Give me question paper for Himachal Pradesh University B.ed 1st year examination in PDF file format ?

Here I am giving you question paper for Himachal Pradesh University B.ed 1st year examination in PDF file attached with it .

Paper pattern :
Course No. Name of the Course Max.
Marks
Paper I Education in Emerging Indian Society 100
Paper II Development of Learner and Teaching–Learning
Process 100
Paper III Development of Educational System in India 100
Paper IV Essentials of Educational Technology 100
Paper V Education for Values, Environment and Human Rights 100
Paper VI School Management 100
The student will opt two courses according to the ones studied at graduation level. 100
Paper VII(A) Teaching of Physical Sciences 100
Paper VII(B) Teaching Life Sciences 100
Paper VII(C) Teaching of Mathematics 100
Paper VII(D) Teaching of Social Sciences 100
Paper VII(E) Teaching of English 100
Paper VII(F) Teaching of Hindi 100
Paper VII(G) Teaching of Sanskrit 100
Paper VII(H) Teaching of Home Science 100
Paper VII(I) Teaching of Commerce 100
Paper VIII(A) Work Education and Work Experience (Theory) 100
Paper VIII(B) Work Education and Work Experience (Practicum) Grade
Paper IX(A) Skill in Teaching 100
Pa er IX B Skill in Teaching 100

PAPER I
EDUCATION IN EMERGING INDIAN SOCIETY
COURSE OBJECTIVES
To enable the students-teacher to understand:
1. About the relationship between Philosophy and Education and implications of
Philosophy on Education.
2. The importance and role of Education in the progress of Indian society.
3. The contribution of great Educators to the field of education.
4. The need to study education in a sociological perspective. The process of social
change and socialization to promote the development of a sense of commitment
to the teaching profession and social welfare.
5. Their role in the creation of a new social order in the country and learn about
various social welfare opportunities in which they can participate helpfully.
6. The means and measures towards the promotion of National Integration and
protection of human rights.

COURSE CONTENTS
SECTION-I
1. Education : Nature, Meaning, Objectives and Agencies.
2. Education in the Western Context with specific reference to Rousseau,
Pestalozzi Dewey and Russell; Their impact on educational thought and
classroom practices in terms of progressive trends in education.
3. Indian thought and its contribution to educational practices.
4. Philosophy and Education: Significance of studying philosophy in understanding
educational practices and problems.

5. Following Major Philosophical Systems – Their salient features and impact on
education:
a) Realism with reference to Aristotle and Jainism.
b) Naturalism with reference to the views of Rousseau and Rabindra Nath Tagore.
c) Idealism with reference to Plato, Socrates and Advaita Philosophy.
d) Pragmatism with reference to Dewey `Instrumentalism & Experimentalism`.

SECTION-II
6. Following Educational Thinkers and their contribution in developing principles
of education:
M. K. Gandhi: Basic tenets of Basic Education
Gijju Bhai: The world of the child
Swami Vivekananda: Man making education.
Froebel: The play way method.
Montessori: The didactic apparatus.
Parmahansa Yogananda: How to live education.
7. Knowledge about the Indian Constitution and its Directive Principles; Various
articles mentioned in the constitution that are related to education; Meaning of
secularism, social goals, democracy and socialistic pattern of society.

SECTION-III
8. Sociological basis of Education: Relationship between individual to individual
and individual to society in terms of norms given by the existing social order;
Education as a tool of economic development, Education as an agent of social
change, Education as a means of National welfare through the immediate
welfare of the society, Education and human resource development.
9. Meaning of National Integration and Emotional Integration and their need, Role
of teacher and educational institutions in achieving National Integration and
Emotional Integration through democratic interaction, Explanation of cultural

heritage, Contributions of different religions (Hinduism, Buddhism, Sikhism,
Islam, Christianity, and Jainism) for the same cause and human upliftment;
Philosophy of celebration of Indian festivals.

SECTION-IV
10. Meaning of a new social order, Eradication of illiteracy, Objectives of NAEP;
Provisions made and channels started for educating socially, culturally and
economically deprived groups; Means and measures taken for equality of
educational opportunities in terms of Castes, Tribes, Disabled, Gender and
Minorities. Achieving a learning society in terms of distance education.

Books Recommended
1. Anand, C.L. et. al. (Eds.) (1993): The Teacher and Education in Emerging
Indian Society, NCERT, New Delhi.
2. Brubacher, John S. (1971): Modern Philosophies of Education, Tata McGraw
Hill, Delhi.
3. Delors, Jacques (1996): Learning the Treasure Within, Report to UNESCO of
the International Commission on Education for Twenty first Century, UNESCO.
4. Durkheim Emile (1956): Education and Sociology, Free Press of Glencol, New
York.
5. Gore, M.A. et al. (1967): Papers in Sociology of Education in India, NCERT,
New Delhi.
6. MHRD, Report of Education Commission 1964-66, Ministry of Education,
Government of India.
7. Ministry of Education, Government of India: Value Education Source Book
(1994), NCERT, New Delhi.
8. Oad L.K. (Ed.) (1988): Shiksha ke Nutan Ayam, Rajasthan Hindi Granth
Academy, Jaipur.
9. Ruhela & Vyas, (1969): Sociological perspectives in School Education, Indian
Publishers Distributors, Delhi.
10. Ruhela, S.P. (Ed.) (1996): The Emerging Concept of Education in Human
Values, Regency Publication, New Delhi.

11. Ruhela, S.P.: Bhartiya Shiksha ka Samaj Shastra, Rajasthan Hindi Granth
Academy, Jaipur.
12. Salamatullah, (1970): Education in the Social Context, NCERT, New Delhi.
13. Singh, R.P. (1996): Future Classrooms in India, Vikas Publishing House, New
Delhi.
14. Swift, D.F. (1970): The Sociology of Education, Routledge and Kegan Paul,
London.
15. Toffler, E. Alvin, (1971): Future Shock, Batam Books, New York.
16. UNDP: Annual Human Development Reports.
17. UNESCO (1964): Economic and Social Aspects of Education Planning, IIEP,
Paris.
18. Gupta, V.K. (1996): Education in Emerging Indian Society, New Academic
Publishing House, Jalandhar (English Version).
19. Gupta, V.K. (1998): Education in Emerging Indian Society, New Academic
Publishing House, Jalandhar (Hindi Version).

PAPER II
DEVELOPMENT OF LEARNER AND
TEACHING–LEARNING PROCESS
COURSE OBJECTIVES
To enable the student to:
1. Acquire knowledge and understanding of stages of human development and
developmental tasks with special reference to adolescents learners.
2. Develop understanding of process of children learning in the context of various
theories of learning.
3. Understand intelligence, motivation and various types of exceptional children.
4. Develop skills for effective teaching-learning process and use of psychological
tests.

SECTION-I
Nature of Psychology and Learners
1. Psychology: Its meaning, nature, methods and scope; Functions of educational
psychology.
2. Concept of growth and development, General principles of development, Types
of development -- Physical, Social, Intellectual, Spiritual and Emotional; Stage
specific characteristics and developmental tasks; Role of teacher in facilitating
development.
3. Characteristics, needs and problems of adolescents.

SECTION -II
Learning and Motivation
4. Nature of learning; Learning theories- Trial and Error Theory, Conditioning-
Classical and Operant Theories, Learning by Insight, Information Processing
(Rosger’s) and Maslow’s Humanistic Theory.

5. Factors Influencing Learning and Teaching Process: Learner Related, Teacher
Related, Process Related and Content Related; Memory and forgetting.
6. Motivation: Nature and types. Techniques for enhancing learners` motivation.

SECTION-III
Intelligence
7. Nature and characteristics of intelligence and its development.
8. Theories of Intelligence: Two factor theory; Multifactor Theory (PMA) and SI
Model.
9. Measuring Intelligence – Verbal, Non-verbal and Performance tests (one
representative of group test and individual test of each).

SECTION-IV
Exceptional Children
10. Concept of exceptional children; Types, and Characteristics of each type
including children with learning disabilities.
11. Individual Differences -- Nature; Accommodating individual differences in the
classroom.
12. Learner Centred techniques for teaching exceptional children.

Personality
13. Personality: Definition, meaning and nature; Development of personality.
Methods of assessing personality.
14. Mental Hygiene: Meaning and basic principles of mental hygiene; Role of home
and school in promoting mental health; Characteristics of a mentally healthy
person.
15. Guidance: Meaning, Scope and Objectives of guidance services; Needs of
guidance services; Role of the teacher in organizing guidance programmes.
16. Educational Statistics: Frequency distribution and its graphical representation
(Frequency Polygon and Histogram), Computation of Central tendencies (Mean,
Mode and Median), Computation of variability (Variance and Standard
Deviation, Range and Quartile Deviation), Percentiles.

Books Recommended
1. Anastasti, A. (1967): Individual Differences, John Wiley, New Delhi.
2. Ausubel, D.P. (1968): Educational Psychology: A Cognitive View, Holt
Rinehart and Winston, New York.
3. Bhatnagar, Suresh (1980): Psychological Foundation of Teaching Learning &
Development (Hindi), Loyal Book Depot, Meerut.
4. Bigge, M.L. (1967): Learning Theories for Teachers, Delhi University Book
Stall, Delhi.
5. Bigge, M.L. & Hunt, M.P. (1968): Psychological Foundation of Education,
Harper & Row, New York.
6. Blair G.S., Jones R.S. & Simpson R.H. (1975): Educational Psychology,
McMillan Burner, New York.
7. Burner J.S. (1967): A Study of Thinking, John Wiley, New York.
8. Child Denis (1993): Psychology and the Teacher, Holt Rinehart & Winston,
New York.
9. DeCeeco and Crawford (1988): The Psychology of Learning and Instruction,
Prentice Hall, New Delhi.
10. Dentler, R.A. & Bernard: Readings in Educational Psychology. J.S. (Ed.)
(1976): ‘Can there be a discipline of Educational Psychology, Harper & Row,
New York.
11. Farnham-Diggory, S. (1972): Cognitive Processes in Education, Harper &
Row, New York.
12. Gage N.D. & Berliner, D.C. (1975): Educational Psychology, Rand McNally,
Chicago.
13. Glock, M.D. (1971): Guiding Learning, Wiley, New York.
14. Guilford, J.P. (1971): The Analysis of Intelligence, McGraw Hill, New York.
15. Hilgard, E.R. & Bower G.H. (1975): Theories of learning (IV), Englewood
Cliff Prentice Hall, New Jersy.

16. Jersild, A.J. (1963): Psychology of Adolescence, Methuen, New York.
17. Kazdin, A.E. (1975): Behaviour Modification in Applied Settings, Dorsey
Press, Homewood Illinois.
18. Maslow A.H. (1970): Motivation & Personality (2nd Ed.), New York.
19. Mathur, S.S. (1975): Education Psychology (Hindi) VII Ed., Vinod Pustak
Bhandar, Agra.
20. Melton, A.W. (Ed.): Categories of Human Learning, Academic Press, New
York.
21. Rothestien, P.R. (1990): Educational Psychology, McGraw Hills, New York.
22. Sprinthal, R.C. & Sprinthal N.A. (1977): A Developmental Approach,
Addison-Wesley, New York.

PAPER III
DEVELOPMENT OF EDUCATIONAL SYSTEM IN INDIA
COURSE OBJECTIVES
To enable student teacher to:
1. Understand that development of education is influenced by socio-political forces
of the time;
2. Acquire knowledge of characteristics features of ancient, medieval and British
system of education in India and of their strengths and limitations;
3. Understand the contribution of various major committees and commissions on
education set up from time to time;
4. Appreciate the developments in Indian education the post-independence era.

COURSE CONTENTS
SECTION -I
1. Education in India during (a) Vedic, (b) Buddhist and (c) Medieval periods.
2. Growth and Development of Education in Himachal Pradesh; Problems and
Priorities.

SECTION –II
3. McCauley’s minutes and Bentick's resolution of 1835. Adam’s report and its
recommendations.
4. Wood’s Dispatch of 1954.
5. Lord Curzon's Educational Policy. Growth of National Consciousness. National
Education Movement.

SECTION -III
6. Recommendations of Indian Education commission-1882, Its influence on the
subsequent development of education.
7. Essential features of Sadler Commission Report-1917.
8. Wardha Scheme of Education-1937.

SECTION -IV
9. University Education Commission (1948-49).
10. Secondary Education Committee Report (1952-53).
11. Indian Education Commission (1964-66).
12. National Policy of Education (1986).
13. Revised National Policy (1992)

Books Recommended
1. Bhatia K.K. & Chadda D.P.C. (1980): Modern Indian Education and its
problems, Praksh Brothers, Ludhiana.
2. Chopra R.K. (1993): Status of Teacher in India, NCERT, New Delhi.
3. Menon T.K.N. & Kaul G.N. (1954): Experiments in Teacher Training, New
Delhi.
4. Ministry of Education Government of India (1949): Report of the University
Education Commission, New Delhi; Report of the Secondary Education
Commission (1952-53) Ministry of Education; Report of the Education
Commission – Education and National Development (1964-66).
5. NCERT (1983): The Teacher and Education in the Emerging Indian Society,
NCERT, New Delhi.
6. NCTE (1998): Competency based and Commitment Oriented Teacher Education
for Quality School Education, Pre-Service & In-Service Programme, NCTE,
New Delhi.
7. Nurullah S. & Naik J.P. (1970) & Oad L.K. (Ed.) (1973): A Student History of
Education in India, McMillan & Co., Bombay; Shiksha Ke Nutan Aayam, Hindi
Grantha Academy, Rajasthan.
8. Siddiqi M.A. (1993): Teacher Education in India – A Resource Book, NCERT,
New Delhi.
9. Singh L.C. & Sharma P.C. (1995): Teacher Education and the Teacher, Vikas
Publishing House, New Delhi.

10. Singh R.P. (1990): Studies in Teacher Education. Bahri Publications, New
Delhi.
11. Warters J. (1964): Techniques of Counselling, McGraw Hill, New York.
12. Aggarwal J.C. (1967): Educational Administration School Organisation and
Supervision, Arya Book Depot, Delhi.
13. Mukharjee S.N. (1963): Secondary School Admn.
14. Raghunath Safaya (1977): School Administration and Organisation, Dhanpat Rai
& Sons, Jalandhar.
15. Singh M.P. (1962): Manual of School Organisation, City Book Depot,
Amritsar.
16. Government of India, Five Year Plans’.

PAPER IV
ESSENTIALS OF EDUCATIONAL TECHNOLOGY
COURSE OBJECTIVES
1. To obtain a total perspective of the role of technologies in modern education.
2. To equip the student teacher with his various technological applications available
to him/her for improving instructional practices.
3. To help the teacher to obtain a total gender of his role of scientific management in
education
4. To provide the teacher the skills required for effective instructional and
institutional management..
5. To develop the professional skills required for guiding pupils in the three initial
areas educational penal and victual.

COURSE CONTENTS
SECTION -I
1. Definition of Educational Technology; Distinction between hardware and
software technologies and their role in modern educational practices.
2. Hardware Technologies: Important accessories and their application -- OHP, Still
and Movie Projectors, Audio-Video recording instruments, TV, Computers, New
technologies like e-mail; internet; etc.
3. Use of strategies viz. Teleconferencing, Programmed Instruction, CAI, Language
Laboratory.

SECTION –II
4. Psychological uses of modern technologies. Cone of experience (Edger Dale),
Multi-sensory Instruction and its advantages.
5. Communication: Concept principles and models of communication.
6. Stages of Teaching: Pre-active, interactive and post active stages of teaching
along with operations involved in them.

Attached Files

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