NCF-2005 and Social Science Education and Position Paper NCERT Social science
This article is useful for std 6 to 8 teacher in gujarat
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NCF-2005 and Social Science Education 1.1.1 Introduction NCF. - Late 2005. Dr. Yashpalji presided over the document prepared by 21 National Focus Group after reviewing the Document for Learning without Burden (1993) and NCF - School Education - 2000. This document has been prepared by NCERT, Delhi. Which was published in the year 2005. In which ....
1. Goals of education, possible process of achieving it and guiding principles of curriculum design are given.
2. What is learning and knowledge is explained.
3. Information is given about the areas of the curriculum, level of education and assessment.
4. A detailed understanding of what the school and class environment should be for quality education is given.
5. What systemic improvements are
required to implement all of the above.
11.2 Goals of education, possible activities to achieve it and guidelines for curriculum design:
To enable children through education to understand the meaning of life and develop according to their own aptitudes, set a purpose in life and strive to achieve it. But also understands the right to do so. To engage all children in school through a program as well as to sustain them in a program that values the importance of re-establishing the importance of each child, instilling dignity in all children and instilling confidence in them. Experience in school enables children with different physical, psychological and intellectual backgrounds from different social and economic backgrounds to learn and succeed. Priority needs to be given to the development of the child's self-esteem, morality and creativity in school programs. Making children sensitive to environmental protection is also an important part of the lesson.
The NCF-2005 document provides four guiding principles for curriculum development: 1. Combining knowledge with life outside of school. 2. Ensuring that education abandons Gokhanpatti based education. 3. Enrich the curriculum in a way that goes beyond the textbook. 4. Making the exam more flexible and linking the exam to the classroom activity.
Let's try to understand these guiding principles through the example of social science subject 1. Linking knowledge with life outside of school means putting enough examples of its use in the classroom considering the learning outcomes and content in the textbook. Adequate opportunities to use the knowledge gained by the student in living life should be found in the textbook. So that the child can use the knowledge he acquires to understand what is happening in practice. The child realizes that the knowledge gained in the classroom is useful in solving the problems he experiences in life. E.g. Understanding democratic governance is used in many places in practice. Such as the school panchayat, for the selection of the monitor in the school, to decide something in the circle of friends, to take decisions related to the family occasion and its related, to decide the works for the programs, etc. to make decisions according to the democratic system. Following such an understanding all such examples should be given in the textbook so that
makes it easy for the teacher to combine knowledge with life outside of school. Find other examples of social science textbooks with this principle of “connecting knowledge with life outside of school” and make a note of it. 2. Ensuring that education abandons Gokhanpatti based education. The teacher should be guided from the textbook to use the appropriate educational method taking into account the learning outcomes and content within the classroom. If the teacher implements the educational method given in the textbook in the classroom then the child should develop appropriate skills and understanding corresponding to the learning outcomes and content.
The textbook should be activity oriented for the child to have the opportunity to do the activity wherever possible in the classroom. The various activities corresponding to the study conclusion and content should be detailed in the textbook so that the child can also do the activity by reading the text corresponding to the activity. E.g. In order to make the children aware of the history, the teacher should acquaint the child with the method of reading / interpreting the school establishment plaque or old newspaper, coin in the school and then ask him to read or interpret another manuscript, letter, old coin.
The teacher should get guidance for this activity from the textbook. If the student gains an understanding of the subject himself through the activity, he will not have to memorize the subject. Find out what activities are placed in the social science textbook to ensure that the teacher abandons the curriculum-based education. Make a note of how a given unit will help children develop a sense of concept due to the activities given in that unit. 3. Enrich the curriculum in a way that goes beyond the textbook. Giving the child the opportunity to get additional information in addition to the information given in the textbook corresponding to the study findings and content.
Position Paper NCERT Social science is the science of human beings because the social sciences study the social life of human beings from a psychological point of view, so the subject of social sciences is very wide, explaining to a scholar. Travel is a social science. In other words, "History from amoeba to the celestial body is a social science." Social sciences include subjects such as history, geography, politics, economics, and sociology. Produces a critical understanding.The hypothesis is that only the physical and natural sciences have a scientific approach to its discovery and are truly scientific, while the human sciences (history, geography, economics, politics, etc.) are not truly scientific. It is important to know that any social science event The approach to understanding things is as scientific as the physical or natural sciences. But the methods for understanding the phenomena of the social sciences are different from the methods of the physical sciences.
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