CTET Syllabus 2024 In Hindi Download PDF

CTET Syllabus 2024 In Hindi: क्या आप भी  केंद्रीय शिक्षक पात्रता परीक्षा  की तैयारी कर  रहे है तो आपके पेपर 1 व पेपर 2 की तैयारी  को  बूस्ट करने और  आपकी सफलता की संभावनाओं  को बढ़ाने के लिए हम, आपको इस लेख मे विस्तार से CTET Syllabus 2024 In Hindi  के बारे में बतायेगे जिसके  लिए आपको  ध्यानपूर्वक  इस लेख को पढ़ना होगा।

आपको बता दें कि, CTET Syllabus 2024 In Hindi की जानकारी देने के साथ ही साथ हम, आपको बता दें कि, CTET Notification 2023  को  जारी कर दिया गया है जिसके  Official Notification PDF Link  हम, आपको इस लेख मे प्रदान करेगे जिसके लिए आपको अन्त तक हमारे साथ बने रहना होगा तथा

आर्टिकल के अन्त में हम, आपको क्विक लिंक्स  प्रदान करेगे ताकि आप आसानी से इसी प्रकार के आर्टिल्स को प्राप्त करके इनका लाभ प्राप्त कर सकें।

Read Also – Jee Mains Syllabus 2024: जेईई मेन्स 2024 का नया सेलेबस NTA ने किया जारी, जाने पूरा सेलेबस और करें  एग्जाम में हाई स्कोर?

CTET Syllabus 2024 In Hindi – Overview

Name of the Board	The Central Board of Secondary Education
Name of the Exam	Central Teacher Eligibility Test (CTET)
Edition of Exam	18th Edition
Name of the Article	CTET Syllabus 2024 In Hindi
Type of Article	Syllabus
Detailed Information of CTET Syllabus 2024 In Hindi?	Please Read The Article Completely.

CBSE Board  के Dec CTET का Syllabus PDF जारी, अब नहीं होगी परीक्षा की तैयारी मे कोई परेशानी – CTET Syllabus 2024 In Hindi?

आप सभी परीक्षार्थी जो कि, CTET  प्रवेश परीक्षा की तैयारी कर रहे है उनका इस लेख मे  हार्दिक स्वागत  करते हुए हम, आपको स्तार से CTET Syllabus 2024 In Hindi  के बारे मे बतायेगें जो कि, इस प्रकार से है –

Read Also –

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STRUCTURE AND CONTENT OF SYLLABUS

Paper I (for classes 1 to V) Primary Stage

Child Development and Pedagogy

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 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) Concept of Inclusive 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) Learningand 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

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 of Language Development

• 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 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
• Remedial Teaching

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 of Language 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

• 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 ofTeaching
• Error analysis and related aspects of learning and teaching
• Diagnostic and Remedial Teaching

V. Environmental Studies

a) Content

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

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

Read Also – Bihar ANM Syllabus 2023 – Bihar ANM Exam Pattern

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
• Remedial Teaching

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 of Language Development

• Learning and acquisition
• Principles of languageTeaching
• Role of listening and speaking;function of language and how children use it as a toolCritical 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 ofthe
  classroom
• RemedialTeaching

IV. Mathematics and Science

(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
• The World of the 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।

Conclusion

हमारे वे सभी विदयार्थी  परीक्षार्थी जो कि, CBSE Board  द्धारा आयोजित किये जाने वालें  केंद्रीय शिक्षक पात्रता परीक्षा  मे बैठने  वाले है  उनकी  तैयारी को  बूस्ट  करने के लिए हमने आपको विस्तार से CTET Syllabus 2024 In Hindi  के बारे मे बताया ताकि आसानी से अपनी  भर्ती परीक्षा  की तैयारी कर सके और  अपार सफलता प्राप्त  कर सके तथा

अन्त, हमे  उम्मीद है कि, आप सभी परीक्षार्थियो को हमारा यह आर्टिकल बेहद पसंद आया होगा जिसके लिए आप हमारे इस आर्टिकल को लाइक, शेयर व कमेंट करेगे।

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FAQ’s – CTET Syllabus 2024 In Hindi

सीटेट का फॉर्म कब भरा जाएगा 2024?

जिसके अनुसार यह बताया जा रहा है कि CTET Application form Starting Date 27 अप्रैल 2024 होगी। उम्मीदवार को 26 मई 2024 से पहले विभाग की आधिकारिक वेबसाइट पर ऑनलाइन आवेदन कर करना होगा।

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