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| 100 |
_aNCERT _91335 |
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| 245 |
_aNational Curriculum Framework 2005 _bNCF-2005 |
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| 260 |
_aNew Delhi _bNCERT _c2005 |
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| 300 | _a140p | ||
| 520 | _aC ONTENTS F OREWORD iii A CKNOWLEDGEMENTS V E XECUTIVE S UMMARY vii M EMBERS OF THE N ATIONAL S TEERING C OMMITTEE xii 1. Perspective 1 1.1 Introduction 1 1.2 Retrospect 3 1.3 National Curriculum Framework 4 1.4 Guiding Principles 4 1.5 The Quality Dimension 7 1.6 The Social Context of Education 9 1.7 Aims of Education 10 2. Lear ning and Kno wledg e 12 2.1 Primacy of the Active Learner 12 2.2 Learners in Context 13 2.3 Development and Learning 14 2.4 Implications for Curriculum and Practice 17 2.4.1 Teaching for Constr uction of Knowledge 2.4.2 The V alue of Interactions 2.4.3 Designing Lear ning Experiences 2.4.4 Approaches to Planning 2.4.5 Critical P edago gy 2.5 Knowledge and Understanding 24 2.5.1 Basic Capabilities 2.5.2 Knowledge in Practice 2.5.3 Forms of Understanding 2.6 Recreating Knowledge 29 2.7 Childr en’s Kno wledg e and Local Kno wledg e 30 2.8 School Knowledge and the Community 32 2.9 Some Developmental Considerations 33 3. Curricular Areas, School Stages and Assessment 35 3.1 Language 36 3.1.1 Language Education 3.1.2 Home/First Language(s) or Mother T ongue Education 3.1.3 Second Language Acquisition 3.1.4 Lear ning to Read and W rite 3.2 Mathematics 42 3.2.1 Vision for School Mathematics 3.2.2 The Cur riculum 3.2.3 Computer Science 3.3 Science 46 3.3.1 The Cur riculum at dif ferent Stages 3.3.2 Outlook 3.4 Social Sciences 50 3.4.1 The Pr oposed Epistemolo gical F rame 3.4.2 Planning the Cur riculum 3.4.3 Appr oaches to P edago gy and Resour ces 3.5 Art Education 54 3.6 Health and Physical Education 56 3.6.1 Strategies 3.7 Work and Educa tion 58 3.8 Education for Peace 61 3.8.1 Strategies 3.9 Habitat and Learning 64 3.10 Schemes of Study and Assessment 65 3.10.1 Early Childhood Education 3.10.2 Elementar y School 3.10.3 Secondar y School 3.10.4 Higher Secondar y School 3.10.5 Open Schooling and Bridge Schooling 3.11 Assessment and Evaluation 71 3.11.1 The Pur pose of Assessment 3.11.2 Assessing Lear ners 3.11.3 Assessment in the Course of Teaching 3.11.4 Cur ricular Ar eas that Cannot be ‘T ested for Marks’ 3.11.5 Design and Conduct of Assessment 3.11.6 Self-assessment and F eedbac k 3.11.7 Ar eas that Requir e F resh Thinking 3.11.8 Assessment at Different Stages 4. School and Classroom Environment 78 4.1 The Physical Environment 79 4.2 Nurturing an Enabling Environment 82 4.3 Participation of All Children 83 4.3.1 Children's Rights 4.3.2 Policy of Inclusion 4.4 Discipline and Participatory Management 87 4.5 Space for Parents and the Community 88 4.6 Curriculum Sites and Learning Resources 89 4.6.1 Texts and Books 4.6.2 Libraries 4.6.3 Educational T echnolo gy 4.6.4 Tools and Laboratories 4.6.5 Other Sites and Spaces 4.6.6 Need for Plurality and Alter nati ve Materials 4.6.7 Or ganising and P ooling Resour ces 4.7 Time 95 4.8 Teac her’ s Autonom y and Pr ofessional Inde pendence 98 4.8.1 Time for Reflection and Planning xvi 5. Systemic R eforms 101 5.1 Concern for Quality 102 5.1.1 Academic Planning and Monitoring for Quality 5.1.2 Academic Leadership in Schools and for School Monitoring 5.1.3 The P anchay ats and Education 5.2 Teac her Educa tion f or Cur riculum R ene wal 107 5.2.1 Present Concer ns in T eacher Education 5.2.2 Vision for T eacher Education 5.2.3 Major Shifts in the T eacher Education Pr ogramme 5.2.4 In-Ser vice Education and T raining of Teachers 5.2.5 Initiati ves and Strate gies for In-Ser vice Education 5.3 Examina tion R efor ms 114 5.3.1 Paper Setting , Examining and Re por ting 5.3.2 Flexibility in Assessment 5.3.3 Board Examinations at Other Levels 5.3.4 Entrance Examinations 5.4 Work-centr ed Educa tion 116 5.4.1 Vocational Education and T raining 5.5 Innovation in Ideas and Practices 119 5.5.1 Plurality of Textbooks 5.5.2 Encouraging Innovations 5.5.3 The Use of Technolo gy 5.6 New Partnerships 121 5.6.1 Role of NGOs, Civil Society Groups and T eacher Or ganisations Epilogue 124 Appendix I 126 Summar y Appendix II 131 Letters fr om Education Secr etar y, Gover nment of India, MHRD , Depar tment of Secondar y and Higher Education Ind | ||
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_uhttp://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf _yClick for open this e-book |
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| 942 | _cNCERT | ||
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_c1262 _d1262 |
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