Education

Edu_Honours_Sem.2nd_4th_6th_Truncated.pdf

Subject : Education Honours

Semesters : 2nd , 4th & 6th

Edu_Program_Sem.2nd_4th_6th_Truncated.pdf

Subject : Education Programme

Semesters : 2nd , 4th & 6th

EDUCATION_GE_Truncated.pdf

Education : Generic Elective

Semesters : 2nd , 4th & 6th

SEMESTER 2

B.A. HONOURS COURSE IN EDUCATION


EDU-H-DSC -T-3 : Psychological Foundation of Education

PAPER : CC-03


Unit-I: Educational Psychology and Development

a) Concept, Nature and Scope; Distinction between Psychology and Educational Psychology.Relevance of educational psychology for teachers, methods of studying learner behaviour : Case study

b) Growth and Development : Stages and aspects of development in human life; Physical, Mental, Social, Emotional, Cognitive and Language development of Infancy, Childhood and Adolescence period and respective educational programmes.

c) Piaget’s theory of Cognitive Development.


Unit-II: Learning

a) Definition of Learning

b) Theories of learning and their implications: Classical and Operant conditioning, Trial and Error, Insightful Learning

c) Transfer of Learning: Concept & Types.

d) Motivation: Types, factors and Role of Motivation in learning

e) Memorization: Definition, factors, LTM, STM. Forgetting- meaning and causes


Unit-III: Intelligence & Creativity

a) Intelligence: Definition; Theories of Intelligence and their implications – Thurstone, Guilford; Measurement of Intelligence- verbal and non-verbal

b) Creativity: meaning, nature, factors, and nurturing.


Unit-IV: Personality

a) Definition; Heredity & Environment as determinants of Personality.

b) Type and Trait theory.

c) Measurement of Personality- projective test


EDU-H-DSC –T-4 : History of Education in Ancient and Medieval India

PAPER : CC-04

Unit 1 : Brahmanic System of Education :

a) Salient features

b) Aims and objectives, Curriculum, Methods of Teaching, Teacher Taught relation and Evaluation System.

c) Centre of Learning : Takshasila


Unit 2 : Buddhistic System of Education :

a) Salient features

b) Aims and objectives, Curriculum, Methods of Teaching, Teacher - Taught relation and Evaluation System.

c) Centre of Learning: Nalanda

d) Comparison between Brahmanic System of Education and Buddhistic System of Education.


Unit 3 : Medieval System of Education :

a) General characteristics

b) Aims and objectives, Curriculum, Methods of Teaching, Teacher Taught relation and Evaluation System.

c) Contribution of Akbar

d) Centre of Learning: Delhi


Unit 4 : Women and Vocational education in Ancient and Medieval India :

a) Women’s Education in Ancient India

b) Women’s Education in Medieval India

c) Vocational Education in Medieval India




B.A. PROGRAMME COURSE IN EDUCATION


EDU-P-DSC-1/2 : Psychological Foundation of Education

PAPER : DSC-02


Unit-I: Educational Psychology and Development

a) Definition, Nature and Scope; Distinction between Psychology and educational Psychology.

b) Growth and Development: Stages and aspects of development in human life; Physical, Social, Emotional, Cognitive and Language development of Infancy, Childhood and Adolescence period and respective educational programmes.


Unit-II: Learning

a) Definition andcharacteristics of Learning

b) Theories of learning: Classical and Operant conditioning, Trial and Error and Insightful Learning.

c) Attention & Interest: Factors of Attention and Relation between Attention and Interest.

d) Memorization: LTM, STM. Principles of economy involved in Memorization; Causes of Forgetting.


Unit-III: Intelligence

a) Intelligence: Definition; Theories of Intelligence- Spearman, Guilford; Measurement of Intelligence.


Unit-IV: Personality

a) Definition, Theories – Types and Trait; Measurement of Personality


SEMESTER 4

B.A. HONOURS COURSE IN EDUCATION


EDU-H-DSC-T-8 : Inclusive Education

PAPER : CC-08


Unit I: Inclusive Education concept and Nature

a) Concept and principles of Inclusion.

b) Need of Inclusive education.

c) PWD Act (1995)


Unit II: Competencies development for Inclusive Education.

a) Development of Attitude, Positive Behaviour& social skill for Inclusion.


Unit III: Inclusive Education and its Practices.

a) Differentiating Instruction.

b) Inclusive Instructional Strategies at school level.

Remedial Help

Team Teaching


Unit -IV: Inclusive School

a) Infrastructural facilities for an ideal Inclusive School.

b) Teachers Role in Inclusive Classroom


EDU-H-DSC-T-9 : Educational Management and Administration

PAPER : CC-09

  • Complete Unit -- Study Material, MA 2nd Sem, DDE, Tripura University


Unit-I: Concept of Educational Management

a) Educational Management: Meaning, Nature, Scope, Function and Needs.

b) Types of Educational Management: Autocratic, Democratic and Laissez-fair.

c) Effective Leadership in Educational Management

o Leadership –Meaning and Nature

o Effective Leadership Skills


Unit-II: Educational Administration and Supervision

a) Educational Administration: meaning and function.

b) Supervision: meaning, purpose; difference between Supervision and Inspection.

c) Factors affecting managerial behavior of teachers: Institutional

d) Organisational behaviour: job satisfaction


Unit-III: Educational Planning

a) Educational Planning: Meaning, Needs and Significance.

b) Types of Educational Planning; Strategies and Steps in Educational Planning.


Unit-IV: Functions of Various Administrative Bodies

a) UGC, b) NAAC, c) NCERT, d) NCTE.



EDU-H-DSC-T-10 : History of Education in Post-Independence India

PAPER : CC-10


Unit-I: Education and Constitution

a) Preamble and various Articles on Education in Indian Constitution

b) RTE Act-2009


Unit-II: Education Commission in post Independent India

a) University Education Commission (1948-49)

b) Secondary Education Commission (1952-53)

c) Indian Education Commission (1964-66)

d) National Policy on Education (1986)

e) Programme of Action (POA)- 1992

i) Ramamurti Committee (1990-91)

ii) Janardhan Reddy Committee (1992)


f) Ashoke Mitra Commission (1991-92)


Unit-III: Some Educational Bodies in West Bengal (Function only)

a) SCERT, b) DIET. C) WBUTTEPA


Unit-IV : Human Rights Education

a) Concept, nature and significance

b) Human Rights Act 1993

c) Human Rights Commission: Role and Objectives

d) UN and Human Rights: Duties and Limitation


B.A. PROGRAMME COURSE IN EDUCATION


EDU-P-DSC-1/2 : Historical Foundation of Education

PAPER : DSC-04

Unit-I: Education in 19th Century in India

a) Charter Act of 1813 and its educational significance

b) Macaulay Minuets- (1835)- its educational significance

c) Bengal Renaissance- Contribution of Vidyasagar

d) Wood’s Despatch (1854) and its impact on education.

e) Indian Education Commission (1882-83) and its impact of education


Unit-II: Education in 20th Century in India (1901-1944)

a) Educational reformer Lord Curzon

b) National education movement- Causes, Phases and Importance in Education.

c) Sargent Plan Report (1944)- Pre-primary education, Primary education, Secondary education, Vocational & Technical education.


Unit-III: Education in Post Independence India

a) University Education Commission (1948-49)

-Aims and Objective, Rural University Examination System, Teacher and Teaching

Education, Vocational Education, Women Education.

b) Indian Education Commission (1964-66)

- Structure of Education system, Aims and Objective, Curriculum, Language Policy, Exam System and Teacher Education, Equality in Educational Opportunity.

d) Ashoke Mitra Commission (1991-92)

- Recommendations Regarding Primary and Secondary Education.


Unit-IV: National Policy on Education

a) National Policy on Education (1986)

-National System of Education, Equality in Education, ECCE, Operation Black Board, Navodaya Vidyalaya.

b) Revised National Policy on Education-1992.


SEMESTER 6

B.A. HONOURS COURSE IN EDUCATION


EDU-H-DSC -T-13: Curriculum Studies

PAPER : CC-13


Unit-I: Introduction of Curriculum

a) Meaning, Nature, Scope and functions of Curriculum

b) Determinants of Curriculum

c) Difference and Relation between Curriculum and Syllabus.

d) Different Types of Curriculum

e) Co-curricular Activities

f) Bases of Curriculum: Philosophical, Sociological & Psychological.


Unit-II: Concept of Curriculum Framework

a) Curriculum Framework: Meaning

b) NCF – 2009

c) Principles of curriculum construction


Unit-III: Curriculum Evaluation

a) Meaning & importance of curriculum evaluation

b) Formative and summative evaluation of curriculum: concept & difference between them.


Unit-IV: Curriculum Theories

a) Definition

b) Types (only concept)

c) Technical Model (One Technical Model)


EDU-H-DSC -T-14: Educational Research

PAPER : CC-14


Unit-I: Research-meaning and nature:

a) Meaning and nature of research

b) Sources of knowledge (Authority, Tradition, Personal Experience, Deduction, Induction.)

c) Need of research in Education


Unit-II: Educational Research- meaning, nature and types

a) Meaning, nature & scope of Educational Research

b) Types of research: Basic, Applied & Action Research; Historical, Descriptive and Experimental research (meaning only)


Unit-III: Basic Ideas of Research

a) Characteristics of a good research problem

b) Review of related Literature – purpose

c) Variable – dependent and independent

d) Research Hypothesis – meaning, nature and types

e) Population , Sample and sampling technique – meaning


Unit-IV: Research Data:

a) Qualitative and Quantitative data


b) Tool of data collection- characteristics, merits and demerits of questionnaire and interview

c) Descriptive and Inferential statistics (meaning only)


EDU-H-DSE-T-3/4 (A) : Mental Hygiene

PAPER : D.S.E.-3

Unit - I : Concept of Mental Hygiene

a) Definition of Mental Hygiene

b) Aims of Mental Hygiene

c) Scope of Mental Hygiene


Unit-II: Concept of Mental Health

a) Definition of mental health

b) Symptoms of good mental health

c) Causes of ill mental health


Unit-III : Classification of Mental disorder (Identification Characteristics, causes and treatment only)

a) DSM-IV :

b) Common Axis :


Unit-IV : Prevention of Mental Hygiene

a) Role of parents in preserving mental illness of children

b) Role of Teachers in preserving mental illness of children in the Educational Institution

c) Relation between Mental Hygiene and Adjustment


OR


EDU-H-DSE-T-3/4 (B) : Comparative Education

PAPER : D.S.E.-3

Unit-I : Meaning, Nature, Scope, and Methods of Comparative Education

a) Meaning, nature, scope and importance of Comparative Education.

b) Methods of Comparative Education:

i) Philosophical Method

ii) Historical Method

iii) Sociological Method

iv) Psychological Method

v) Scientific Method


Unit-II : Factors of Comparative Education :

a) Natural Factors: Historical, Racial, Linguistic and Social Factors.

b) Spiritual Factors:Philosophical Factors.

c) Secular Factors: Factor of Humanism, Socialism.


Unit-III : Universalization of Education in UK & USA

Elementary Education In relation to Structure, Aims and Objectives, Curriculum, Methodology, Evaluation system and Comparison with Indian Elementary Education System.

Secondary Education In relation to Structure, Aims and Objectives, Curriculum, Methodology, Evaluation system and Comparison with Indian Secondary Education System.


Unit-IV : SAARC Countries (Bangladesh, Nepal, Pakistan) and Indian Education System

a) Structure of Education

b) Curriculum

c) Examination

d) Education for All


EDU-H-DSE-T-3/4 (C) : Guidance & Counselling

PAPER : D.S.E.-4

Unit-I: Concept of Guidance

a) Meaning, Nature, Scope, and Importance of Guidance.

b) Different Types of Guidance-

i) Educational: Meaning, Characteristics, Purpose& Functions.

ii) Vocational: Meaning, Characteristics, Purpose& Functions.

iii) Personal: Meaning, Characteristics, Purpose & Functions.


Unit-II: Concept of Counselling

a) Meaning, Nature, Scope, and Importance of Counselling

b) Types of Counselling-

i) Directive: Meaning, Characteristics, Purpose & Functions.

ii) Non-directive: Meaning, Characteristics, Purpose & Functions.

iii) Eclectic: Meaning, Characteristics, Purpose & Functions.


Unit-III: Tools and Techniques of Guidance and Counselling

a) Basic data necessary for Educational Guidance - Pupils abilities, Aptitudes, Interests and Attitudes, Educational Attainments and Personality Traits.


Unit-IV: Guidance for Diverse Learners

a) Identification of Gifted, Slow learners, Learner with learning disabilities.

b) Need of Guidance for diverse learners


OR


EDU-H-DSE-T-3/4 (D) : Dissertation/ Project Work

PAPER : D.S.E.- 4



B.A. PROGRAMME COURSE IN EDUCATION





GENERIC ELECTIVE (G.E.)

Generic Elective Courses (GE)

Paper : 2

Choose any one : [A] Yoga Education or [B] Human Rights Education


[A] YOGA EDUCATION

EDU-P-GE-T-2(A)


Unit-I: Concept of Yoga Education

a) Meaning and definition of Yoga Education

b) Nature of Yoga Education

c) Aims of Yoga Education

d) Role of teachers in implementing Yoga Education


Unit-II: Different Approaches of Yoga Education

a) Types of Yoga Education

b) General guidelines for performing Yoga Education

c) Significance to Yogic texts in the context of schools of Yoga.


Unit-III: Historical Background of Yoga Education

a) Historical background of Yoga Education

b) Yoga Philosophy and Yoga Education

c) Sankhya Philosophy and Yoga Education

d) Yoga as reflected in Bhagwad Gita


Unit-IV: Yoga and Health

a) Concept of health and health related Problems

b) Need of Yoga for good health

c) Yogic concept of healthy life style

d) Yoga for reduction of stress


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Some More Materials

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Karl Baier / Philipp A. Maas / Karin Preisendanz (eds.), Vienna University Press , 2018



[B] HUMAN RIGHTS EDUCATION

EDU-P-GE-T-2(B)


Unit - 1 : Basic Concept of Human Rights

a) Nature and concept of Human Rights

b) Human Values – liberty, equality, justice

c) Meaning and significance of Human Rights Education


Unit - 2 : United Nations and Human rights

a) Universal Declaration of human rights in brief

b) United Nations and Human rights – duties and limitations


Unit - 3 : Human Rights – Enforcement Mechanism in India

a) Human Rights Act – 1993

b) Human Rights Commission – role and objectives

c) Judicial organs – Role of Supreme court


Unit - 4 : Role of Advocacy Groups

a) Role of educational institutions

b) Role of press and media

c) Role of NGOs.

SKILL ENHANCEMENT COURSE

For Honours Course & Programme Course

Choose any one

(A) Community Development OR (B) Lesson Planning


EDU-H-SEC-T-1(B) : Community Development

&

EDU-P-SEC-T-2(A) : Community Development

Unit:1 = Introduction to community Development

Meaning of community and community development

Characteristics of community development

Principles of community development

Unit: 2 = Community Group Dynamics

People’s involvement in community group

Roles and relationship in community group

Factors affectinginclusiveness of community groups

Unit:3 = Equality, Diversity, Social Justice within Communities

Diversity of communities

Impact of social inequality, diversity and injustice on communities

Role of learning in community development process

Unit: 4 = Community Development Programme in India

Objectives of community development in India

Importance of community development programme

List of Community Development Programme in India



EDU-H-SEC-T-2(B): Lesson Planning

&

EDU-P-SEC-T-2(B): Lesson Planning

Unit-I: Concept of Lesson Planning

a) Definition & Meaning of Lesson Plan

b) Characteristics of Lesson Plan

c) Advantages of Lesson Plan


Unit-II: Different aspects of Lesson Plan

a) Types of Lesson Plan

b) Steps involved in Lesson Planning

c) Principles of development of Lesson Plan




শিক্ষা বিজ্ঞানের কিছু বই

ইন্টারনেট আর্কাইভ থেকে প্রাপ্ত

  1. শিক্ষা তত্ত্ব -- ঋতেন্দ্র কুমার রায় ব্যানার্জি পাবলিশার্স, কলকাতা, ১৯৬৪

  2. শিক্ষা ও মনোবিজ্ঞান -- শ্রীবিজয় কুমার ভট্টাচার্য

  3. শিক্ষাশ্রয়ী মনোবিজ্ঞান -- শ্রী অরুন ঘোষ

  4. শিক্ষাশ্রয়ী মনোবিজ্ঞান (প্রথম, দ্বিতীয়, তৃতীয় খণ্ড একত্রে)-- শ্রী অরুণ ঘোষ



অন্যান্য উন্মুক্ত শিক্ষা সামগ্রী