Teaching of Business Studies & Accountancy (Record no. 991)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 09735nam a22001697a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 120301t xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9788170637172 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 380.07 BHA |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Bhatia, S K |
| 245 ## - TITLE STATEMENT | |
| Title | Teaching of Business Studies & Accountancy |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | New Delhi |
| Name of publisher | Arya Book Depot |
| Date of publication | 2012 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | 1. Business Studies and Accountancy<br/><br/>(Nature, Scope and Evolution)<br/>Instructional Objectives<br/>Introduction<br/>Concept of Business Studies<br/>Nature of Business Studies<br/>Nature of Accounting<br/>Justification of Introducing Business Studies and Accountancy at School Level<br/>Delimitation of Business Studies and Accountancy at + 2 Level<br/>Place of business studies and accountancy in the school curricula <br/>Evolution of Business Education<br/>Evolution of Business teacher education<br/>discussion questions<br/><br/>2. Developing curricula of Business studies and Accountancy<br/><br/>Instructional objectives<br/>Introduction<br/>Concepts of Curriculum and Syllabus<br/>Components of curriculum<br/>developing Business Studies and Accounting Curricula<br/>A Critical Appraisal of Accounting and Business Studies Curricula<br/>CBSE Accounting Syllabus at+2 Level<br/>CBSE Business Studies Syllabus +2 level<br/>Discussion Questions<br/><br/>3. Objectives of Teaching Business Studies and Accountancy<br/>Instructional objectives<br/>Introduction<br/>Objectives of Teaching business studies and accountancy at +2 stage<br/>Specific objectives/Instructional objectives<br/>Features of Specific Objectives <br/>Domains of objective-writing<br/>Cognitive Domain<br/>Bloom's contribution to cognitive Domain<br/>Revised bloom's taxonomy <br/>Affective domain<br/>Psychomotor Domain<br/>Discussion Questions<br/><br/><br/>4. Teaching AIDS and the teaching of business studies and accounting<br/>Instructional objectives<br/>introduction<br/>Importance of teaching Aids<br/>Classification of teaching Aids<br/>Scope of using teaching aids in business studies and accounting <br/>some important teaching Aids for teaching business studies and accounting<br/>computer-based teaching and learning<br/>power-point presentations<br/>Hardware and Software for the teaching of accountancy <br/>Importance of accounting packages<br/>some important accounting packages and their features<br/>discussion Questions<br/><br/>5. Methods of Teaching business Studies and Accounting-Lecture Method<br/>Instructional Objectives<br/>Introduction<br/>Features of Lecture Method <br/>suitability of lecture method<br/>Precautions in the use of lecture method<br/>Modes of delivery under lecture method <br/>Teaching Procedure<br/>strengths of lecture method<br/>Limitations of lecture method<br/>Discussion Questions<br/><br/>6. Question-Answer Method<br/>Instructional Objectives<br/>Introduction<br/>Scope of the method<br/>features of question-Answer method<br/>Teaching procedure<br/>Precautions in the use of question-answer method <br/>Advantages of question-answer method<br/>Limitations of question-answer method<br/>Discussion Question<br/><br/>7. Discussion Method<br/>Instructional objectives<br/>Conceptualisation<br/>Features of discussion method<br/>Scope of discussion method<br/>Teaching procedure <br/>Types of discussion method<br/>Precautions Required under discussion method<br/>Advantages of discussion method<br/>Limitations of discussion method<br/>Scope of teaching accountancy through discussion method <br/>Discussion questions<br/><br/><br/>8. Problem Solving Method<br/>Instructional objectives<br/>conceptual clarification<br/>features of problem solving method<br/>Scope of problem solving method in teaching business studies and accountancy <br/>Teaching procedure <br/>Precautions in the use of problem solving method <br/>advantages of problem solving method<br/>Limitations of problem solving method <br/>Discussion Questions<br/><br/><br/>9. project method<br/>Instructional objectives <br/>Origin<br/>Meaning of project method/project approach<br/>Features of project method<br/>Classification of projects<br/>Principles of project method<br/>Precautions in the use of project method<br/>Teaching procedure <br/>Scope of the method<br/>Advantages of project method <br/>Limitations of project method<br/>Discussion Questions<br/><br/>10. Games Method<br/>Instructional objectives<br/>Origin and Concept<br/>Pure games<br/>Features of games<br/>Simulation Games<br/>Role play games<br/>Features of learning through games<br/>Scope of the Games method<br/>Quiz as a simulation game<br/>Quiz as a Pure Indoor game<br/>planning for play<br/>examples of teaching through games<br/>Advantages of games method<br/>Limitations of games method<br/>Discussion questions<br/><br/>11. Co-curricular activities<br/>Instructional objectives<br/>introduction<br/>features of co-curricular activities <br/>Importance of Co-operative store Running a Mini Bank in a school<br/>visit to some commercial of Industrial enterprise<br/>Organizing an extension lecture<br/>the accounting competitions cell<br/>Linking of school and outside organizations<br/>discussion questions<br/><br/><br/>12. Text Books and others instructional material<br/>instructional objectives <br/>introduction<br/>text book<br/>importance of text books<br/>criteria for selecting a text book<br/>precautions in the use of a text book<br/>Reference book<br/>Need and Importance of reference books<br/>journals<br/>Types of Journals<br/>Importance of journals <br/>Commerce-based journals<br/>Discussion Questions<br/><br/><br/>13. Integration of subjects or curriculum-integration<br/>instructional objectives <br/>Introduction<br/>concept of curriculum-integration<br/>Principles of curriculum Integration<br/>Integration of Business studies and accountancy<br/>The process of integration<br/>integration of business studies, accountancy and mathematics<br/>Integration of business studies, accountancy ad economics<br/>advantages of curriculum integration<br/>Limitations of integrated curriculum<br/>Discussion Questions<br/><br/><br/>14. Evaluation in business studies and accountancy<br/>Instructional objectives<br/>Introduction<br/>Meaning of Evaluation<br/>Difference between measurement and evaluation<br/>Principles of evaluation<br/>Purposes of evaluation<br/>classification fof evaluation<br/>Remedial Teaching<br/>concept of Remedial Teaching<br/>Importance of Remedial Teaching<br/>continuous and comprehensive evaluation<br/>Grading System <br/>Strong Points of Grading System<br/>discussion Questions<br/><br/>15. Setting of Question Papers in business studies and accountancy<br/>Instructional objectives<br/>Introductions<br/>Blue Print <br/>preparation of blue print<br/>Design of the core part of accounting paper<br/>Blue print of the question paper <br/>Developing question paper from the blue print Developing Marking scheme<br/>Setting a question paper in business studies <br/>Design of the 1st part of business studies paper<br/>Blue print of business studies (Part-I) for Class XII<br/>Blue print base question paper<br/>Marking scheme for the business studies paper<br/>Discussion Questions<br/><br/>16. Lesson Planning in Business Studies and Accountancy<br/>Instructional Objectives <br/>Introduction<br/>Rationale of Lesson Planning<br/>Components of a Lesson plan<br/>Model Lesson plans in Business Studies<br/>Model Lesson plans in Accountancy<br/>Unit Plan<br/>Process of Converting Course-Contents into Units<br/>The Constituents of a Unit plan<br/>Discussion Questions<br/><br/>17. Values in the Teaching of Commerce<br/>instructional objectives<br/>introduction<br/>Concept of Values<br/>sources of Values<br/>Philosophy based values<br/>Religious Values<br/>Cultural Values<br/>Values Generated by Revolutionists and social reformers<br/>political values<br/>values and ethics<br/>business values<br/>views of various education committees and commission on Value education<br/>levels of Business values<br/>Features of Business values<br/>Degeneration of business values<br/>Need of value following Commerce Education and inculcation of values<br/>value education through school <br/>Home and the value inculcation<br/>Society and the value-inculcation<br/>Discussion Questions<br/><br/><br/>18. commerce Teacher<br/>Instructional Objectives<br/>Introductions<br/>Qualities of an ideal commerce teacher<br/>Professional growth of commerce teachers<br/>Techniques of checking accounting assignments<br/>Subject related expectations from a commerce teacher<br/>precautions to be taken in the teaching of business studies <br/>Precautions to be taken in teaching of accountancy<br/>Discussion Questions<br/><br/><br/>19. Approaches of Teaching Accountancy<br/>Instructional objectives<br/>Introduction<br/>Journal approach<br/>Process of recording transactions in journal<br/>accounting cycle through journal approach<br/>accounting equation approach<br/>steps of accounting cycle through accounting equation<br/>Voucher approach<br/>Kinds of vouchers <br/>Day Book<br/>Ledger<br/>posting the day book<br/>process of recording transactions under voucher approach<br/>Discussion questions<br/><br/><br/>20. Practical Accounting Knowledge (Practice-Sets & Workbooks)<br/>Instructional objectives<br/>introduction<br/>meaning and purpose of practice sets<br/>Accounting cycle through supporting vouchers<br/>process of completing accounting cycle through practice sets<br/>Practice of the practice sets<br/>Advantages of using practice sets<br/>workbooks<br/>advantages of workbooks<br/>discussion questions<br/><br/><br/>21. commerce room (Commerce Lab)<br/>Instructional objectives<br/>Introduction <br/>Purposes of commerce room<br/>Commerce lab and its material<br/>Maintenance and smooth functioning of commerce room<br/>Advantages of the commerce room<br/>Discussion Questions<br/><br/><br/>22. Microteaching Skill Based Teacher Training<br/>Instructional objectives<br/>introduction<br/>concept of Microteaching <br/>Teaching skills<br/>Skill of Reinforcement<br/>Components of the skill of Reinforcement<br/>Skill of probing questioning<br/>Components of the skill of probing questioning <br/>Skill of Illustrating with examples<br/>Components of the skill of Illustrating with examples <br/>Skill of Explaining<br/>components of the skill explaining <br/>Process of training under microteaching <br/>Microteaching cycle<br/>Advantages of Microteaching <br/>Limitations of Microteaching<br/>integration of teaching skills<br/>Strategies of Integration <br/>Conclusion <br/>Discussion Questions<br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/> |
| 300 ## - PHYSICAL DESCRIPTION | |
| Page No | 316p |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Subject | Teaching of Business Studies |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | General Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Total Renewals | Full call number | Barcode | Date last seen | Date checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 01.03.2012 | 45 | 1 | 380.07 BHA | 0003506 | 08.03.2021 | 23.01.2020 | 01.03.2012 | General Books | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 01.03.2012 | 48 | 380.07 BHA | BED0003505 | 08.03.2021 | 22.01.2020 | 01.03.2012 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 01.03.2012 | 50 | 380.07 BHA | 0003504 | 08.03.2021 | 27.01.2020 | 01.03.2012 | General Books | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 01.03.2012 | 38 | 2 | 380.07 BHA | 0003503 | 08.03.2021 | 23.01.2020 | 01.03.2012 | General Books | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 01.03.2012 | 23 | 2 | 380.07 BHA | BED0003502 | 08.10.2020 | 24.02.2020 | 01.03.2012 | General Books | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 22.01.2020 | 4 | 380.07 BHA | BED0006417 | 25.01.2024 | 19.01.2024 | 22.01.2020 | General Books |