CTET Syllabus December 2022

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CTET Syllabus December 2022 के बारे में संपूर्ण जानकारी आपको इस आर्टिकल में बताई गई है | तो इस आर्टिकल को अंत तक जरुर पढ़े |

CTET Syllabus December 2022

नमस्कार दोस्तों आज के इस आर्टिकल में हम बात करने वाले हैं CTET Syllabus December 2022 के बारे में |

आपको बता दें कि, CTET Syllabus December 2022 के तहत आपकी शिक्षक बनने की पात्रता को चेक करने के लिए कुल 2 पेपर का आयोजन किया जायेगा | अधिक जानकारी के लिए इस आर्टिकल को अंत तक जयूए पढ़े |

CTET Syllabus December 2022
CTET Syllabus December 2022

CTET Syllabus December 2022 के पाठ्यक्रम में जहां पर आपको समानता देखने को मिलेगी तो वहीं आपको कुछ विषयो मे, अन्तर भी देखने को मिलेगा | तो हमारा पूरा प्रयाश होगा की हम आपको इस आर्टिकल में परीक्षा के पूरे पाठ्यक्रम से अवगत कराए ताकि आप इसका पूरा-पूरा लाभ प्राप्त कर पाए |

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CTET Syllabus December 2022 – Overview

Name of the Test Central Test Eligibility Test ( CTET )
Name of the ArticleCTET Syllabus December 2022
Type of ArticleSyllabus
Subject of Articlectet syllabus 2022 in hindi pdf download
Detailed InformationPlease Read This Article
Official Website Click Here

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CTET Syllabus December 2022 – बढ़ेगी सफलता प्राप्ति की संभावना

हमारे वे सभी उम्मीदवार व आवेदक जो कि, केंद्रीय शिक्षक पात्रता परीक्षा, 2022 मे बैठने वाले है उनके हम पेपर 1 व पेपर 2 के अनुसार, अलग – अलग पाठ्यक्रमो की पूरी व विस्तृत जानकारी प्रदान करेगे जो कि, इस प्रकार से हैं –

STRUCTURE AND CONTENT OF SYLLABUS

Paper I (for classes 1 to V) Primary Stage

Child Development and Pedagogy

a) Child Development (Elementary School Child)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity& Environment
  • Socialization processes:Social world& children (Teacher,Parents,Peers)
  • Piaget,Kohlberg andVygotsky:constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi-Dimensional Intelligence
  • Language&Thought
  • Gender as a social construct;genderroles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community,religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based
  • Assessment, Continuous& ComprehensiveEvaluation:perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing
  • learning and critical thinking in the classroom and for assessing learner achievement.

b) ConceptofInclusive education and understanding childrenwith special needs

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties,„impairment‟etc.
  • Addressing theTalented,Creative,Specially abled Learners

c) LearningandPedagogy

  • How children think and learn; how and why children „fail‟ to achieve success in school
  • performance.
  • Basic processes of teaching and learning; children‟s strategies of learning; learning as a
  • social activity;social context of learning.
  • Child as a problem solver and a„scientific investigator‟
  • Alternative conceptions of learning in children, understanding children‟s „errors‟ as
  • significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning – personal & environmental

II. Language I

a) Language Comprehension

  • Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy ofLanguage Development

  • Learning and acquisition
  • Principles of languageTeaching
  • Role of listening and speaking;function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas
  • verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors
  • and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and
  • writing
  • Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the
  • classroom

III. Language-II

a) Comprehension

  • Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

b) Pedagogy ofLanguage Development

  • Learning and acquisition
  • Principles of languageTeaching
  • Role of listening and speaking;function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • LanguageSkills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching – learning materials:Textbook, multi-media materials, multilingual resource of the classroom
  • RemedialTeaching

IV Mathematics

a) Content

  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money

b) Pedagogical issues

  • Concept and scope of EVS
  • Significance of EVS, integrated EVS
  • EnvironmentalStudies & Environmental Education
  • Learning Principles
  • Scope & relation toScience&SocialScience
  • Approaches of presenting concepts
  • Activities
  • Experimentation/PracticalWork
  • Discussion
  • CCE
  • Teaching material/Aids
  • Problems
CTET Syllabus December 2022
CTET Syllabus December 2022

Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy

a) Child Development (Elementary School Child)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity& Environment
  • Socialization processes:Social world& children (Teacher,Parents,Peers)
  • Piaget,Kohlberg andVygotsky:constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi-Dimensional Intelligence
  • Language&Thought
  • Gender as a social construct;genderroles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community,religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based
  • Assessment, Continuous& ComprehensiveEvaluation:perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing
  • learning and critical thinking in the classroom and for assessing learner achievement.

b) ConceptofInclusive education and understanding childrenwith special needs

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties,„impairment‟etc.
  • Addressing theTalented,Creative,Specially abled Learners

c) LearningandPedagogy

  • How children think and learn; how and why children „fail‟ to achieve success in school
  • performance.
  • Basic processes of teaching and learning; children‟s strategies of learning; learning as a
  • social activity;social context of learning.
  • Child as a problem solver and a„scientific investigator‟
  • Alternative conceptions of learning in children, understanding children‟s „errors‟ as
  • significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning – personal & environmental

II. Language I

a) Language Comprehension

  • Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy ofLanguage Development

  • Learning and acquisition
  • Principles of languageTeaching
  • Role of listening and speaking;function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas
  • verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors
  • and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and
  • writing
  • Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the
  • classroom

III. Language-II

a) Comprehension

  • Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

b) Pedagogy ofLanguage Development

  • Learning and acquisition
  • Principles of languageTeaching
  • Role of listening and speaking;function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • LanguageSkills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching – learning materials:Textbook, multi-media materials, multilingual resource of the classroom
  • RemedialTeaching

IV. Mathematics andScience

(i) Mathematics

Number System

  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions

Algebra

  • Introduction to Algebra
  • Ratio andProportion

Geometry

  • Basic geometrical ideas (2-D)
  • Understanding ElementaryShapes (2-D and 3-D)
  • Symmetry:(reflection)
  • Construction (using Straight edge Scale, protractor, compasses)
  • Mensuration
  • Data handling

b) Pedagogical issues

  • Nature of Mathematics/Logical thinking
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation
  • RemedialTeaching
  • Problem ofTeaching

i) Science

Food

  • Sources of food
  • Components of food
  • Cleaning food

Materials

  • Materials of daily use

TheWorldofthe Living
MovingThings People and Ideas
How thingswork

  • Electric current and circuits
  • Magnets

Natural Phenomena
Natural Resources

b) Pedagogical issues

  • Nature& Structure of Sciences
  • NaturalScience/Aims & objectives
  • Understanding & AppreciatingScience
  • Approaches/IntegratedApproach
  • Observation/Experiment/Discovery (Method of Science)
  • Innovation
  • TextMaterial/Aids
  • Evaluation – cognitive/psychomotor/affective
  • Problems
  • RemedialTeaching

V. Social Studies/Social Sciences

a) Content

History

  • When,Where and How
  • The Earliest Societies
  • The First Farmers and Herders
  • The First Cities
  • Early States
  • New Ideas
  • The First Empire
  • Contacts with Distant lands
  • Political Developments
  • Culture and Science
  • New Kings andKingdoms
  • Sultans of Delhi
  • Architecture
  • Creation of anEmpire
  • Social Change
  • Regional Cultures
  • The Establishment of CompanyPower
  • Rural Life andSociety
  • Colonialism andTribalSocieties
  • The Revolt of 1857-58
  • Women and reform
  • Challenging the Caste System
  • The Nationalist Movement
  • India After Independence

Geography

  • HumanEnvironment:settlement, transport and communication
  • Resources:Types-Natural and Human
  • Agriculture
  • Geography as a social study and as a science
  • Planet:Earth in the solar system
  • Globe
  • Environment in its totality:natural and human environment
  • Air
  • Water

Social and Political Life

  • Diversity
  • Government
  • Local Government
  • Making a Living
  • Democracy
  • State Government
  • Understanding Media
  • Unpacking Gender
  • The Constitution
  • Parliamentary Government
  • The Judiciary
  • Social Justice and the Marginalised

b) Pedagogical issues

  • Concept & Nature of Social Science/Social Studies
  • Class Room Processes, activities and discourse
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Problems of teaching Social Science/Social Studies
  • Sources -Primary& Secondary
  • Projects Work
  • Evaluation आदि।

अन्त, इस प्रकार हमने आपको विस्तार से पूरे पाठ्यक्रम के बारे में बताया ताकि आप सभी इसका पूरा – पूरा लाभ प्रकार कर सकें |

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सारांश : CTET Syllabus December 2022

तो ये थी हमारी आज की पोस्ट जिसमे हमने जाना CTET Syllabus December 2022 का फॉर्म कैसे भरे? आशा करता हूँ कि आपको आज की इस पोस्ट में दी गयी सभी जानकारी समझ आ गयी होगी। अगर फिर भी आपको इस पोस्ट में कुछ समझ न आया हो। या फिर आपको लिस्ट में अपना नाम देखने मे कोई समस्या हो। तो हमे नीचे कमेंट बॉक्स में कॉमेंट करके पूछ सकते है। हमारी टीम जल्द आपसे जुड़कर आपकी पूरी सहायता करेगी धन्यवाद।।

अगर आपको यह आर्टिकल पसंद आया है तो इसे Share जरूर करें ।

इस आर्टिकल को अंत तक पढ़ने के लिए धन्यवाद,,,

Faq – CTET Syllabus December 2022

Is CTET syllabus changes every year?

CTET Syllabus December 2022 There have been no changes in the syllabus over the years. Paper 1 comprises 5 sections namely, Child Development and Pedagogy, Language 1, Language 2, Mathematics and Environmental Studies.

What is the syllabus of CTET exam 2022?

The CTET Paper I syllabus includes topics from Child Development and Pedagogy, Language-I, Language-II, Mathematics, and Environmental Studies, and Paper II syllabus comprises topics from Child Development and Pedagogy, Language-I, Language-II, Mathematics, and Science or Social Studies/Social Sciences.

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