20th Nov, 1st shift UGC NET/JRF 2021Paper1 Analysis| Questions with explanation

Parveena November 20, 2021

 
20th Nov, 1st shift UGC NET/JRF 2021Paper1 Analysis| Questions with Explanation

UGC NET/JRF 2021Paper1 Analysis(20th,Nov)-

The topics from which questions are asked in the exam:- Levels of teaching, key behaviours of teaching, formative evaluation, teaching skills,Ethics of research, methods of teaching, qualitative research, action & qualitative research,Barriers of communication, classroom communication – statement based questions, cluster network, effective communication,Ratio, Average, Profit & Loss, Percentage,Statement, Assertion & Reason based questions, Letter Coding, Relationship, Hetu, Praman, Wireless Bluetooth, Jainism, Buddhism, Anumaan,Ratio & Proportion (calculative in nature),NAAC, Swayam, Swayam Prabha, schemes, Sakshat portal,Hard drive ,Memory hierarchy, Input & Output devices, FTP, VLE, TB, AGP,Ozone depletion, global warming, climate change, natural hazards, COP25, Paris Agreement etc
Question- Levels of Teaching
Explanation-Teaching takes place at three levels progressively, such as 
*Memory level of teaching, 
*Understanding level of teaching and 
*Reflective level of teaching.

Memory Level of Teaching (mlt)

1. Herbart is the main proponent of the memory level of teaching.
2. It is the initial stage of teaching.
3. It induces the habit of rote memorization of facts and bits of information.
4. The teaching-learning process is basically a ‘Stimulus–Response’ (S–R) here.
5. It enables the learner to retain and also to reproduce the learned material whenever required.
6. The evaluation system mainly includes oral, written, and essay-type examinations.
7. Good memory includes rapidity in learning, stability of retention, rapidity in recalling, and the ability
to bring only desirable contents to the conscious level.

Understanding Level of Teaching (ULT)

1. Morrison is the main proponent of the understanding level of teaching.
2. It is ‘memory plus insight’ as it goes beyond just memorizing of facts. It focuses on mastery of the
subject.
3. It makes pupil understand the generalizations, principles and facts.
4. It provides more and more opportunities for the students to develop ‘intellectual behaviour’.
5. It provides active role for both the pupil and the teacher for the assimilation of facts.
6. The evaluation system mainly includes both essay and objective-type questions.
 

Reflective Level of Teaching (RLT)

1. Hunt is the main proponent of reflective level of teaching.
2. It is the highest level of teaching and it includes both ULT and MLT.
3. It is a problem-centric approach of teaching.
4. The students are assumed to adopt some sort of research approach to solve the problem.
5. Classroom environment is to be sufficiently ‘open and independent’. The learners are motivated and
active.
6. The aim is to develop the reflective power of learners so that they can solve problems of their lives
by reasoning, logic, and imagination, and lead successful and happy lives.
7. The pupils occupy the primary place and teachers assume the secondary place.
8. Essay-type test is used for evaluation. Attitude, belief, and involvement are also evaluated.

Q-Barriers are the problem that hamper the smooth and effective communication process.

Explanation-TYPES OF BARRIERS-

1. Semantic Barriers- Due to problems of language

  • Words with different meanings
  • Badly Expressed Message
  • Faulty Translation
  • Unclarified Assumptions
  • Specialist Language(technical )

2. Soical -Psychological Barriers-very common in human

  • Attitude and Opinions
  • Emotions
  • Closed Mind
  • Status Consciousness
  • Source of Communication
  • Inattentiveness
  • Faulty Transmission

3.Organizational Barriers-  Attitude of Position 

  • Superior
  • Subordinates
  • Lack of proper incentive
  • unclear policy
  • Extra workload

4. Channel Barriers-

  • Noise and distrubance
Social -Psychological Barriers are the most difficult barriers to overcome in the communication process.

Q- Ethics in Research

Explanation-The following is a general summary of some research ethical guidelines and principles that various codes address.
1. Honesty in reporting data, results, methods, procedures, and publication status.
2. Objectivity to avoid bias in experimental design, data analysis, interpretation, and peer review.
3. Integrity, acting with sincerity, striving for consistency of thought and action.
4. Carefulness to avoid careless errors and negligence and proper documentation of all aspects.
 
 5. Openness in sharing data, results, ideas, tools, resources, and openness to criticisms and new
ideas.
6. Respect for intellectual property rights, such as patents, copyrights, and other forms of intellectual
property.
7. Confidentiality in the context of communications, personal records, and privacy issues.
8. Responsible publication with an aim to serve society. Avoiding wasteful and duplicative
publication.
9. Responsible mentoring in terms of guiding research students.
10. Respect for colleagues translates to extending fair treatment to colleagues.
11. Social responsibility means serving society and different stakeholders.
12. Non-discrimination against colleagues or students on the basis of sex, race, or factors that are not
       related to their scientific competence and integrity.
13. Enhancing competence for own professional advancement or lifelong learning and taking steps
      to promote competence in science as a whole.
14. Ensuring legality of the whole process by obeying relevant laws, i.e., institutional and governmental
policies.
15. Animal care through proper experimental designs.

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