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Saturday, January 1, 2011

M.Ed

Syllabus for P. G. Entrance Test (M.Ed programme)
Total Marks: 60

Unit I Education & Philosophy
i) Nature & Meaning of Education
ii) Aims of Education – individual and social.
iii) Nature and Meaning of Philosophy
iv) Relation between Philosophy & Education
v) Significance of Philosophy of Education (4)

Unit II Major Philosophies of Education
i) Naturalism ii) Idealism iii) Pragmatism. iv) Existentialism (4)

Unit III Educational Thinkers & their Contribution in developing Principles of Education.
i) M. K. Gandhi : Basic Education
ii) Tagore : Shanti Niketan
iii) Swani Vivekananda : Man making Education
iv) John Dewey : Learning by doing
v) Froebel : The play way method
vi) Montessori : The didactic Apparatus (4)

Unit IV Culture & Social Change
i) Concept & Dimensions of Culture
ii) Characteristics of Culture
iii) Relationship between Culture & Education with special reference to conservative and creativity roles
iv) Concept of social change
v) Factors of social change
vi) Roles of Education Vis-à-vis social change. (4)

Unit V Psychology & Educational Psychology
i) Nature & Meaning of Psychology.
ii) Methods & Scope Psychology.
iii) Nature & Meaning of Educational Psychology.
iv) Functions of Educational Psychology. (4)

Unit VI Learning & Motivation
i) Concept of learning & its nature
ii) Factors of influencing learning – Personal & Environmental
iii) Motivation – Nature, Types: - Techniques of enhancing learner’s motivation
iv) S-R Theory of Learning (Thorndike)
v) Operant Conditioning theory of learning (Skinner)
vi) Gestalt theory of Learing (Kohler et al). (4)

Unit VI I Intelligence
i) Nature & Meaning
ii) Measurement of Intelligence – Concept of I.Q, Verbal, Non-verbal & Performance tests. (One test from each category to be discussed)
iii) Two-factor Theory (Spearman)
iv) Multifactor Theory (Thurstone)
v) Structure of intellect (Guilford) (4)

Unit VIII Personality
i) Meaning & nature
ii) Development of Personality – biological & socio-culture determinants.
iii) Integration of Personality
iv) Trait-theory of Personality (Allport)
v) Factor-theory of Personality (Cattell)
vi) Psycho analytical theory of Personality (Freud)
Educational Implications of the above mentioned theories. (4)

Unit IX Education in Ancient & Medieval India
i) Vedic Education
ii) Brahmanic Education
iii) Buddhist Education
Detailed description of Salient features, Objectives, Curriculum, Methods of Teaching, Role of Teacher of these systems of Education
iv) Muslim Education - its Salient features, Objectives & Curriculum. Method of teaching & role of teacher. (4)

Unit X Education in British India : Detailed study of the following landmark documents:
i) Macaulay’s Minutes (1835)
ii) Wood’s Despatch (1854)
iii) Indian Education Commission (1882)
iv) Indian Universities Commission (1902) & Act, (1904)
v) Gokhlee’s Bill (1910-12)
vi) Sadler Commission Report (1917)
vii) Govt. of India Act (1935)
viii) Sargent Report (1944) (4)

Unit XI Problems & Issues
i) Universalization of Elementary Education
ii) Women’s Education
iii) Distance Learning
iv) National & Emotional integration.
v) Medium of Instruction
vi) Education of Weaker Sections
vii) Adult Education
viii) Quality Control in Higher Education (4)

Unit XII Teaching & its Models
i) Concept of teaching.
ii) Characteristics & Functions of teaching.
iii) Phases of teaching (Jackson)
iv) Principles & Maxims of teaching
v) Concept Attainment Model (J.Bruner)
vi) Synectics Model (W.Gordon)
Each Model is to be discussed along the following:
Syntax, Social system, Principles of Reaction, Support System, Instructional effect, Application. (4)

Unit XIII Techniques of Teacher-Preparation.
i) Microteching - Nature & Meaning, Main proposition, Phases, Steps, Merits & Limitations.
ii) Simulated - Nature & Meaning, Mechanism, Teaching Role Play & T-group. - Advantages & Limitations.
iii) Programmed - Meaning & Characteristics, Learning - Principles & Development of the Programmed instructions.
- Types.
- Merits & Demerits. (4)

Unit XIV Taxonomy of Educational Objectives & Lesson Planning.
i) Bloom’s Taxonomy of instructional objectives:
- Cognitive, Affective & Psychomotor domains
ii) Formulation of Instructional Objectives (Mager’s)
iii) Meaning & Significance of lesson planning
iv) Approaches to Lesson planning.
a) The Herbartian Steps.
b) Gloverian approach.
v) Skill lesson & Appreciation lesson. (4)

Unit XV A detailed discussion of the following:
i) Play Way Method
ii) Dalton Plan
iii) The Project Method
iv) Heuristic Method. (4)