Subject: GENERAL PAPER ON TEACHING & RESEARCH APTITUDE
Code No. : 00
Unit-I: Teaching Aptitude Syllabus
►Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements.
►Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences.
►Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution.
►Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.).
►Teaching Support System: Traditional, Modern and ICT based.
►Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems.
Unit-II: Research Aptitude Syllabus
►Research: Meaning, Types, and Characteristics, Positivism and Postpositivistic approach to research.
►Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods, Steps of Research.
►Thesis and Article writing: Format and styles of referencing.
►Application of ICT in research.
Unit-III Comprehension Syllabus
►A passage of text be given. Questions be asked from the passage to be answered.
►Communication: Meaning, types and characteristics of communication.
►Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication.
►Barriers to effective communication.
►Mass-Media and Society.
Unit-V: Mathematical Reasoning and Aptitude Syllabus
►Types of reasoning.
►Number series, Letter series, Codes and Relationships.
►Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc.).
Unit-VI: Logical Reasoning Syllabus
►Understanding the structure of arguments: argument forms, structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations and denotations of terms, Classical square of opposition.
►Evaluating and distinguishing deductive and inductive reasoning.
►Venn diagram: Simple and multiple use for establishing validity of arguments.
►Indian Logic: Means of knowledge.
►Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension).
►Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference).
Unit-VII: Data Interpretation Syllabus
►Sources, acquisition and classification of Data.
►Quantitative and Qualitative Data.
►Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data.
►Data and Governance.
Unit-VIII: Information and Communication Technology (ICT) Syllabus
►ICT: General abbreviations and terminology.
►Basics of Internet, Intranet, E-mail, Audio and Video-conferencing.
►Digital initiatives in higher education.
►ICT and Governance.
Unit-IX: People, Development and Environment Syllabus
►Development and environment: Millennium development and Sustainable development goals.
►Human and environment interaction: Anthropogenic activities and their impacts on environment.
►Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change and its Socio-Economic and Political dimensions.
►Impacts of pollutants on human health.
►Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests.
►Natural hazards and disasters: Mitigation strategies.
►Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.
Unit-X: Higher Education System Syllabus
►Institutions of higher learning and education in ancient India.
►Evolution of higher learning and research in Post Independence India.
►Oriental, Conventional and Non-conventional learning programmes in India.
►Professional, Technical and Skill Based education.
►Value education and environmental education.
►Policies, Governance, and Administration.
NOTE: (i) Five questions each carrying 2 marks are to be set from each Module.
(ii) Whenever graphical/pictorial question(s) are set for sighted candidates, a passage followed by equal number of questions and weightage be set for visually impaired candidates.
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