CTET Exam Syllaubs & Exam Pattern सीटेट परीक्षा पाठ्यक्रम एवं एग्जाम पैटर्न

इस पोस्ट सीटेट परीक्षा के लेवल प्रथम (CTET Level 1 Syllabus In PDF) और लेवल द्वितीय (CTET Level 2 Syllabus in PDF) का पाठ्यक्रम एवं परीक्षा पैटर्न (CTET Exam Pattern) उपलब्ध करवाया गया है। CTET Exam Syllabus, CTET Exam Pattern, CTET Level 1 Syllabus In PDF, CTET Level 2 Syllabus in PDF, Download CTET Syllabus PDF

CTET Syllabus & Exam Pattern

सीटेट परीक्षा में दो पेपर आयोजित किये जाते हैं। कक्षा I से V को Paper-1 और कक्षा VI से VIII को Paper- 2 के रूप में जाना जाता है। पेपर -1 सुबह की शिफ्ट में आयोजित किया जाता है और पेपर -2 शाम शिफ्ट में आयोजित जाता है। सीटेट लिखित परीक्षा कुल में 2.5 घंटे के लिए आयोजित की जाती है, और प्रत्येक पेपर के लिए आवंटित कुल अंक 150 अंक होंगे। Download CTET Syllabus PDF

CTET Paper I Syllabus (for classes I to V)

Child Development and Pedagogy

a) Child Development (Primary 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 and Vygotsky: 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; gender roles, 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 & Comprehensive Evaluation: 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) Concept of Inclusive education and understanding children with special needs

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

c) Learning and Pedagogy

• 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

Language I

a) Language Comprehension – 15 Questions

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 – 15 Questions

• Learning and acquisition
• Principles of language Teaching
• 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 class room; 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 class room
• RemedialTeaching

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Language II

a) Comprehension – 15 Questions

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

b) Pedagogy of Language Development – 15 Questions

• Learning and acquisition
• Principles of language Teaching
• 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 class room; 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 class room
• Remedial Teaching

Mathematics

a) Content – 15 Questions

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

b) Pedagogical issues 15 Questions

• Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation through formal and informal methods
• Problems of Teaching
• Error analysis and related aspects of learning and teaching
• Diagnostic and Remedial Teaching

Environmental Studies

a) Content – 15 Questions

i. Family and Friends: Relationships, Work and Play, Animals, Plants
ii. Food
iii. Shelter
iv. Water
v. Travel
vi. Things We Make and Do

b) Pedagogical Issues – 15 Questions

• Concept and scope of EVS
• Significance of EVS, integrated EVS
• Environmental Studies & Environmental Education
• Learning Principles
• Scope & relation to Science & Social Science
• Approaches of presenting concepts
• Activities
• Experimentation / Practical Work
• Discussion
• CCE
• Teaching material / Aids
• Problems

CTET Paper II Syllabus (for classes VI to VIII)

Child Development and Pedagogy

a) Child Development (Primary School Child) 15 Questions

● 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 and Vygotsky: 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; gender roles, 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 & Comprehensive Evaluation: 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) Concept of Inclusive education and understanding children with special needs – 05 Questions

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

c) Learning and Pedagogy – 10 Questions

• 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

Language I

a) Language Comprehension – 15 Questions

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 – 15 Questions

• Learning and acquisition
◆ Principles of language Teaching
• 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 class room; 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 class room
◆ Remedial Teaching

Language II

a) Comprehension – 15 Questions

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

b) Pedagogy of Language Development – 15 Questions

★ Learning and acquisition
◆ Principles of language Teaching
• 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 class room; language difficulties, errors and disorders/ Download CTET Syllabus PDF
• LanguageSkills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
◆ Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the class room
• Remedial Teaching

Mathematics and Science

(i) Mathematics

• Number System – Knowing our Numbers, Playing with Numbers. Whole Numbers, Negative Numbers and Integers, Fractions
• Algebra – Introduction toAlgebra, Ratio and Proportion
• Geometry – Basic geometrical ideas (2-D), Understanding Elementary Shapes (2-D and 3-D), Symmetry: (reflection), Construction (using Straight edge Scale, protractor, compasses)

b) Pedagogical issues – 10 Questions

• Nature of Mathematics / Logical thinking
◆ Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
◆ Evaluation
★ Remedial Teaching
• Problem of Teaching

(ii) Science

• Food – Sources of food, Components of food, Cleaning food
• Materials – Materials of daily use
◆ The World of the Living
• Moving Things People and Ideas
• How things work – Electric current and circuits, Magnets
◆ NaturalPhenomena
• Natural Resources

b) Pedagogical issues 10 Questions

• Nature & Structure of Sciences
◆ Natural Science / Aims & objectives
• Understanding & Appreciating Science
• Approaches / Integrated Approach
◆ Observation/Experiment/Discovery (Method of Science)
• Innovation
• Text Material / Aids
◆ Evaluation – cognitive/psychomotor/affective
• Problems
★ Remedial Teaching

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Social Studies / Social Sciences

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 and Kingdoms, Sultans of Delhi, Architecture, Creation of an Empire, Social Change, Regional Cultures, The Establishment of Company Power, Rural Life and Society, Colonialism and Tribal Societies, The Revolt of 1857-58, Women and reform, Challenging the Caste System, The Nationalist Movement, India After Independence

Geography – 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, Human Environment: settlement, transport and communication, Resources: Types-Natural and Human, Agriculture

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 – 20 Questions

• 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

कंप्यूटर आधारित टेस्ट Computer Based Test (CBT)

पहले CTET परीक्षाएं ऑफलाइन मोड के माध्यम से आयोजित की जाती थीं। लेकिन भविष्य के शिक्षकों को कंप्यूटर साक्षर बनने के लिए प्रेरित करने के लिए अब सीटीईटी ऑनलाइन मोड यानी कंप्यूटर आधारित टेस्ट (सीबीटी) के माध्यम से आयोजित किया जा रहा है। एक सीबीटी के लिए उम्मीदवारों को उनके रोल नंबर और प्रवेश पत्र के सामने आवंटित कंप्यूटर टर्मिनल (नोड) के सामने बैठने की आवश्यकता होती है। लॉग इन करने के बाद उम्मीदवार को परीक्षा के लिए विस्तृत निर्देश मिलेंगे। Download CTET Syllabus PDF

परीक्षा शुरू होने के निर्धारित समय पर, उम्मीदवार कंप्यूटर माउस का उपयोग करके कंप्यूटर स्क्रीन पर आगे बढ़ने और प्रश्नों को देखने में सक्षम होंगे। उम्मीदवारों के पास परीक्षा के दौरान किसी भी समय पहले से दर्ज किए गए उत्तरों को बदलने / संशोधित / संपादित / उत्तर देने का विकल्प होगा। CTET Exam Syllabus, CTET Exam Pattern, CTET Level 1 Syllabus In PDF, CTET Level 2 Syllabus in PDF, Download CTET Syllabus PDF