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Which of the following is not a Principle of Teaching?
1. Proceeding from simple to complex.
2. Proceeding from near to far.
3. Proceeding from complex to abstract.
4. Proceeding from concrete to abstract.

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Correct Answer - Option 2 : Proceeding from near to far.

Maxims/principles of teaching are nothing but simple guidelines or principles which help the teachers to make decisions and act accordingly during the teaching process.

Content of Maxims of Teaching: In a classroom, the teacher can decide the activities which will help the learners to grasp the content. Therefore the maxims of teaching must have the following content. It should be from

Simple to complex:

  • It is the psychology of a child that s/he wants the content in simplified form. Therefore the teacher must move from simple facts and then take learners to a little more difficult state.
  • Simple or easy things should be first presented to the students and gradually he should proceed towards complex or difficult things.

Known to unknown:

  • When the teaching starts from previous knowledge to new content to be taught, the learner does not find difficulty in moving from known to unknown. 
  • If we link new knowledge with the old knowledge our teaching becomes clearer and more definite.

Concrete to abstract:

  • This is based on the principles of psychology. When a learner percepts anything or event in its real and physical form he connects to it easily. Then he can be driven towards more immaterial and intangible facts or events. 
  • When we teach counting to the students we should first take the help of concrete objects like beads, stones, etc., and then proceed to digits and numbers.

Direct to indirect:

  • Whatever is to be taught cannot be put straightaway before the learner? It should be connected to the facts already known to him. e.g. If the topic ‘Acid’ is to be taught then learners should be asked about sourness, sour fruits, cause for sourness, citric acid, and then we can teach them about mineral acids.

Particular to general:

  • Specific facts are presented before the learners and these are joined in an organized manner to reach a generalized statement.
  • First of all, give few examples and then based on those make them generalize that this tense is used to denote an action that is going on at the time of speaking.

Analysis to synthesis:

  • It is based on the principles of associative psychology. Whenever we come across a new theory, we try to analyze it and then assimilate it into one.
  • We should first analyze the different parts of the digestive system one by one and then gives the synthetic view of it as a whole system can be shown.
  • For eg- In biology, we learn about cells and then tissues and organs later. In the end, we study the whole body composed of different organs.

Empirical to rational:

  • The first-hand knowledge given to the learners is real and pragmatic which he gets from his own experiences and then it moves on to more balanced and sensible content.
  • Empirical knowledge is that which is based on observation and first-hand experience about which no reasoning is needed at all. rational knowledge is based upon arguments and explanations.

Psychological to logical:

  • It is considered during the pre-active phase of teaching where the content is arranged in such a manner where the priority is the learner’s psychology (like interest, ability, etc.) and then real teaching comes in a logical manner from simple to more complex.
  • The teacher should keep in mind the psychological selection of the subject matter to be presented before the pupils. The logical approach considers the arrangement of the chosen content into logical order and steps.

Whole to part:

  • As insight theory states that any object or incident should be viewed as a whole and then it is considered in parts.
  • A teacher when presents content or topic to the learners as a whole then it is broken into small units and then dealt with them
  • The teacher should first give a synoptic view of the lesson and then analyze it into different parts.

Indefinite to definite:

  • The content to be taught in the class may be definite for teachers but may not be so for the learners. Therefore the teaching style should be such that the learners are able to get direct knowledge which is possible only when they are familiarized with it.

Hence, we may say that proceeding from near to far is not a Principle of Teaching.

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