rkS j ij] la[;kRed dkS'ky esa 'kkfey gSa% i. pkj ekSfyd lapkyuksa dk iz;ksx dj nSfud thou dh leL;kvksa dk lek/kku djuk & tSls fd ;ksx] ?kVk] xq.kk vkSj HkkxA ii. xf.krh; Kku ds lkFk lac/a k ifjos'k; nSfud thou esa rdZ dks ykxw djuk] xf.krh; :i ls] lkspus dh {kerk dk fodkl djuk gS vkSj rkfdZd fu.kZ; ysukA iz kjaf Hkd xf.krh; dkS 'kyksa dh vko';drk 1. nSfud thou esa rkfdZd lksp vkSj rdZ'kfDr fodflr djus ds fy, vadKku egÙoiw.kZ gSA 2. la[;k vkSj LFkkfud le> ls fuiVuk fdlh Hkh and daily lapkj vkSj nSfud thou ds laokn dk vfHkUu vax gSA 3. ;g mYys[kuh; gS fd izkjafHkd o"kksZa esa gh xf.krh; uhao j[kh tkrh gSA 4. Hkfo"; ds n`f"Vdks.k ls] vuqla/kku us vk/kkjHkwr la[;k dks Hkh jkstxkj esa o`f) vkSj mPp ldy ?kjsyw mRikn ls tksM+k gSA izkjafHkd xf.kr ds izeq[k igyw vkSj ?kVd bUgsa 7 izeq[k fo"k;ksa esa j[kk x;k gS% i. iwoZ&la[;k vo/kkj.kk,¡ ii. la[;k,¡ vkSj la[;kvksa ij lafØ;k,¡ iii. vkdkj vkSj LFkkfud le> iv. eki v. iSVuZ vi. MsVk la/kkj.k vii. xf.krh; lapkj 1. iwo Z & la[ ;k vo/kkj.kk,¡ pw¡f d ;s dkS 'ky la[;kvksa dks le>us ds fy, izkjafHkd gSa] blfy, bUgsa iwoZ&la[;k vo/kkj.kk,¡ dgk tkrk gSA blfy,] tc Ldwy iwoZ&la[;k vo/kkj.kk dh le> fodflr djuk 'kq: djrs gSa cPps ds ifjfpr from lanHkZ rFkk muds vuqHko ij fufeZr fd, tkus pkfg,¡A things i. oxhZdj.k esa mu phtksa dks ,d lkFk j[kuk 'kkfey So, when must make gS ftuesa dqN fo'ks"krk,¡ leku gSaA blfy,] oxhZdj.k to them ij dk;ksZa dk vk;kstu djrs le;] gesa ;g lqfuf'pr djuk pkfg, fd xfrfof/k;k¡ muds fy, lkFkZd gksa vkSj] os mu oLrqvkas ls ifjfpr gSa ftUgsa mUgsa oxhZÑr djuk pkfg,A izkjaHk esa cPpksa dks dsoy ,d xq.k@ xq.k ds vk/kkj ij gh oxhZÑr djus ds fy, izksRlkfgr fd;k tkuk pkfg,A /khjs&/khjs] tgk¡ rd laHko gks tfVyrk dks cus esa enn djsxkA F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 20 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 ii. Øec)rk esa dqN fu;eksa ds vuqlkj oLrqvksa ds ,d lewg dks O;ofLFkr djuk 'kkfey gSA vkarfjd :i ls] blesa oLrqvksa dks nks fn'kkvksa esa Øec) djuk ‘bigger than’ 'kkfey gSA mnkgj.k ds fy,] cPpk ,d gh le; esa ^ls cM+k* vkSj ^ls NksVk* laca/kksa dks ykxw djrk gSA bldk vFkZ Vªka fT+kfVfoVh ds rdZ dks le>uk Hkh gS ftldk vFkZ gS fd ;fn A, B ls vf/kd gS vkSj B, C ls vf/kd gS] rks A, C ls Hkh vf/kd gSA iSVuZ dks le>us ds fy, vuqØe gh vk/kkj cukrk gSA bl izdkj] bls cPpksa ds lanHkZ us ifjfpr ls oLrqvksa dk mi;ksx djds cuk;k tkuk pkfg,] vkSj 'kq: esa dsoy 3 oLrqvksa dk mi;ksx djuk pkfg,A /khjs&/khjs] cPpksa dks Øe ls yxkus ds fy, vkSj oLrq,¡ nh tkuh pkfg,¡A iii. ,d&ls&,d laxrrk ;k oLrqvksa dh tksM+h 'kkfey gSA ,d&ls&,d laxrrk dh le> dks fodflr djus ds fy,] cPpksa dks ^cgqr ls vkSj dqN*] ^blls vf/kd blls de* vkSj ^fdrus* dk vFkZ le>us dh and ‘as many as’. vko';drk gSA 2. la[;k,¡ vkSj la[;k lafØ;k,¡ i. lHkh cPpksa ds ikl vius LFkkuh; lanHkZ esa flyscl ds varxZr rFkk ckgj la[;kvksa ds fopkjksa vkSj la[;kvksa ij lafØ;kvksa dks fodflr djus ds i;kZIr volj gksus pkfg,¡A ii. la[;k,¡ fxuus vkSj ekius dh xf.krh; midj.k gSaA la[;kvksa dk iz;ksx vusd :iksa esa fd;k tkrk gSA rhu izeq[k izdkj dh la[;k,¡ dkfMZuy la[;k,¡ Øeokpd la[;k,¡ vkSj ukeek= la[;k,¡ gksrh gSa% dkfMZuy la[;kvksa dk mi;ksx ekius vkSj oLrqvksa ds lewg ds vkdkj dk lapkj djus ds fy, fd;k tkrk gS] tSl]s d{kk V ds 30 fo|kFkhZ fidfud ij x,A Øeokpd la[;kvksa dk iz;ksx rc fd;k tkrk gS] tc fdlh oLrq dh lewg esa fLFkfr n'kkZuh gks] tc os oLrq ,d fuf'pr Øe esa yxh gksaA mnkgj.k ds fy, ck,¡ ls pkSFks cPps ds cky Hkwjs gSaA ukeek= la[;k dk mi;ksx laKk@yscy ds :i esa fd;k tkrk gSA fdlh lewg esa oLrw dh igpku djus ds fy,] mnkgj.k ds fy,] Vªus la[;k 2298 vHkh tkus okyh gSA iii. bl Js.kh ds varxZr vkus okys izeq[k dkS'ky gSa] la[;k cks/k] izrhdksa dks ikbZ xbZ izfØ;k,¡ uhps nh xbZ gSa% 1. f'k{kkFkhZ dsfa nzr f'k{kk'kkL= 2. vUos"k.k vkSj xf.krh; fparu ds fy, xqatkb'k iznku djuk 3. gLrpkyd@f[kykSus dk mi;ksx ¼f[kykSuk f'k{kk'kkL=½ 4. nSfud thou ds lkFk xf.kr 5. funsZ'k dk ek/;e subjects 6. xf.kr dk vU; fo"k;ksa ds lkFk lesdu 7. xf.krh; :i ls lapkj 8. leL;k lek/kku gsrq oSdfYid j.kuhfr;ksa dks LFkku nsuk 9. vkuan ds lkFk xf.kr ¼euksjatu ds lkFk xf.kr½ 10. cPps ds lh[kus dh izfØ;k esa =qfV;ksa ds fy, txg 11. lg;ksxiw.kZ lh[kuk F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 24 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 xf.kr ius ds fy, lh[kuk] lafØ;k,¡ djuk vkSj 2D vkÑfr;k¡ cukukA blfy,] ;g egÙoiw.kZ gS fd cPps bu vewrZ vo/kkj.kkvksa dks ewrZ vuqHkoksa ds ek/;e ls lh[ksa vkSj /khjs&/khjs ewrZ ls vewrZ /kkj.kk dh vksj c ldrs gSaA vewrZ xf.krh; vo/kkj.kk dks ius esa enn djrs gSa] okLrfod thou esa xf.krh; dkS'ky dks ykxw djus dh {kerk fodflr djrs gSa vkSj blls Hkh egÙoiw.kZ ckr ;g gS fd xf.kr dks lh[kus vkSj djus ds :i esa ns[krs gSaA blfy,] xf.krh; dkS'ky i] i zfØ ;k Red l e> ] j.k uh fr;ks a dh {kerk@vuqiz;ksx] lapkj vkSj rdZ] vkSj xf.kr ds izfr ldkjkRed n`f"Vdks.k cukus dh vko';drk gSA can xf.krh; izoh.krk ds bu lHkh fdLlksa dks nSfud d{kk izfØ;k ds fy, fuEufyf[kr pkj CykWdksa esa fMT+kkbu fd;k tk ldrk gSA 1. CyW k d 1: ekS f [kd xf.kr dh ckrphr : d{kk dh 'kq#vkr esa] 5&10 feuV ds fy,] cPps la[;kvksa ds lkFk ,d dfork xk ldrs gSa ;k xf.kr ;k vius thou esa vkus okyh leL;kvksa ds lkFk vius vuqHkoksa ij ppkZ dj ldrs gSaA ppkZ ekSf[kd x.kuk] vo/kkj.kk] j.kuhfr;ksa vkSj rdZ ij Hkh gks ldrh gSA ;g vkSipkfjd f'k{k.k izfØ;k esa tkus ls igys okeZ&vi xfrfof/k ds :i esa dke djrh gSA ¼5 ls 10 feuV½ 2. CykW d 2: dkS ' ky f'k{k.k ( lHkh igyq v ks a dks feykdj ): ;g xf.krh; vo/kkj.kkvksa ] leL;k& lek/kku vkSj Bksl vuqHko] O;ofLFkr xfrfof/k;ksa vkS j funs Z ' k ds ek/;e ls xf.kr fl[kuk gS ¼20 ls 25 feuV½ 3. CykW d 3: dkS ' ky vH;kl : cPpks a dks fofHkUu izdkj ds le`) xf.krh; dk;ksZa ds lkFk xf.krh; dkS'ky dk vH;kl djus ds fy, vo/kkj.kkvksa] izfØ;kvksa] leL;k lek/kku] rdZ vkSj lapkj ds vk/kkj ij vuqHko iznku djuk gSA ;g dk;ZiqfLrdk] ikB~;iqLrd ;k f'k{kd&fufeZr dk;Z lsV ds ek/;e ls gks ldrk gSA ¼15 feuV½ 4. CykW d 4: lh[kus@ leL;k lek/kku dks etcwr lek/kku dks etcwr djus ds fy, xf.kr dk [ksy: cPpksa dks [ksy [ksyus esa etk vkrk gSA fofHkUu izdkj ds xf.krh; [ksy cPpksa dks fofHkUu rjhdksa ls muds lh[kus dks etcwr djus esa enn djrs gSaA ;s [ksy leL;k&lek/kku] vo/kkj.kkvksa ds lkFk&lkFk rdZ ij vk/kkfjr gksus pkfg,¡A cPpksa ds lh[kus ds Lrj ds vuqlkj lewgokj [ksyksa dh ;kstuk Hkh cukbZ tk ldrh gSA ¼15 feuV½ F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 26 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 xf.kr ds fy, lkexzh 1. xf.kr ds fy, esa oSpkfjd lekxzh ikB~;iqLrdksa vkSj dk;ZiqfLrdkvksa esa xzsM 1 vkSj 2] ds cPpksa ds fy, vkd"kZd vkSj fnypLi dgkuh ds Hkhrj ,EcsM djus dh vko';drk gS] mnkgj.k ds fy,] esa cM+s vkSj NksVs dh vo/kkj.kk ds uhps fn, x, fp=.k dks u, lk/kkj.k dgkuh ds ek/;e ls is'k fd;k x;k gSA 2. d{kk esa ikB~;iqLrdksa vkSj dk;ZiqfLrdkvksa esa fo"k; oLrq dks mi;qDr gLrxr lkexzh ds lkFk iwjd gksuk pkfg,A fxurh] vkdkj] Øe& bu lHkh dks gLrxr lkexzh ds ewrZ :i esa vkSj dye ds ek/;e ls vkSj nksuksa dkxT+k ds lkFk layxz djus dh vko';drk gSA 3. odZ 'khV~l : odZ'khV~l dk izkFkfed mís'; cPpksa dks xf.krh; dkS'ky dk i;kZIr vH;kl iznku djuk learning. vkSj mudh f'k{kk dks etcwr djuk gSA ;g vH;kl context, tasks. lkFkZd lanHkZ esa gksuk pkfg,] vkSj bls fof'k"V xf.krh; dk;ksZa ij /;ku nsuk pkfg,A odZ'khV esa Li"V funsZ'kksa ds lkFk i;kZIr txg gksuh pkfg,A F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 27 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 Roles) fofHkUu Hkwfedk,¡ 1. ,d f'k{kd dh Hkwfedk i.iz k jaf Hkd Hkk"kk vkS j lk{kjrk dk fodkl] vkS j xf.kr dkS 'ky Hkfo"; ds lh[kus dh uhao ds must fuekZ.k ds fy, egÙoiw.kZ gSaA fl)kar ;g gksuk foundation in pkfg, fd% ;fn Nk=ksa dks iuk vkSj izfrfØ;k nsus ds fy, rS;kj djrk gS 6. muds ?kj fu;fer :i ls tkuk - ;g cPpksa vkSj muds ?kj dks le>us ds fy, egÙoiw.kZ gSA rkfd fo'okl vkSj ,d ldkjkRed ca/ku dk fuekZ.k gks ldsA F:\Books & Tests 2022 Final\Books and Test Papers 2022\Test 29 Papers\Teachers Test Papers\Education\NEP, NIPUN Bharat MCQ Question 2023 f'k{kd cPpksa dks csgrj rjhds ls lh[kus esa dSls enn dj ldrs gSa 1. ekWMfyax : cPps voyksdu rFkk vuqdj.k ds ek/;e ls lh[krs gSA f'k{kdksa dks lpsr :i ls cPpksa ds fy, ubZ vo/kkj.kkvksa vkSj dkS'kyksa dks pquus ds fy, vyx&2 O;ogkjksa dks ekWMy djus dh vko';drk gSA 2. leL;k,¡ lqy>kuk : cPps ftKklq gksrs gSa] yxkrkj ijh{k.k vkSj =qfV jgrs] vkSj ubZ phtksa dh [kkst esa yxs jgrs gSaA tc cPps CykWd] dkMZcksMZ ;k jsr esa Hkh [ksyrs gSa] rks os ljy leL;kvksa dks gy djus dh dksf'k'k dj jgs gksrs gSA f'k{kd rc cPps dks epku iznku djrk gSA 3. iz 'u djuk : ekSf[kd :i ls cksyrs le; cPps fparu djrs gSaA f'k{kd ds iz'u dk mÙkj nsrs le; f'k{k.k mUgsa fdlh fo"k; ij xgjkbZ ls lkspus esa enn djrs gSaA ;g Hkk"kk ds fodkl dk Hkh leFkZu djrk gSA 4. iz ksRlkfgr djuk : cPpksa ds tkuus] lkspus vkSj djus ds rjhdksa dks pqukSrh nsus ls vklikl ds dke dh mudh le> xgjh gksrh gSA cPps vius vklikl tks dqN ns[krs vkSj lqurs gSa] mlds vk/kkj ij :f

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