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| 020 | _a9789355100771 | ||
| 040 | _cGNCE-PK | ||
| 082 | _2370 | ||
| 100 |
_aMinocha, Manisha _91363 |
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| 245 | _aUnderstanding Disciplines and Subject | ||
| 260 |
_aDelhi _bBookman _c2020 |
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| 300 | _a230p | ||
| 500 | _aContents:- Chapter 1 Theoretical Perspectives of Discipline (Meaning, Characteristics and Nature of Discipline) 1.1 Introduction 1.2 Concept of Discipline 1.3 Meaning and Definitions of Discipline 1.4 Characteristics of a Discipline 1.5 Nature of Discipline 1.6 The Chronology of Formation of Disciplines Chapter 2Classification of Disciplines (Disciplinary, Interdisciplinary Multidisciplinary, and Transdisciplinary) 2.1 Disciplinary 2.2 Inter Disciplinary 2.3 Multidisciplinary 2.4 Transdisciplinary 2.5 Difference Between Interdisciplinary, Multidisciplinary and Transdisciplinarys 2.6 Educational Implications Chapter 3 School Subjects 3.1 Concept, Meaning, Definition and Characteristics of School Subjects 3.2 Academic Disciplines and School Subjects 3.3 Need And Importance of Studying School Subjects 3.4 Formation of School Subjects 3.5 Need of Reframing School Subjects 3.6 Curriculum: Concept, Meaning and Principles Chapter 4 Pedagogical Concerns for Transaction of Various Disciplines 4.1 Meaning of Concept and Concept Making Process 4.2 Concept of Methods and Strategies of Teaching with the Various Disciplines 4.3 Teaching of Science 4.4 Teaching of Mathematics 4.5 Teaching of Social Sciences 4.6 Teaching of Languages Chapter 5 Disciplines- Interrelationships, Incusion of Specific Areas, and The Factors Leading to Effective Learning5.1 Interrelationships Between and Amnong Disciplineg 5.2 Inter- Relationship of Language with Other Disciplines 5.3 Disciplines of Social Sciences - Interrelationships 5.4 Disciplinesof Sciences - Interrelationships 5.5 Discipline of Mathematics - Interrelationships 5.6 Implementation Strategies for Including Specific Areas of Knowledge in the Teaching Learning Process 5.7 Factors Responsible for the Effective Learning of Various Disciplines Chapter 6Critical Examination of Terminology and Notions Associated with Child-Centered Education 6.1 Child and Adult Misconceptions 6.2 Child Centered Education Chapter7 NEP 2020- Pedagogicaland Curricular Structure of School Education Chapter 8Inclusive Education in Schools- Pedagogical Perspectives and Concerns 8.1 What is Inclusion? 8.2 Difference Between Mainstreaming, Integration and Inclusion 8.3 Suggestions of NEP, 2020 and NCF, 2005 Regarding Concerns and Pedagogy of Inclusive Education in Schools 8.4 The Teacher An Inclusive Setting 8.5 Universal Design for Learning 8.6 Inclusive Learning Friendly Environment (Ilfe) 8.7 Development of Appropriate Teaching Learning Material and Learning Resources 8.8 Previous and Present Trends Chapter 9 Attitudes, Aptitudes and Interest 9.1 Aptitude 9.2 Aptitude Tests and Their Application for Assigning Different Subjects at the Senior Secondary Level9.3 Attitude 9.4 Interest 9.5 Difference Between Aptitudes and Interests Chapter 10 ldentification of Attitudes, Aptitudes and Interesis 10.1 Identifying Students' Attitudes, Aptitudes and InterestsDuring the Student's School Life 10.2 Aptitude Tests 10.3 Attitude Tests 10.4 Interest Tests (Inventory) 10.5 Role of Teachers in Identifying Students'attitudes, Aptitudesand Interests at Various School Levels 10.6 Keeping Longitudinal Records of Student Attitudes, Aptitudesand Interests During Their School Years | ||
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_aUnderstanding and Disciplines _91364 |
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