National Education Society for Tribal Students (NESTS)

SkeâueJÙe DeeoMe& DeeJeemeerÙe efJeÅeeueÙe

keâce&Ûeejer ÛeÙeve hejer#ee
EMRS SSE
Knowledge of ICT
Teaching Aptitude
Experiential activity-based pedagogy
and case study-based questions
NEP-2020
DeOÙeeÙeJeej mee@uJ[ hesheme&
ØeOeeve mecheeokeâ
Deevevo kegâceej cenepeve
uesKeve menÙeesie
hejer#ee efJeMes<e%e meefceefle
keâchÙetšj «eeefheâkeäme
yeeueke=â<Ce, Ûejve efmebn
mebheeokeâerÙe keâeÙee&ueÙe
12, ÛeÛe& uesve, ØeÙeeiejepe-211002
cees. : 9415650134
Email : [email protected]
www.yctbooks.com/ www.yctfastbooks.com
© All rights reserved with Publisher
ØekeâeMeve Iees<eCee
øeOeeve mecheeokeâ SJeb ØekeâeMekeâ Deevevo kegâceej cenepeve ves Deej.S. efmekeäÙeesefjšer, ØeÙeeiejepe mes cegefõle keâjJeekeâj,
JeeF&.meer.šer. heefyuekesâMevme Øee. efue., 12, ÛeÛe& uesve, ØeÙeeiejepe-211002 kesâ efueS ØekeâeefMele efkeâÙee~
Fme hegmlekeâ keâes ØekeâeefMele keâjves ceW mecheeokeâ SJeb ØekeâeMekeâ Éeje hetCe& meeJeOeeveer yejleer ieF& nw
efHeâj Yeer efkeâmeer $egefš kesâ efueS Deehekeâe megPeeJe SJeb menÙeesie meeoj Dehesef#ele nw~ ` 450/-
efkeâmeer Yeer efJeJeeo keâer efmLeefle ceW vÙeeefÙekeâ #es$e ØeÙeeiejepe nesiee~
 efJe<eÙe-metÛeer

metÛevee Deewj mebÛeej ØeewÅeesefiekeâer %eeve (Knowledge of ICT) ......................................................... 3-60

keâchÙetšj leb$e keâer ceewefuekeâ DeJeOeejCee (Fundamentals of Computer System) .......................19
Dee@hejsefšbie efmemšce keâer meeceevÙe peevekeâejer (Basics of Operating System) ...............................26
Sce. Sme. Dee@efHeâme (MS Office) .............................................................................................27
keâeryees[& keâer Mee@š&keâš kegâefpeÙeeb Deewj Gvekeâe GheÙeesie (Keyboard Shortcuts and their uses) ......29
keâchÙetšj keâer cenlJehetCe& MeyoeJeefueÙeeB Deewj Gvekeâe mebef#ehleerkeâjCe
(Important Computer Terms and Abbreviations) ........................................................35
keâchÙetšj vesšJeke&â (Computer Network) ...............................................................................44
meeFyej megj#ee (Cyber Security)...........................................................................................45
Fbšjvesš (Internet) ...............................................................................................................51

efMe#eCe ÙeesiÙelee (Teaching Aptitude) ............................................................................... 61-202

efMe#eCe Øeke=âefle, efJeMes<eleeSB, GösMÙe Deewj yegefveÙeeoer DeeJeMÙekeâleeSB (Teaching-Nature,
Characteristics, Objectives and Basic requirements) ....................................................... 61
DeOÙeslee keâer efJeMes<eleeSB (Learner's Characteristics) ............................................................71
efMe#eCe keâes ØeYeeefJele keâjves Jeeues keâejkeâ (Factors affecting teaching) ..................................109
efMe#eCe efJeefOeÙeeB (Methods of Teaching) ...........................................................................113
efMe#eCe meneÙekeâ meece«eer Deewj cetuÙeebkeâve leb$e (Teaching Aids and Evaluation System) .......143

DevegYeJeelcekeâ ieefleefJeefOe-DeeOeeefjle efMe#eeMeem$e Deewj kesâme DeOÙeÙeve DeeOeeefjle

(Experiential Activity-based Pedagogy and Case Study Based).............................. 203-217

je<š^erÙe efMe#ee veerefle (NEP)-2020

(National Education Policy (NEP)-2020) ................................................................... 218-224

2
 01. metÛevee Deewj mebÛeej ØeewÅeesefiekeâer %eeve
(Knowledge of ICT)
1. Mew#eefCekeâ šskeäveesuee@peer GheÙeesieer nw keäÙeeWefkeâ– 4. efJekeâemeMeerue osMeeW kesâ efueS DeeF&meeršer ceW Jewmes yeÛÛeeW kesâ
(a) Jen Jeòeâ keâer pe™jle nw~ efueS efMe#ee DevegYeJe keâes yeÌ{eJee osves keâer mebYeeJevee nw–
(b) ØeKÙeele mebmLeeDeeW Éeje DeheveeF& ieF& nw~ (a) pees «eeceerCe Deewj otj–ojepe kesâ mLeeveeW ceW jnles nQ~
(c) Jen DeOÙeeheve keâes DeLe&hetCe& Deewj keâeÙe&#ece yeveeleer nw~ (b) efpevekeâer meerKeves mebyebOeer efJeMes<e DeeJeMÙekeâleeSb nesleer nQ~
(d) Jen efJeÅeeefLe&ÙeeW keâes DeOÙeeheve Deewj leeueerce ØeJe=efòeÙeeW keâer (c) pees Meejerefjkeâ ™he mes De#ece nesles nQ~
Deesj Deekeâef<e&le keâjleer nQ~ (d) GheÙeg&òeâ meYeer
PRT (SPECIAL EDUCATION) PRT KVS 04–10–2015
Post Code 01/13, 28.04.2013 Ans : (a) efJekeâemeMeerue osMeeW kesâ efueS DeeF&.meer.šer. ceW Jewmes yeÛÛeeW kesâ
Ans : (c) Mew#eefCekeâ šskeäveesuee@peer GheÙeesieer nw keäÙeeWefkeâ Jen DeOÙeÙeve efueS efMe#ee DevegYeJe keâes yeÌ{eJee osves keâer mecYeeJevee nw pees «eeceerCe Deewj
keâes DeLe&hetCe& Deewj keâeÙe&#ece yeveeleer nw~ Mew#eefCekeâ lekeâveerkeâer meerKeves otj–ojepe kesâ mLeeveeW ceW jnles nQ~ ÛetBefkeâ efJekeâemeMeerue osMeeW ceW ØeeÙe:
Deewj efmeKeeves oesveeW ner Øeef›eâÙeeDeeW keâe Jew%eeefvekeâ efJeJesÛeve keâj efMe#eCe otj–ojepe kesâ #es$eeW ceW DeeOegefvekeâ efMe#ee keâer hengBÛe ve kesâ yejeyej nw,
DeefOeiece JÙeJemLee keâes yeveeÙes jKeleer nw~ efMe#eCe kesâ veÙes ØeefleceeveeW keâer Ssmeer efmLeefle ceW DeeF&.meer.šer. kesâ ceeOÙece mes Gvekesâ efueS efMe#ee GheueyOe
osve Mewef#ekeâ lekeâveerkeâer ner nw, pees nceW DeefOeiece Deewj efMe#eCe kesâ keâjeÙeer pee mekeâleer nw~
mJe™he keâes YeueerYeeBefle mecePeeles nQ~ 5. lekeâveerkeâer kesâ GheÙeesie mes DeefOeiece ceW Je=efæ ueeves keâes
2. mketâueeW ceW metÛevee SJeb mebÛeej ØeewÅeesefiekeâer efMe#ekeâeW keâes keânles nQ-
............... GheueyOe keâjeles ngS GvnW Deheves ØeÛeueveeW keâe (a) metÛevee lekeâveerkeâer (b) metÛevee SJeb mecØes<eCe lekeâveerkeâer
(c) mecheke&â lekeâveerkeâer (d) Ghejesòeâ ceW mes keâesF& veneR
™heeblejCe keâjves keâe DeJemej Øeoeve keâjleer nw–
NCERT PRT 30–07–2017
(a) yesnlej Mew#eefCekeâ efJe<eÙe–Jemleg
Ans : (b) lekeâveerkeâer kesâ GheÙeesie mes DeefOeiece ceW Je=efæ ueeves keâer
(b) DeefOekeâ ØeYeeJeer efMe#eCe SJeb DeefOeiece efJeefOeÙeeB
Øeef›eâÙee keâes metÛevee SJeb mebØes<eCe lekeâveerkeâer keânles nQ~ metÛevee SJeb
(c) DeefOekeâ Deble: ef›eâÙeelcekeâ Mew#eefCekeâ meece«eer mebØes<eCe lekeâveerkeâer, GhekeâjCeeW (ne[&JesÙej) keâe Ssmee mebÙeesie nw pees
(d) GheÙeg&òeâ meYeer Fueskeäš^eefvekeâ ceeOÙeceeW keâe ØeÙeesie keâjles ngS metÛevee keâer jÛevee, megOeej,
PRT KVS 04–10–2015 hegve: Øeeefhle, YeC[ejCe SJeb mebØes<eCe ceW meneÙekeâ neslee nw~ Jele&ceeve ceW
Ans : (d) mketâueeW ceW metÛevee SJeb mebÛeej ØeewÅeesefiekeâer efMe#ekeâeW keâes yesnlej metÛevee SJeb mebØes<eCe lekeâveerkeâer keâe efMe#ee kesâ #es$e ceW yengleeÙele mes ØeÙeesie
Mew#eefCekeâ efJe<eÙe–Jemleg, DeefOekeâ ØeYeeJeer efMe#eCe SJeb DeefOeiece efJeefOeÙeeB, nes jne nw~ pewmes– ef[efpešue hegmlekeâeueÙe, keâchÙetšj meneÙekeâ meccesueve,
DeefOeiecekeâlee& kesâ %eeveelcekeâ efJeÛeejeW keâes DevegØesjkeâ yeveeves ceW meneÙekeâ leLee F&cesue leLee Deehemeer yeeleÛeerle Deeefo~
DeefOekeâ Deble:ef›eâÙeelcekeâ Mew#eefCekeâ meece«eer GheueyOe keâjeles ngS GvnW Deheves 6. ‘ØeewÅeesefiekeâer mes %eeve keâe efJemHeâesš ngDee nw’ Fmekeâe keäÙee
ØeÛeueveeW keâe ™heeblejCe keâjves keâe DeJemej Øeoeve keâjleer nw~ DeLe& nw?
3. Yeejle mejkeâej keâer keâchÙetšj DeeOeeefjle DeefOeiece Øeef›eâÙee (a) DelÙeefOekeâ metÛevee
kesâ ceeOÙece mes Úe$eeW keâes efmeKeeves kesâ efueS DeeF&meeršer (b) GÛÛe ieefle hej Je=efæ SJeb efJemleej
mketâueer Ùeespevee Je<e& .............. ceW Meg™ keâer ieÙeer Leer– (c) yeefOe&le %eeve
(a) 2001 (b) 2003 (d) efJemHeâesškeâ metÛevee
(c) 2004 (d) 2006 DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
PRT KVS 04–10–2015 Ans. (b) : ‘ØeewÅeesefiekeâer mes %eeve keâe efJemHeâesš ngDee nw’ Fmekeâe DeLe&
Ans : (c) Yeejle mejkeâej keâer keâchÙetšj DeeOeeefjle DeefOeiece Øeef›eâÙee nw, ØeewÅeesefiekeâer mes %eeve keâe GÛÛe ieefle hej Je=efæ SJeb efJemleej ngDee nw~
kesâ ceeOÙece mes Úe$eeW keâes efmeKeeves kesâ efueS DeeF&.meer.šer. mketâueer Ùeespevee Fmeer keâes Jele&ceeve ceW metÛevee ›eâebefle Yeer keâne peelee nw~ ØeewÅeesefiekeâer kesâ
Je<e& 2004, efomecyej ceW Meg™ keâer ieÙeer Leer leLee FmeceW mebmeesOeve keâj ceeOÙece mes metÛeveeSB Skeâ mLeeve mes otmejs mLeeve hej leer›e ieefle mes
Fmes hegve: Je<e& 2010 ceW ueeiet efkeâÙee ieÙee~ Ùen Ùeespevee ceeOÙeefcekeâ mlej Øemeeefjle nesleer nQ leLee efkeâmeer Yeer Jemleg, mLeeve, JÙeefòeâ Deeefo kesâ yeejs ceW
hej Úe$eeW keâes ICT keâewMeue ceW me#ece yeveeves leLee GvnW keâchÙetšj DeeOeeefjle lelkeâeue metÛeveeSB Øeehle keâer pee mekeâleer nQw~ FmeerefueS keâne peelee nw efkeâ
DeefOeiece Øeef›eâÙee ceW meefcceefuele keâjves kesâ GösMÙe mes Meg™ keâer ieÙeer Leer~ ØeewÅeesefiekeâer mes %eeve keâe efJemHeâesš ngDee nw~
Knowledge of ICT 3 YCT
7. Which of the following is included in stage 2 of 9. Ùeefo keâesF& DeOÙeehekeâ Deheves efMe#eeefLe&ÙeeW kesâ efueS metÛevee
a productive computer session ? mecØes<eCe DeeOeeefjle DeOÙeeheve–DeefOeiece Gheeiece keâes
efvecveefueefKele ceW mes keâewve-mee Skeâ GheÙeesieer keâchÙetšj me$e Deheveevee Ûeenlee nw, lees yeleeFS efvecveefueefKele ceW mes
kesâ ÛejCe 2 ceW Meeefceue nw? keâewve–mee keâLeve mebiele veneR nw?
I. To clear the purpose of the work
(a) efJe<eÙeJemleg Deewj ØeewÅeesefiekeâer ceW Devegketâuelee Ùee mebielelee
keâeÙe& keâe GösMÙe mhe° keâjvee
nesveer ÛeeefnS~
II. Ensuring that the child remains on work
(b) DeeF&meeršer GhekeâjCeeW kesâ ceeOÙece mes efJeÅeeefLe&ÙeeW Éeje Øeehle
megefveef§ele keâjvee efkeâ yeÛÛes keâeÙe& hej yeves jnW
%eeve keâe cetuÙeebkeâve hejer#ee kesâ ceeOÙece mes nesvee ÛeeefnS~
(a) Only I/kesâJeue I
(c) efJeÅeeefLe&ÙeeW ceW GheueyOe DeeF&meeršer GhekeâjCeeW keâe ØeÙeesie
(b) Both I and II/I leLee II oesveeW
keâjves keâer ÙeesiÙelee nesveer ÛeeefnS~
(c) Neither I nor II/ve ner I Deewj ve ner II
(d) mebmLeeve ceW Fbšjvesš keâvewkeäMeve nesvee ÛeeefnS leeefkeâ efJeÅeeLeea
(d) Only II/kesâJeue II
Úeveyeerve keâj mekesâ~
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
PRT–KVS 07–01–2017
Ans. (d) : Ùen megefveef§ele keâjvee efkeâ yeÛÛes keâeÙe& hej yeves jns Skeâ Ans : (b) Ùeefo keâesF& DeOÙeehekeâ Deheves efJeÅeeefLe&ÙeeW kesâ efueS metÛevee
GheÙeesieer keâchÙetšj me$e kesâ ÛejCe II ceW Meeefceue nw~ peyeefkeâ keâeÙe& keâe mecØes<eCe DeeOeeefjle DeOÙeeheve–DeefOeiece Gheeiece keâes Deheveevee Ûeenlee
GösMÙe mhe<š keâjvee Fmekesâ Devleie&le Meeefceue veneR neslee nQ~ Dele: nw, lees Gmes efvecve yeeleeW keâe OÙeeve osvee DeeJeMÙekeâ nw–
kesâJeue II mener nw~
(i) efJe<eÙeJemleg Deewj ØeewÅeesefiekeâer ceW Devegketâuelee Ùee mebielelee nesveer ÛeeefnS~
8. Which of the following statement is/are
(ii) efJeÅeeefLe&ÙeeW ceW GheueyOe DeeF&meeršer GhekeâjCeeW keâe ØeÙeesie keâjves keâer
correct?
efvecveefueefKele ceW mes keâewve-mee/mes keâLeve mener nw/nQ? ÙeesiÙelee nesveer ÛeeefnS~
(iii) mebmLeeve ceW Fbšjvesš keâveskeäMeve nesvee ÛeeefnS leeefkeâ efJeÅeeLeea
I. Technology can never bring creative
understanding. Úeveyeerve keâj mekesâb~
lekeâveerkeâ keâYeer jÛeveelcekeâ mecePe veneR uee mekeâleer nw~ ‘‘DeeF&meeršer GhekeâjCeeW kesâ ceeOÙece mes efJeÅeeefLe&ÙeeW Éeje Øeehle %eeve keâe
II. The education of the present times places cetuÙeebkeâve hejer#ee kesâ ceeOÙece mes nesvee ÛeeefnS~’’–Ùen keâLeve Demebiele nw~
great emphasis on technology./Jele&ceeve oewj keâer 10. ØeewÅeesefiekeâer keâe GheÙeesie keâjves keâe vegkeâmeeve keäÙee nw?
efMe#ee lekeâveerkeâ hej DelÙeefOekeâ yeue osleer nw~ (a) Ùen Meejerefjkeâ yeeOee GlheVe keâjlee nw~
(a) Only I/kesâJeue I (b) Fmekesâ efueS DeefOekeâ peien keâer DeeJeMÙekeâlee nw~
(b) Only II/kesâJeue II (c) Ùen Úe$eeW keâes DeOÙeÙeve mes efJeÛeefuele keâjlee nw~
(c) Both I and II/I leLee II oesveeW (d) Ùen ceeveefmekeâ yeeOee GlheVe keâjlee nw~
(d) Neither I nor II/ve lees I ve ner II DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM Ans. (a) : ØeewÅeesefiekeâer keâe GheÙeesie keâjves keâe meyemes yeÌ[e vegkeâmeeve nw
Ans. (b) : efMe#ee ceW DeeF&meeršer keâe GösMÙe efvecveefueefKele ieefleefJeefOeÙeeW efkeâ Ùen Meejerefjkeâ yeeOee GlheVe keâjleer nw~ DeLee&le ØeewÅeesefiekeâ ves peneB
kesâ efueS nw- Skeâ lejHeâ ogefveÙee keâes lejkeäkeâer keâe veÙee DeeÙeece efoÙee nw Deewj ceeveJe
ØeYeeJeer efMe#eCe-DeefOeiece Øeef›eâÙee~ peerJeve keâes efJekeâeme keâer veF& efoMee oer nw JeneR otmejer lejHeâ Ùen ceeveJe
meerKeves kesâ heefjCeeceeW keâe Deekeâueve Deewj Devegketâueve keâjves kesâ efueS mJeemLÙe kesâ efueS yesno Kelejveekeâ Yeer nw~ ØeewÅeesefiekeâer kesâ GheÙeesie kesâ
vewoeefvekeâ hejer#eCe Deewj GheÛeejelcekeâ efMe#eCe~ Ûeueles Deepe keâe ceeveJe Meejerefjkeâ keâece keâer Dehes#ee ØeewÅeesefiekeâer hej
Úe$eeW ceW jÛeveelcekeâlee, leke&â Deewj meesÛeves keâer #ecelee keâe efJekeâeme DeefOekeâ efveYe&j nes ieÙee nw efpemekesâ Ûeueles Deveskeâ Øekeâej keâer Meejerefjkeâ
keâjvee~ JÙeeefOeÙeeB GlheVe nesves ueieer nQ~
efMe#eeefLe&ÙeeW keâe ceveesJew%eeefvekeâ efJeMues<eCe~ 11. DeeF&meeršer keâe cegKÙe GheÙeesie keäÙee nw?
efMe#ee ceW metÛevee Deewj mebÛeej ØeewÅeesefiekeâer (DeeF&meeršer) efMe#ee keâe Jen (a) ØeewÅeesefiekeâer kesâ ceeOÙece mes mebÛeej keâjvee~
lejerkeâe nw, pees metÛevee kesâ efJelejCe keâe meceLe&ve, Je=efæ Deewj Devegketâueve (b) mebÛeej Deewj ØeewÅeesefiekeâer keâe GheÙeesie keâjvee~
keâjves kesâ efueS metÛevee Deewj mebÛeej ØeewÅeesefiekeâer keâe GheÙeesie keâjlee nw~ (c) ØeewÅeesefiekeâer kesâ ceeOÙece mes mebÛeej kesâ efueS peevekeâejer Øeehle
FmeefueS, Jele&ceeve meceÙe keâer efMe#ee ØeewÅeesefiekeâer hej yengle peesj osleer nQ keâjvee~
Deewj efMe#ee ceW ØeewÅeesefiekeâer yeÛÛeeW ceW jÛeveelcekeâlee keâe hees<eCe keâjleer nw~ (d) ØeewÅeesefiekeâer kesâ ceeOÙece mes peevekeâejer meePee keâjvee~
Dele: keâLeve II mener nQ~ DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
Knowledge of ICT 4 YCT
Ans. (c) : DeeF&meeršer keâe cegKÙe GheÙeesie ØeewÅeesefiekeâer kesâ ceeOÙece mes Ans. (c) : efMe#ee kesâ #es$e ceW (ICT-Information and
mebÛeej kesâ efueS peevekeâejer Øeehle keâjvee nw~ metÛevee Deewj mebÛeej Communication Technology) kesâ efvecveefueefKele ØeYeeJe osKeW pee
ØeewÅeesefiekeâer, efpemes Deeceleewj hej DeeF&meeršer keâne peelee nw, keâe ØeÙeesie mekeâles nQ-
Dekeämej metÛevee ØeewÅeesefiekeâer kesâ heÙee&ÙeJeeÛeer kesâ ™he ceW efkeâÙee peelee nw * Ùen efveef<›eâÙe efMe#eeefLe&ÙeeW keâes meef›eâÙe efMe#eeefLe&ÙeeW ceW yeoue oslee nw~
uesefkeâve Ùen Deeceleewj hej DeefOekeâ meeceevÙe MeyoeJeueer nw pees DeeOegefvekeâ * heejbheefjkeâ hegmlekeâeueÙeeW kesâ mLeeve hej mebÛeej lekeâveerkeâer hej DeeOeeefjle
metÛevee ØeewÅeesefiekeâer ceW otj mebÛeej (šsueerHeâesve ueeF&ve SJeb JeeÙejuesme ef[efpešue hegmlekeâeueÙeeW keâer mLeehevee keâjlee nw~
mebkesâlees) keâer Yetefcekeâe hej yeue oslee nw~ * Meejerefjkeâ Je ceeveefmekeâ ™he mes efJekeâueebie Úe$e-Úe$eeDeeW kesâ efueS
12. mketâueeW ceW DeeF&meeršer ueeiet keâjves ceW yeeOee keäÙee nw? ØeYeeJeer efMe#eCe JeeleeJejCe GheueyOe keâjeÙee pee mekeâlee nw~
* Ùen keâ#ee efMe#eCe keâes efMe#ekeâ kesâefvõle mes yeouekeâj efJeÅeeLeea kesâefvõle
(a) ØeewÅeesefiekeâer (b) efMe#ekeâeW keâer ÙeesiÙelee
ceW yeoue oslee nw~
(c) yegefveÙeeoer {eBÛee (d) Úe$eeW keâe OÙeeve
15. ______Skeâ DecyeÇsuee Meyo nw efpemeceW keâesF& Yeer mebÛeej
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
GhekeâjCe Ùee SefhuekesâMeve Meeefceue nw, efpemeceW Svkeâcheefmebie
Ans. (c) : mketâueeW ceW DeeF&meeršer (metÛevee SJeb mebÛeej ØeewÅeesefiekeâer) ueeiet
jsef[Ùees, šsueerefJepeve, mesuÙeguej Heâesve, kebâhÙetšj Deewj
keâjves ceW cegKÙe yeeOee yegefveÙeeoer {eBÛee nw~ meceepe kesâ meYeer Jeieex kesâ
vesšJeke&â, ne[&JesÙej Deewj mee@HeäšJesÙej, mewšsueeFš efmemšce
efueS ICT keâer efMe#ee keâes hengBÛeevee leLee otjmLe #es$eeW ceW Yeer Fmekeâer
Deeefo Meeefceue nQ~
hengBÛe keâes megiece yeveevee Skeâ yeÌ[er Ûegveewleer nw~ meeLe ner meeLe osMe keâer
(a) MRI (b) ICT
pevemebKÙee kesâ IevelJe kesâ Devegmeej ØeefleÚe$e ICT hej DeeefLe&keâ JÙeÙe keâes (c) ITC (d) CT
Yeer efveOee&efjle efkeâÙee peevee DeeJeMÙekeâ nw~ GÛÛe efMe#ee nsleg Úe$eeW keâer DSSSB PRT 30/03/2022 (Shift-III)
mebKÙee keâes yeÌ{eJee osvee Yeer Skeâ yeÌ[e cegöe nw~ Ans. (b) : ICT (Information Communication
13. DeeF&.meer.šer. (ICT) kesâ Ieškeâ keäÙee nQ? Technology) Skeâ DecyeÇsuee Meyo nw, efpemeceW keâesF& Yeer mebÛeej
(a) efmemšce mee@HeäšJesÙej, Dee@hejsefšbie efmemšce GhekeâjCe Ùee SefhuekesâMeve Meeefceue nw, efpemeceW Svkeâcheefmebie jsef[ÙeeW,
(b) Fvehegš ef[JeeFme, DeeGšhegš ef[JeeFme, mšesjspe ef[JeeFme, šsueerefJe]peve, mesuÙeguej heâesve, keâchÙetšj Deewj vesšJeke&â, ne[&JesÙej Deewj
cesceesjer ef[JeeFme mee@heäšJesÙej, mewšsueeFš efmemšce Deeefo Meeefceue nQ~ metÛevee SJeb mebÛeej
ØeewÅeesefiekeâer Skeâ JÙeehekeâ #es$e nw efpemeceW metÛevee kesâ mebÛeej kesâ efueS nj
(c) ne[&JesÙej, mee@HeäšJesÙej, GheÙeesiekeâlee&, vesšJeke&â
lejn keâer ØeewÅeesefiekeâer meceeefnle nw~ Ùen Jes ØeewÅeesefiekeâer nw pees efkeâ metÛevee
(d) keâchÙetšj, Fbšjvesš, Sue.meer.[er. Øeespeskeäšj kesâ mebÛeeueve, YeC[ejCe Deewj GheÙeesie keâer ÙeesiÙelee jKelee nw leLee
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM mebÛeej kesâ efJeefYeVe ceeOÙeceeW mes metÛevee kesâ ØemeejCe keâer megefJeOee Øeoeve
Ans. (c) : DeeF&.meer.šer. (ICT) kesâ cegKÙe Ieškeâ nQ– keâjlee nw~ DeeF&.meer.šer. keâF& ueesieeW kesâ peerJeve keâe DeefJeYeepÙe leLee
ne[&JesÙej, mee@HeäšJesÙej, GheÙeesiekeâlee& SJeb vesšJeke&â~ mJeerke=âle Debie yeve ieÙee nw~ ke=âef<e, mJeemLÙe, Meemeve ØeyevOeve Deewj
metÛevee SJeb mebÛeej ØeewÅeesefiekeâer (ICT) Gve keâeÙeeX kesâ efueS Fmlesceeue efMe#ee pewmes #es$eeW ceW Fmekesâ efJekeâeme keâe ØeYeeJe nw~ DeeF&.meer.šer. Skeâ
efkeâÙee peelee nw pees Fueskeäš^e@efvekeâ ceeOÙece mes metÛevee kesâ Øes<eCe, meb«enCe, efJeefJeOe meb«en nw efpemeceW efJeefYeVe ØeewÅeesefiekeâer GhekeâjCe efveefnle nQ~ meeLe
efvecee&Ce, ØeoMe&ve Ùee Deeoeve-Øeoeve ceW keâece Deeles nw~ metÛevee SJeb ner meeLe Jeeref[ÙeeW keâebøeWâefmebie Deewj Fueskeäš^e@efvekeâ cesue Deeefo pewmes
mebÛeej ØeewÅeesefiekeâer kesâ Fme JÙeehekeâ heefjYee<ee kesâ lenle jsef[Ùees, šerJeer, Øeesšeskeâe@ue Deewj mesJeeSB Yeer meefcceefuele nw~
Jeeref[Ùees, [erJeer[er, šsueerHeâesve, mewšsueeFš ØeCeeueer, keâchÙetšj, vesšJeke&â, 16. cegmkeâeve ves keâceeveeroej leguee keâe ØeÙeesie keâjles ngS nJee,
ne[&JesÙej, mee@HeäšJesÙej, Ùetpej (GheÙeesiekeâlee&) Deeefo meYeer Deeles nw~ heeveer Deewj mejmeeW kesâ lesue pewmes efJeefYeVe ceeOÙeceeW ceW Skeâ
Fmekesâ DeueeJee Fve ØeewÅeesefiekeâer mes pegÌ[er ngF& mesJeeSB Deewj GhekeâjCe, "esme Oeeleg keâer ieWo kesâ Yeej keâe helee ueieeves kesâ efueS Skeâ
pewmes Jeeref[Ùees keâe@vøesâefmebie, F&-cesue Deewj yuee@ieme Deeefo Yeer DeeF&.meer.šer. ØeÙeesie efkeâÙee~ Gmeves hetjs ØeÙeesie, Gmekesâ heefjCeeceeW Deewj
kesâ oeÙejs ceW ner Deeles nQ~ efšhheefCeÙeeW keâes Skeâ efJeef[Ùees kesâ ™he ceW efjkeâe@[& efkeâÙee
Deewj Fmes Deheves menheeef"ÙeeW kesâ meeLe cewmeWpej Sshe keâe
14. efvecveefueefKele ceW mes keâewve-mee keâLeve efMe#ee ceW
GheÙeesie keâjkesâ meePee efkeâÙee~ Gmeves meece«eer meePee keâjves
DeeF&.meer.šer. (ICT) keâe ØeYeeJe nw? kesâ efueS ØeewÅeesefiekeâer kesâ efkeâme mebYeeefJele GoenjCe keâe
(a) keâ#ee ceW efMe#ekeâ kesâ cenlJe keâes keâce keâjlee nw~ GheÙeesie efkeâÙee nw?
(b) efMe#ekeâeW kesâ efueS Deefleefjòeâ meceÙe Øeoeve keâjlee nw~ (a) ke=âef$ece yegefæ
(c) efveef<›eâÙe efMe#eeefLe&ÙeeW keâes meef›eâÙe efMe#eeefLe&ÙeeW ceW yeoue oslee (b) metÛevee SJeb šsueer-mebÛeej ØeewÅeesefiekeâer
nw~ (c) metÛevee Deewj mebÛeej ØeewÅeesefiekeâer
(d) Úe$eeW keâer DevegheefmLeefle keâes Øeeslmeeefnle keâjlee nw~ (d) F&cesue
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM DSSSB PRT 30/03/2022 (Shift-III)
Knowledge of ICT 5 YCT
Ans. (c) : cegmkeâeve Éeje efkeâS ieS ØeÙeesie keâes GheÙegòeâ ceeOÙece Ans. (a) : ICT , ceelee-efhelee-efMe#ekeâ mebÛeej keâes Deemeeve yeveelee nw~
(efJeef[Ùees, cewmesvpej Sshe) kesâ efueS metÛevee SJeb mebÛeej ØeewÅeesefiekeâer keâe metÛevee SJeb mebÛeej lekeâveerkeâer DeeOegefvekeâerkeâjCe keâe Skeâ GoenjCe nw
GheÙeesie efkeâÙee ieÙee nw~ DeeF&.meer.šer. meYeer Úe$eeW keâes meerKeves keâer efpemekeâe efMe#ee ceW keâeheâer GheÙeesie efkeâÙee pee jne nw~ Fmekesâ ceeOÙece mes
meece«eer keâe ueÛeerueeheve Deewj GheueyOelee Øeoeve keâjlee nw peyeefkeâ meYeer efMe#ee keâneR Yeer Deewj keâYeer Yeer «enCe keâer pee mekeâleer nw keäÙeeWefkeâ Jen
mebmeeOeve keâ#eeDeeW ceW GheueyOe nQ~ Úe$e GvnW mketâue kesâ yeenj Yeer Jele&ceeve meceÙe ceW nj peien GheueyOe nw~ yeÛÛes Deheves mketâue keâer efMe#ee
Skeämesme keâj mekeâles nQ~ Ùen efJeMes<e ™he mes Oeerceer ieefle mes meerKeves Jeeues ceW meef›eâÙe Yeeie uesves Jeeues ceelee-efhelee kesâ Øeefle mekeâejelcekeâ Øeefleef›eâÙee
Ùee meerKeves keâer De#ecelee Jeeues Úe$eeW keâes ueeYeeefvJele keâjlee nw~ Ssmes osles nQ- Ûeens Gvekeâer Øeieefle kesâ yeejs ceW peeie™keâ neW Deewj Gvekeâer
Úe$e efpeleveer yeej ÛeenW hee"eW keâes heÌ{ mekeâles nQ~ Deewj Deheves efJe<eÙeeW keâes GheueefyOeÙeeW keâes mecePeW Ùee mketâue kesâ hee"Ÿe›eâce ceW Kego keâes Meeefceue
DeÛÚer lejn mecePe mekeâles nQ~ efMe#ee ØeyebOeve ceW DeeF&.meer.šer. ve kesâJeue keâjkesâ DeefOekeâ ieefleMeerue Yetefcekeâe efveYeeSB~ efkeâmeer Yeer mlej mes, DeefOekeâ
Úe$eeW keâes yeefukeâ efMe#ekeâeW keâes Yeer efMeef#ele keâjves kesâ efueS nw~ efveÙeefcele ceelee-efhelee keâer JÙemlelee Dekeämej yeÛÛes keâes Dehes#ee mes hejs ØeoMe&ve keâjves
efMe#ekeâ ØeefMe#eCe keâeÙe&›eâce DeeJeMÙekeâ nw, Deewj DeeF&.meer.šer. GvnW kesâ efueS Øesefjle keâjleer nw~ ceelee-efhelee leLee efMe#ekeâ keâes DeeF&.meer.šer. mes
Dee@veueeFve efMe#eCe kesâ ceeOÙece mes Deheves mJeÙeb kesâ mebmLeeveeW ceW ØeefMeef#ele uewme Deveble mebYeeJeveeDeeW keâes Deheveevee ÛeeefnS Deewj Deheves yeÛÛeeW kesâ
keâjves ceW ceoo keâjlee nw~ efueS GppeJeue YeefJe<Ùe keâes megjef#ele keâjves kesâ efueS Fmekeâe ueeYe G"evee
17. efJeefYeVe meneÙekeâ GhekeâjCe Deewj ØeewÅeesefieefkeâÙeeb pewmes
ÛeeefnS~
še@efkebâie yegkeäme, ceesyeeFue Heâesve keâer še@keâ-yewkeâ megefJeOee, 19. The tools of information and communication
technology may be in the form of ______.
G.P.S Fveefyeuš Jee@efkebâie efmškeâ, efJeMes<e DeeJeMÙekeâlee
metÛevee Deewj mebÛeej ØeewÅeesefiekeâer kesâ GhekeâjCe ......... kesâ
Jeeues yeÛÛeeW keâer pe™jleeW keâes hetje keâjves ceW cenlJehetCe& ™he ceW nes mekeâles nQ~
Yetefcekeâe efveYeeles nQ~ Ùen keâLeve efvecve ceW ICT kesâ I. Audio
DevegØeÙeesie keâe JeCe&ve keâjlee nw:- I. ßeJÙe
(a) meceeJesMeer efMe#ee (b) F&-Meemeve II. Visual
(c) keâuee Deewj veeškeâ (d) jes]peceje& keâer ef]peboieer II. ÂMÙe
DSSSB PRT 30/03/2022 (Shift-III) (a) Only II/kesâJeue II
Ans. (a) : efJeefYeVe meneÙekeâ GhekeâjCe Deewj ØeewÅeesefieefkeâÙeeB pewmes- (b) Neither I nor II/vee ner I vee ner II
še@efkebâie yegkeäme, ceesyeeFue heâesve keâer še@keâ-yewkeâ megefJeOee, G.P.S (c) Both I and II/I leLee II oesveeW
Fveefyeuš Jee@efkebâie efmškeâ, efJeMes<e DeeJeMÙekeâlee Jeeues yeÛÛeeW keâer ]pe™jleeW (d) Only I/kesâJeue I
keâes hetje keâjves Jeeues ICT kesâ GhekeâjCe meceeJesMeer efMe#ee ceW cenlJehetCe& DSSSB PRT 25/03/2022 (Shift-I)
Yetefcekeâe efveYeeles nQ~ meceeJesMeer efMe#ee ceW Deepe keâue efJeÅeee|LeÙeeW kesâ Ans. (c) : metÛevee
SJeb mebÛeej ØeewÅeesefiekeâer, DeeBkeâÌ[eW keâer Øeeefhle metÛevee,
JÙeJenej cebs Dehesef#ele heefjJele&ve ueeves kesâ efueS meerKeves kesâ efmeæevleeW kesâ
meb«en, megj#ee, heefjJele&ve, Deeoeve-Øeoeve, DeOÙeÙeve, ef[peeFve Deeefo
meeLe-meeLe efMe#eCe kesâ heefjefmLeefleÙeeW, keâeÙeeX kesâ GhekeâjCe leLee kegâÚ
keâeÙeeX kesâ efve<heeove kesâ efueÙes DeeJeMÙekeâ keâchÙetšj ne[&JesÙej SJeb
veJeerve GheeieceeW keâes cenlJehetCe& mLeeve efoÙee peeves ueiee nw~ efJeefMe°
mee@HeäšJesÙej DevegØeÙeesieeW mes mebyebefOele nw~ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer
yeeuekeâeW keâer efMe#ee Øeoeve keâjvee keâef"ve keâeÙe& nw keäÙeeWefkeâ Ùen yeeuekeâ
kesâ GhekeâjCe ÂMÙe SJeb ßeJÙe oesveeW ™heeW ces heeÙes peeles nQ~
meeceevÙe yeeuekeâeW mes efyeukegâue efYeVe nesles nQ~ efJeMes<ekeâj DeefOeiece keâer
efMe#ekeâ, Ùeespeveekeâej, MeesOekeâlee& Deeefo meYeer ueesie JÙeehekeâ hewceeves hej
Âef° mes uesefkeâve ICT kesâ yeefÌ{Ùee ØeÙeesie ves Fve yeeuekeâeW keâer efMe#ee keâes
Fme yeele mes mencele efoKeeF& osles nQ efkeâ DeeF&.meer.šer. ceW efMe#ee hej
Skeâ veÙee ceesÌ[ efoÙee nw~ mecØes<eCe keâer veF& efJeefOe Je GhekeâjCeeW keâer
mekeâejelcekeâ Deewj cenlJehetCe& ØeYeeJe [eueves keâer #eceleeSB ceewpeto nQ~
meneÙelee mes efJeefMe° yeeuekeâeW keâer efMe#ee SJeb ØeefMe#eCe Øeef›eâÙee kegâÚ no
efpeme yeele hej Deye lekeâ yenme Ûeue jner nw, lees Ùen nw efkeâ efMe#ee
lekeâ mejue nes ieF& nQ Deewj ØeYeeJeMeeueer Yeer~ megOeej ceW DeeF&.meer.šer. keâer mešerkeâ Yetefcekeâe keäÙee nes Deewj Fmekeâer
18. efvecveefueefKele ceW mes keâewve mee keâLeve ceelee-efhelee kesâ efueS
#eceleeDeeW kesâ yesnlejerve oesnve kesâ efueS meyemes yesnlejerve lejerkesâ keäÙee nes
ICT kesâ ueeYeeW keâe meyemes DeÛÚe JeCe&ve keâjlee nw?mekeâles nQ~ Ùen meejer Ûeer]peW FmeceW osKeves keâes efceueleer nw~ DeeF&.meer.šer kesâ
Devleie&le Mewef#ekeâ šer.Jeer., Mewef#ekeâ jsef[Ùees, ceeref[Ùee keâe Fmlesceeue,
(a) Ùen ceelee-efhelee-efMe#ekeâ mebÛeej keâes Deemeeve yeveelee nw~
mketâue ØeyebOeve ceW mebÛeej ØeewÅeesefiekeâer, Mew#eefCekeâ JesyemeeFš Deeefo keâe
(b) Ùen ceelee-efhelee-Úe$e kesâ PeieÌ[s keâes yeÌ{eJee oslee nw~
GheÙeesie Jele&ceeve meceÙe ceW efkeâÙee pee jne nw~
(c) Ùen ceelee-efhelee keâes Deheves yeÛÛes keâer efjheesš& Deewj GheefmLeefle
kesâ yeejs ceW keâce peevekeâejer oslee nw~ 20. ICT ceW ØeÙegòeâ ØeewÅeesefiekeâer kesâ mebyebOe ceW keâewve mee ieuele
efJekeâuhe nw?
(d) ceelee-efhelee kesâ efJeÅeeueÙe mecegoeÙe ceW Meeefceue nesves keâer
mebYeeJevee keâce nw~ (a) efjceesš GhekeâjCeeW kesâ ceeOÙece mes hee"Ÿe›eâce meece«eer lekeâ
DSSSB PRT 30/03/2022 (Shift-III) hengBÛe~
Knowledge of ICT 6 YCT
 (b) heuešer keâ#ee DeJeOeejCee~ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer ceW efvecveefueefKele ceW mes
(c) Dee@ef[Ùees huesÙej, Øeespeskeäšj, šwyeuesš Deeefo keâe GheÙeesie keâewve mes Ieškeâ Meeefceue nw ?
keâjvee~ I. Information and Communication Infrastructure.
(d) yuewkeâyees[& Deewj hee"Ÿe-hegmlekeWâ~ I. metÛevee Deewj mebÛeej DeJemebjÛevee
DSSSB PRT 30/03/2022 (Shift-III) II. Information Technology
Ans. (d) : ICT (Information and communication II. metÛevee ØeewÅeesefiekeâer
technology) ceW ØeÙegòeâ ØeewÅeesefiekeâer kesâ mecyevOe ceW efJekeâuhe (d) ieuele III. Communication Technology
nw~ metÛevee SJeb mebÛeej lekeâveerkeâer mes leelheÙe& Gme metÛevee mecØes<eCe mes nw, III. mebÛeej ØeewÅeesefiekeâer
efpemekesâ ceeOÙece mes mecØes<eCe keâeÙe& DelÙeefOekeâ ØeYeeJeer {bie mes mecheVe (a) I and II/I leLee II
efkeâÙee peelee nw~ Fmekeâe mecyevOe Jew%eeefvekeâ lekeâveerkeâer kesâ Ssmes mebmeeOeveeW (b) I, II and III/I, II leLee III
Je meeOeveeW mes neslee nw efpemekesâ ceeOÙece mes lJeefjle ieefle mes metÛeveeDeeW keâe (c) I and III/I leLee III
ØeYeeJeer Deeoeve-Øeoeve neslee nw~ (d) II and III/II leLee III
Øees. heeršme& keâe ceevevee nw efkeâ ‘‘metÛevee lekeâveerkeâer %eeve, keâewMeue leLee DSSSB PRT 07/03/2022 (Shift-II)
DeefYeJe=efòe Øeoeve keâjves keâer Skeâ veJeerve leLee GYejleer ngF& efJeefMe° Ans. (b) : metÛevee Deewj mebÛeej ØeewÅeesefiekeâer mes leelheÙe& Gme metÛevee
DeeJeMÙekeâleeDeeW keâer hetefle& keâjves Jeeueer Skeâ Mewef#ekeâ Øeef›eâÙee nw efpemeceW mecØes<eCe lekeâveerkeâer mes nw, efpemekesâ ceeOÙece mes mecØes<eCe keâeÙe& DelÙeefOekeâ
meceÙe Deewj mLeeve kesâ DeeÙeeceeW keâe efMe#eCe SJeb DeefOeiece ceW keâesF& ØeYeeJeer {bie mes mecheVe efkeâÙee peelee nw~ Fmekeâe mecyevOe Jew%eeefvekeâ
nmle#eshe veneR neslee nw~ Fme lekeâveerkeâer kesâ ceeOÙece mes otjmLe efMe#eeLeea lekeâveerkeâer kesâ Ssmes mebmeeOeveeW Je meeOeveeW mes neslee nw efpemekesâ ceeOÙece mes
keâes Yeer Gòece ieefle mes efMe#ee Øeoeve keâer pee mekeâleer nw~’’ lJeefjle ieefle mes metÛeveeDeeW keâe ØeYeeJeer Deeoeve-Øeoeve neslee nw~
ICT ceW efJeefYeVe Øekeâej kesâ GhekeâjCeeW keâe Yeer GheÙeesie efkeâÙee peelee nw~
metÛevee Deewj mebÛeej ØeewÅeesefiekeâer ceW metÛevee Deewj mebÛeej, DeJemebjÛevee, metÛevee
Fmekesâ lenle efjceesš GhekeâjCe, heuešer keâ#ee DeJeOeejCee, Dee@ef[Ùees ØeewÅeesefiekeâer leLee mebÛeej ØeewÅeesefiekeâer Deeefo Ieškeâ Meeefceue nesles nQ~
huesÙej, Øeespeskeäšj, šwyeuesš Deeefo keâes GheÙeesie ceW ueeÙee peelee nw~
23. _____ helps in facilitating the dissemination of
yuewkeâyees[& Deewj hee"Ÿe hegmlekeWâ, Ùen oesveeW Ûeer]pes yegefveÙeeoer efMe#ee kesâ information and interaction between students
GhekeâjCe pees efkeâ ØeeÛeerve keâeue mes Ûeueer Dee jneR nw Fvns ICT and teachers irrespective of distance, time and
GhekeâjCe kesâ ™he ceW GheÙeesie veneR keâer peeleer nw~ circumstances.
21. What kind of knowledge involves skills for ______otjer, meceÙe Deewj heefjefmLeefleÙeeW keâs yeeJepeto Úe$eeW
operating ICT and also an awareness of Deewj efMe#ekeâeW kesâ yeerÛe metÛeveeDeeW kesâ Øemeej Deewj
various technologies, their nature, potential yeeleÛeerle keâes megefJeOeepevekeâ yeveeves ceW ceoo keâjlee nw~
and the ways of using them for accomplishing
I. Telephone
instructional tasks?
I. šsueerHeâesve
efkeâme Øekeâej kesâ %eeve ceW ICT kesâ mebÛeeueve kesâ efueS
II. E–mail
keâewMeue Deewj efJeefYeVe lekeâveerkeâeW, Gvekeâer Øeke=âefle, #ecelee
II. F&cesue
Deewj efveoxMeelcekeâ keâeÙeeX keâes hetje keâjves kesâ efueS Gvekeâe
III. Chatting
GheÙeesie keâjves kesâ lejerkeâeW kesâ yeejs ceW peeie™keâlee Meeefceue
III. Ûewefšbie
nw?
(a) Only III/kesâJeue III
(a) Technology knowledge/ØeewÅeesefiekeâer %eeve
(b) I and II/I leLee II
(b) Content knowledge/efJe<eÙeJemleg %eeve
(c) II and III/II leLee III
(c) Pedagogy content knowledge
(d) I, II and III/I, II leLee III
efMe#eeMeeŒe efJe<eÙeJemleg %eeve
DSSSB PRT 24/03/2022 (Shift-I)
(d) Pedagogy knowledge/efMe#eeMeeœe %eeve
DSSSB PRT 29/03/2022 (Shift-III) Ans. (d) : ‘šsueerheâesve, F&cesue Deewj Ûewefšbie’; otjer, meceÙe Deewj
Ans. (a) : ØeewÅeesefiekeâer %eeve ceW ICT kesâ mebÛeeueve kesâ efueS keâewMeue
heefjefmLeefleÙeeW kesâ yeeJepeto Úe$eeW Deewj efMe#ekeâeW kesâ yeerÛe metÛeveeDeeW kesâ
Deewj efJeefYeVe lekeâveerkeâeW, Gvekeâer Øeke=âefle, #ecelee Deewj efveoxMeelcekeâ keâeÙeeX Øemeej Deewj yeeleÛeerle keâes megefJeOeepevekeâ yeveeves ceW ceoo keâjlee nw~ Dele:
keâes hetje keâjves kesâ efueS Gvekeâe GheÙeesie keâjves kesâ lejerkeâeW kesâ yeejs ceW efJekeâuhe (d) I, II leLee III nceeje DeYeer° Gòej nesiee~
peeie™keâlee Meeefceue nw~ 24. ____ is the person or group for whom the
communication is intended?
22. Information and Communication Technologies
_____Jen JÙeefòeâ Ùee mecetn nw efpemekesâ efueS mebÛeej
comprises of which of the following
components ? DeYeer° efkeâÙee ieÙee nw?
Knowledge of ICT 7 YCT
 (a) Feedback/Øeeflehegef° (b) Channel/Ûewveue mes peg[Ì er mesJeeSb Deewj GhekeâjCe pewmes, Jeeref[ÙeeW keâe@vøesâefmebie, F&-cesue Deewj
(c) Sender/Øes<ekeâ (d) Receiver/efjmeerJej yuee@ime Deeefo GhekeâjCeeW keâe ØeÙeesie efpeccesoejer kesâ meeLe leLee efyevee efkeâmeer
DSSSB PRT 24/03/2022 (Shift-I) YesoYeeJe kesâ metÛevee keâes {tb{ves, DevJesef<ele keâjves, Gmekeâe Deeoeve-Øeoeve keâjves
Ans. (d) : ‘efjmeerJej (Receiver)’ Jen JÙeefòeâ Ùee mecetn nw, efpemekesâ leLee Øemlegle keâjves kesâ efueS ØeÙeesie ceW ueeÙee peelee nw~
efueS mebÛeej DeYeer° efkeâÙee ieÙee nw~ mebÛeej keâes Skeâ JÙeefòeâ mes otmejs 27. Information Technology refers to the _____.
JÙeefòeâ lekeâ metÛevee Deewj mecePe keâer Øeef›eâÙee kesâ ™he ceW heefjYeeef<ele efkeâÙee metÛevee ØeewÅeesefiekeâer ––––– keâes meboefYe&le keâjlee nw~
peelee nw~ Ùen kesâJeue metÛeveeDeeW keâes Skeâ mLeeve, JÙeefòeâ Ùee mecetn mes I. Hardware of Information collection
otmejs mLeeve hej mLeeveebleefjle keâjves keâe keâeÙe& nw~ I. metÛevee meb«en kesâ ne[&JesÙej
25. Information and Communication Technology II. Software of Information Collection.
(ICT) doesn't includes _______. II. metÛevee meb«en kesâ mee@HeäšJesÙej
metÛevee SJeb mebÛeej ØeewÅeesefiekeâer (DeeF&.meer.šer.) ceW ....... (a) Only I/kesâJeue I
Meeefceue veneR neslee nw~ (b) Both I and II/I leLee II oesveeW
(a) Tesla automotive/šsmuee Dee@šesceesefšJe (c) Neither I nor II/vee ner I vee ner II
(b) Telephone/šsueerHeâesve (d) Only II/kesâJeue II
(c) Television/šsueerefJepeve DSSSB PRT 25/03/2022 (Shift-II)
(d) Radio/jsef[Ùees Ans. (b) : metÛevee ØeewÅeesefiekeâer metÛevee meb«en kesâ ne[&JesÙej leLee
DSSSB PRT 20/03/2022 (Shift-I) mee@heäšJesÙej keâes meboefYe&le keâjlee nw~ metÛevee ØeewÅeesefiekeâer oes MeyoeW mes
Ans : (a) šsmuee Dee@šesceesefšJe metÛevee SJeb mebÛeej ØeewÅeesefiekeâer (ICT) efceuekeâj yevee nw metÛevee Je ØeewÅeesefiekeâer~ metÛevee keâe leelheÙe& nw leLÙe,
ceW Meeefceue veneR neslee nw~ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer Skeâ Ssmee %eeve Je peevekeâejer Deewj ØeewÅeesefiekeâer keâe DeeMeÙe nw, ‘‘Jen lekeâveerkeâ pees
Meyo nw efpemeceWb keâesF& Yeer mebÛeej GhekeâjCe Ùee SefhuekesâMeve Meeefceue nw metÛevee keâes JÙeJeefmLele keâj mecØes<eCe ÙeesiÙe yeveeleer nw~ Dele: metÛevee
pewmes-jsef[ÙeeW, šsueerefJepeve, mesueguej Heâesve, keâchÙetšj Deewj vesšJeke&â ØeewÅeesefiekeâer Jen ØeewÅeesefiekeâer nw efpemekesâ Éeje nce metÛevee keâer efJeefYeVe
ne[&JesÙej Deewj mee@HeäšJesÙej mewšsueeFš efmemšce, šsueerHeâesve Deeefo~ Øeef›eâÙeeDeeW ceW Jele&ceeve lekeâveerkeâer keâe ØeÙeesie keâj metÛevee kesâ GheÙeesie
26. Which of the following pair is correct matched Deewj DeeJeMÙekeâlee keâes yeÌ{e mekeâles nQ~ Fmes meb#eshe ceW IT
in the context of tools of Information and (Information Technology) keâne peelee nw~ Ùen %eeve Deewj
Communication Technology (ICT)? lekeâveerkeâ keâe Skeâ mebiece nQ~ metÛevee ØeewÅeesefiekeâer ØeeÙe: leerve ØecegKe lelJeeW
efvecveefueefKele ceW mes keâewve mee Ùegice metÛevee SJeb mebÛeej hej efveYe&j neslee nw– ne[&JesÙej, mee@heäšJesÙej Deewj Fbšjvesš~
ØeewÅeesefiekeâer (DeeF&meeršer) kesâ GhekeâjCeeW kesâ meboYe& ceW mener 28. What is the full form of the ICARE model in
{bie mes megcesefuele nw? the context of information communication
I. Informative tools – Text, Sound, Graphics technology (ICT)?
I. metÛeveelcekeâ GhekeâjCe - hee", OJeefve, «eeefHeâkeäme metÛevee SJeb mebÛeej ØeewÅeesefiekeâer (DeeF&meeršer) kesâ meboYe& ceW
II. Situating tools – Web authoring Application DeeF&meerSDeejF& cee@[ue keâe hetCe& ™he keäÙee nw?
II. efmeÛegSefšbie GhekeâjCe - Jesye Dee@Leefjbie SefhuekesâMeve (a) FvJeme&; keâveskeäš; SefkeäšefJešer; efjøesâkeäš Deewj SkeämeheW[
III. Constructive tools – Simulation, Games Inverse; Connect; Activity; Refrect and
III. jÛeveelcekeâ GhekeâjCe - efmeceguesMeve, iescme Expend
(a) II and III/II leLee III (b) FveJeš&; keâe@heer; SefkeäšefJešer; efjheäueskeäš Deewj SkeämešWš
(b) I and III/I leLee III Invert; Copy; Activity; Reflect and Extent
(c) Only I/kesâJeue I
(c) Fvš^es[keäMeve; keâveskeäš; SefkeäšefJešer; efjheäueskeäš Deewj
SkeämešW[/Introduction; Connect; Activity;
(d) I, II and III/I, II leLee III
Reflect and Extend
DSSSB PRT 20/03/2022 (Shift-I)
(d) Fvehegš; keâveskeäš; SefkeäšefJešer; efjheäueskeäš Deewj SkeämeheW[
Ans : (c) metÛeveelcekeâ GhekeâjCe-hee", OJeefve, «eeefHeâkeäme~ Ùen Ùegice Input; Connect; Activity; Reflect and Expend
metÛevee SJeb mebÛeej ØeewÅeesefiekeâer (ICT) kesâ GhekeâjCeeW kesâ meboYe& ceW mener DSSSB PRT 16/03/2022 (Shift-III)
{bie mes megcesefuele nw~ peyeefkeâ efmeÛegSefšbie GhekeâjCe-Jesye Dee@Leefjbie Ans. (c) : metÛevee mebÛeej ØeewÅeesefiekeâer (ICT) kesâ meboYe& ceW ICARE
SefhuekesâMeve leLee jÛeveelcekeâ GhekeâjCe-efmeceguesMeve, iesce, Ùen ICT kesâ
cee@[ue keâe efJemle=le hetCe& veece efvecve nw →
GhekeâjCeeW kesâ meboYe& ceW mener veneR nw keäÙeeWefkeâ metÛevee SJeb mebÛeej
ØeewÅeesefiekeâer kesâ GhekeâjCeeW ceW jsef[Ùees, šerJeer, Jeeref[Ùees, [erJeer[er, šsueerHeâesve, I → Introduction (heefjÛeÙe)
mewšsueeFš ØeCeeueer, keâchÙetšj Deeefo Deeles nw~ Fmekesâ DeueeJee Fve ØeewÅeesefiekeâer C → Connect (mebyeæ keâjvee)
Knowledge of ICT 8 YCT
A → Activity (ieefleefJeefOe) Ans. (a) : keâce DeeÙe Jeeues heefjJeejeW mes mecyeefvOele Úe$e ceneceejer kesâ
R → Reflect (Øeefleefyebefyele nesvee) oewjeve DeOÙeÙeve kesâ meeLe yeves jnves ceW me#ece veneR nw keäÙeeWefkeâ Gvekesâ
heeme Dee@veueeFve mebmeeOeve GheueyOe veneR nw, Ghejesòeâ keâLeve ceW ICT kesâ
E → Extend (yeÌ{evee)
cenbiee nesves kesâ DeueeYe hej ØekeâeMe [euee ieÙee nw~
Dele: efJekeâuhe (c) mener nw~
31. Which of the following is not an ICT tool?
29. Which of the following is not an advantage of efvecveefueefKele ceW mes keâewve-mee ICT meeOeve veneR nw ?
ICT in education?
(a) Overhead projector/DeesJejns[ Øeespeskeäšj
efvecveefueefKele ceW mes keâewve-mee efMe#ee ceW ICT keâe ueeYe
(b) Television/šsueerefJepeve
veneR nw?
(c) Newspaper/meceeÛeej he$e
(a) bridges the communication gap
(d) Social media/meeceeefpekeâ ceeref[Ùee
mebÛeej Deblej keâes hetje keâjlee nw~
DSSSB PRT 26/03/2022 (Shift-III)
(b) promotes traditional learning
Ans. (c) : meceeÛeej he$e ICT meeOeve vener nQ~ ICT keâe Hegâue Heâe@ce&
heejbheefjkeâ efMe#ee keâes yeÌ{eJee oslee nw~
metÛevee Deewj mebÛeej ØeewÅeesefiekeâer nw~ Ùen metÛevee ØeewÅeesefiekeâer (IT) kesâ
(c) time effective/meceÙe ØeYeeJeer
efueS Skeâ yengDeeÙeeceer Meyo nw pees Skeâerke=âle mebÛeej keâer Yetefcekeâe Deewj
(d) Access to more information
otjmebÛeej Deewj keâchÙetšj kesâ SkeâerkeâjCe hej peesj oslee nw~
DeefOekeâ peevekeâejer lekeâ hengBÛe
metÛevee Deewj mebÛeej ØeewÅeesefiekeâer (ICT) kesâ efvecve meeOeve nQ– DeesJejns[
DSSSB PRT 26/03/2022 (Shift-III)
Øeespeskeäšj, šsueerJeerpeve, meeceeefpekeâ ceeref[Ùee, jsef[Ùees, Jeeref[Ùees, šsueerHeâesve,
Ans. (b) : heejcheefjkeâ efMe#ee keâes yeÌ{eJee osvee efMe#ee ceW ICT keâe [erJeer[er, mesšsueeFš ØeCeeueer, keâchÙetšj Deewj vesšJeke&â ne[&JesÙej SbJe
ueeYe veneR nw~ Mewef#ekeâ DeJemejeW keâes efJemle=le keâjves, GÛÛe efMe#ee kesâ #es$e mee@HeäšJesÙej Deeefo nw~ Fmekesâ DeueeJee Fve ØeewÅeesefiekeâer mes peg[Ì er ngF& mesJeeSb
ceW GuuesKeveerÙe efJekeâeme SJeb efMe#ee keâer iegCeJeòee yeÌ{eves kesâ efueS ICT Deewj GhekeâjCe pewmes, Jeeref[Ùees keâe@vøeWâefmebie, F&-cesue Deeefo~
Skeâ ØeYeeJeMeeueer meeOeve nw~ efJeÅeeefLe&ÙeeW kesâ ÙeesiÙeleevegmeej hee"Ÿe-meece«eer 32. ____ opened the possibilities of information for
keâes yeesOeiecÙe yeveeves ceW ICT Skeâ cenlJehetCe& GhekeâjCe nw~ Fmekeâe both teachers and students.
GheÙeesie mketâueeW ceW JÙeehekeâ ™he mes metÛevee yeveeves, meb«enerle keâjves, ..........ves efMe#ekeâeW Deewj Úe$eeW oesveeW kesâ efueS metÛevee keâer
Øemeeefjle keâjves Ùee mebÛeej keâjves Deewj ØeyebefOele keâjves kesâ efueS efkeâÙee mebYeeJeveeDeeW keâes Keesue efoÙee~
peelee nw~ ICT kesâ efvecve ueeYe nQ– I. Information and communication
• Ùen mebÛeej keâer megefJeOee Øeoeve keâjlee nw~ technologies
I. metÛevee SJeb mebÛeej ØeewÅeesefiekeâer
• Ùen menÙeesie keâes Øeeslmeeefnle keâjlee nw~ II. Artificial intelligence
• Ùen ef[efpešue Deewj ÂMÙe-ßeJÙe mee#ejlee keâer Devegceefle oslee nw~ II. ke=âef$ece yegefæ
30. The students belonging to low-income families (a) Both I and II/I leLee II oesveeW
are not able to cope up with the studies during (b) Only I/kesâJeue I
the pandemic as they do not have online
(c) Neither I nor II/vee ner I vee ner II
resources available. Which disadvantage of
ICT has been highlighted in the above (d) Only II/kesâJeue II
statement ? DSSSB PRT 20/03/2022 (Shift-I)
keâce DeeÙe Jeeues heefjJeejeW mes mebyebefOele Úe$e ceneceejer kesâ Ans : (b) metÛevee SJeb mebÛeej ØeewÅeesefiekeâer ves efMe#ekeâeW Deewj Úe$eeW oesveeW
oewjeve DeOÙeÙeve kesâ meeLe yeves jnves ceW me#ece veneR nQ kesâ efueS metÛevee keâer mebYeeJeveeDeeW keâes Keesue efoÙee~ metÛevee Deewj mebÛeej
keäÙeeWefkeâ Gvekesâ heeme Dee@veueeFve mebmeeOeve GheueyOe veneR ØeewÅeesefiekeâer (ICT) efkeâmeer Yeer JÙeJemeeÙe kesâ efJekeâeme ceW Skeâ ienjer
nw~ Ghejesòeâ keâLeve ceW ICT kesâ efkeâme DeueeYe hej ØekeâeMe Yetefcekeâe efveYeeleer nw~ Ùen keâce&Ûeejer mebÛeej ceW megOeej keâjlee nw, keâF&
[euee ieÙee nw? JÙeeJemeeefÙekeâ keâeÙeex keâes mJeÛeeefuele keâjlee nw Deewj Deehemeer
heefjÙeespeveeDeeW keâer heejoefMe&lee keâes yeÌ{elee nw~
(a) Expensive/cenbiee
ICT Mewef#ekeâ DeJemejeW keâes efJemle=le keâjves, GÛÛe efMe#ee kesâ #es$e ceW
(b) rigid nature/keâ"esj Øeke=âefle
GuuesKeveerÙe efJekeâeme SJeb efMe#ee keâer iegCeJeòee yeÌ{eves kesâ efueS ICT
(c) Addictive and time waster
Skeâ ØeYeeJeMeeueer meeOeve nw~
JÙemeveer Deewj meceÙe keâer yeyee&oer
33. Teacher teaches a subject in class and ask
(d) Untrained teachers students to work on assignment or project
DeØeefMeef#ele efMe#ekeâ using ICT and submit it online. Which type of
DSSSB PRT 26/03/2022 (Shift-III) learning is highlighted in the above statement ?
Knowledge of ICT 9 YCT
 efMe#ekeâ keâ#ee ceW Skeâ efJe<eÙe heÌ{eles nQ Deewj Úe$eeW keâes 35. Which of the following tools of ICT cannot help
ICT keâe GheÙeesie keâjkesâ efveÙele keâeÙe& Ùee heefjÙeespevee hej in developing literacy ?
keâece keâjves Deewj Fmes Dee@veueeFve pecee keâjves kesâ efueS ICT kesâ efvecveefueefKele ceW mes keâewve-mee GhekeâjCe mee#ejlee
keânles nQ~ GheÙeg&òeâ keâLeve ceW efkeâme Øekeâej kesâ DeefOeiece hej keâes efJekeâefmele keâjves ceW ceoo veneR keâj mekeâlee nw?
ØekeâeMe [euee ieÙee nw? (a) Word processor/Je[& Øeesmesmej
(a) Distributed learning/efJeleefjle DeefOeiece (b) Games/Kesue
(b) Blended Learning System (c) Web searching/Jesye meefÛeËie
efceefßele ØeCeeueer efMe#ee (d) Blogs/yuee@ie
(c) Flipped learning/heuešer DeefOeiece DSSSB PRT 27/03/2022 (Shift-III)
(d) Traditional learning Ans. (b) : ICT (Information and Communication
heejbheefjkeâ DeefOeiece Technology) efJeÅeeefLe&ÙeeW kesâ ÙeesiÙeleevegmeej hee"dÙe-meece«eer keâes
DSSSB PRT 27/03/2022 (Shift-III) yeesOeiecÙe yeveeves ceW ceoo keâjleer nw~ ICT DeeBkeâÌ[eW keâer Øeeefhle, metÛevee
Ans. (b) : efMe#ekeâ keâ#ee ceW Skeâ efJe<eÙe heÌ{eles nQ Deewj Úe$eeW keâes meb«en, megj#ee, heefjJele&ve, Deeoeve-Øeoeve, DeOÙeÙeve, ef[peeFve Deeefo
ICT (Information and Communication Technology) keâe keâeÙeeX kesâ efve<heeove kesâ efueS DeeJeMÙekeâ keâchÙetšj ne[&JesÙej SJeb
GheÙeesie keâjkesâ efveÙele keâeÙe& Ùee heefjÙeespevee hej keâece keâjves Deewj Fmes mee@heäšJesÙej DevegØeÙeesieeW mes mecyeefvOele nw~
Dee@veueeFve pecee keâjves kesâ efueS keânles nQ~ GheÙeg&òeâ keâLeve ceW efceefßele Jesye Øeesmesmej, Jesye meefÛeËie, leLee yuee@ie Deeefo ICT kesâ kegâÚ GhekeâjCe
ØeCeeueer efMe#ee (Blended Learning System) hej ØekeâeMe [euee nQ, pees mee#ejlee keâes efJekeâefmele keâjves ceW ceoo keâjles nQ~
ieÙee nw~ 36. In which of the following, teachers may suggest
efceefßele ØeCeeueer efMe#ee Skeâ DeewheÛeeefjkeâ efMe#ee keâeÙe&›eâce nw,efpemeceW resources and learners may learn at home
efJeÅeeLeea hee"dÙe›eâce keâe Skeâ Yeeie keâ#ee ceW hetje keâjles nQ Deewj otmeje using ICT for instance by using a video?
Yeeie ef[efpešue Ùee Dee@veueeFve mebmeeOeveeW keâe GheÙeesie keâjkesâ hetje keâjles efvecveefueefKele ceW mes efkeâmeceW efMe#ekeâ mebmeeOeveeW keâe megPeeJe
nQ~ Fme efMe#ee efJeefOe ceW meceÙe, efJeefOe leLee ieefle keâe efveÙeb$eCe efJeÅeeLeea os mekeâles nQ Deewj efMe#eeLeea Iej hej ICT Éeje meerKe
kesâ neLe ceW neslee nw~ mekeâles nQ, GoenjCe kesâ efueS Jeeref[Ùees keâe GheÙeesie keâjkesâ?
34. Which of the following is not an advantage of (a) Flipped learning /efHeäuehe ueefveËie
ICT Tools ? (b) Blended learning /efceefßele efMe#ee
efvecveefueefKele ceW mes keâewve-mee ICT meeOeveeW keâe ueeYe (c) Distributed learning /efJeleefjle efMe#ee
veneR nw? (d) Traditional learning /heebjheefjkeâ efMe#ee
(a) Direct classroom teaching DSSSB PRT 29/03/2022 (Shift-II)
ØelÙe#e keâ#ee DeefOeiece Ans. (a) : efheäuehe ueefveËie kesâ Éeje efMe#ekeâ mebmeeOeveeW keâe megPeeJe os
(b) Cost efficient/ueeiele kegâMeue mekeâles nw Deewj efMe#eeLeea Iej hej (ICT) Éeje meerKe mekeâles nw,
(c) Reliance on technology GoenjCe kesâ efueS Jeeref[ÙeeW keâe GheÙeesie keâjkesâ~
ØeewÅeesefiekeâer hej efveYe&j efheäueh[ ueefveËie Skeâ Ssmeer heæefle nw pees efMe#ekeâeW keâes Iej hej Ùee keâ#ee
(d) Teaching is better with audio-visual aids kesâ yeenj osKeves kesâ efueS Úe$eeW keâes JÙeeKÙeeve meecee«eer Deewj ØemlegefleÙeeW
ßeJÙe-ÂMÙe meeOeveeW kesâ meeLe efMe#eCe yesnlej neslee nw keâes DemeeFve keâjkesâ keâ#ee kesâ meceÙe meef›eâÙe meerKeves keâes ØeeLeefcekeâlee osves
DSSSB PRT 27/03/2022 (Shift-III) ceW ceoo keâjleer nw~ DeeOegefvekeâ keâ#ee ceW meyemes jesceebÛekeâ Øeieefle ceW mes
Ans. (c) : efJeÅeeefLe&ÙeeW kesâ ÙeesiÙeleevegmeej hee"dÙe-meece«eer keâes yeesOeiecÙe Skeâ efheäuehe ueefveËie nw~
yeveeves ceW ICT (Information and Communication
37. Which of the following approach talks about
Technology) keâe efJeMes<e cenlJe nw~ the development of skills to use ICT ?
Dele: nce ICT meeOeveeW kesâ cenlJe/ueeYe keâes Fme Øekeâej osKe mekeâles nw– efvecveefueefKele ceW mes keâewve mee Gheeiece ICT keâe GheÙeesie
* ØelÙe#e keâ#ee DeefOeiece keâjves kesâ efueS keâewMeue ceW efJekeâeme kesâ yeejs ceW yeele keâjlee
* ueeiele kegâMeue nw?
* ßeJÙe-ÂMÙe meeOeveeW kesâ meeLe, efMe#eCe yesnlej neslee nw (a) Technology Literacy/ØeewÅeesefiekeâer mee#ejlee
* ØesjCee Je=efæ (b) Hardware skills/ne[&JesÙej keâewMeue
* efvejblej yeewefækeâ ieefleefJeefOeÙeeB (c) Software skills/mee@HeäšJesÙej keâewMeue
* Je=no mJeeÙeòee (d) Digitalization/ef[efpešueerkeâjCe
* Ùen menÙeesie keâes Øeeslmeeefnle Yeer keâjlee nw~ DSSSB PRT 29/03/2022 (Shift-II)
Knowledge of ICT 10 YCT
DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

Ans. (a) : ØeewÅeesefiekeâer mee#ejlee Gheeiece ICT keâe GheÙeesie keâjves kesâ 40. The information processing model in ICT was
efueS keâewMeue ceW efJekeâeme kesâ yeejs ceW yeele keâjlee nww~ lekeâveerkeâer mee#ejlee given by ...................
(ØeewÅeesefiekeâer mee#ejlee) ØeewÅeesefiekeâer keâe GheÙeesie keâjves, ØeyebOe keâjves, DeeF&.meer.šer. ceW metÛevee ØemebmkeâjCe cee@[ue Éeje efoÙee ieÙee
mecePeves Deewj cetuÙeebkeâve keâjves keâer #ecelee nw~ lekeâveerkeâer mee#ejlee Lee~
ef[efpešue mee#ejlee mes mecyebefOele nw keäÙeeWefkeâ peye keâesF& JÙeefòeâ Fbšjvesš (a) Kohlberg/keâesnueyeie&
keâe GheÙeesie keâjves kesâ efueS keâcÙetšj Deewj DevÙe ef[efpešue GhekeâjCeeW (b) George Miller/pee@pe& efceuej
keâe GheÙeesie keâjves ceW kegâMeue neslee nw lees ef[efpešue mee#ejlee GvnW (c) Bruner/yeÇtvej
Fbšjvesš keâes Keespeves, meceer#ee keâjves, cetuÙeebkeâve keâjves, yeveeves Deewj (d) Abraham Maslow/DeyeÇence ceemuees
GheÙeesie keâjves keâer #ecelee Øeoeve keâjleer nw~ DSSSB PRT 25/03/2022 (Shift-III)
38. Which of the following is not the category of Ans. (b) : metÛevee ØemebmkeâjCe efmeæevle (Information
assistive technology ?
processing-model) nw pees ceeveJe ceefmle<keâ kesâ keâecekeâepe kesâ efueS
efvecveefueefKele ceW mes keâewve meneÙekeâ ØeewÅeesefiekeâer keâer ßesCeer
Skeâ ™hekeâ kesâ ™he ceW keâchÙetšj ØemebmkeâjCe keâe ØeÙeesie keâjlee nQ~
veneR nw?
1950 kesâ oMekeâ ceW pee@pe&. S. efceuej Deewj DevÙe Decesefjkeâer
(a) Academic Learning Aids/Skesâ[efcekeâ ueefveËie S[dme
ceveesJew%eeefvekeâeW Éeje Meg™ ceW ØemleeefJele, efmeæevle yeleelee nw, efkeâ kewâmes
(b) Computer Access and Instruction
ueesie metÛeveeDeeW hej OÙeeve keâWsefõle keâjles nw Deewj Fmes Deheveer ÙeeoeW ceW
kebâchÙetšj Skeämesme Deewj efveoxMe
ketâšyeæ keâjles nwb~
(c) Augmentative Communication/
41. Which of the following are the key components
Dee@iecesšsefšJe keâcÙegefvekesâMeve
of a systematic model for designing an
(d) Books/efkeâleeyeW Information and Communication Technology
DSSSB PRT 26/03/2022 (Shift-I) Integration Plan?
Ans. (d) : ØeewÅeesefiekeâer, JÙeeJeneefjkeâ Deewj DeewÅeesefiekeâ keâueeDeeW Deewj metÛevee Deewj mebÛeej ØeewÅeesefiekeâer SkeâerkeâjCe Ùeespevee keâes
ØeÙegòeâ efJe%eeveeW mes mecyeefvOele DeOÙeÙeve Ùee efJe%eeve keâe mecetn nw~ ef[peeFve keâjves kesâ efueS JÙeJeefmLele cee@[ue kesâ ØecegKe
ØeewÅeesefiekeâer ceW meneÙekeâ ØeewÅeesefiekeâer, mebÛeej Deewj owefvekeâ ieefleefJeefOeÙeeW ceW Ieškeâ efvecveefueefKele ceW mes keâewve-mes nQ?
meneÙelee Øeoeve keâjkesâ peerJeve keâer iegCeJeòee ceW megOeej ueeves Jeeues I. Rationale for using the technology
GhekeâjCe nQ~ efpemeceW Dekeâeoefcekeâ efMe#eCe S[dme, keâchÙetšj Skeämesme ØeewÅeesefiekeâer keâe GheÙeesie keâjves kesâ efueS leke&â
Deewj efveoxMe leLee mebJeefOe&le mebÛeej (Augmentative II. Strategies for implementation
Communication) Meeefceue nw peyeefkeâ efkeâleeyes (Books) Fmekeâe keâeÙee&vJeÙeve kesâ efueS jCeveerefleÙeeB
efnmmee veneR nw~ (a) Neither I nor II/vee ner I vee ner II
39. How can we assess students through ICT?
(b) Both I and II/I leLee II oesveeW
nce ICT kesâ ceeOÙece mes Úe$eeW keâe Deekeâueve kewâmes keâj
(c) Only I/kesâJeue I
mekeâles nQ?
(d) Only II/kesâJeue II
(a) Synchronous online meetings
DSSSB PRT 16/03/2022 (Shift-II)
mecekeâeefuekeâ Dee@veueeFve yew"keWâ
(b) Electronic gadgets and synchronous online Ans. (b) : Deepe kesâ meceÙe ceW metÛevee SJeb mebÛeej ØeewÅeesefiekeâer keâe
meetings/Fueskeäš^e@efvekeâ iewpesšdme Deewj mecekeâeefuekeâ nceejs peerJeve ceW JÙeJemeeefÙekeâ leLee meeceeefpekeâ DeeJeMÙekeâlee keâer Âef° mes
Dee@veueeFve yew"keWâ efJeMes<e cenlJe nw~ metÛevee SJeb mebÛeej ØeewÅeesefiekeâer keâer meneÙelee mes Skeâ
(c) Electronic gadgets/Fuesskeäš^e@efvekeâ iewpesšdme mLeeve mes otmejs mLeeve hej keâce mes keâce meceÙe ceW metÛeveeDeeW keâe Deeoeve-
(d) Presence/GheefmLeefle Øeoeve efkeâÙee pee mekeâlee nw~ metÛevee SJeb mebÛeej ØeewÅeesefiekeâer ceW keâchÙetšj
DSSSB PRT 26/03/2022 (Shift-I) kesâ Deeves kesâ yeeo efueefKele keâeÙe& ceW yengle pÙeeoe keâceer osKeves keâes efceueer
Ans. (b) : metÛevee SJeb mebÛeej ØeewÅeesefiekeâer efpemes Deeceleewj hej ICT nw~ Deepe mes kegâÚ meceÙe henues mebmLeeve ceW efpeme keâeÙe& keâes keâjves nsleg
keâne peelee nw~ Ùen GhekeâjCe Skeâ efJeMeeue vesšJeke&â keâe efvecee&Ce keâjles keâF& keâce&ÛeeefjÙeeW keâer efveÙegefòeâ keâjveer heÌ[leer Leer~ Deepe Gme keâeÙe& keâes
nw, pees ogefveÙee kesâ nj keâesves lekeâ henBgÛelee nw~ kesâJeue Skeâ ner JÙeefòeâ keâchÙetšj keâer meneÙelee mes keâce mes keâce meceÙe ceW
nce ICT kesâ ceeOÙece mes Úe$eeW keâe Deebkeâueve-Fueskeäš^eefvekeâ iewpesšdme Deewj hetje keâj mekeâlee nw~ FmeceW ØeewÅeesefiekeâer keâe GheÙeesie keâjves ceW leke&â keâjves
mecekeâeefuekeâ Dee@veueeFve yew"keâeW Éeje keâj mekeâles nw keäÙeeWefkeâ ICT veJeerve ceW meneÙelee efceueleer nw leLee Fme JÙeJeefmLele cee@[ue kesâ keâeÙee&vJeÙeve kesâ
lekeâveerkeâer Éeje mecYeJe nesleer nw efpemeceW Fueskeäš^eefvekeâ GhekeâjCeeW keâer efueS Yeer Deveskeâ jCeveerefleÙeeB nw~ Dele: GheÙegòeâ keâLeve (I) Je (II) oesveeW
ceoo ueer peeleer nw~ ner Fmekeâer hetCe& JÙeeKÙee keâjles nw~
Knowledge of ICT 11 YCT
42. Which of the following statement is correct (d) Prone to Data security and hacking
regarding teachers role in the Information and [sše megj#ee Deewj nwefkebâie kesâ efueS ØeJeCe~
Communication Technology Environment? DSSSB PRT 30/03/2022 (Shift-II)
metÛevee Deewj mebÛeej ØeewÅeesefiekeâer JeeleeJejCe ceW efMe#ekeâeW
Ans. (c) : DeeF&. meer. šer. Skeâ JÙeehekeâ Deewj efJemle=le Meyo nw,
keâer Yetefcekeâe kesâ mevoYe& ceW efvecveefueefKele ceW mes keâewve-mee
efpemeceW metÛevee ØeewÅeesefiekeâer Deewj mebÛeej ØeewÅeesefiekeâer Meeefceue nw~
keâLeve mener nw?
ICT keâer he=<"Yetefce ceW efvecveefueefKele efJekeâuhe Meeefceue nQ-
I. Create multimedia content to support
instruction, ∗ Úe$e jefleefÛe$eCe Deewj Dee@veueeFve yeeue Mees<eCe kesâ efMekeâej nQ~
I. efveoxMeeW keâe meceLe&ve keâjves kesâ efueS ceušerceeref[Ùee ∗ keâYeer-keâYeer ICT nj peien GheueyOe veneR neslee nw~
meece«eer yeveevee~ ∗ [sše megj#ee Deewj nwefkebâie kesâ efueS ØeJeCe~
II. Evaluate educational software.
44. The____________advancements have made the
II. Mewef#ekeâ mee@HeäšJesÙej keâe cetuÙeebkeâve keâjvee~ knowledge upgrade among the teacher
III. Create hypertext documents to support community a must and need.
instruction. _____Øeieefle ves efMe#ekeâ mecegoeÙe kesâ yeerÛe %eeve keâes GVele
III. efveoxMeeW keâe meceLe&ve keâjves kesâ efueS neFhejšskeämš keâjvee DeeJeMÙekeâ Deewj ]pe™jle yevee efoÙee nw~
[e@keäÙetceWš yeveevee~ (a) Gender/efuebie
(a) I and III/I leLee III (b) Technological/ØeewÅeesefiekeâerÙe
(b) I, II and III/I, II leLee III
(c) Psychological/ceveesJew%eeefvekeâ
(c) I and II/I leLee II
(d) Physical/Meejerefjkeâ
(d) II and III/II leLee III DSSSB PRT 30/03/2022 (Shift-II)
DSSSB PRT 16/03/2022 (Shift-II)
Ans. (b) : ØeewÅeesefiekeâerÙe (Technological) Øeieefle ves, efMe#ekeâ
Ans. (b) : GheÙeg&òeâ ØeMve kesâ leerveeW keâLeve (I) (II) (III) mener nQ~ mecegoeÙe kesâ yeerÛe %eeve keâes GVele keâjvee DeeJeMÙekeâ Deewj pe™jle yevee
Mewef#ekeâ Øeieefle ceW Deepe metÛevee SJeb mebÛeej ØeewÅeesefiekeâer keâer DeeJeMÙekeâlee efoÙee nw~
keâes meJe&$e mJeerkeâeje pee jne nw~ Deepe ØeeÙe: meYeer DeOÙeehekeâ yeÛÛeeW keâes
efMe#ee ceW ØeewÅeesefiekeâerÙe keâer ceoo mes Úe$eeW keâes heÌ{ves, meesÛeves efJeMues<eCe
efmeKeeves kesâ efueS efMe#eCe DeefOeiece meece«eer keâe ØeÙeesie keâjles nQ~
keâjves Deewj efheâj ØeoMe&ve keâjves ceW ceoo efceueleer nw~ Ùen efveefMÛele ™he
Jele&ceeve ceW Skeâ efMe#ekeâ Éeje veÙeer lekeâveerkeâer, ÙeLee- DeesJejns[
mes efMe#ee kesâ ceevekeâeW keâes yeÌ{eves keâe Yeer keâeÙe& keâjlee nw~ leLee
Øeespeskeäšj, keâchÙetšj, FCšjvesš Deeefo kesâ ceeOÙece mes efMe#eCe keâeÙe& keâes
efJeÅeeueÙeeW keâer Mewef#ekeâ ØeCeeueer keâe hejer#eCe, ØeYeeJeer efMe#eCe keâeÙe& SJeb
mecheVe keâjeÙee peelee nw efpemeceW metÛevee SJeb mebÛeej ØeewÅeesefiekeâer efMe#eCe
DeefOeiece keâer JÙeJemLee keâjlee nw~
Øeef›eâÙee ceW Deheveer ØeYeeJeMeeueer Yetefcekeâe keâe efveJee&n keâj jner nw~ Fmekesâ
45. What is the full form of ICT?
Éeje efMe#ekeâ efveoxMeeW keâe meceLe&ve keâjves kesâ efueS ceušerceeref[Ùee meece«eer
ICT keâe hetCe& Øehe$e keäÙee nw?
keâe ØeÙeesie keâjlee nw, Jen Deveskeâ Mewef#ekeâ mee@HeäšJesÙej keâe ØeÙeesie keâjlee
(a) Internet communication and transition
nw~ neFhejšskeämš [e@keäÙetceWš kesâ Éeje efveoxMeeW keâe meceLe&ve keâjlee nw~
Fbšjvesš keâcÙegefvekesâMeve Sb[ š^ebpeerMeve
efpememes efMe#ee ceW Øeieefle efoKeeF& osves keâes efceueleer nw~
(b) Information and communication technology
43. Given options are the backdrop of ICT except
FveHeâecexMeve Sb[ keâcÙegefvekesâMeve šskeäveesuee@peer
one. Choose-
(c) Information and communication through
efoS ieS efJekeâuhe Skeâ keâes ÚesÌ[keâj ICT keâer he=‰Yetefce nQ~
technology/FveHeâecexMeve Sb[ keâcÙegefvekesâMeve LeÇt šskeäveesuee@peer
ÛeÙeve keâjW-
(d) Intense communication and technology
(a) Students are prone to pornography and online
Fvšsvme keâcÙegefvekesâMeve Sb[ šskeäveesuee@peer
child abuse/Úe$e jefleefÛe$eCe Deewj Dee@veueeFve yeeue
DSSSB PRT 26/03/2022 (Shift-I)
Mees<eCe kesâ efMekeâej nQ~
(b) ICT is sometimes not accessible everywhere
Ans. (b) : "ICT (FveHeâe@jcesMeve Sb[ keâcÙegefvekesâMeve šskeäveesuee@peer)’’
keâYeer-keâYeer ICT nj peien GheueyOe veneR neslee nw~ keâes Skeâ metÛevee ØeyebOeve GhekeâjCe kesâ ™he ceW Yeer peevee pee mekeâlee nw,
(c) Not very helpful to children with special pees cetue ™he mes efJekeâemeMeerue osMeeW ces Gvekesâ efJekeâeme kesâ efueS cegKÙe
needs as technology is not very developed ™he mes Glheeove, efJelejCe Deewj Deeoeve-Øeoeve keâjlee nw~ ICT kesâ
efJeMes<e DeeJeMÙekeâlee Jeeues yeÛÛeeW kesâ efueS yengle GheÙeesieer GhekeâjCe Skeâ efJeMeeue vesšJeke&â keâe efvecee&Ce keâjles nw pees ogefveÙee kesâ nj
veneR nw keäÙeeWefkeâ lekeâveerkeâ yengle efJekeâefmele veneR nw~ keâesves lekeâ hengbÛelee nw~
Knowledge of ICT 12 YCT
46. Which of these is not used as the ICT tool for nw~ ogefveÙee Yej ceW MeesOe mes helee Ûeuee nw efkeâ ICT- keâe efØebš,
communication between parent and teacher? Dee@ef[ÙeeW /Jeeref[ÙeeW, kewâmesš, jsef[ÙeeW Deewj šer.Jeer. ØemeejCe, keâchÙetšj Ùee
FveceW mes keâewve ceelee-efhelee Deewj efMe#ekeâ kesâ yeerÛe mebÛeej Fbšjvesš keâe GheÙeesie Øemlegefle Deewj ØeoMe&ve kesâ efueS ØeÙeesie efkeâÙee pee
kesâ efueS ICT meeOeve kesâ ™he ceW GheÙeesie veneR efkeâÙee mekeâlee nw, pees heeBÛe mlejeW ceW meyemes yegefveÙeeoer nw~ Jeeref[Ùees lekeâveerkeâeW
peelee nw? keâes ÚesÌ[keâj hetjer lejn mes lekeâveerkeâeW keâe GheÙeesie keâjkesâ ef[^ue Deewj
(a) Blogs/yuee@ie DeYÙeeme Yeer efkeâÙee pee mekeâlee nw~ hee"dÙehegmlekeâ DeefOeiece ICT kesâ
(b) Website/JesyemeeFš Devleie&le veneR Deelee keäÙeeWefkeâ Ùen efueefKele ™he ceW yeenjer leewj hej neslee
(c) Phone message/Heâesve mebosMe nw efpemes efMe#ekeâ keâ#ee ceW yegefveÙeeoer leewj hej Úe$eeW keâes heÌ{elee nw~
(d) Postal letters/[ekeâ he$e 49. According to National Policy of ICT in School
Education (2012) how many categories of ICT
DSSSB PRT 26/03/2022 (Shift-I) infrastructure are there?
Ans. (d) : ICT (FveHeâe@jcesMeve keâcÙegefvekesâMeve Sb[ šskeäveesuee@peer) Skeâ mketâueer efMe#ee (2012) ceW ICT keâer je°^erÙe veerefle (2012)
efJeMeeue vesšJeke&â keâe efvecee&Ce keâjlee nw, pees ogefveÙee kesâ nj keâesves lekeâ kesâ Devegmeej ICT DeJemebjÛevee keâer efkeâleveer ßesefCeÙeeB nQ?
hengBÛelee nw~ (a) 5 (b) 4
ceelee-efhelee Deewj efMe#ekeâ kesâ yeerÛe mebÛeej kesâ efueS ICT meeOeve kesâ (c) 6 (d) 2
™he ceW yuee@ie, JesyemeeFš leLee Heâesve mebosMe Deeefo keâe GheÙeesie efkeâÙee DSSSB PRT 30/03/2022 (Shift-I)
peelee nw peyeefkeâ [ekeâ-he$e keâe ØeÙeesie ICT kesâ Devleie&le veneR efkeâÙee mketâueer efMe#ee ceW DeeF&.meer.šer. keâe GösMÙe ÙegJeeDeeW keâes
Ans. (d) :
peelee nw keäÙeeWefkeâ ICT veÙeer lekeâveerkeâer mes mecyeefvOele nw, efpemeceW [ekeâ-Skeâ %eeve meceepe keâer mLeehevee, hees<eCe Deewj efJekeâeme ceW jÛeveelcekeâ ™he
he$e keâe keâesF& mLeeve veneR neslee nw keäÙeeWefkeâ Ùen mebosMe Yespeves keâe mes Yeeie uesves kesâ efueS lewÙeej keâjvee nw, efpememes je°^ keâe meJeeËieerCe
heejcheefjkeâ meeOeve Lee~ meeceeefpekeâ-DeeefLe&keâ efJekeâeme Deewj JewefÕekeâ ØeeflemheOee& nes mekeWâ~ kewâefyevesš
47. Which of the following is not the use of ICT?
ves neue ner ceW metÛevee ØeewÅeesefiekeâer 2012 hej je°^erÙe veerefle keâes cebpetjer
efvecveefueefKele ceW mes keâewve-mee ICT keâe GheÙeesie veneR nw? oer nw~ veerefle keâe GösMÙe osMe keâer DeeefLe&keâ Deewj efJekeâemeelcekeâ ÛegveewefleÙeeW
keâe meceeOeeve keâjves kesâ efueS metÛevee Deewj mebÛeej ØeewIeesefiekeâer (ICT) keâe
(a) Art/keâuee
ueeYe G"evee nw~ Ùen veerefle Fme efJeMJeeme hej efveefnle nw efkeâ ICT ceW
(b) Administration/ØeMeemeve ueesieeW kesâ peerJeve keâes yeoueves keâer MeefòeâÙeeB nQ~ ICT keâer mebjÛevee keâes
(c) Education/efMe#ee ØeeÙe: oes ßesefCeÙeeW ceW jKee ieÙee~
(d) Rote learning/jšvee (1) keâchÙetšj yesm[ šskeäveesuee@peer
DSSSB PRT 27/03/2022 (Shift-I) (2) ef[efpešue keâcÙegefvekesâMeve šskeäveesuee@peer~
Ans. (d) : jšvee ICT keâe GheÙeesie veneR nQ~ ICT mee@heäšJesÙej Deewj 50. According to Dillemans, et. al. (1998) how
ne[&JesÙej efmemšce keâe Skeâ hewkesâpe nw pees Dekeämej efMe#eCe heæefle keâer many modes of ICT mediated teaching-
meneÙelee keâjves Deewj Skeâ FbšjwefkeäšJe Øeef›eâÙee kesâ ceeOÙece mes efMe#ee keâer learning environment are there?
iegCeJeòee yeÌ{eves kesâ efueS ef[efpešue Ss[ mes uewme nw~ Ùen Skeâ ef [uecesvme, Sš.Sue. (1998) kesâ Devegmeej ICT keâer
DeeOegefvekeâ veJeeÛeej Deewj veJeervelece efMe#eCe GhekeâjCe nw efpemes ef[efpešue ceOÙemLelee Jeeues efMe#eCe-DeefOeiece JeeleeJejCe kesâ efkeâleves
Ùegie ceW mebkeâeÙeeW ves DeheveeÙee nw~ lejerkesâ nQ?
(a) 8 (b) 4
48. Which of those is not commonly used ICT mode?
(c) 6 (d) 5
FveceW mes keâewve mee ICT cees[ meeceevÙele: GheÙeesie veneR
DSSSB PRT 29/03/2022 (Shift-I)
efkeâÙee peelee nw? DSSSB PRT 30/03/2022 (Shift-I)
(a) Online Learning/Dee@veueeFve efMe#eCe Ans. (c) : ef[uecesvme, Sš.Sue. (1998) kesâ Devegmeej ICT keâer
(b) ICT Mediated Classroom Teaching-Learning ceOÙemLelee Jeeues efMe#eCe-DeefOeiece JeeleeJejCe keâjkesâ meerKeves keâes
ICT ceOÙemLelee keâ#ee efMe#eCe-DeefOeiece Øeeslmeeefnle keâjles nQ~ Ùen meerKeves kesâ ceenewue keâes yeÌ{elee nw Deewj Úe$eeW
(c) Blended learning/efceefßele
ØeCeeueer efMe#ee kesâ Deboj cenlJehetCe& meesÛe, DevegmebOeeve Deewj cetuÙeebkeâve keâewMeue
(d) Textbook learning/hee"Ÿehegmlekeâ DeefOeiece efJekeâefmele keâjvebs ceW ceoo keâjlee nw~ yeÛÛes JeeleeJejCe hej DeefYeveÙe keâjkesâ
DSSSB PRT 30/03/2022 (Shift-I) meyemes DeÛÚe meerKeles nQ~ ICT ceW ceOÙemLe efMe#ee yeÛÛeeW kesâ meerKeves keâer
Ans. (d) : efMe#ee ceW metÛevee Deewj mebÛeej ØeewÅeesefiekeâer (ICT) efMe#ee megefJeOee Øeoeve keâjleer nw~ FmeceW ØeeÙe: 6 ceOÙemLe efMe#eCe DeefOeiece
keâe Jen lejerkeâe nw pees metÛevee kesâ efJelejCe keâes meceLe&ve, yeÌ{eves Deewj lejerkesâ nQ-Dee@ef[ÙeeW/Jeeref[ÙeeW, keâchÙetšj, CDOR, DVD, mescÙetuesMeve,
Devegketâefuele keâjves kesâ efueS metÛevee Deewj ØeewÅeesefiekeâer keâe GheÙeesie keâjlee Fvšjvesš Éeje megefJeOee~
Knowledge of ICT 13 YCT
51. Hardware and software come under which ICT 53. The role of ICT as a support and learning
infrastructure category? school management does not include.
ne[&JesÙej Deewj mee@HeäšJesÙej efkeâme ICT DeJemebjÛevee ßesCeer efJeÅeeueÙe ØeyebOeve kesâ meceLe&ve Deewj DeefOeiece kesâ ™he ceW
kesâ Debleie&le Deeles nQ? ICT keâer Yetefcekeâe ceW Meeefceue veneR nw~
(a) Enabling Infrastructure (a) The learner centric curriculum approach
DeJemebjÛevee keâes me#ece keâjvee efMe#eeLeea keWâefõle hee"ŸeÛeÙee& Gheeiece~
(b) Text book Learning/hee"dÙehegmlekeâ DeefOeiece (b) Enhancing the teaching learning experience
(c) Online learning /Dee@veueeFve DeefOeiece efMe#eCe DeefOeiece kesâ DevegYeJe keâes yeÌ{eJee~
(d) Blended learning/efceefßele efMe#ee (c) Traditional approach through the medium of
DSSSB PRT 30/03/2022 (Shift-I) ICT/ICT kesâ ceeOÙece mes heejbheefjkeâ Gheeiece~
Ans. (a) : ICT Fvøeâemš^keäÛej meYeer metÛevee Deewj mebÛeej ØeewÅeesefiekeâer (d) Fulfilling the gap between teaching and
DeJemebjÛevee Deewj efmemšce (mee@heäšJesÙej, ne[&JesÙej, heâce&JesÙej, vesšJeke&â learning use of ICT is necessary/ICT kesâ efMe#eCe
Deewj keâcheveer keâer JesyemeeFš meefnle) nQ pees Skeâ mebie"ve ceW GheÙeesie Deewj DeefOeiece kesâ GheÙeesie kesâ yeerÛe Deblejeue keâes hetje
efkeâS peeles nQ~ ICT kesâ meheâue efJekeâeme Deewj DevegØeÙeesie mes veJeeÛeej keâjvee DeeJeMÙekeâ nw~
Glheeokeâlee Deewj Glheeove keâes yeÌ{eJee efceue mekeâlee nw~ heâce& mlej hej DSSSB PRT 30/03/2022 (Shift-II)
ICT keâF& Øekeâej keâer veJeeÛeej Øeef›eâÙeeDeeW ceW Meeefceue nesleer nQ Deewj Ans. (c) : metÛevee mebÛeej ØeewÅeesefiekeâer (ICT) efMe#ee keâer iegCeJeòee
o#elee ueeYe hewoe keâjles nQ peeW Deehekeâes cegòeâ keâjles nQ~ yeÌ{eves ceW Yetefcekeâe efveYeeleer nw~ ICT kesâ ØeMeemeve Deewj ØeyebOeve
52. How has the intense use of ICT during DevegØeÙeesie Jele&ceeve ceW mkeâtueeW ceW ueeskeâefØeÙe nQ, keäÙeeWefkeâ [sše Yeb[ejCe mes
pandemic-related lockdown affected the ueskeâj %eeve ØeyebOeve yeveeves ceW Fmekeâer #ecelee nw~
teaching community?
ceneceejer mes mebyebefOele uee@keâ[eGve kesâ oewjeve ICT kesâ efJeÅeeueÙe ØeyebOeve kesâ meceLe&ve ceW DeefOeiece kesâ ™he ceW ICT keâer Yetefcekeâe
ienve GheÙeesie ves efMe#eCe mecegoeÙe keâes kewâmes ØeYeeefJele ceW- ICT kesâ ceeOÙece ceW heebjheefjkeâ Gheeiece Meeefceue veneR nQ, keäÙeeWefkeâ
efkeâÙee nw? ICT heejhebefjkeâ veneR yeefukeâ veF&-veF& lekeâveerkeâeW keâe ØeÙeesie keâj DeefOeiece
(a) It has made jobs of teaching community kesâ DevegYeJe keâer iegCeJeòee keâes yeÌ{elee nw~
refundant/Fmeves mecegoeÙe efMe#eCe kesâ keâeÙeeX keâes efvejLe&keâ 54. As per the national policy on ICT which of the
yevee efoÙee nw~ following in school will search, collate and
(b) It has allowed students to use more tools like categorize digital resources and make them
videos and simulations to make study fun/Fmeves available to the teachers and students?
ICT hej je°^erÙe veerefle kesâ Devegmeej efvecveefueefKele ceW mes
Úe$eeW kesâ DeOÙeÙeve keâes cepesoej yeveeves kesâ efueS Jeeref[Ùees
Deewj efmeceguesMeve pewmes DeefOekeâ štue keâe GheÙeesie keâjves keâer keâewve efJeÅeeueÙe ceW ef[efpešue mebmeeOeveeW keâer Keespe,
Devegceefle oer nw~ efceueeve Deewj JeieeakeâjCe keâjsiee Deewj GvnW efMe#ekeâeW Deewj
(c) The teaching community has failed to adapt Úe$eeW keâes GheueyOe keâjeSiee~
to the new methods as expected/efMe#eCe mecegoeÙe (a) A.V. Room/S.Jeer.keâ#e
Dehes#ee kesâ Deveg™he veF& efJeefOeÙeeW keâes Deheveeves ceW efJeHeâue (b) Classroom/keâ#ee
jne nw~ (c) Science lab/efJe%eeve ØeÙeesieMeeuee
(d) It has encouraged the teaching community to
(d) Library/hegmlekeâeueÙe
become more familiar with various online tools
to conduct classes, practical and appraisals/Fmeves DSSSB PRT 30/03/2022 (Shift-II)
efMe#eCe mecegoeÙe keâes keâ#eeDeeW, JÙeeJeneefjkeâ Deewj cetuÙeebkeâveeW kesâ Ans. (d) : ICT hej je°^erÙe veerefle kesâ Devegmeej ‘‘hegmlekeâeueÙe
mebÛeeueve kesâ efueS efJeefYeVe Dee@veueeFve GhekeâjCeeW mes DeefOekeâ (Library)’’ efJeÅeeueÙe ceW ef[efpešue mebmeeOeveeW keâer Keespe, efceueeve
heefjefÛele nesves kesâ efueS Øeeslmeeefnle efkeâÙee nw~ Deewj JeieeakeâjCe keâjsiee Deewj GvnW efMe#ekeâeW Deewj Úe$eeW keâes GheueyOe keâjeSiee
DSSSB PRT 30/03/2022 (Shift-II) efpememes Úe$e kesâ DeefOeiece keâes DeefOekeâ kegâMeue yeveeÙee pee mekeâlee nw~
Ans. (d) : DeeF&.meer.šer. metÛevee Deewj mebÛeej ØeewÅeesefiekeâer Deewj 55. Where ICT can be less useful and has its own
efJeefvecee&Ce GÅeesieeW kesâ mebÙeespeve keâes meboefYe&le keâjlee nw pees [sše Deewj metÛevee drawback when it comes to communication.
keâes Fueskeäš^eefvekeâ ™he mes kewâhÛej, mebÛeeefjle Deewj ØeoefMe&le keâjlee nw~ meb Ûeej kesâ ceeceues ceW ICT keâneB keâce GheÙeesieer nes mekeâlee
ceneceejer mes mebyebefOele uee@keâ[eGve kesâ oewjeve ICT kesâ ienve GheÙeesie ves nw Deewj Fmekeâer Deheveer KeeefceÙeeb nQ-
efMe#eCe mecegoeÙe keâes keâ#eeDeeW, JÙeeJeneefjkeâ Deewj cetuÙeebkeâveeW kesâ (a) Can access numerous books digitally
mebÛeeueve kesâ efueS efJeefYeVe Dee@veueeFve GhekeâjCeeW mes DeefOekeâ heefjefÛele keâF& hegmlekeâeW keâes ef[efpešue ™he mes DeefYeiece (Skeämesme)
nesves kesâ efueS Øeeslmeeefnle efkeâÙee nw~ keâj mekeâles nQ~
Knowledge of ICT 14 YCT
 (b) Reducing communication gap between child (c) Information and communication technology, 8
and parent/yeÛÛes Deewj ceelee-efhelee kesâ yeerÛe mebÛeej kesâ FveHeâe@cexMeve Sb[ keâcÙegefvekesâMeve šskeäveesuee@peer, 8
Devlej keâes keâce keâjvee~ (d) Inter-connected term, 16/Fbšj-keâveskeäšs[ šce&, 16
(c) Useful for differently abled children and DSSSB PRT 27/03/2022 (Shift-II)
individuals/efJekeâueebie yeÛÛeeW Deewj JÙeefòeâÙeeW kesâ efueS Ans. (c) : ICT keâe hetCe& Øehe$e ‘‘Information and
GheÙeesieer~ Communication Technology’’nw leLee Fmekesâ Skeâ yeeFš ceW 8
(d) Enhance multisensory teaching efyešdme nesles nQ~
yengmebJesoer efMe#eCe ceW Je=efæ~ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer efpemes Deeceleewj hej ICT keâne peelee nw,
DSSSB PRT 30/03/2022 (Shift-II) Fmekesâ ceeOÙece mes efkeâmeer Yeer meceÙe leLee efkeâmeer Yeer ceeOÙece mes GÛÛe
Ans. (b) : JeeCeer uesKeve Ùee mebkesâleeW kesâ Éeje efJeÛeejeW DeefYeceleeW efMe#ee mebmLeeDeeW ceW meYeer efJeÅeeefLe&ÙeeW kesâ efueS Fbšjvesš, Fbšjevesš hej
DeLeJee metÛevee kesâ efJeefveÙece keâes ‘‘mebÛeej (Communication)’’ GÛÛe iegCeJeòee Jeeues JewÙeefòeâ Deewj menmeef›eâÙe %eeve cee@[dÙetueeW keâes
keânles nQ~ mebÛeej, efJekeâueebie yeÛÛes Deewj JÙeefòeâÙeeW kesâ efueS GheÙeesieer, GheueyOe keâjeÙee peelee nw~
nw leLee yengmebJesoer efMe#eCe ceW Je=efæ Deewj keâF& hegmlekeâeW keâes ef[efpešue 58. Choose the statement which best describes
™he mes DeefYeiece (Skeämesme) keâj mekeâlee nw~ efJekeâuhe (b) ceW yeleeÙee "ICT in Education".
ieÙee nw efkeâ mebÛeej ceW KeeefceÙeeW kesâ ™he ceW Ùen yeÛÛeW Deewj ceelee-efhelee Jen keâLeve keâe ÛeÙeve keâjW pees ‘‘efMe#ee ceW ICT" keâe
kesâ yeerÛe mebÛeej kesâ Devlej keâes keâce keâjlee nw~ Dele: efJekeâuhe (b) mener meyemes DeÛÚe JeCe&ve keâjlee nes~
Gòej nesiee~ (a) ICT is a cost expensive technology
56. Which of the following "does not" comes under ICT Skeâ cenbieer lekeâveerkeâ nw~
the use of ICT in education? (b) ICT makes teaching - learning more effective
efvecveefueefKele ceW mes keâewve efMe#ee ceW ICT kesâ GheÙeesie kesâ ICT efMe#eCe DeefOeiece keâes DeefOekeâ ØeYeeJeer yeveelee nw~
Debleie&le ‘‘veneR’’ Deelee nw? (c) ICT makes young learners lethargic
(a) It expedite sharing of resources ICT ÙegJee efMe#eeefLe&ÙeeW keâes megmle yeveelee nw~
Ùen mebmeeOeveeW kesâ yebšJeejs ceW lespeer ueelee nw~ (d) ICT acts as a liability for creating diversity in
the classroom atmosphere/ICT keâ#ee kesâ
(b) It helps a teacher to teach creatively/Ùen Skeâ
JeeleeJejCe ceW efJeefJeOelee hewoe keâjves kesâ efueS Skeâ oeefÙelJe
efMe#ekeâ keâes jÛeveelcekeâ ™he mes heÌ{eves ceW ceoo keâjlee nw~
kesâ ™he ceW keâeÙe& keâjlee nw~
(c) It shifts the outlook of the learner from hard
DSSSB PRT 27/03/2022 (Shift-II)
work to smart work/Ùen efMe#eeLeea kesâ Âef<škeâesCe keâes
Ans. (b) : efMe#ee ceW ICT (Information and
keâ"esj heefjßece mes mceeš& keâeÙe& ceW yeoue oslee nw~
Communication Technology) keâe meyemes DeÛÚe JeCe&ve nw efkeâ
(d) It makes teaching - learning monochromatic/
Ùen efMe#eCe DeefOeiece keâes DeefOekeâ ØeYeeJeer yeveelee nw keäÙeeWefkeâ ICT
Ùen efMe#eCe-DeefOeiece keâes SkeâJeCeea yeveelee nw~
metÛevee Deewj mebÛeej GhekeâjCeeW keâes mketâueeW ceW JÙeehekeâ ™he mes metÛevee
DSSSB PRT 27/03/2022 (Shift-II)
yeveeves, meb«enerle keâjves, Øemeeefjle keâjves leLee ØeyeefvOele keâjves Deeefo kesâ
Ans. (d) : efMe#ee ceW ICT kesâ GheÙeesie kesâ Debleie&le-
efueS GheÙeesie efkeâÙee peelee nw efpememes efkeâ Úe$eeWW keâes keâneR Yeer, efkeâmeer
efMe#eCe-DeefOeiece keâes SkeâJeCeea yeveevee veneR Deelee nw~ peyeefkeâ mebmeeOeveeW Yeer meceÙe GÛÛe iegCeJeòee Jeeues heefjCeeceeW keâes Øeehle keâjves ceW meheâuelee
kesâ yešBJeejs ceW lespeer ueevee, efMe#ekeâ keâes jÛeveelcekeâ ™he mes heÌ{eves ceW Øeehle nes mekesâ~
ceoo keâjvee leLee efMe#eeLeea kesâ Âef°keâesCe keâes keâ"esj heefjßece mes mceeš&
59. ICT promotes __________ and ________ skills.
keâeÙe& ceW yeouevee Deeefo keâes efMe#ee kesâ ICT ceW GheÙeesie kesâ ™he ceW ICT ........... Deewj ......... keâewMeue keâes yeÌ{eJee oslee nw~
Meeefceue efkeâÙee pee mekeâlee nw~ (a) Debating and Extempore skills
57. ICT stands for __________ and a byte consists Jeeo-efJeJeeo Deewj DeefJeÛeeefjle keâewMeue
__________ bits
(b) Cooking and gardening skills
ICT keâe hetCe& Øehe$e .......... nw Deewj Skeâ yeeFš ceW .........
Keevee yeveevee Deewj yeeieJeeveer keâewMeue
efyešdme nesles nQ~ (c) Writing and speaking skills
(a) International community terminology, 6 uesKeve Deewj yeesueves keâe keâewMeue
FbšjvesMeveue keâcÙegefvešer šefce&veesuee@peer, 6 (d) High order thinking and reasoning skills
(b) Intra-communication technology,10 GÛÛe ›eâce efÛebleve Deewj leke&â keâewMeue
Fbš^e-keâcÙegefvekesâMeve šskeäveesuee@peer, 10 DSSSB PRT 27/03/2022 (Shift-II)
Knowledge of ICT 15 YCT
Ans. (d) : ICT (Information and Communication 62. Which one of the following is not an "objective
Technology) keâe GheÙeesie efJeefYeVe lejerkeâeW mes efkeâÙee peelee nw pewmes of using ICT in education" ?
efkeâ JÙeeJemeeefÙekeâ mebmeeOeveeW keâes yeÌ{eJee osvee, «eenkeâeW keâes ueevee leLee efvecveefueefKele ceW mes keâewve-mee ‘‘efMe#ee ceW ICT keâe
JÙeJemeeÙe ceW Glheeokeâlee keâes yeÌ{evee~ GheÙeesie keâjves keâe GösMÙe ’’ veneR nw?
Dele: FmeerefueS keâne pee mekeâlee nw efkeâ ICT GÛÛe ›eâce efÛelebve Deewj (a) To ameliorate the quality of teaching in
leke&â keâewMeue keâes yeÌ{eJee oslee nw~ remote areas/otjojepe kesâ #es$eeW ceW efMe#eCe keâer iegCeJeòee
60. Application of ICT in education includes:- ceW megOeej keâjvee
efMe#ee ceW ICT kesâ DevegØeÙeesie ceW Meeefceue nQ– (b) To hide transparency in education system
(a) Video conferencing/Jeeref[Ùees keâe@veøeWâefmebie efMe#ee JÙeJemLee ceW heejoefMe&lee efÚheevee
(c) To elimate the wastage of manual labour done
(b) Notes making/veesšdme yeveevee
by teachers/efMe#ekeâeW Éeje efkeâS peeves Jeeues Meejerefjkeâ
(c) Textbook/hee"Ÿehegmlekeâ
ßece kesâ DeheJÙeÙe keâes meceehle keâjvee~
(d) Flash cards on chart paper
(d) To provide accessibility through online
Ûeeš& heshej hej HeäuewMe keâe[&
medium of education/efMe#ee kesâ Dee@veueeFve ceeOÙece
DSSSB PRT 27/03/2022 (Shift-I)
mes hengBÛe Øeoeve keâjvee~
Ans. (a) : efMe#ee ceW ICT kesâ DevegØeÙeesie ceW Jeeref[Ùees keâe@veØeWâefmebie,
DSSSB PRT 27/03/2022 (Shift-II)
jsef[Ùees, šerJeer, šsueerheâesve, mewšsueeFš ØeCeeueer, keâchÙetšj Deeefo Meeefceue
Ans. (b) : efMe#ee ceW ICT keâe GheÙeesie keâjves keâe GösMÙe-
nw~ Fve metÛevee Deewj mebÛeej GhekeâjCeeW keâes mketâue ceW JÙeehekeâ ™he mes
metÛevee yeveeves, meb«enerle keâjves, Øemeeefjle keâjves Ùee mebÛeej keâjves Deewj efMe#ee JÙeJemLee ceW heejoefMe&lee keâes efÚheevee veneR neslee nw~ yeefukeâ,
ØeyebefOele keâjves kesâ efueS GheÙeesie efkeâÙee peelee nQ~ otjojepe kesâ #es$eeW ceW efMe#eCe keâer iegCeJeòee ceW megOeej keâjvee, efMe#ekeâeW
Éeje efkeâS peeves Jeeues Meejerefjkeâ ßece kesâ DeheJÙeÙe keâes meceehle keâjvee
61. Sakshi is teaching in a school. Pick out the
following quality which makes her different leLee efMe#ee kesâ Dee@veueeFve ceeOÙece mes hengBÛe Øeoeve keâjvee, Deeefo keâes
from a "conventional Teacher". efMe#ee ceW ICT keâe GheÙeesie keâjves kesâ GösMÙe kesâ ™he ceW peevee peelee nw~
mee#eer Skeâ efJeÅeeueÙe ceW heÌ{e jner nw~ efvecveefueefKele iegCe 63. Which of the following is not the main goal of
keâe ÛeÙeve keâjW pees Gmes Skeâ ‘heejbheefjkeâ efMe#ekeâ’’ mes ICT implementation in education?
Deueie yeveelee nw~ ef vecveefueefKele ceW mes keâewve-mee efMe#ee ceW ICT keâeÙee&vJeÙeve
(a) She uses deductive approach of teaching/Jen keâe cegKÙe ue#Ùe veneR nw?
efMe#eCe kesâ efveieceveelcekeâ Gheeiece keâe GheÙeesie keâjleer nw~ (a) To make students techno -addicts in future
(b) She promotes chalk and talk method. Úe$eeW keâes YeefJe<Ùe ceW šskeävees-Sef[keäš yeveeves kesâ efueS~
Jen Ûeekeâ Deewj še@keâ efJeefOe keâes yeÌ{eJee osleer nw~ (b) To enable students to gain wider range of
knowledge/Úe$eeW keâes JÙeehekeâ %eeve Øeehle keâjves ceW
(c) She is familiar with ICT/Jen ICT mes heefjefÛele nw~
me#ece yeveeves kesâ efueS~
(d) She does not use teaching aids while teaching
(c) To nurture students with capabilities of
Jen heÌ{eles meceÙe efMe#eCe meneÙekeâ meece«eer keâe GheÙeesie
processing information/Úe$eeW keâes metÛevee keâes
veneR keâjleer nw~
mebmeeefOele keâjves keâer #ecelee mes hees<eCe keâjvee~
DSSSB PRT 27/03/2022 (Shift-II)
(d) The surround schools with dynamic and
Ans. (c) : mee#eer Skeâ efJeÅeeueÙe ceW ‘‘heebjheefjkeâ efMe#ekeâ’’ kesâ ™he innovative learning environment/ieefleMeerue Deewj
heÌ{e jner nw lees Gmekesâ efueS efvecveefueefKele iegCe nesvee ÛeeefnS pees Fme veJeesvces<eer efMe#eCe JeeleeJejCe mes efJeÅeeueÙe keâes Iesjvee~
Øekeâej nw- DSSSB PRT 26/03/2022 (Shift-II)
∗ Jen efMe#eCe kesâ efveieceveelcekeâ Gheeiece keâe GheÙeesie keâjleer nw~ Ans. (a) : ICT metÛevee SJeb mebÛeej ØeewÅeesefiekeâer-Úe$eeW keâes me#ece Deewj
∗ Jen Ûeekeâ Deewj še@keâ efJeefOe keâes yeÌ{eJee osleer nw~ DeelceefJeÕeemeer GheÙeesiekeâlee& yeveves ceW ceoo keâjlee nw~ pees Deheves owefvekeâ
Jen heÌ{eles meceÙe efMe#eCe meneÙekeâ meece«eer keâe GheÙeesie veneR peerJeve ceW Gvekeâer meneÙelee kesâ efueS Øeehle yegefveÙeeoer %eeve Deewj keâewMeue
keâjleer nw, Deeefo~ keâe GheÙeesie keâj mekeâles nw~
peyeefkeâ ‘‘Jen ICT mes heefjefÛele nw’’; Ùen keâLeve heebjheefjkeâ efMe#ekeâ efMe#ee ceW ICT kesâ keâeÙee&vJeÙe keâe cegKÙe ue#Ùe-Úe$eeW keâes JÙeehekeâ %eeve
ØeCeeueer kesâ Devleie&le veneR Deelee nw keäÙeeWefkeâ ICT keâe GheÙeesie heebjheefjkeâ Øeehle keâjves ceW me#ece yeveevee, Úe$eeW keâes metÛevee keâes mebmeeefOele keâjves keâer
veneR yeefukeâ DeeOegefvekeâ Ùee Jele&ceeve efMe#eCe ØeCeeueer ceW efkeâÙee pee jne nw #ecelee mes hees<eCe keâjvee, leLee ieefleMeerue Deewj veJeesvces<eer efMe#eCe
Dele: ÙeneB hej keâLeve (c) Fmekeâe mener Gòej nesiee~ JeeleeJejCe mes efJeÅeeueÙe keâes Iesjvee, Deeefo nw~
Knowledge of ICT 16 YCT
64. In growing demand for ICT, in order to stay Ans. (d) : efMe#ee kesâ #es$e ceW ICT (Information and
ahead and become a competitive person, a communication) kesâ meyemes cenlJehetCe& Ùeesieoeve ceW mes Skeâ
leader must keep abreast with................... .
DeefOeiece kesâ efueS Deemeeve hengBÛe nw~ ICT , DeefOeiece efMe#eCe Deewj
ICT keâer yeÌ{leer ceebie ceW, Deeies jnves Deewj ØeeflemheOeea
cetuÙeebkeâve ceW menÙeesie oslee nw, mJeÙeb efveOee&efjle ieefle mes DeefOeiece Deewj
JÙeefòeâ yeveves kesâ efueS, Skeâ veslee keâes ........... kesâ meeLe
DeJeOeejCee efvecee&Ce keâes Øeeslmeeefnle keâjlee nw leLee DeefOeiece kesâ meeOeveeW
leeuecesue jKevee ÛeeefnS~
keâe keâneR Yeer Deewj keâYeer Yeer DeefOeiece keâe DeJemej Øeoeve keâjlee nw~
(a) Creativity/me=peve
FmeefueS ICT keâe DeefOeiece kesâ #es$e ceW efJeMes<e cenlJe neslee nw~
(b) Updated technology/DeÅeleve lekeâveerkeâ
67. Which of the following is not the use of ICT
(c) Skills/keâewMeue Tools in learning ?
(d) Knowledge/%eeve efvecveefueefKele ceW mes keâewve mee DeefOeiece ceW DeeF&.meer.šer.
DSSSB PRT 26/03/2022 (Shift-II) štume keâe GheÙeesie veneR nw ?
Ans. (b) : ICT (metÛevee SJeb mebÛeej ØeewIeesefiekeâer) keâer yeÌ{leer ceebie I. Creating the learning situation in
ceW, Deeies jnves Deewj ØeeflemheOeea JÙeefòeâ yeveves kesâ efueS, Skeâ veslee keâes classroom.
DeÅeleve lekeâveerkeâ kesâ meeLe leeuecesue jKevee ÛeeefnS~ DeÅeleve lekeâveerkeâ keâ#ee ceW meerKeves keâer efmLeefle yeveevee
(Updated technology) hegjeveer lekeâveerkeâer keâes ef[efpešue ceeOÙece mes II. Collecting Information and disseminating
heefjJeefle&le keâjves hej yeue osleer nw~ efpemeceW veF&-veF& efJeefYeVe Øekeâej keâer among the peers.
lekeâveerkeâeW keâes Meeefceue efkeâÙee peelee nw efpememes keâce meceÙe ceW DeefOekeâ peevekeâejer Skeâ$e keâjvee Deewj meeefLeÙeeW kesâ yeerÛe
heefjCeeceeW keâer Øeeefhle keâer peeleer nw~ Øemeej keâjvee
65. ICT does not provide which of the following (a) Both I and II/I leLee II oesveeW
tools of learning? (b) Only II/kesâJeue II
ICT DeefOeiece kesâ efvecveefueefKele ceW mes keâewve-mee GhekeâjCe
(c) Neither I nor II/vee ner I vee ner II
Øeoeve veneR keâjlee nw?
(d) Only I/kesâJeue I
(a) Calculations/ieCevee
DSSSB PRT 07/03/2022 (Shift-I)
(b) Slideshows/mueeF[Mees
Ans. (c) : metÛevee SJeb mebÛeej ØeewÅeesefiekeâer (Information and
(c) Videos/Jeeref[Ùees
Communication Technology, ICT) Skeâ JÙeehekeâ #es$e nw
(d) Laboratories/ØeÙeesieMeeueeDeeW
efpemeceW metÛevee kesâ mebÛeej kesâ efueS nj lejn keâer ØeewÅeesefiekeâer meceeefnle nw~ Ùen
DSSSB PRT 26/03/2022 (Shift-II)
Ssmeer ØeewÅeesefiekeâer nw pees efkeâ metÛevee kesâ mebÛeeueve keâer ÙeesiÙelee jKelee nw, leLee
Ans. (d) : DeeF&. meer. šer. Ùee metÛevee SJeb mebÛeej ØeewÅeesefiekeâer mebÛeej kesâ efJeefYeVe ceeOÙeceeW (Tools) pewmes jsef[Ùees, šsueerefJepeve, mesueHeâesve,
yegefveÙeeoer Ì{eBÛee Deewj Ieškeâ nw pees DeeOegefvekeâ keâchÙetefšbie keâes me#ece keâchÙetšj, ne[&JesÙej Deewj mee@HeäšJesÙej efJeefYeVe mesJeeDeeW Deewj DevegØeÙeesieeW mes
yeveelee nw~ ICT Jeeref[ÙeeW, mueeF[MeeW, ieCevee Deeefo keâes Øeoeve keâjlee metÛevee kesâ ØemeejCe keâer megefJeOee Øeoeve keâjlee nw~
nw~ efMe#ee ceW Fve GhekeâjCeeW keâes mketâueeW ceW JÙeehekeâ ™he mes metÛevee
Dele: keâ#ee ceW meerKeves keâer efmLeefle yeveevee leLee peevekeâejer Skeâ$e keâjvee
yeveeves, meb«enerle keâjves, Øemeeefjle keâjves Ùee mebÛeej keâjves Deewj ØeyeefvOele
Deewj meeefLeÙeeW kesâ yeerÛe Øemeej keâjvee ICT štume keâe GheÙeesie veneR nw~
keâjves kesâ efueS GheÙeesie efkeâÙee peelee nw~
68. meerKeves keâer Øeef›eâÙee keâes yesnlej yeveeves ceW lekeâveerkeâ keâe
66. One of the most vital contributions of ICT in
the field of education is ______.
GheÙeesie keâjves keâes, efMe#eCe ceW ................ keânles nQ~
efMe#ee kesâ #es$e ceW ICT kesâ meyemes cenlJehetCe& ÙeesieoeveeW ceW (a) DeeF&šer (IT) (b) DeeF&meeršer (ICT)
mes Skeâ nw– (c) metÛevee ØeewÅeesefiekeâer (d) mebÛejCe ØeewÅeesefiekeâer
PRT–KVS Post Code 150/14, 19–10–2014
(a) Easy access to teaching
efMe#eCe kesâ efueS Deemeeve heng@BÛe Ans : (b) meerKeves keâer Øeef›eâÙee keâes yesnlej yeveeves ceW lekeâveerkeâer keâe
(b) Easy access to assignment GheÙees ie keâjves keâes, efMe#eCe ceW DeeF&.meer.šer. (ICT) keânles nQ~
keâeÙe&Yeej kesâ efueS Deemeeve hengBÛe DeeF&.meer.šer. Ùee metÛevee SJeb mebÛeej lekeâveerkeâer keâer meneÙelee mes Skeâ
(c) Easy access to books DeOÙeehekeâ efMe#eCe DeefOeiece Øeef›eâÙee keâes ØeYeeJeer yevee mekeâlee nw~ metÛevee
hegmlekeâeW kesâ efueS Deemeeve hengBÛe SJeb mebØes<eCe lekeâveerkeâer Úe$e kesâefvõle DeefOeiece Øeef›eâÙeeDeeW leLee mecemÙee
(d) Easy access to learning meceeOeeve efJeefOe, ØeÙeespevee efJeefOe FlÙeeefo keâes ØeÙegòeâ keâjves ceW meneÙekeâ
DeefOeiece kesâ efueS Deemeeve hengBÛe Øeoeve keâjleer nw~ Fmekesâ leer›e efJemleej kesâ meeLe–meeLe DeOÙeehekeâ keâer
DSSSB PRT 26/03/2022 (Shift-II) Yetefcekeâe ceW Yeer yeoueeJe Dee jne nw~
Knowledge of ICT 17 YCT
69. metÛevee SJeb ØemeejCe lekeâveerkeâer (DeeF&.meer.šer.) kesâ efJekeâeme efkeâme Øekeâej keâer efMe#eCe Mewueer ceW metÛevee Deewj mebÛeej
kesâ meeLe YeefJe<Ùe kesâ DeOÙeehekeâ keâe jesue nesiee– ØeewÅeesefiekeâer keâe GheÙeesie efMe#ekeâ keâer Øemlegefle ceW meneÙelee
(a) metÛevee Øeoeve keâjvee kesâ meeLe-meeLe efMe#eeefLe&ÙeeW keâes Gvekesâ DevJes<eCe ceW
(b) hee"dÙehegmlekeâ efJekeâefmele keâjvee meneÙelee kesâ efueS efkeâÙee pee mekeâlee nw?
(c) efJeÅeeefLe&ÙeeW kesâ meerKeves keâes Øeeslmeeefnle keâjvee (a) Community - centered approach
(d) keâ#ee ceW Yee<eCe osvee
mecegoeÙe-keWâefõle Gheeiece
(b) Learner - centered approach
NCERT PRT 30–07–2017
efMe#eeLeea-keWâefõle Gheeiece
Ans : (c) DeeF&.meer.šer. kesâ efJekeâeme kesâ meeLe ner DeOÙeehekeâ keâe jesue
(c) Teacher- centered approach/efMe#ekeâ-keWâefõle Gheeiece
cegKÙe ™he mes efJeÅeeefLe&ÙeeW keâes meerKeves kesâ efueS Øeeslmeeefnle keâjvee cee$e
(d) Combination of the Teacher-centered
jn peeÙesiee~ DeeF&.meer.šer. lekeâveerkeâer keâe Fmlesceeue efMe#ekeâeW Éeje approach and Learner- centered approach
cegKÙeleÙee efMe#eeLeea keâer DeefOeiece keâes mLeeÙeer leLee pÙeeoe ØeYeeJekeâejer efMe#ekeâ-keWâefõle Gheeiece leLee efMe#eeLeea-keWâefõle Gheeiece keâe
yeveeves kesâ efueS efkeâÙee peelee nw efpememes Jes efMe#eCe Øeef›eâÙee ceW pÙeeoe mebÙeespeve
®efÛe ueskeâj Deheves %eeve keâe efJemleej keâj mekesâ~ DSSSB PRT 24/03/2022 (Shift-III)
70. Which of the following Pair is correctly Ans. (d) : efMe#ekeâ-keWâefõle Gheeiece leLee efMe#eeLeea kesâefvõle Gheeiece keâe
matched in the context of information and mebÙeespeve, efMe#eCe Mewueer ceW metÛevee Deewj mebÛeej ØeewÅeesefiekeâer keâe GheÙeesie
communication infrastructure?
efMe#ekeâ keâer Øemlegefle ceW meneÙelee kesâ meeLe-meeLe efJeÅeeefLe&ÙeeW keâes Gvekesâ
I. Physical Telecommunication System –
Cable, Satellite.
DevJes<eCe ceW meneÙelee kesâ efueS efkeâÙee pee mekeâlee nw~
II. Services that utilize Physical Note:- efMe#ekeâ kesâefvõle Gheeiece:-efMe#ekeâ kesâefvõle Gheeiece ceW
telecommunication System–Postal, efMe#ekeâ Skeâ heejcheefjkeâ keâ#ee Jeòeâe keâer Yetefcekeâe efveYeeles nw, pees Gve
broadcasting. Úe$eeW keâer efJe<eÙeJemleg Øeoeve keâjles nQ efpevemes metÛevee keâes efveef<›eâÙe ™he
metÛevee Deewj mebÛeej DeJemebjÛevee kesâ meboYe& ceW mes DeJeMeesef<ele keâjves keâer Dehes#ee keâer peeleer nw~
efvecveefueefKele ceW mes keâewve-mee Ùegice mener megcesefuele nw? yeeue keWâefõle Gheeiece:- yeeuekeâ keâer ™efÛeÙeeW, ØeJe=efòeÙeeW leLee #eceleeDeeW
I. Yeeweflekeâ otjmebÛeej ØeCeeueer – kesâyeue, mewšsueeFš keâes OÙeeve ceW jKekeâj efMe#ee Øeoeve keâjvee ner ‘‘yeeue kesâefvõle efMe#ee’’
II. Yeeweflekeâ otjmebÛeej ØeCeeueer keâe GheÙeesie keâjves Jeeueer keânueeleer nw~
mesJeeSB - [ekeâ, ØemeejCe 72. ICT as lesson designed are more ______.
(a) Both I and II/I leLee II oesveeW ef[peeFve efkeâS ieS hee" kesâ ™he ceW ICT DeefOekeâ ....... nw~
(b) Only I/kesâJeue I (a) Practical and boring/JÙeJeneefjkeâ Deewj De™efÛekeâj
(c) Neither I nor II/vee lees I vee lees II (b) Engaging and interesting/Deekeâ<e&keâ Deewj efoueÛemhe
(d) Only II/kesâJeue II (c) Interesting and practical/efoueÛemhe Deewj JÙeeJeneefjkeâ
DSSSB PRT 23/03/2022 (Shift-III) (d) Tough and difficult/keâef"ve Deewj cegefMkeâue
Ans. (b) : metÛevee Deewj mebÛeej DeJemebÛejvee Skeâ mebie"veelcekeâ ™he, DSSSB PRT 26/03/2022 (Shift-II)
ef[peeFve efkeâS ieS hee" kesâ ™he ceW ICT DeefOekeâ
Skeâ efJeMues<eCeelcekeâ heefjØes#Ùe Ùee Skeâ efmeceWefškeâ vesšJeke&â keâer lekeâveerefkeâ Ans. (b) :
mebjÛevee nw~ Deekeâ<e&keâ Deewj efoueÛemhe nw~ ICT (Fveheâe@jcesMeve keâcÙegefvekesâMeve
šskeäveesuee@peer) metÛevee Deewj mebÛeej GhekeâjCeeW keâes mketâueeW ceW JÙeehekeâ ™he
Yeeweflekeâ otj mebÛeej ØeCeeueer kesâ Debleie&le kesâyeue mewšsueeFš Meeefceue nw~
mes metÛevee yeveeves, meb«enerle keâjves, Øemeeefjle keâjves Ùee mebÛeej keâjves Deewj
efpemekeâe efnvoer celeueye Ghe«en neslee nww~ ceeveJe Éeje yeveeÙee ieÙee Ùen
ØeyeefvOele keâjves kesâ efueS GheÙeesie efkeâÙee peelee nw~ Ùen Úe$eeW kesâ
Skeâ Ssmee object nw pees efkeâ he=LJeer kesâ yeenj he=LJeer kesâ ÛeejeWs Deesj
Deelcemecceeve ceW Deewj DeefOekeâ Je=efæ keâjlee nw leLee Fbšjvesš lekeâ hengBÛe
Ûekeäkeâj ueieelee nw Deewj efYeVe-2 mesJeeÙeW Øeoeve keâjlee nw leLee Yeeweflekeâ
Úe$eeW keâes mJeÙeb MeesOe keâjves leLee Deheveer ienjer ™efÛe Jeeues efJe<eÙeeW keâes
otjmebÛeej ØeCeeueer keâe ØeÙeesie keâjves Jeeueer mesJeeDeeW ceW [ekeâ ØemeejCe
meerKeves keâe DeJemej Yeer Øeoeve keâjlee nw~
Meeefceue veneR neslee nw~ Dele: ÙeneB hej keâLeve I mener keâLeve nw Je keâLeve
73. mebosMe hengBÛeeves kesâ efueS ceeOÙece keäÙee nw?
II ieuele keâLeve nw~
(a) Âef°, megvevee, mheMe&, mJeeo, iebOe: mebosMe Yespeves kesâ efueS
71. In which type of teaching style the Information
and Communication Technology can be used to Ghejesòeâ ceW mes keâesF& Yeer
aid the teacher's presentation as well as to (b) efJeÛeej Ùee YeeJevee JÙeòeâ keâjves kesâ efueS ØeleerkeâeW keâe
assist learners in their exploration ? GheÙeesie keâjves keâer Øeef›eâÙee
Knowledge of ICT 18 YCT
 (c) ceewefKekeâ Ùee iewj ceewefKekeâ Øeleerkeâ 77. Which of the following is NOT one of the stages
(d) mebosMe kesâ efueS oer ieF& Øeefleef›eâÙee of Information Process Theory?
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM efvecveefueefKele ceW mes keâewve metÛevee øemebmkeâjCe efmeæevle kesâ
Ans. (a) : mebosMe hengBÛeeves kesâ efueS ceeOÙece nQ-Âef°, megvevee, mheMe&, ÛejCeeW ceW mes Skeâ veneR nw?
mJeeo, iebOe FveceW mes keâesF& Yeer mebosMe Yespeves keâe ceeOÙece nes mekeâlee nw~ (a) Manipulation of information
mebosMe osves kesâ leerve lejn kesâ ceeOÙece nesles nQ - metÛevee keâe keâeÙe&-meeOeve
1. Meeefyokeâ mebÛeej : Meeefyokeâ mebÛeej leye neslee nw peye JÙeefòeâ otmejeW (b) Retrieval of relevant information from
kesâ meeLe yeele keâjves ceW mebueive nesles nw~ Ùen Deeceves-meeceves hej, memory
mkeâeFhe Ùee petce Deeefo kesâ ceeOÙece nes meeLe mes nes mekeâlee nw~ mce=efle mes Øeemebefiekeâ peevekeâejer keâer hegveØee&efhle
2. DeMeeefyokeâ mebÛeej : yeesueles meceÙe nce pees keâjles nw Jen Dekeämej (c) Using selected information
JeemleefJekeâ MeyoeW mes DeefOekeâ keânlee nw~ FmeceW osKevee, megvevee, mheMe& ÛeÙeefvele peevekeâejer keâe GheÙeesie keâjvee
keâjvee, mJeeo, iebOe, mebosMe Yespeves kesâ efueS ceW GheÙeesie neslee nw~ (d) Sensory processing/mebJesoer ØemebmkeâjCe
3. efueefKele mebÛeej : efueefKele mebÛeej kesâ meYeer ™heeW keâe mhe° Deewj DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
Ans. (c) : ÛeÙeefvele peevekeâejer keâe GheÙeesie keâjvee metÛevee ØemebmkeâjCe
mebef#ehle lejerkesâ mes metÛevee-Øemeeefjle keâjves keâe Skeâ ner ue#Ùe neslee nw~
74. efvecveefueefKele ceW mes keâewve mee mebÛeej keâe efnmmee veneR nw? efmeæevle ceW mes Meeefceue veneR nw~
(a) heefjYee<ee (b) mebosMe Fme efmeæevle kesâ Devegmeej ceveg<Ùe Yeer keâchÙetšj keâer lejn metÛevee keâes
(c) Øeehlekeâlee& (d) Øes<ekeâ Deheveer mce=efle ceW hebpeerke=âle keâjlee nw, mebefÛele keâjlee nw leLee
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM DeeJeMÙekeâleevegmeej mebefÛele metÛevee ceW hesâjyeoue keâjlee nw~ keâesF& Yeer veÙeer
Ans. (a) : heefjYee<ee mebÛeej keâe efnmmee veneR nw~ metÛevee meyemes henues mebJesoer mce=efle ceW Deeleer nw~
mebØes<eCe (mebÛeej) Øeef›eâÙee kesâ cegKÙe Ieškeâ nQ-
(1) efJeÛeej (2) mebØes<ekeâ (3) ceeOÙece (4) mebosMe (5) mebkesâleerkeâjCe SJeb (i) keâchÙetšj leb$e keâer ceewefuekeâ DeJeOeejCee
mebkesâleJeeÛeve (6) Øeehlekeâlee& (7) Øeeflehegef° (Fundamentals of Computer System)
75. uesefKele Jeelee&ueehe mebÛeejCe JÙetn (practical
1. efvecve ceW mes keâchÙetšj keâe ‘[eF&yeÇsve’ (diebrain) keâewve–
knowledge of language) ceW Meeefceue nw–
mee nw?
(a) SueieesjerLece (Algorithms)
(a) Øees«eece (b) meer.heer.Ùet.
(b) [erefmepeve šsyeue (Decision Table)
(c) (a) Deewj (b) oesveeW (c) ces c ees j er (d) ne[& ef[mkeâ
(d) FveceW mes keâesF& veneR PRT (SPECIAL EDUCATION) Post Code 01/13,
28.04.2013
PRT (SPECIAL EDUCATION)
Post Code 01/13, 28.04.2013 Ans : (b) keâchÙetšj keâe [eFyeÇsve meer.heer.Ùet. (mesvš^ue Øeesmesefmebie Ùetefveš)
Ans : (c) uesefKele Jeelee&ueehe mebÛeejCe JÙetn ceW Sueieesjeroce Deewj
keâes keâne peelee nw~ Ùen keâchÙetšj kesâ meYeer Øees«eeceeW keâes Ûeueelee nw Deewj
[erefmepeve šsyeue oesveeW Meeefceue nesles nQ~ meeLe ner meeLe Fvehegš SJeb DeeGšhegš GhekeâjCeeW keâes efveÙebef$ele keâjlee nw~
meer.heer.Ùet. keâe cegKÙe keâeÙe& nw– Fvehegefšbie, DeeGšhegefšbie, YeC[ejCe,
76. Which of the following process refers to
sharing of ideas, facts, opinion, information Øeesmesefmebie SJeb efveÙeb$eCe~
and understanding? 2. keâchÙetšj ueQiJespe efkeâme hej DeeOeeefjle nw?
efvecveefueefKele ceW mes keâewve-meer Øeef›eâÙee efJeÛeejeW, leLÙeeW, jeÙe, (a) mebKÙee heæefle (b) efÛevn heæefle
metÛevee Deewj mecePe kesâ Deeoeve-Øeoeve keâes meboefYe&le keâjleer nw? (c) ëe=bKeuee heæefle (d) FveceW mes keâesF& veneR
(a) Position/heo PRT (SPECIAL EDUCATION)
(b) Situation/heefjefmLeefle Post Code 01/13, 28.04.2013
(c) Ambition/cenòJeekeâeb#ee Ans : (a) keâchÙetšj ueQiJespe mebKÙee heæefle hej DeeOeeefjle nw~
(d) Communication/mebÛeej meeceevÙele : nce ueesie 0–9 keâe GheÙeesie keâj keâesF& Yeer mebKÙee efueKeles
DSSSB PRT 23/03/2022 (Shift-III) nQ: Fmekeâe DeeOeej 10 neslee nw~ hejvleg keâchÙetšj ceW efkeâmeer Yeer mebKÙee
Ans. (d) : mebÛeej Øeef›eâÙee efJeÛeejeW, leLÙeeW, jeÙe, metÛevee Deewj mecePe keâe 0 Deewj 1 kesâ Éeje ØeefleefveefOelJe efkeâÙee peelee nw~ keâchÙetšj ceW
kesâ Deeoeve-Øeoeve keâes meboefYe&le keâjleer nw~ DeLee&led oes Ùee oes mes DeefOekeâ ØeÙeesie nesves Jeeueer mebKÙee heæefleÙeeB efvecve nQ–
JÙeefòeâÙeeW kesâ ceOÙe metÛeveeDeeW DeLeJee mevosMeeW Je efJeÛeejeW keâe Deeoeve- (i) efÉ DeeOeejer mebKÙee heæefle
Øeoeve ner mebÛeej keânueelee nw, efpemeceW efJeÛeejeW,leLÙeeW jeÙe, metÛevee Deewj (ii) Deekeäšue mebKÙee heæefle
mecePe kesâ Deeoeve-Øeoeve keâes Meeefceue efkeâÙee peelee nw~ (iii) nskeämee[sefmeceue mebKÙee heæefle

Knowledge of ICT 19 YCT

3. Mew#eefCekeâ keâchÙetšj keâe cegKÙe keâeÙe& nw– Ans. (b) : keâchÙetšj Øees«eece kesâ efve<heeove kesâ efueS CPU efpeccesoej
(a) GòejeW keâe efnmeeye neslee nw~ keâchÙetšj keâer Ûeej cegKÙe FkeâeF&ÙeeB nesleer nQ-
(b) metÛeveeDeeW keâe meb«en (1) efveJesMe FkeâeF& (Input-Unit)
(c) [sše keâe efJeMues<eCe (2) kesâvõerÙe mebmeeOeve FkeâeF& (CPU)
(d) Ghejesòeâ meYeer (3) Jee¢e mce=efle FkeâeF& (External Memory Unit)
PRT (SPECIAL EDUCATION) (4) efveie&ce FkeâeF& (Output Unit)
Post Code 01/13, 28.04.2013 [sše keâes keâchÙetšj ceW input-unit kesâ Éeje ØeefJe° keâjeÙee peelee nw,
Ans : (d) Mew#eefCekeâ keâchÙetšj kesâ cegKÙe keâeÙe& efvecve nQ– CPU Éeje DeeJeMÙekeâleevegmeej external memory unit kesâ menÙeesie
GòejeW keâe efnmeeye jKeves ceW meneÙekeâ~ mes [sše keâes JÙeJeefmLele leLee mebmeeefOele efkeâÙee peelee nw Deble ceW output
unit Éeje GvnW [sše Ùee information kesâ ™he ceW efveie&le efkeâÙee peelee
metÛeveeDeeW keâe meb«en keâjves ceW GheÙeesieer~
nw~
[sše keâe efJeMues<eCe keâjves ceW menÙeesieer~
CPU keâes keâchÙetšj keâe ceefmle<keâ keâne peelee nw~ CPU keâes ceeF›eâes
meceÙe–meeefjCeer efvecee&Ce ceW menÙeesieer~ Øeesmesmej Yeer keâne peelee nw~
efJeÅeeefLe&ÙeeW keâe JeieeakeâjCe keâjves ceW meneÙekeâ~
7. peye nce keânles nQ efkeâ ‘keâchÙetšj yengcegKeer nw’ lees Fmekeâe
ØeMeemeefvekeâ mecemÙeeSB meguePeeves ceW meneÙekeâ~ keäÙee DeLe& nw?
4. ceeF›eâeskeâchÙetšj Jes nesles nQ, efpeveceW (a) FmeceW yeÌ[er cesceesjer (mce=efle) nw~
(a) [tDeue heâerÛeme& nes (b) Ùen yengle lespe nw~
(b) keâce #ecelee keâer mce=efle YeC[ejCe nes (c) Ùen Skeâ meeLe keâF& keâeÙe& keâj mekeâlee nw~
(c) mhesMeue hehe&pe ef[JeeF&me nes (d) Ùen meYeer keâeÙeeX keâes hetCe&lee mes keâjlee nw~
(d) keâF& Øekeâej kesâ ØekeâeÙee&lcekeâ #ecelee nes DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM Ans. (c) : peye nce keânles nQ efkeâ ‘keâchÙetšj yengcegKeer nw’ lees Fmekeâe
Ans. (c) : ceeF›eâes keâchÙetšj Jes nesles nw efpeveceW efJeMes<e ØeÙeespeve kesâ DeLe& nw efkeâ Ùen Skeâ meeLe keâF& keâeÙe& keâj mekeâlee nw~ DeLee&le FmeceW
GhekeâjCe special purpose devices nesles nQ~ ceeF›eâes keâchÙetšj Skeâ Skeâ meeLe keâF& keâeÙe& pewmes heâeFue š^ebmeheâj, Dee@ef[Ùees-efJeef[ÙeeW huesÙej,
ner JÙeefòeâ Éeje GheÙeesie ceW ueeÙes peeves Jeeues keâchÙetšj nesles nQ efpemekesâ mce=efle YeC[ejCe ceeF›eâesmee@heäš Je[& Deeefo keâe mebÛeeueve keâj mekeâles nQ~
keâejCe Fme Øekeâej kesâ keâchÙetšjeW keâes ØeeÙe: JÙeefòeâiele keâchÙetšj Ùee 8. Which of the following is not an example of
(Personal Computer) PC kesâ veece mes peevee peelee nw~ mšesjspe computer peripherals ?
efvecve ceW mes keâewve-mee keâchÙetšj hesjerhesâjue keâe GoenjCe
#ecelee Deewj DeekeâÌ[eW keâer yeÌ[er cee$ee keâe jKejKeeJe keâjves ceW Deheveer
veneR nw?
meeceLÙe& kesâ keâejCe Deepe Fvekeâe JÙeehekeâ hewceeves hej GheÙeesie nes jne nw~
(a) Printer/efØebšj (b) Mouse/ceeGme
5. cee@veeršj Ùee šer] Jeer] m›eâerve Fme veece mes Yeer peevee peelee
(c) Monitor/cee@veeršj (d) Processor/Øeesmesmej
nw–
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
(a) Jeer[ermeer (b) JeerSuemeer
Ans. (d) : Øeesmesmej keâchÙetšj kesâ Jee¢e GhekeâjCe keâe GoenjCe veneR nw~
(c) Jeer[erÙet (d) Jeermeer[er Øeesmesmej Skeâ Úesše mee efÛehe neslee nw pees keâchÙetšj Ùee ceesyeeFue kesâ ceojyees[&
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM ceW ueiee neslee nw~ Øeesmesmej keâe keâece keâchÙetšj mes peg[ Ì s meYeer heešd&me Ùee
Ans. (c) : cee@efvešj Ùee šerJeer m›eâerve keâes VDU (Visual Display ef[JeeFme keâes kebâš^esue keâjvee nw~ Øeesmesmej nceejs Éeje efoÙes ieÙes [eše keâes
Unit) kesâ veece mes Yeer peevee peelee nw~ Skeâ VDU keâchÙetšj Ùee DevÙe Fvehegš kesâ ™he ceW ueslee nw Deewj Gmekeâes Øeesmesme keâjkesâ DeeGšhegš kesâ ™he ceW
Fueskeäš^e@efvekeâ ef[JeeFme Éeje GlheVe ÚefJeÙeeW keâes ØeoefMe&le keâjlee nw~ oslee nw~ Ùen Skeâ ceušerØees«eecesyeue uee@efpekeâue efÛehe neslee nw~
VDU keâe ØeÙeesie Dekeämej ‘cee@veeršj’ kesâ heÙee&ÙeJeeÛeer kesâ ™he ceW efkeâÙee 9. efvecveefueefKele ceW mes keâewve GheÙeesieer meeheäšJesÙej keâe Skeâ
peelee nw~ uesefkeâve Ùen Skeâ DevÙe Øekeâej kesâ ef[mhues, pewmes ef[efpešue GoenjCe nw ?
Øeespeskeäšj keâes Yeer meboefYe&le keâjlee nw~ (a) JeeÙejme mkewâvej (b) yeÇeGpej
6. efvecveefueefKele ceW mes keâewve mee Yeeie keâchÙetšj Øees«eece kesâ (c) kewâukegâuesšj (d) Sce] Sme] Dee@heâerme
efve<heeove kesâ efueS efpeccesoej nw? DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
(a) Jeermeer[er (b) meerheerÙet Ans. (a) : Virus scanner Ùetefšefuešer mee@HeäšJesÙej keâe GoenjCe nw~
(c) jwce (d) FSÛe[er Ùetefšefuešer mee@HeäšJesÙej keâes meefJe&me Øees«eece kesâ veece mes Yeer peevee peelee
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM nw~ Ùen Skeâ Øekeâej keâe keâchÙetšj mee@HeäšJesÙej nw Fmes efJeMes<e ™he mes
Knowledge of ICT 20 YCT
keâchÙetšj ne[&JesÙej Dee@hejsefšbie efmemšce Ùee SefhuekesâMeve mee@HeäšJesÙej keâes (a) Both I and II /oesveeW I Deewj II
JÙeJeefmLele keâjves ceW meneÙelee nsleg ef[peeFve efkeâÙee ieÙee nw~ (b) Neither I nor II /ve lees I ve ner II
Ùetefšefuešer mee@HeäšJesÙej keâes Ùetefšefuešerpe DeLeJee meefJe&me ®šervme (Service (c) Only I /kesâJeue I
Routines) Yeer keâne peelee nw~ Utility Software Jes Software nesles (d) Only II /kesâJeue II
nQ pees keâchÙetšj keâes Repair keâj keâchÙetšj keâer keâeÙe& #ecelee keâes yeÌ{eles nQ DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
leLee Gmes Deewj keâeÙe&Meerue yeveeves ceW ceoo keâjles nQ~ Glheeokeâ keâchÙetšj me$e kesâ ÛejCe-2 ceW efJeÅeeefLe&ÙeeW mes
Ans. (c) :
Utility Software kesâ GoenjCe nQ- mebyebefOele ef›eâÙeekeâueehe Deeles nQ~ DeLee&le efJeÅeeefLe&ÙeeW keâer Yee<eeF& Deewj
ef[mkeâ ef[øeQâieceWšj, SvšerJeeÙejme Øees«eece, JeeÙejme mkewâvej, ef[mkeâ SJeb
JewÛeeefjkeâ ™he mes lewÙeejer keâjvee ÛejCe 2 kesâ Debleie&le Deelee nw~ Ùen mener
HeâeFue efjkeâJejer Øees«eece, mšesjspe-yewkeâDehe Øees«eece Deeefo~ veneR nw~ keâchÙetšj me$e kesâ otmejs ÛejCe ceW DeeF&.meer.šer. štume keâe
10. What is included in stage 1 of productive GheÙeesie keâjvee meerKevee Deewj efJeefYeVe efJe<eÙeeW ceW Gvekeâe GheÙeesie keâjvee
computer session? Meg™ keâjvee Meeefceue nQ FmeceW DeeF&.meer.šer. kesâ meeceevÙe Deewj meeLe ner
Glheeokeâ keâchÙetšj me$e kesâ ÛejCe 1 ceW keäÙee Meeefceue nw? efJeMes<e DevegØeÙeesieeW keâe GheÙeesie Meeefceue nw, Deewj Ùen DeeF&.meer.Deer.
I. Pre-teach vocabulary and structures efJekeâeme cee@[ue ceW DeeJesove ÛejCe kesâ meeLe pegÌ[e ngDee neslee nw~
MeyoeJeueer Deewj mebjÛeveeDeeW keâes hetJe&-efmeKeevee~
12. What is stage 4 called in productive computer
II. Encourage pupils to focus on the topic session?
efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ efueS efJeÅeeefLe&ÙeeW Glheeokeâ keâchÙetšj me$e ceW ÛejCe 4 keâes keäÙee keâne peelee nw?
keâes Øeeslmeeefnle keâjW~ (a) Their is no stage 4 in productive computer
(a) Both I and II /oesveeW I Deewj II session
(b) Only II /kesâJeue II Glheeokeâ keâchÙetšj me$e ceW keâesF& ÛejCe 4 veneR nw~
(c) Only I/kesâJeue I (b) Before the computer/tablet/mobile session
(d) Neither I nor II/ve ner I ve ner II keâchÙetšj/šwyeuesš/ceesyeeFue me$e mes henues
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM (c) During the computer/tablet/mobile sesion
Ans. (a) : Glheeokeâ keâchÙetšj me$e kesâ ÛejCe-I ceW MeyoeJeueer Deewj keâchÙetšj/šwyeuesš/ceesyeeFue me$e kesâ oewjeve
mebjÛeveeDeeW keâes hetJe& efmeKeeÙee peelee nw Deewj efJe<eÙe hej OÙeeve kesâefvõle (d) After the computer/tablet/mobile session
keâjves kesâ efueS efJeÅeeefLe&ÙeeW keâes Øeeslmeeefnle efkeâÙee peelee nw~ DeeF&.meer.šer. keâchÙetšj/šwyeuesš/ceesyeeFue me$e kesâ yeeo
ceW keâchÙetšj me$e kesâ Ûeej ÛejCe yeleeÙee ieÙee nw~ DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
ÛejCe (1) ceW keâchÙetšj/šwyeuesš/ceesyeeFue me$e mes henues, henues ÛejCe Ans. (c) : Glheeokeâ
keâchÙetšj me$e kesâ ØeeÙe: ‘Ûeej’ ÛejCe nesles nw -
ceW, efMe#ekeâeW Deewj Úe$eeW keâes DeeF&meeršer GhekeâjCe Deewj Gvekesâ meeceevÙe
(1) ÛejCe - keâchÙetšj/šwyeuesš/ceesyeeFue me$e mes henues
keâeÙeeX Deewj GheÙeesieeW keâer Keespe keâjves keâer DeeJeMÙekeâlee nesleer nw~
(2) ÛejCe - keâchÙetšj/šwyeuesš/ceesyeeFue me$e kesâ oewjeve
FmeefueS, Deeceleewj hej DeeF&.meer.šer. mee#ejlee Deewj yegefveÙeeoer keâewMeue
(3) ÛejCe - keâchÙetšj/šwyeuesš/ceesyeeFue me$e
hej peesj efoÙee peelee nw~ DeeF&.meer.šer. GhekeâjCeeW keâer Keespe DeeF&.meer.šer.
efJekeâeme ceW GYejles ngS ÛejCe mes pegÌ[er ngF& nw~ Fme ÛejCe ceW, efMe#ekeâ(4) ÛejCej - keâchÙetšj/šwyeuesš/ceesyeeFue me$e kesâ yeeo
Glheeokeâ keâchÙetšj me$e kesâ ÛeewLeer DeJemLee leye nesleer nw, peye meerKeves
meerKeves kesâ efueS efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ efueS efJeÅeeefLe&ÙeeW
keâer efmLeefle DeeF&.meer.šer. kesâ GheÙeesie kesâ ceeOÙece mes yeoue peeleer nw~ Ùen
keâes Øeeslmeeefnle keâjves kesâ meeLe-meeLe keâchÙetšj keâe GheÙeesie keâjves keâe
GösMÙe Yeer yeleelee nw Deewj keâchÙetšj keâe GheÙeesie keâjves kesâ keâeÙeeX Ùee
efJeMes<e DeeF&.meer.šer. GhejkeâCeeW kesâ meeLe efMe#eCe Deewj meerKeves keâer
yegefveÙeeoer keâewMeue keâes Yeer mecePeelee nw~ efmLeefleÙeeW kesâ keâjerye hengBÛeves keâe Skeâ veÙee lejerkeâe nw, Deewj Ùen
11. Which of the following is not true in the context DeeF&.meer.šer. efJekeâeme cee@[ue ceW heefjJele&vekeâejer ÛejCe kesâ meeLe pegÌ[e
of a productive computer session?
ngDee nw~
Glheeokeâ keâchÙetšj me$e kesâ mevoYe& ceW efvecveefueefKele ceW mes
keâewve-mee mener veneR nw 13. Which of the following is true in context of a
productive computer session?
I. 'Preparing pupil's linguistically and
conceptually' falls under stage 2 (I) 'Review what they have done and why'
‘‘efJeÅeeefLe&ÙeeW keâer Yee<eeF& Deewj JewÛeeefjkeâ ™he mes comes under stage 3.
(II) 'Establish ground rules' comes under stage 1.
lewÙeejer keâjvee’’ ÛejCe 2 kesâ Devleie&le Deelee nw~
II. 'Check that children carry out the task'
Glheeokeâ keâchÙetšj me$e kesâ meboYe& ceW efvecveefueefKele ceW mes
falls under stage2. keâewve mee mener nw?
‘‘peeBÛe keâjW efkeâ yeÛÛes keâeÙe& keâes Debpeece osles nQ’’ (I) ‘meceer#ee keâjW efkeâ Gvnesves keäÙee efkeâÙee nw Deewj keäÙeeW
ÛejCe 2 kesâ Devleie&le Deeles nQ~ ‘ÛejCe 3 kesâ Devleie&le Deelee nw~
Knowledge of ICT 21 YCT
 (II) ‘peceerveer efveÙece mLeeefhele keâjvee’ ÛejCe I kesâ Glheeokeâ keâchÙetšj me$e kesâ ÛejCe (DeeF&meeršer kesâ ÛejCe)
Devleie&le Deelee nw~ ÛejCe–I henues ÛejCe ceW, efMe#ekeâeW Deewj Úe$eeW keâes ICT GhekeâjCe
(a) Only I/kesâJeue I Deewj Gvekesâ meeceevÙe keâeÙeex Deewj GheÙeesieeW keâer Keespe keâjves keâer
(b) Both I and II/I Deewj II oesveeW DeeJeMÙekeâlee nesleer nw~ DeeF&meeršer GhekeâjCeeW keâer Keespe DeeFmeeršer
(c) Neither I nor II/ve lees I Deewj ve ner II efJekeâeme ceW GYejles ngS ÛejCe mes peg[Ì er ngF& nw~ Fme ÛejCe ceW efMe#ekeâ
(d) Only II/ kesâJeue II
meerKeves kesâ efueS efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ efueS efJeÅeeefLe&ÙeeW
keâes Øeeslmeeefnle keâjves kesâ meeLe-meeLe keâchÙetšj keâe GheÙeesie keâjves kesâ
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
keâeÙeexb Ùee yegefveÙeeoer keâewMeue keâes Yeer mecePelee nw~
Ans. (b) : Glheeokeâ keâchÙetšj me$e kesâ cegKÙele: 4 ÛejCe nesles nQ-
ÛejCe–II Fme ÛejCe ceW ICT štume keâe GheÙeesie keâjvee meerKevee Deewj
* ØeLece ÛejCe ceW efMe#ekeâ leLee efMe#eeefLe&ÙeeW keâes ICT GhekeâjCe,
efJeefYeVe efJe<eÙeeW ceW Gvekeâe GheÙeesie keâjvee Meeefceue nw~ Ùen ICT
Gvekesâ keâeÙe& leLee GheÙeesie keâer peevekeâejer Skeâef$ele keâjves keâer efJekeâeme cee@[ue ceW DeeJesove ÛejCe kesâ meeLe pegÌ[e ngDee nw~
DeeJeMÙekeâlee nesleer nw~ FmeefueS ÙeneB hej Heâeskeâme ICT keâer ÛejCe–III Fme ÛejCe ceW Skeâ efJeMes<e GösMÙe keâes Øeehle keâjves kesâ
mee#ejlee leLee yesefmekeâ keâewMeueeW hej nw~ efueS ICT štume keâe GheÙeesie kewâmes Deewj keâye efkeâÙee peevee nw, pewmes efkeâ
* leermejs ÛejCe ceW efkeâmeer GösMÙe keâer Øeeefhle nsleg ICT GhekeâjCeeW keâes efkeâmeer efoÙes ieSs Øeespeskeäš keâes hetje keâjves ceW~ Ùen ICT efJekeâeme cee@[ue
kewâmes Deewj keâneB GheÙeesie keâjvee nw keâer mecePe efJekeâefmele nesleer nw~ ceW DeemeVe DeJemLee mes peg[Ì e ngDee nw~
14. Which of the following is not included in stage ÛejCe–IV Ùen DeJemLee leye nesleer nw peye meerKeves keâer efmLeefle ICT
3 of a productive computer session? kesâ GheÙeesie kesâ ceeOÙece mes yeoue peeleer nw Ùen ICT kesâ GheÙeesie kesâ
efvecve ceW mes keâewve-mee Glheeokeâ keâchÙetšj me$e kesâ ÛejCe 3 ceeOÙece mes yeoue peeleer nw~ Ùen ICT efJekeâeme cee@[ue ceW heefjJele&vekeâejer
ceW Meeefceue veneR nw? ÛejCe kesâ meeLe pegÌ[e ngDee nw~
(a) Review what they have done and why 16. Which of the following is true in the context of
meceer#ee keâjW efkeâ GvneWves keäÙee efkeâÙee nw Deewj keäÙeeW efkeâÙee nw~ a productive computer session ?
(b) Compare their work with others I. 'Collate work that has been produced on
Gvekesâ keâece keâer leguevee otmejeW mes keâjW~ the computer' comes under stage 3.
(c) Encourage pupils to focus on the topic II. 'Make sure children stay on the task'
comes under stage 1.
efJeÅeeefLe&ÙeeW keâes efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ efueS
Glheeokeâ kebâhÙetšj me$e kesâ meboYe& ceW efvecveefueefKele ceW mes
Øeeslmeeefnle keâjW~
keâewve-mee mener nw?
(d) Complete the work/keâece hetje keâjW~
I. ‘keâesueeÙele keâe keâece pees kebâhÙetšj hej efveefce&le efkeâÙee
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
ieÙee nw ‘ÛejCe 3’ kesâ Debleie&le Deelee nw~
Ans. (c) : ‘efJeÅeeLeea keâes efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ efueS
II. megefveefMÛele keâjW efkeâ yeÛÛes Deheves keâeÙe& hej yeves jnW
Øeeslmeeefnle keâjW~’ Ùen Glheeokeâ keâchÙetšj me$e kesâ ÛejCe–I kesâ Devleie&le Deelee
‘mšspe I’ kesâ Debleie&le Deelee nw~
nw~ peyeefkeâ meceer#ee keâjvee efkeâ GvneWves keäÙee efkeâÙee nw Deewj keäÙeeW efkeâÙee nw,
(a) Neither I nor II/ve lees I Deewj ve ner II
Gvekesâ keâece keâer leguevee otmejeW mes keâjvee Je keâece hetje keâjvee Ùen meye
(b) Only II/kesâJeue II
Glheeokeâ keâchÙetšj me$e kesâ ÛejCe–III kesâ Devleie&le Deeles nQ~
(c) Both I and II/I Deewj II oesveeW
15. "Encourage pupils to focus on the topic" comes
(d) Only I/kesâJeue I
under which stage of productive computer session?
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
‘‘efJeÅeeefLe&ÙeeW keâes Fme efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ
efueS Øeeslmeeefnle keâjW~’’ Glheeokeâ keâchÙetšj me$e kesâ efkeâme Ans. (d) : Glheeokeâ kebâhÙetšj me$e kesâ meboYe& ceW DeLee&led meye peien mes
metÛevee Skeâ$e keâjvee ‘keâesueeÙele keâe keâece (Collate work) pees
ÛejCe kesâ lenle Deelee nw~
kebâhÙetšj hej efveefce&le efkeâÙee ieÙee nw ‘ÛejCe 3’ kesâ Debleie&le Deelee nw~
(a) Stage 2/ÛejCe 2
17. What is included in stage 1 of productive
(b) Stage 1/ÛejCe 1 computer session?
(c) Stage 4/ÛejCe 4 I. Establishment of ground rules
(d) Stage 3/ÛejCe 5 II. Letting pupils use the computer casually
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM Glheeokeâ kebâhÙetšj me$e kesâ ÛejCe I ceW keäÙee Meeefceue nw?
Ans. (b) : ‘‘efJeÅeeefLe&ÙeeW keâes Fme efJe<eÙe hej OÙeeve kesâefvõle keâjves kesâ I. DeeOeejYetle efveÙeceeW keâer mLeehevee
efueS Øeeslmeeefnle keâjs~’’ Ùen Glheeokeâ keâchÙetšj me$e kesâ ÛejCe–I kesâ II. efJeÅeeefLe&ÙeeW keâes ueehejJeener mes kebâhÙetšj keâe GheÙeesie
Devleie&le Deelee nw~ keâjves osvee~
Knowledge of ICT 22 YCT
 (a) Only II/kesâJeue II I. Gme ›eâce keâes efveOee&efjle keâjlee nw efpemeceW keâchÙetšj
(b) Both I and II/I Deewj II oesveebs Øees«eece Deewj efveoxMe efve<heeefole nesles nQ~
(c) Only I/kesâJeue I II. keâchÙetšj efmemšce keâe efoceeie
(d) Neither I or II/ve lees I, Deewj ve ner II III. [sše Deewj efveoxMeeW keâe ØemebmkeâCe~
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM (a) I and II/I leLee II
Ans. (c) : Glheeokeâ kebâhÙetšj me$e (Productive computer (b) Only III/kesâJeue III
session) kesâ ÛejCe I ceW DeeOeejYetle efveÙeceeW keâer mLeehevee Meeefceue nw~ (c) I, II and III/I, II leLee III
Glheeokeâ keâchÙetšj me$e kesâ henues ÛejCe ceW efMe#ekeâeW Deewj (d) II and III/II leLee III
Úe$eeW keâes ICT GhekeâjCe Deewj Gvekesâ meeceevÙe keâeÙeeX Deewj GheÙeesieeW keâer DSSSB PRT 23/03/2022 (Shift-III)
Keespe keâjves keâer DeeJeMÙekeâlee nesleer nw~ keâchÙetšj hej JÙeJeneefjkeâ ™he
DeLe&cewefškeâ uee@efpekeâue Ùetefveš(ALU) keâes efnvoer Yee<ee ceW
Ans. (b) :
mes keâeÙe& ØeejcYe keâjves mes henues Ùen DelÙeble DeeJeMÙekeâ nw efkeâ nce
‘DebkeâieefCele leke&â FkeâeF& ’ keânles nw~ ALU Skeâ ef[efpešue meefke&âš
Gmekesâ mewæeefvlekeâ he#e kesâ yeejs ceW Yeer kegâÚ peevekeâejer Øeehle keâjs pewmes
neslee nw, Fmes nce keâchÙetšj keâe hee@Jej neGme Yeer keân mekeâles nw~ Ùen
keâchÙetšj keäÙee nw ; Gmekeâer efJeMes<eleeSB keäÙee nw Deewj Jen efkeâme Øekeâej
[sše Deewj efveoxMeeW keâe ØemebmkeâjCe Yeer keâjlee nw~ Dele: ALU meYeer
keâeÙe& keâjleer nw Deeefo~
DebkeâieefCeleerÙe mebÛeeueve Deewj efveCe&Ùe uesves kesâ mebÛeeueve keâes keâjlee nw~
18. What is stage 1 called in productive computer
Fme Øekeâej keâne pee mekeâlee nw efkeâ ÙeneB hej kesâJeue keâLeve III ner mener
session?/Glheeokeâ keâchÙetšj me$e ceW ÛejCe 1 keâes keäÙee
keâLeve nw~
keâne peelee nw?
20. ______ is the process of entering data and
(a) the computer / tablet / mobile session
programs into the computer System.
keâchÙetšj / šwyeuesš / ceesyeeFue me$e
........ keâchÙetšj efmemšce ceW [sše Deewj Øees«eece ope& keâjves
(b) before the computer / tablet / mobile session
keâer Øeef›eâÙee nw~
keâchÙetšj / šwyeuesš / ceesyeeFue me$e mes henues
(a) Input/Fvehegš (b) Storage/Yeb[ejCe
(c) during the computer / tablet/mobile session
keâchÙetšj / šwyeuesš / ceesyeeFue me$e kesâ oewjeve (c) Output/Glheeove (d) Program/keâeÙe&›eâce
(d) after the computer / tablet / mobile session DSSSB PRT 23/03/2022 (Shift-III)
keâchÙetšj / šwyeuesš / ceesyeeFue me$e kesâ yeeo Ans. (a) : keâchÙetšj ces Fvehegš ef[JeeFme ne[&JesÙej kesâ GhekeâjCe nesles
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM , pees keâchÙetšj keâes [sše Deewj efveoxMe (Instruction) osles nw,
nw
Ans. (b) : keâ#ee ceW DeeF&meeršer keâes Skeâerke=âle keâjves kesâ efueS JÙeJeefmLele efpememes Ùetpej keâchÙetšj kesâ meeLe mecheke&â keâj mekesâ Deewj Fmes kebâš^esue
lejerkesâ- keâj mekesâ~ keâchÙetšj ceW Fvehegš ef[JeeFme keâeryees[& Deewj ceeGme Deeefo
1. ÛejCe 1 : keâchÙetšj/šwyeuesš/ceesyeeFue me$e mes henues nesles nw pees nj keâchÙetšj kesâ efueS pe™jer ceeves peeles nw~
2. ÛejCe 2 : keâchÙetšj/šwyeuesš/ceesyeeFue me$e kesâ oewjeve Dele: mhe° nw efkeâ Fvehegš keâchÙetšj efmemšce ceW [sše Deewj Øees«eece ope&
3. ÛejCe 3 : keâchÙetšj/šwyeuesš/ceesyeeFue me$e keâjves keâer Øeef›eâÙee nesleer nw~
4. ÛejCe 4 : keâchÙetšj/šwyeuesš/ceesyeeFue me$e kesâ yeeo 21. Hard disk and DVD-R are known as –––––– in
Glheeokeâ keâchÙetšj me$e ceW ÛejCe 1 keâes keâchÙetšj/šwyeuesš/ceesyeeFue computers.
me$e mes henues keâne peelee nw~ Fme ÛejCe ceW, efMe#ekeâ meerKeves kesâ efueS keâchÙetšj ceW ne[& ef[mkeâ Deewj DVD-R keâes_______kesâ
efJe<eÙe hej OÙeeve keWâefõle keâjves kesâ efueS efJeÅeeefLe&ÙeeW keâes Øeeslmeeefnle keâjves ™he ceW peevee peelee nw~
kesâ meeLe-meeLe keâchÙetšj keâe GheÙeesie keâjves keâe GösMÙe Yeer yeleelee nw (a) Output device/DeeGšhegš ef[JeeFme
Deewj keâchÙetšj keâe GheÙeesie keâjves kesâ keâeÙeeX Ùee yegefveÙeeoer keâewMeue keâes (b) CPU/meerheerÙet
Yeer mecePeelee nw~ (c) Input devices/Fvehegš ef[JeeFme
19. Which of the following statement defines (d) Storage device/mšesjspe ef[JeeFme
Arithmetic Logical Unit (ALU) of a computer? DSSSB PRT 07/03/2022 (Shift-III)
I. Determines the sequence in which computer Ans. (d) : Hard disk and DVD-R keâchÙetšj kesâ mšessjspe
programs and instructions are executed.
ef[JeeFme kesâ Devleie&le Deeles nw~
II. Brain of computer System.
III. Processing of data and instructions. mšesjspe ef[JeeFme – YeC[ejCe Ùegefòeâ keâes Storage device keânles nQ
efvecveefueefKele ceW mes keâewve-mee keâLeve DeefjLecesefškeâ Ùes keâchÙetšj ceW data Deewj metÛeveeDeeW keâes menspe keâj jKeleer nw~
uee@efpekeâ Ùetefveš (S.Sue.Ùeg.) keâes heefjYeeef<ele keâjlee nw? Storage device oes Øekeâej keâer nesleer nw–

Knowledge of ICT 23 YCT

(1) ØeeFcejer cesceesjer–FmeceW [eše LeesÌ[er osj kesâ efueS ner mšesj keâjkesâ Ans. (d) : kebâhÙetšj efmemšce kesâ ALU (Arithmetic Logic
jKee peelee nw~ pewmes– ROM (jer[ Deesveueer cesceesjer) Unit) Deewj CU (Control Unit) keâes mebÙegòeâ ™he mes meer.heer.Ùet.
(2) meskeâsC[jer cesceesjer–Ùes uecyes meceÙe kesâ YeC[ejCe kesâ efueS neslee nw (Central Processing Unit) keâne peelee nw~ Ùen keâchÙetšj keâe
cegKÙe Yeeie neslee nw Fmes keâchÙetšj keâe ceefmle<keâ Yeer keâne peelee nw~
FmeceW Deehe peye ÛeeneW leye [eše keâes Deewj FveHeâecexMeve keâes Jeeheme hee
mekeâles nw pewmes–ne[& ef[mkeâ Heäuee@heer ef[mkeâ Deewj DVD-R Deeefo~ Fmekeâe keâeÙe& keâchÙetšj hej Deeves Jeeues Fvehegš Deewj efveoxMeeW keâes Øeesmesme
22. In computers, –––––– are the fastest, most keâjvee nw~ keâchÙetšj keâer Ùen Ùetefveš DebkeâieefCele, leeefke&âkeâ, efveÙeb$eCe mes
expensive machines and they have high pegÌ[s keâeÙe&, Fvehegš keâeÙe&, DeeGšhegš keâeÙe& mecheVe keâjlee nw~ FmeerefueS
processing speed. Fmes Deeceleewj hej Øeesmesmej kesâ veece mes Yeer peevee peelee nw~
kebâchÙetšj ceW, –––––– meyemes lespe, meyemes cebnieer ceMeerveW nQ 25. ____ is an electronic device that accepts data
GveceW GÛÛe ØemebmkeâjCe ieefle nesleer nw~ then process data, gives the output (Result) and
store the output.
(a) Mini computer/efceveer keâchÙetšj
––––– Skeâ Fueskeäš^e@efvekeâ GhekeâjCe nw pees [sše ueslee nw
(b) Super computer/meghej keâchÙetšj
Deewj efHeâj Øeesmesme keâjlee nw, DeeGšhegš (heefjCeece) oslee nw
(c) Main frames/cesve Øesâce Deewj DeeGšhegš keâes mšesj keâjlee nw~
(d) Micro computer/ceeF›eâes keâchÙetšj (a) Computer/keâchÙetšj
DSSSB PRT 07/03/2022 (Shift-III) (b) Cable satellite/kesâyeue Ghe«en
Ans. (b) : meghej keâchÙetšj – Jele&ceeve ceW GheueyOe keâchÙetšjeW ceW (c) Telephone/šsueerHeâesve
meghej keâchÙetšj meyemes DeefOekeâ leer›e #ecelee, o#elee Je meyemes DeefOekeâ (d) DVD/[erJeer[er
mce=efle #ecelee Jeeuee keâchÙetšj nw~ DSSSB PRT 25/03/2022 (Shift-II)
DeeOegefvekeâ heefjYee<ee kesâ Devegmeej–Jes keâchÙetšj, pees 500 Ans. (a) : keâchÙetšj Skeâ Fueskeäš^e@efvekeâ GhekeâjCe nw pees [sše ueslee nw
cesieeHeäuee@he keâer #ecelee mes keâeÙe& keâj mekeâles nQ, meghej keâchÙetšj keânueeles efHeâj Øeesmesme keâjlee nw Deewj DeeGšhegš oslee nw Deewj efheâj Gmeer
nQ~ meghej keâchÙetšj Skeâ meskeâC[ ceW Skeâ Dejye ieCeveeSB keâj mekeâlee DeeGšhegš keâes mšesj keâjlee nw~ COMPUTER keâe hetCe& ™he
nw~ Fmekeâer ieefle keâes cesiee Heäuee@he mes veeheles nQ~ 'Common Operating Machine Purposely Used for
Technological and Educational Research' neslee nw~ ‘Ûeeume&
23. The process that produces results of processed
data for getting useful information is known as yewyespe’ keâes keâchÙetšj kesâ efhelee kesâ ™he ceW peevee peelee nw~ ‘keâchÙetšj kesâ
_____. Meyo’ Deb«es]peer Meyo ‘keâchÙetš’ mes efceuekeâj yevee nw~ Fmekeâe celeueye
GheÙeesieer peevekeâejer Øeehle keâjves kesâ efueS mebmeeefOele [sše neslee nw ieCeveeSB (Calculation) keâjvee~ Fmes kegâÚ ueesie kewâukegâuesefšbie
kesâ heefjCeece GlheVe keâjves Jeeueer Øeef›eâÙee keâes ____ kesâ ef[JeeFme kesâ veece mes Yeer peeveles nw~ meJe&ØeLece peye keâchÙetšj keâer Glheefòe
™he ceW peevee peelee nw~ keâer ieF& Leer leye Ùen efmehe&â ieCeveeSB Deewj kegâÚ efveOee&efjle keâece ner keâj
mekeâles Les~ Deepe kesâ meceÙe keâer yeele keâjW lees keâchÙetšj yengle mes keâece
(a) Control/efveÙeb$eCe (b) Storage/Yeb[ejCe
Deemeeveer mes keâj ues jne nw~
(c) Output/DeeGšhegš (d) Processing/ØemebmkeâjCe
26. Which of the following pair is correctly
DSSSB PRT 24/03/2022 (Shift-I) matched with reference to computers?
Ans. (c) : DeeGšhegš (Output) : Ùen GheÙeesieer peevekeâejer Øeehle keâchÙetšj kesâ meboYe& ceW efvecveefueefKele ceW mes keâewve mee Ùegice
keâjves kesâ efueS [sše mes heefjCeece lewÙeej keâjves keâer Øeef›eâÙee nw~ Fmeer mener {bie mes megcesefuele nw ?
Øekeâej keâchÙetšj Éeje Øeesmesefmebie kesâ yeeo Glheeefole DeeGšhegš keâes Yeer I. Storage- Operations to display like
ceeveJe he"veerÙe ™he ceW DeehekeâeW efoS peeves mes henues keâchÙetšj kesâ Deboj arithmetic operations.
keâneR jKee peevee ÛeeefnS~ efheâj mes DeeGšhegš keâes Deeies keâer Øeef›eâÙee kesâ I. mšesjspe–DebkeâieefCele Dee@hejsMeve pewmes Dee@hejsMeve
efueS keâchÙetšj kesâ Deboj Yeer mšesj efkeâÙee peelee nw~ ØeoefMe&le keâjvee
24. The ALU and CU of a computer system are II. Processing–Process to save data
permanently.
jointly called______.
II. Øeesmesefmebie–[sše keâes mLeeÙeer ™he mes mesJe keâjves keâer Øeef›eâÙee
kebâhÙetšj efmemšce kesâ ALU Deewj CU keâes mebÙegòeâ ™he
III. Control – Control of all operations.
mes_____ keâne peelee nw~ III. kebâš^esue – meYeer Dee@hejsMeveeW keâe efveÙeb$eCe
(a) Input/Fvehegš (b) RAM/jwce (a) I, II and III/I, II leLee III (b) Only III/kesâJeue III
(c) PC/heer.meer. (d) CPU/meer.heer.Ùet. (c) Only I/kesâJeue I (d) Only II/kesâJeue II
DSSSB PRT 24/03/2022 (Shift-I) DSSSB PRT 25/03/2022 (Shift-II)
Knowledge of ICT 24 YCT
Ans. (b) : keâchÙetšj kesâ meboYe& ces kesâJeue keâLeve (III) mener {bie mes Ans. (d) : keâchÙetšj Skeâ Ssmee Øees«eeefcebie ceMeerve nw pees Ùetp] ej keâes Fme
megcesefuele nw~ CU keâe hetje veece Control Unit (kebâš^esue Ùetefveš) nw~ ÙeesiÙe yeveelee nQ efkeâ Jen efJeefYeVe Øekeâej keâer Fvheâe@jcesMeve Ùee [sše keâes
Ùen CPU keâe Skeâ cenlJehetCe& efnmmee nw pees keâchÙetšj ces nesves Jeeueer ef›eâÙeeefvJele keâjves kesâ yeeo GvnW JÙeJeefmLele ™he mes mebefÛele keâj mekeâles
meYeer Øeef›eâÙee keâes efveÙebef$ele (control) keâjlee nw~ otmejs MeyoeW ces keânW nQ~ kebâhÙetšj efmemšce kesâ Ûeej cegKÙe GhekeâjCe keâeÙe& nesles nQ: Fvehegš,
lees, ‘‘kebâš^esue Ùetefveš meer.heer.Ùet. keâe Skeâ efnmmee nw pees keâchÙetšj mes Øeesmesefmebie, mšesjspe Deewj DeeGšhegš~ GheÙegòeâ ØeMve ceW kebâhÙetšj kesâ
pegÌ[er ngF& meYeer ef[JeeFmeeW Deewj Gvekesâ keâeÙeeX keâes efveÙebef$ele keâjlee nw~’’ DeJeÙeJe kesâ ™he ceW mener megcesefuele nw Jen efyebog (II) nw~ mšesjspe
keâvš^esue Ùetefveš keâe cegKÙe keâeÙe& keâchÙetšj ceW nes jner Øeef›eâÙeeDeeW keâes ef[JeeFme Skeâ lejn keâe ne[&JesÙej ef[JeeFme nw~ mšesjspe ef[JeeFme keâes
Skeä]peerkeäÙetš Deewj keâvš^esue keâjves ceW ceoo keâjvee nw~ keâvš^esue Ùetefveš ef[efpešue mšesjspe Yeer keâne peelee nw~ efpemekeâe keâece efmemšce ceW [sše
Deewj Fvheâe@cexMeve keâes mesJe keâjkesâ jKevee neslee nw~ Ùen [eše keâes
cegKÙe cesceesjer Deewj Fvehegš/DeeGšhegš ef[JeeFme kesâ meeLe keâcÙetefvekesâMeve
šschejsjer Ùee hejceeveWš mesJe keâjkesâ jKe mekeâlee nw~ Ùen Deehe hej efveYe&j
keâjlee nw Deewj Fmekesâ DeueeJee Ùen 1/10 ef[JeeFme ceW [sše keâes š^ebmeheâj
keâjlee nw efkeâ Deehe Gme [sše Ùee Fbheâe@cexMeve keâes Deheves efmemšce ceW
keâjlee nw~ Ùen cegKÙe cesceesjer mes efveoxMeeW keâes Øeehle keâjkesâ GvnW ef[keâes[ efkeâleves meceÙe kesâ efueS mesJe keâjkesâ jKevee Ûeenles nw~mšesjspe ef[JeeFme ceW
keâjlee nw Deewj Fmekesâ yeeo Fve efveoxMeeW keâes Skeä]peerkeäÙetš nesves kesâ efueS efkeâmeer Yeer Øekeâej kesâ [sše Fveheâe@cexMeve [e@keäÙetceWš, heâesšes«eeheâ,
ALU (DeLe&cesefškeâue SC[ uee@efpekeâue Ùetefveš) kesâ heeme Yespe oslee nw~ Dee@ef[ÙeeW, efJeef[ÙeeW, mee@heäšJesÙej Øees«eece keâes mesJe keâjkesâ jKe mekeâles nQ
ALU Fve efveoxMeeW keâes Skeä]peerkeäÙetš keâjves kesâ yeeo Jeeheme CU keâes Yespe leeefkeâ Gvekeâe YeefJe<Ùe ceW Fmlesceeue efkeâÙee pee mekesâ~ Fmekesâ Devleie&le-
oslee nw~ ROM, CD-R, CD-RW FlÙeeefo Deeles nw~
27. The Assistive Technology 'Sweepsticks' is a 29. _____is at the lowest end of the computer range
virtual adaptive _______. in terms of speed and storage capacity.
meneÙekeâ lekeâveerkeâer ‘mJeerheefmškeäme’ Skeâ DeeYeemeer ________ieefle Deewj Yeb[ejCe #ecelee kesâ ceeceues ceW
Devegketâueer ....... nw~ kebâhÙetšj jWpe kesâ meyemes efveÛeues Úesj hej nw~
(a) Mouse/ceeGme (b) Keyboard/keâeryees[& (a) Mini computer/efceveer kebâhÙetšj
(c) Joystick/pee@Ùeefmškeâ (d) Pen/keâuece (b) Super computer/meghej kebâhÙetšj
DSSSB PRT 16/03/2022 (Shift-II) (c) Main computer/cegKÙe kebâhÙetšj
Ans. (a) : meneÙekeâ lekeâveerkeâ GhekeâjCeeW keâe Skeâ mesš nw efpemekeâe (d) Micro computer/ceeF›eâes kebâhÙetšj
GösMÙe efJekeâueebie ueesieeW keâer meneÙelee keâjvee nw~ keâesF& meneÙekeâ DSSSB PRT 23/03/2022 (Shift-II)
GhekeâjCe Deeefš&efHeâefMeÙeue FbšsefuepeWme (AI) lekeâveerkeâeW keâe GheÙeesie Ans : (d) ceeF›eâes keâchÙetšj (Micro Computer), Skeâ Ssmee
keâjkesâ yeveeS peeles nQ, efpeveceW jerÙeue-šeFce mheerÛe-št-šskeämš š^ebme- keâchÙetšj nw, efpemeceW ceeF›eâes-Øeesmesmej Fmekesâ meWš^ue Øeesmesefmebie Ùetefveš kesâ
ef›eâhMeve Deewj efJepegDeue efjkeâe@efiveMeve štue Meeefceue nesles nw~ meneÙekeâ ™he ceW neslee nw~
ØeewÅeesefiekeâer GhekeâjCeeW ceW DeeYeemeer Devegketâueer ßeJeCe Ùeb$e, m›eâerve ieefle Deewj Yeb[ejCe #ecelee kesâ ceeceues ceW, ceeF›eâes keâchÙetšj keâer jWpe,
DeeJeOe&keâ, yeÌ[s-kegBâpeer keâeryees[&, ceeGme Deeefo Ûeerpes Deeleer nQ~ meneÙekeâ meyemes efveÛeues mlej hej nesleer nw DevÙe keâchÙetšjeW keâer leguevee ceW~
lekeâveerkeâer GhekeâjCe efJekeâueebie ueesieeW keâes yeenjer ogefveÙee kesâ meeLe meeceevÙe ceeF›eâes keâchÙetšj ceW uewheše@he Deewj [smkeâše@he Deeefo Meeefceue nQ~
yeeleÛeerle keâjves keâer #ecelee Øeoeve keâjles nw~ 30. Name the device that interprets and executes
instructions in a computer ?
28. Which of the following pairs is correctly Gme GhekeâjCe keâe veece yeleeFS pees kebâhÙetšj ceW efveoxMeeW
matched with their components of the
keâes FvšjØesš Deewj SkeämeerkeäÙetš keâjlee nw ?
computer?
efvecveefueefKele ceW mes keâewve mee Ùegice kebâhÙetšj kesâ Gvekesâ (a) C.P.U./meer.heer.Ùet. (b) A.L.U./S.Sue.Ùeg.
(c) C.U./efme.Ùeg. (d) Cache/kewâMe
DeJeÙeJe kesâ meeLe mener megcesefuele nw?
DSSSB PRT 07/03/2022 (Shift-I)
I. Input Devices – Keyboard, Mouse, Rom
Ans. (a) : meer0heer0Ùet0 - Fmekeâe hetje veece meWš^ue Øeesmesefmebie Ùetefveš
I. Fvehegš ef[JeeFme – keâeryees[&, ceeGme, ROM
nw~ meer0heer0Ùet0 keâchÙetšj ceW efveoxMeeW keâes FvšjØesš Deewj SkeämeerkeäÙetš
II. Storage Devices – ROM, CD–R, CD – RW
keâjlee nw~ Ùen keâchÙetšj efmemšce keâe ceefmle<keâ (Brain) neslee nw~ Ùen
II. mšesjspe ef[JeeFme – ROM, CD-R, CD-RW
Skeâ Fueskeäš^eefvekeâ ceeF›eâesefÛehe neslee nw pees [eše keâes efoS ieS efveoxMeeW
(a) Neither I nor II/vee ner I vee ner II kesâ DeeOeej hej Øeesmesefmebie keâj GheÙeesieer FveHeâe@jcesMeve ceW yeouelee nw leLee
(b) Both I and II/I leLee II oesveeW keâchÙetšj efmemšce kesâ meejs keâeÙeeX keâes efveÙebef$ele keâjlee nw~
(c) Only I/kesâJeue I veesš – ALU = Arithmetic logic unit
(d) Only II/kesâJeue II C.U. = Control unit
DSSSB PRT 24/03/2022 (Shift-II) kewâMe - leer›e ieefle, keâce meb«enCe #ecelee Jeeueer DemLeeÙeer cesceesjer~
Knowledge of ICT 25 YCT
31. "It rolls on a small ball and has two or three
buttons on the top". The statement given is (ii) Dee@hejsefšbie efmemšce keâer meeceevÙe peevekeâejer
describing which device of the computer ?
(Basics of Operating System)
‘‘Ùen Skeâ Úesšer ieWo hej Ietcelee nw Deewj Fmekesâ Thej oes
Ùee leerve yešve nesles nw’’~ efoÙee ieÙee keâLeve kebâhÙetšj kesâ 1. Computer software means :
efkeâme GhekeâjCe keâe JeCe&ve keâj jne nw? keâchÙetšj mee@heäšJesÙej mes leelheÙe& nw–
(a) Mouse/ceeGme (b) CPU/meerheerÙet (a) A set of tools/GhekeâjCeeW keâe mecetn
(c) Data Cable/[sše kesâyeue (d) Keyboard/keâeryees[& (b) A set of tasks/keâeÙeeX keâe mecetn
DSSSB PRT 24/03/2022 (Shift-III) (c) A set of items/JemlegDeeW keâe mecetn
Ans. (a) : ‘‘ceeGme’’ Skeâ keâchÙetšj GhekeâjCe keâe Fvehegš ef[JeeFme (d) A set of instructions/efveoxMeeW keâe mecetn
nw, efpemekeâe JeemleefJekeâ veece ‘‘Pointing Device’’ nw~ Fmekeâe DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
GheÙeesie cegKÙele: keâchÙetšj m›eâerve hej Items keâes Ûegveves, Gvekeâer lejheâ
Ans. (d) : keâchÙetšj mee@HeäšJesÙej keâe celeueye nw- efveoxMeeW keâe Skeâ
peeves leLee GvnW Keesueves SJeb yebo keâjves ceW efkeâÙee peelee nw~
›eâce Ùee mesš/keâchÙetšj mee@HeäšJesÙej efveoxMeeW, [sše leLee Øees«eeceeW keâe Skeâ
ceeGme Skeâ Úesšer ieWo hej Ietcelee nw Deewj Gmes Thej oes Ùee leerve yešve mesš nw efpemekeâe GheÙeesie keâchÙetšjeW keâes mebÛeeefuele keâjves Deewj efJeefMe°
Yeer nesles nw~
keâeÙeeX keâes efve<heeefole keâjves kesâ efueS efkeâÙee peelee nw~
32. Which of the following is in the correct
sequence in the context of the computer ? 2. What among them is/are the advantages of
Enterprise Resource Planning (ERP)?
keâchÙetšj kesâ meboYe& ceW, efvecveefueefKele ceW mes keâewve-mee mener
FveceW mes GÅece mebmeeOeve DeeÙeespevee kesâ keäÙee HeâeÙeos nQ?
›eâce ceW nw?
(a) Data security/[sše keâer megj#ee
(a) Output, Storage, Program, Input
DeeGšhegš, mšesjspe, Øees«eece, Fvehegš (b) Supports pedagogy/efMe#eeMeeŒe keâe meceLe&ve keâjlee nw
(b) Program, Output, Storage, Input (c) Data security and supports pedagogy
Øees«eece, DeeGšhegš, mšesjspe, Fvehegš [sše keâer megj#ee Deewj efMe#eeMeeŒe keâe meceLe&ve keâjlee nw
(c) Input, Program, Output, Storage (d) Not very friendly/yengle efceuevemeej veneR
Fvehegš, Øees«eece, DeeGšhegš, mšesjspe DSSSB PRT 26/03/2022 (Shift-I)
(d) Input, Program, Storage, Output Ans. (c) : GÅece mebmeeOeve Ùeespevee (SbšjØeeFpe jermeesme& hueeefvebie) Skeâ
Fvehegš, Øees«eece, mšesjspe, DeeGšhegš keâcheveer-JÙeeheer keâchÙetšj mee@HeäšJesÙej ØeCeeueer nw efpemekeâe ØeÙeesie meePee
DSSSB PRT 25/03/2022 (Shift-I) [eše Yeb[ejeW Éeje meYeer mebmeeOeveeW, metÛevee Deewj JÙeeheej mecyevOeer
Ans. (c) : keâchÙetšj meeceevÙe keâece ceW Deeves Jeeuee Skeâ ceMeerve nw, ØekeâeÙeeX kesâ mecevJeÙe Deewj ØeyevOeve nsleg neslee nw~
efpemekeâes nce Øees«eece keân mekeâles nQ~ yengle meejs uee@efpekeâue Deewj GÅece mebmeeOeve Ùeespevee [sše keâer megj#ee Deewj efMe#eeMeeŒe keâe meceLe&ve
DeLe&cewefškeâ HebâkeäMebme kesâ efueS Deewj Jen nceejs Fbmš^keäMeve kesâ Devegmeej Yeer keâjlee nw~
nceejs keâece keâes SipeerkeäÙetš keâjkesâ oslee nw~ Ûeeume& yewyespe keâes keâchÙetšj 3. Education Technology refers to :
keâe pevekeâ keâne peelee nw, GvneWves ner meved 1830 ceW Sveeefueefškeâue Mewef#ekeâ ØeewÅeesefiekeâer efvecve keâes meboefYe&le keâjleer nw:
Fbpeve keâe hueeve [sJesuehe efkeâÙee Lee, efpemes Deeies Ûeuekeâj keâchÙetšj kesâ (a) Use of software and hardware in education
™he ceW peevee peeves ueiee~ keâchÙetšj hej keâeÙe& keâjves keâer Øeef›eâÙee keâe efMe#ee ceW mee@heäšJesÙej Deewj ne[&JesÙej keâe GheÙeesie
mener ›eâce Fme Øekeâej nw– (b) Learning about technology in class
Input → Program → Output → Storage. keâ#ee ceW ØeewÅeesefiekeâer kesâ yeejs ceW meerKevee
33. 'Explain the purpose of the task' comes under (c) Complete Online education/hetCe& Dee@veueeFve efMe#ee
which stage of productive computer session?
(d) Teacher and students both interacting using
keâeÙe& keâe GösMÙe mhe° keâjW ‘Glheeokeâ keâchÙetšj me$e kesâ mobile phones/efMe#ekeâ Deewj Úe$e oesveeW ceesyeeFue heâesve
efkeâme ÛejCe kesâ Devleie&le Deelee nw? keâe GheÙeesie keâj yeeleÛeerle keâj jns nQ~
(a) Stage 2/ÛejCe 2 (b) Stage 1/ÛejCe 1
DSSSB PRT 25/03/2022 (Shift-III)
(c) Stage 4/ÛejCe 4 (d) Stage 3/ÛejCe 3
Ans. (a) : Mewef#ekeâ lekeâveerkeâer efJeefYevve GheeieceeW Éeje, Mewef#ekeâ GösMÙe
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
keâer Øeeefhle keâes megiece SJeb ØeYeeJekeâejer yeveelee nw~ ne[&JesÙej Gheeiece
Ans. (b) : keâeÙe& keâe GösMÙe Glheeokeâ keâchÙetšj me$e kesâ ÛejCe-I kesâ Mewef#ekeâ Øeef›eâÙee keâe Ùeb$eerkeâjCe keâjlee nw~
Devleie&le Deelee nw~ Fme ÛejCe ceW efMe#ekeâ meerKeves kesâ efueS efJe<eÙe hej Dele: keâne pee mekeâlee nw efkeâ efMe#ee ceW mee@heäšJesÙej Deewj ne[&JesÙej
OÙeeve kesâefvõle kesâ efueS efJeÅeeefLe&ÙeeW keâes Øeeslmeeefnle keâjves kesâ meeLe-meeLe Gheeiece keâe GheÙeesie,efMe#ee ØeewÅeesefiekeâer (Education Technology)
keâchÙetšj keâe GheÙeesie keâjves kesâ keâeÙeex Ùee yegefveÙeeoer keâewMeue keâes Yeer keâes meceefhe&le keâjlee nw pees meerKeves keâer efJeefOeÙeeW leLee ØeefJeefOeÙeeW keâe
mecePelee nw~ ›eâceyeæ ™he mes DeeOegefvekeâerkeâjCe keâjlee nw~
Knowledge of ICT 26 YCT
4. All of the following are software/apps used for 2. SceSme-Je[& 2010 cebW, Ùeefo Deehe efkeâmeer šsyeue kesâ Yeerlej
classroom teaching, except .......... which is a šwye keâer (Tab Key) oyeeles nQ, lees keâme&j šsyeue kesâ/keâer
hardware.
Deieues/Deieueer ………… hej Ûeuee peelee nw~
efvecveefueefKele meYeer mee@HeäšJesÙej/Sshme nQ efpemekeâe GheÙeesie
(a) [eše (b) mesue
keâ#ee efMe#eCe ceW neslee nw, efmeJeeÙe _____ pees Skeâ
(c) jes (d) ueeFve
ne[&JesÙej nw~
Ans. (b) : MS-word 2010 ceW Ùeefo efkeâmeer šsyeue kesâ Devoj šwye
(a) Webex/Jesyeskeäme
keâer oyeeles nQ, lees keâme&j šsyeue kesâ Deieues mesue hej peelee nw~
(b) Projector/Øe#eshekeâ
• šsyeue kesâ Devoj keâme&j keâes Ûeueeves kesâ efueS keâer yees[& (key-
(c) MS Teams/SceSme šercme
board) ceW efoÙes ieÙes Arrow Keys keâe Yeer GheÙeesie keâj mekeâles
(d) Zoom/petce
nQ~ Fmekeâe GheÙeesie keâjkesâ Table kesâ Devoj keâme&j (Cursor) keâes
DSSSB PRT 29/03/2022 (Shift-I)
left-Right Deewj Up-down Yeer Move keâj mekeâles nQ~
Ans. (b) : Jesyeskeäme (webex), SceSme šerce (Ms Team), petce
3. SceSme-Je[& 2010 ceW efvecveefueefKele ceW mes keâewve mee HeâerÛej
(Zoom) meYeer mee@heäšJesÙej/Sshme nQ efpemekeâe GheÙeesie keâ#ee efMe#eCe ceW
neslee nw peyeefkeâ Øe#eshekeâ (Projector) Skeâ ne[&JesÙej nw, pees Skeâ efkeâmeer [e@keäÙetceWš ceW ÛeÙeefvele šskeämš ceW Skeâ meerOeer jsKee
ØekeâeMeerÙe Ùeb$e pees hejos hej heefjJeefOe&le efÛe$eeW keâes efoKeelee nw Dele: KeeRÛeves kesâ efueS GheÙeesie efkeâÙee pee mekeâlee nw?
Fmekeâe GheÙeesie keâ#ee efMe#eCe ceW veneR neslee nw~ (a) Fjspej (b) mš^eFkeâLeÇt
5. 'Software' comes under which type of (c) efjhuesme (d) Heâe@cexš heWšj
infrastructure ? Ans. (b) : MS-Word 2010 ceW efkeâmeer Yeer ÛeÙeefvele šskeämš kesâ
‘mee@HeäšJesÙej’ efkeâme Øekeâej kesâ DeJemLeehevee kesâ Debleie&le yeerÛe ceW Skeâ meerOeer jsKee KeeRÛeves kesâ efueS mš^eFkeâLeÇt
Deelee nw? (strikethorough) HeâerÛej keâe GheÙeesie efkeâÙee peelee nw~
(a) Network and connectivity • mš^eFkeâLeÇt (Strikethrough) efJekeâuhe, GheÙeesie keâjves kesâ efueS
vesšJeke&â Deewj keâvesefkeäšefJešer efoS ieS šskeämš keâes select keâjles nw~
(b) Enabling infrastructure • Home hej peeles nQ > Strikethrough hej efkeäuekeâ keâjles nQ~
DeJemebjÛevee keâes me#ece keâjvee 4. hewje«eeHeâ ceW [yeue mhesefmebie (double spacing)
(c) Core-ICT infrastructure/keâesj ICT DeJemebjÛevee DehueeF& keâjves kesâ efueS (MS-Word 2010) ceW
(d) Traditional/hejbhejeiele efvecveefueefKele ceW mes efkeâme Mee@š&keâš keâer (key) keâe
DSSSB PRT 29/03/2022 (Shift-I) GheÙeesie efkeâÙee peelee nw?
Ans. (c) : ‘mee@heäšJesÙej’ keâesj ICT DeJemebjÛevee kesâ DeJemLeehevee kesâ (a) Ctrl+ 4 (b) Ctrl+5
Devleie&le Deelee nw~ keâ#ee ceW ICT; DeJeOeejCeeDeeW kesâ meeLe keâece keâjles (c) Ctrl+2 (d) Ctrl+1
meceÙe efMe#ekeâeW Éeje GheÙeesie keâer peeves Jeeueer lekeâveerkeâ nw~ ICT Ans. (c) : MS-word 2010 ceW (Ctrl+2) Mee@š&keâš keâer yees[& yešve
DeJeOeejCeeS@ ØeefleMele mebyebefOele GhekeâjCe Ùee mee@heäšJesÙej keâe GheÙeesie keâe Fmlesceeue hewje«eeHeâ ceW [yeue mhesefmebie (double spacing) DehueeF&
keâjves hej efjheesš& keâjves Jeeues efMe#ekeâeW kesâ Devegheele keâe ØeefleefveefOelJe keâjves kesâ efueS efkeâÙee peelee nw~
keâjleer nQ~ • (Ctrl+1) efmebieue ueeFve mhesefmebie (Single line spacing) kesâ
efueS GheÙeesie efkeâÙee peelee nw~
(iii) Sce. Sme. Dee@efHeâme (MS Office) • (Ctrl+5) Mee@š&keâš keâe GheÙeesie 1.5 ueeFve mhesefmebie (1.5 line
spacing) kesâ efueS efkeâÙee peelee nw~
1. ................ kesâ Deefleefjòeâ meYeer keâchÙetšj Dee@hejsefšbie
5. efvecveefueefKele ceW mes keâewve-mee F]Hesâkeäš (effect),MS-
efmemšce nw~
Word 2010 kesâ Heâe@vš [eÙeuee@ie yee@keäme (font dialog
(a) ceeF›eâesmee@heäš Dee@efheâme (b) ueeFvekeäme box) ceW GheueyOe veneR nw?
(c) efJeb[espe 10 (d) iOS (a) Hewâvmeer (Fancy) (b) Fšwefuekeâ (Italic)
KVS–PRT Post Code 16/17, 29–10–2017 (c) yeesu[ (Bold) (d) meefym›eâhš (Subscript)
Ans : (a) Operating system Skeâ System software nw, pees Ans. (a) :MS- word 2010 kesâ Heâe@vš [eÙeuee@ie yee@keäme (font
efkeâ user kesâ Deewj computer hardware kesâ yeerÛe ceW interface keâe dialog box) ceW GheÙeg&òeâ efoS ieS efJekeâuheeW ceW Fšwefuekeâ (Italic),
keâece keâjlee nw~ GoenjCe– ueeFvekeäme, efJeb[espe 10, ios, Android yeesu[ (Bold) Deewj meyeefm›eâhš (subscript) neslee nw~
Deeefo~ ceeF›eâesmee@heäš Dee@efheâme kesâ Deefleefjòeâ meYeer keâchÙetšj Deehejsefšbie • peyeefkeâ Hewâvmeer (fancy) Fhesâkeäš (effect) Meyo keâe GheÙeesie heâe@vš
efmemšce nw~ [eÙeuee@ie yee@keäme ceW vener neslee nw~
Knowledge of ICT 27 YCT
6. SceSme-Je[&-2010 ceW Deesheve HeâeFue keâes mesJe keâjves kesâ Ans. (c) : MS-word 2010 ceW ef[heâe@uš ™he mes efkeäJekeâ Skeämesme
efueS efvecveefueefKele ceW mes keâewve-mee keâeryees[& Mee@š&keâš keâer štueyeej (Quick Access Toalbar) ceW New, Open, Save,
(key) Ctrl+S kesâ mecekeâ#e nw? Undo, Redo, E-mail, Print Preview Deeefo efJekeâuhe ceewpeto nw
(a) Shift + F12 (b) Ctrl+ F12 peyeef keâ keâš (Cut) nesce (Home) šwye kesâ Devleie&le Deelee nww~
(c) Shift+ F5 (d) Ctrl+ F5 11. yeleeSb, efkeâ SceSme-Je[& 2010 (MS-Word 2010) mes
Ans. (a) : mebyebefOele efvecveefueefKele keâLeve melÙe nQ Ùee DemelÙe?
Shift + F12-Deesheve HeâeFue keâes mesJe keâjves kesâ efueS (i) ueQ[mkesâhe DeesefjSbšsMeve ceW, efkeâmeer hespe keâer TBÛeeF&
Shift + F5-keâme&j keâes efheÚues mLeeve hej ues peeves kesâ efueS Gmekeâer ÛeewÌ[eF& mes DeefOekeâ nesleer nw~
7. SceSme-Je[& 2010 ceW hewje«eeHeâ keâes oeefnveer Deesj DeueeFve (ii) heesš^xš DeesefjSbšsMeve ceW, hespe keâer ÛeewÌ[eF& Gmekeâer
keâjves kesâ efueS efvecveefueefKele ceW mes efkeâme Mee@š&keâš keâer TBÛeeF& mes DeefOekeâ nesleer nw~
(shortcut key) keâe GheÙeesie efkeâÙee peelee nw? (a) (i) - melÙe (ii) - DemelÙe
(a) Ctrl + J (b) Ctrl + R (b) (i) - DemelÙe (ii) - DemelÙe
(c) Ctrl+ Shift + M (d) Ctrl+ Shift+ R (c) (i) - melÙe (ii) - melÙe
Ans. (b) : (d) (i) - DemelÙe (ii) - melÙe
Ctrl + R→ jeFš DeueeFve
Ans. (b) : Sce0 Sme0-Je[& 2010 kesâ Devegmeej ueQ[mkesâhe
Ctrl + J→ peefmšHeâeF&
DeesefjSbšsMeve ceW, efkeâmeer hespe keâer TBÛeeF& Gmekeâer ÛeewÌ[eF& mes keâce Deewj
Ctrl + L→ uesHeäš DeueeFve heesš^xš DeesefjSbšsMeve ceW, hespe keâer Ûeew[Ì eF& Gmekeâer TBÛeeF& mes keâce nesleer
Ctrl + J→ meWš[& nw, FmeefueS oesveeW keâLeve DemelÙe nQ~
8. SceSme-Je[& 2010 (MS-Word 2010) [e@keäÙetceWš ceW 12. SceSme-Je[& 2010 (MS-Word 2010) ceW, šsyeue yeveeves
neFhejefuebkeâ Fvmeš& keâjves kesâ efueS efvecveefueefKele ceW mes kesâ yeeo, Ùeefo Deehe efkeâmeer šsyeue ceW efkeâmeer efJeMes<e jes
efkeâme keâeryees[& Mee@š&keâš keâer (key) keâe GheÙeesie efkeâÙee pee (row) kesâ veerÛes Skeâ veF& jes (row) Fvmeš& keâjvee Ûeenles
mekeâlee nw? nQ lees Dehekeâes efvecveefueefKele ceW mes efkeâme efJekeâuhe keâe
(a) Ctrl + L (b) Alt + L GheÙeesie keâjvee nesiee?
(c) Alt + K (d) Ctrl + K (a) Insert Row Above
Ans. (d) : SceSme-Je[& 2010 [e@keäÙetceWš ceW, neFhejefuebkeâ Fvmeš& (b) Insert Column to the left
keâjves kesâ efueS 'Ctrl + K' keâeryees[& Mee@š&keâš keâer (key) keâe GheÙeesie (c) Insert Rows below
efkeâÙee peelee nw~ (d) Insert Columns to the Right
9. SceSme-Je[& 2010 (MS-Word 2010) ceW, _____ šwye Ans. (c) : Sce0 Sme0 Je[& 2010 ceW, šsyeue yeveeves kesâ yeeo Ùeefo
Skeâ ef[Heâe@uš šwye neslee nw pees Deehekesâ Éeje [e@keäÙetceWš efkeâmeer šsyeue ceW efkeâmeer efJeMes<e jes (Row) kesâ yeerÛe Skeâ veF& jes Fvmeš&
Keesueves hej efoKeeF& oslee nw~ keâjves kesâ efueS Insert Rows Below leLee efkeâmeer efJeMes<e jes (Row)
kesâ Thej Skeâ veF& jes Fvme&š keâjves kesâ efueS Insert Rows Above
(a) Fvmeš& (Insert)
efJekeâuhe keâe ØeÙeesie efkeâÙee peelee nw Deewj Ùeefo efkeâmeer šsyeue ceW efkeâmeer
(b) }sDeeGš (Layout)
efJeMes<e keâe@uece (Column) yeeÙes lejheâ Skeâ veF& keâe@uece Fvmeš& keâjves
(c) nesce (Home) kesâ efueS insert columns to the left Deewj oeÙeW lejheâ veF& keâe@uece
(d) efjJÙet (Review) Fvmeš& keâjves kesâ efueS insert column to the Right efJekeâuhe keâe
Ans. (c) : MS- Word 2010 ceW nesce (Home) šwye Skeâ ef[heâe@uš ØeÙeesie efkeâÙee peelee nw~
šwye neslee nw pees [e@keäÙetceWš Keesueves hej efoKeeF& oslee nw~ Fme šwye ceW 13. SceSme-Je[& 2010 (MS-Word 2010) ceW, efvecveefueefKele
Clipboard, Font, Paragraph leLee Styles Deeefo «eghe Meeefceue nQ~ ceW mes efkeâme keâeryees[& Mee@š&keâš keâer (key) keâe GheÙeesie
Fvme&š (Insert), uesDeeGš (Layout), efjJÙet (review) Skeâ Øekeâej šsyeue keâer Skeâ jes (row) ceW efheÚues mesue ceW peeves kesâ efueS
kesâ šwye nQ~ efkeâÙee peelee nw?
10. efvecveefueefKele ceW mes keâewve mee, MS-Word 2010 ceW (a) Ctrl + Tab (b) Alt + Tab
ef[heâe@uš ™he ceW efkeäJekeâ Skeämesme štueyeej (Quick (c) Shift + Tab (d) Windows + Tab
Access Toolbar) ceW ceewpeto veneR nw? Ans. (c) : Sce0
Sme0-Je[& 2010 ceW, Mee@š&keâš ‘keâer’ keâe GheÙeesie-
(a) Deve [t (Undo) (b) jer [t (Redo) Shift + Tab - šsyeue keâer Skeâ jes (Row) ceW efheÚues mesue ces peeves
(c) keâš (Cut) (d) mesJe (Save) kesâ efueS
Knowledge of ICT 28 YCT
Tab - efkeâmeer jes (Row) kesâ Deieues mesue ces peeves kesâ efueS 18. SceSme-Je[& 2010 (MS-Excel 2010) cebW efheÚueer Meerš
Alt + Home - efkeâmeer jes (Row) kesâ henues mesue ces peeves kesâ efueS hej peeves kesâ efueS ……….. Mee@š&keâš keâer (key) keâe
Alt + End- efkeâmeer jes kesâ Deefvlece mesue ceW peeves kesâ efueS GheÙeesie efkeâÙee peelee nw~
14. -----------SceSme-Je[& 2010 (MS-Word 2010) ceW (a) Ctrl+ PageDown
[e@keäÙetceWš kesâ SefhuekesâMeve veece keâes ØeoefMe&le keâjlee nw~ (b) Ctrl+PageUp
(c) Alt+PageUp
(a) efjyeve (b) heâeFue šwye
(d) Alt+PageDown
(c) keäJeerkeâ Skeämesme štueyeej (d) šeFšueyeej
Ans. (b) : MS-Excel 2010 ceW, Ctrl+Pageup keâe GheÙeesie
Ans. (d) : efJeb[eW kesâ Meer<e& hej šeFšueyeej yeej SefhuekesâMeve-
efheÚueer Meerš hej peeves keâs efueS efkeâÙee peelee nw, pees efkeâ Ùen Meerš
heefjYeeef<ele DeeFkeâve Deewj šskeämš keâer hebefòeâ ØeoefMe&le keâjlee nw~ Ùen
henues mes Excel hej Open nesveer ÛeeefnS~
šskeämš SefhuekesâMeve keâe veece efveefo&° keâjlee nw Deewj efJeb[eW kesâ GösMÙe
keâes Fbefiele keâjlee nw~ šeFšue yeej GheÙeesie keâlee& kesâ efueS ceeGme Ùee MS-Excel 2010 ceW Ctrl+Pagedown keâe GheÙeesie Deieues Meerš
DevÙe hee@Fbefšbie ef[JeeFme keâe GheÙeesie keâjkesâ efJeb[eW keâes mLeeveebleefjle hej peeves kesâ efueS efkeâÙee peelee nw~
keâjvee Yeer mebYeJe yeveelee nw~ 19. SceSme-Skeämesue 2010 efjyeve yeej ceW……….. šwye ceW
15. Sce.Sme-Skeämesue 2010 (MS-Excel 2010) ceW efJeefMe° DeveneF[ (Unhide) efJekeâuhe ceewpeto jnlee nw~
ceeveob[eW kesâ meeLe Skeâ jWpe ceW mesume keâer mebKÙee keâer (a) Fvmeš& (b) JÙet
ieCevee ……….keâe GheÙeesie keâjkesâ keâer pee mekeâleer nw~ (c) HeâeFue (d) [sše
(a) SUM (b) COUNT Ans. (b) : MS- Excel 2010 kesâ efjyeve yeej ceW JÙet šwye ceW
(c) IF (d) COUNTIF DeveneF[ efJekeâuhe ceewpeto jnlee nw~ View šwye ceW Hide Deewj
Ans. (d) : COUNTIF ceeF›eâesmee@Heäš Skeämesue keâe Skeâ Heâe@cet&uee Split efJekeâuhe Yeer neslee nw~
nw efpemekeâe ØeÙeesie efkeâmeer Yeer ceeheoC[ (Criteria) kesâ DeeOeej hej
20. MS-Excel 2010 kesâ HebâkeäMeve kesâ meboYe& ceW efvecveefueefKele
mebKÙeeDeeW keâer ieCevee keâjves kesâ efueS GheÙeesie efkeâÙee peelee nw~ Fmekesâ
ØeÙeesie mes nceW yeÌ[er-yeÌ[er Meerš kesâ [sše mes efkeâmeer Skeâ veece Ùee keâLeve hej efJeÛeej keâjW~
Value keâes Count keâjvee Deemeeve neslee nw~ P: Ùen oes šskeämš efmš^bime keâer leguevee keâjlee nw, Deewj Ùeefo
Syntax = COUNTIF (range, criteria) Jes efyeukegâue meceeve nQ lees True ØeoefMe&le keâjlee nw~
16. Sce.Sme-Skeämesue 2010 (MS-Excel 2010) kesâ šsyeue Q: Ùen oes šskeämš efmš^bime keâer leguevee keâjlee nw Deewj Ùeefo
HeâerÛej kesâ ceeOÙece mes yeveeS ieS šsyeue Éeje Ùetpej Jes efyeukegâue meceeve veneR nw lees 1 ØeoefMe&le keâjlee nw~
(GheÙeesiekeâlee&) efJeefYeVe ceeveeW mes ……………keâes R: Ùen oes šskeämš efmš^bime keâer leguevee keâjlee nw Deewj Ùeefo
ef]Heâušj keâj mekeâles nQ~ Jes efyeukegâue meceeve veneR nw~ lees FALSE ØeoefMe&le keâjlee nw~
(a) keâe@uece (Column) (b) mesue (Cell) efvecveefueefKele ceW mes keâewve mee/mes keâLeve melÙe nQ/nQ?
(c) efHeâušj (Filter) (d) jes]pe (Rows) (a) P, Q, R meYeer (b) kesâJeue P Deewj R
Ans. (a) : MS- Excel-2010 ceW, peye Table Feature kesâ (c) kesâJeue P (d) kesâJeue P Deewj Q
ceeOÙece mes Table keâes Create efkeâÙee peelee nw, lees ØelÙeskeâ keâe@uece
Ans. (b) : MS-Word 2010 ceW Exact HebâkeäMeve oes šskeämš
ceW Top hej peekeâj kesâ Gme keâe@uece jWpe keâes Filter keâjves keâe
Option efoÙee peelee nw, efpemekeâe GheÙeesie keâjkesâ Column keâes
efmš^bime keâer leguevee keâjlee nw, Ùeefo Jes efmš^bime efyeukegâue meceeve nesleer
Deemeeveer mes Filter keâj mekeâles nQ~ nw, lees Ùen True ØeoefMe&le keâjlee nw, DevÙeLee False.
17. Sce.Sme-Skeämesue 2010 ceW ……………keâe GheÙeesie
Meerš kesâ Yeerlej šskeämš keâes ØeeflemLeeefhele (Replace) keâjves (iv) keâeryees[& keâer Mee@š&keâš kegâefpeÙeeb Deewj Gvekeâe
kesâ efueS efkeâÙee peelee nw~ GheÙeesie (Keyboard Shortcuts and
(a) Alt+R (b) Alt +F their uses)
(c) Ctrl+H (d) Ctrl+F
Ans. (c) : MS Excel-2010 ceW Meerš kesâ Yeerlej Text keâes 1. Classify the following into web browsers and
Search engines.
Replace keâjves kesâ efueS Ctrl+H Mee@š&keâš keâe GheÙeesie efkeâÙee
efvecveefueefKele keâes Jesye yeÇeG]pej Deewj meÛe& Fbpeve ceW
peelee nw~
Jeieeake=âle keâjW~
peye nce Ctrl+H Mee@š&keâš Key keâes Press keâjles nQ, lees Skeâ
Dialog Box, Open neslee nw, Gmekesâ yeeo efpeme Word Ùee Text (1) Firefox/heâeÙejheâe@keäme
keâes Replace keâjvee neslee nw, Gmekeâes Enter keâjkesâ 'Replace (2) Chrome/›eâesce
With text' keâes Enter keâjles nQ~ (3) Duck-Duck-Go/ [keâ-[keâ-iees
Knowledge of ICT 29 YCT
 (4) Edge/Spe (a) Ctrl window (b) Windows+Up Arrow
(5) Bing/efyebie (c) Windows + D (d) Windows + K
UPPCL Accountant 10-02-2018
(6) Internet Explorer/Fbšjvesš Skeämehueesjj
Ans : (c) meYeer šwye keâes efÚheeves Deewj [smkeâše@he hej meerOes peeves
(7) Safari/meHeâejer
(Windows + D) kesâ efueS efJekeâuhe keâe ØeÙeesie keâjles nw~
(8) Google/ietieue
4. To toggle from one window to another, within
(9) Yahoo/Ùeent
an application in Windows OS, you may use:
(10) Opera/Deeshesje
efJeb[espe DeesSme ceW Skeâ ShueerkesâMeve kesâ Yeerlej Skeâ efJeb[es
(a) Web browser - 1,2,4,6,7,10
mes ogmejs efJe[eW ceW še@ieue keâjves kesâ efueS, Deehe mes ogmejs
Search engine - 3,5,8,9
efJe[eW GheÙeesie keâj mekeâles nw -
Jesye yeÇeG]pej - 1,2,4,6,7,10
(a) Alt+F6 (b) Alt+F9
meÛe& Fbpeve - 3,5,8,9
(c) Alt+F10 (d) Alt+F8
(b) Web browser - 1,2,4,7,10
UPPCL Assistant Accountant 24-02-2022 (Shift-II)
Search engine - 3,5,6,8,9
Ans. (a) :
Jesye yeÇeG]pej - 1,2,4,7,10
Alt + F6 → Skeâ efJe[eW mes ogmejs efJe[eW hej še@ieue keâjves kesâ efueS
meÛe& Fbpeve - 3,5,6,8,9
Alt Ùee F10 → efJeefYeVe
šwye ceW cetJe keâjves kesâ efueS
(c) Web browser - 1,2,4,6,10
Search engine -3,5,7,8,9 Alt ± Shift ± D →Jele&ceeve efoveebkeâ [eueves kesâ efueS
Jesye yeÇeG]pej - 1,2,4,6,10 Alt ± Shift ± T →Jele&ceeve meceÙe [eueves kesâ efueS
meÛe& Fbpeve - 3,5,7,8,9 5. In MS-Word 2007, we can use undo/rado
(d) Web browser - 1,2,4,6,7,9 feature for up to...............action:
Search engine -3,5,8,10 SceSme-Je[& 2007 ceW Dev[t/jer[t efJeMes<elee keâes .........
Jesye yeÇeG]pej - 1,2,4,6,7,9 yeej ØeÙeesie ceW ueeÙee peelee nw-
meÛe& Fbpeve -3,5,8,10 (a) 200 (b) 300 (c) 150 (d) 100
UPPCL Assistant Accountant 25.02.2022 (Shift-I) (UPPCL TG2 11-11-2016)
Ans. (a) : Jesye yeeGpej - HeâeÙejHeâe@keäme, ›eâesce, Spe, Ans : (d) SceSme-Je[& 2007 ceW Dev[t/jer[t efJeMes<elee keâes 100 yeej
Fbšjvesš Skeämehueesjj, meHeâejer, Deeshesje Deeefo~ ØeÙeesie ceW ueeÙee pee mekeâlee nw~
meÛe& Fbpeve - [keâ [keâ-pees, efyebie, ietieue, Ùeent Deeefo~ 6. Redo is done by–
2. To close a window in Windows OS, you may jer[t efvecveefueefKele Éeje efkeâÙee peelee nw–
use: (a) Ctrl + Z (b) Ctrl + Y
efJeb[espe DeesSme ceW Skeâ efJeb[es yebo keâjves kesâ efueS, Deehe (c) Y (d) Z
GheÙeesie keâj mekeâles nw: (UPPCL TG2 Re-exam 16-10-2016)
(a) Ctrl+F5 RRB NTPC, (Shift -1) Online, 19.03.2016
(b) Windows logo key+F4 Ans : (b) jer[t leLee Dev[t–
(c) Shift+F1
mšQ[[& štueyeej hej efmLele UNDO yešve kesâ ØeÙeesie mes nce legjble efkeâS
(d) Alt+F4
UPPCL Assistant Accountant 24-02-2022 (Shift-II)
ieÙes keâeÙe& keâes nše osles nw~ Dev[t kesâ efueS (Ctrl + Z) keâe ØeÙeesie
Ans. (d) : efJeb[espe Dee@hejsefšbie efmemšce ceW efkeâmeer Yeer Deeshesve efJeb[es keâes
efkeâÙee peelee nw~
yebo keâjves kesâ efueS Mee@š&keâš ‘keâer’ Alt+F4 nw~ efpeme efkeâmeer keâeÙe& keâes nce Dev[t keâj Ûegkesâ nQ Ùeefo nce Gmemes mebleg<š
Ctrl+F5 mes nce keâjWvš efJeb[es keâes efjøesâme keâjles nw~ veneR nw lees jer[t (Ctrl + Y) keâjkesâ hetJee&JemLee ceW Dee mekeâles nw~
nce m›eâerve kesâ efkeâmeer efJeMes<e Yeeie kesâ yeejs ceW peevevee Ûeenles nw lees 7. What is the shortcut key to lock your desktop?
Shift+F1Øesme keâjs Deewj Deehekeâe efyevog Skeâ ØeMve efÛevn kesâ meeLe Skeâ Deheves [smkeâše@he keâes uee@keâ keâjves keâer Mee@š&keâš keâer
leerj ceW yeoue peelee nw~ efheâj Gme Ûeerpe hej efkeäuekeâ keâjW efpemekesâ yeejs ceW ( kegbâpeer) keâewve-meer nw?
peevevee Ûeenles nw~ (a) Window key + M (b) Window key + K
(c) Window key + L (d) Window key + N
3. Shortcut used to hide all the tabs and go
UPASI 04.12.2021 (Shift-I)
directly to the desktop -
efkeâme Meeš&keâš keâe Fmlesceeue meYeer šwye efÚheeves Deewj Ans. (c) : Deehe Deheves efJeb[espe keâes uee@keâ keâjves kesâ efueS Window
[smkeâše@he hej meerOes peeves kesâ efueS efkeâÙee peelee nw? key + L Meeš&keâš keâer keâe GheÙeesie keâjles nw~

Knowledge of ICT 30 YCT

8. keâchÙetšj keâes Reboot keâjves kesâ efueS efvecveefueefKele ceW mes Ans. (d) : efkeâmeer HeâeFue keâes Keesueves kesâ efueS Ctrl + O keâer
keâewve meer keâceeC[ oer peeleer nw? (key) keâe GheÙeesie efkeâÙee peelee nw~
(a) Ctrl + Alt + Del (b) Strl + Shift + → 13. Which is the shortcut key to Display the
(c) Ctrl + Shift + Del (d) Ctrl +Alt + Shift Desktop when you have other files open?
(e) Ctrl + Alt + Tab peye Deehekeâer DevÙe heâeFueW Kegueer neW lees [smkeâše@he
(PNB 2009) ØeoefMe&le keâjves kesâ efueS Mee@š&keâš kegbâpeer keâewve-meer nw?
Ans : (a) keâchÙetšj keâes Reboot Ùee Restart keâjves kesâ efueS key (a) Windowlkey + W (b) Windowkey+ D
board mes Ctrl+Alt+Del yešve oyeeles nw~ Fme Øeef›eâÙee keâes Worm (c) Windowkey + A (d) Windowkey + C
booting keânles nQ~ UPASI 04.12.2021 (Shift-II)
Ans. (b) : efJeb[espe ceW [smkeâše@he ØeoefMe&le keâjves kesâ efueS
9. To open the setting in Window 10 OS, you can
use ––––. window+D kegbâpeer keâe ØeÙeesie efkeâÙee peelee nw~ peye Deehekeâer DevÙe
efJeb[es]pe 10 Dees.Sme.(OS) ceW mesefšbie Keesueves kesâ efueS, heâeFueW Kegueer nes, cegKÙele: windowkey+D Mee@š&keâš kegbâpeer keâe
Deehe----keâe Fmlesceeue keâj mekeâles nQ~ GheÙeesie [smkeâše@he keâes ØeoefMe&le (show) Deewj efÚheeves (hide) kesâ efueS
efkeâÙee peelee nw~
(a) Windows logo key + down arrow/efJeb[es]pe ueesiees
14. Which of the following is a quick way to switch
kegbâpeer ± [eGve Sjes
between windows?
(b) Windows logo key + S/efJeb[es]pe ueesiees kegbâpeer ± S efJeb[espe kesâ yeerÛe MeerIeÇlee mes Deouee-yeoueer keâjves keâe
(c) Windows logo key + D/efJeb[es]pe ueesiees kegbâpeer ± D lejerkeâe efvecveefueefKele ceW mes keâewve mee nw?
(d) Windows logo key + I/efJeb[es]pe ueesiees kegbâpeer ± I (a) Alt+Tab (b) Ctrl+Tab
UPPCL Assistant Accountant 24.02.2022 (Shift-I) (c) Shift+Tab (d) Shift+Alt
Ans. (d) : efJeb[espe 10 ceW mesefšbie keâes Deeshesve keâjves kesâ efueS (UPPCL TG-2 26.06.2016)
Meeš&keâš keâer Windows logo key + I nw~ Ans : (a) efJeb[espe kesâ yeerÛe ceW MeerIeÇlee mes Deouee yeoueer keâjves keâe
Windows logo key + S → mes meÛe& efJekeâuhe Deeshesve neslee nw, lejer keâe Alt + Tab nw~
Ùeefo Deehe Fbšjvesš mes keâveskeäš nw lees Deewj Fbšjvesš hej meÛe& keâj mekeâles 15. Windows 10 (OS) to maximize a Window, you
nQ DevÙeLee Deehe Deheves mšHeâ (meece«eer) ceW meÛe& keâj mekeâles nQ~ can use –––––.
efJebÌ[es]pe 10 Dees.Sme. (OS) ceW Skeâ efJeb[es keâes
10. The keyboard shortcut in Windows to turn on the
sticky key is to press the Shift key______ times. cewefkeämeceeF]pe keâjves kesâ efueS, Deehe -----keâe Fmlesceeue
efmškeâer keâer keâes Ûeeuet keâjves kesâ efueS efJeb[espe ceW keâeryees[& keâj mekeâles nQ~
Mee@š&keâš efMeheäš keâer keâes _______ yeej oyeevee neslee nw~ (a) F9
(b) Shift + F6
(a) 3 (b) 4
(c) Windows Logo Keys + UP Arrow
(c) 5 (d) 2
(d) Alt + F6
Ans. (c) : efmškeâer keâerpe keâes meef›eâÙe keâjves kesâ efueS 5 yeej Shift UPPCL Assistant Accountant 24.02.2022 (Shift-I)
keâer oyeeS~ Skeâ meeGC[ neslee nw Deewj efmškeâer keâerpe [eÙeuee@ie Deeshesve Ans. (c) : Windows 10 ceW nce efkeâmeer efJeb[es keâes cewefkeämeceeFpe
nesleer nw~ ef[Heâeuš ¤he mes, keâme&j Yes yešve hej neslee nw~ keâjves kesâ efueS indows Logo Keys + UP Arrow keâe ØeÙeesie
11. efJeb[espe kesâ efueS ietieue ›eâesce Jesye yeÇeGpej ceW Skeâ veÙee keâjles nQ~ Deewj minimize keâjves kesâ efueS efJeb[espe ueesiees kegbâpeer +
šwye Keesueves kesâ efueS keâeryees[& Mee@š&keâš keäÙee nw? [eGve Sjes keâe ØeÙeesie keâjles nQ~
(a) Alt + N (b) Ctrl + T F9 → Microsoft Word keâe GheÙeesie keâjles meceÙe F9 Deehekesâ
(c) Alt + Ctrl + T (d) ALt + T [e@keäÙetceWš keâes efjøesâme keâj osiee~ Deewj Ùen efkeâmeer Yeer yekeâeÙee F&cesue keâes
UPPCL TG-II 25-01-2019 (Evening) Yespeves Deewj Øeehle keâjves kesâ efueS Microsoft DeeGšuegkeâ keâes Yeer efš^iej
Ans : (b) Ctrl + T Meeš&keâš ‘keâer’ keâe GheÙeesie efJeb[espe kesâ ietieue keâjlee nw~
›eâesce Jesye yeÇeGpej ceW Skeâ veÙee šwye Keesueves kesâ efueS efkeâÙee peelee nw~ 16. Match the following correctly.
12. The shortcut for opening a file is:- efvecveefueefKele keâe mener efceueeve keâjW-
heâeFue Keesueves kesâ efueS Mee@š&keâš keäÙee nw? a) Ctrl + B i) Change case of letter
(a) Ctrl+Alt (b) Shift+O b) Ctrl + U ii) Print
(c) Alt+O (d) Ctrl+O c) Ctrl + P iii) Make text bold
UPPCL Asst. Accountant Eaxm-09.02.2018 d) Shift + F3 iv) Underline
Knowledge of ICT 31 YCT
 (a) a-iii, b-iv, c-i, d-ii (b) a-vi, b-iii, c-ii, d-i Ans : (b) efkeâmeer Yeer [ekeäÙetceWš hespe keâes efhebÇš keâjves kesâ efueS CTRL
(c) a-iii, b-iv, c-ii d-i (d) a-i, b-iv, c-ii, d-iii + P Mee@š&keâš Key keâes Øesme keâjves kesâ he§eeled Enter Øesme keâjles nw~
UPPCL (Office Assistant III) 23-09-2018
22. Which shortcut key is used to make the text italic?
Ans : (c) (a) Ctrl + B = Make Text Bold
šwkeämš keâes Fšsefuekeâ yeveeves kesâ efueS Mee@š&keâš keâer keâewve
(b) Ctrl + U = Underline
(c) Ctrl + P = Print
meer nw?
(d) Shift + F3 = Change case of letter (a) Ctrl + U (b) Ctrl + T
17. What is the shortcut key for copy ? (c) Ctrl + I (d) Ctrl + P
keâe@heer keâjves kesâ efueS Mee@š&keâš-keâer keâewve-meer nw? (UPPCL TG2 Re-exam 16-10-2016)

(a) Ctrl + B (b) Ctrl + C Ans : (c) Ctrl + U = šwkeämš keâes Deb[jueeFve keâjvee
(c) Ctrl + A (d) Ctrl + D Ctrl + I = šwkeämš keâes Fšwefuekeâ keâjvee
(UPPCL TG2 Re-exam 16-10-2016) Ctrl + P = mesueskeäšs[ šwkeämš keâes efØebš keâjvee
Ans : (b) Ctrl + A = Select All (meYeer keâes mesueskeäš keâjvee) 23. peye Deehe ‘jermeeÙekeâue efyeve Keeueer keâjb’ (Empty
Ctrl + B = Bold (yeesu[ keâjvee) Recycle Bin) efJekeâuhe Ûegveles nQ, lees keäÙee neslee nw?
Ctrl + C = Copy (keâe@heer keâjvee) (a) meYeer mebefÛekeâeSB (heâeFume) Deehekesâ kebâhÙetšj ceW mes mLeeÙeer
18. To show the Print Menu, use: ™he mes ef[ueerš nes peeleer nw~
efhebÇš cesvet ØeoefMe&le keâjves kesâ efueS, (b) meYeer mebefÛekeâeSB (heâeFume) Deehekesâ kebâhÙetšj kesâ C:\ [^eFJe
(a) Tab + P (b) Shift + P ceW hegve:meb«enerle nes peeleer nw~
(c) Alt + P (d) Ctrl + P (c) meYeer mebefÛekeâeSB (heâeFume) Deheves mebyebefOele mLeeveeW hej
UPPCL APS 27-09-2018 (Evening) hegve:meb«enerle nes peeleer nQ~
Ans : (d) efkeâmeer Yeer heâeFue keâes efØebš keâjves kesâ efueS Meeš&keâš keâer Ctrl + (d) meYeer mebefÛekeâeSB (heâeFume) Deehekesâ [smkeâše@he hej mLeeefhele
P keâe ØeÙeesie keâjles nw Fmekeâes efnš keâjles ner efØebš [eÙeuee@ie yee@keäme ØeoefMe&le nes peeleer nQ~
nesiee efpemeceW hespe mes mebyebefOele mesefšbie keâjkesâ hespe keâes efØebš keâj mekeâles nQ~ UPPCL APS 27-09-2018 (Evening)
19. The shortcut key used for pasting text from
Ans : (a) Ùen efJeb[espe DeehejWefšbie efmemšce keâe Skeâ efJeMes<e heâesu[j
clipboard is
neslee nw efpemekeâer meneÙelee mes Deheveer ef[ueerš heâeFue leLee heâesu[j keâes
efkeäueheyees[& mes šwkeämš keâes hesmš keâjves kesâ efueS ØeÙegkeäle
Deemeeveer mes yeÛee mekeâles nw~ peye nce efjmeeFkeâue efyeve keâes Keeueer keâjles
Mee@š&keâš keâer nw
nw lees Jes heâeFue Je Øees«eece mLeeÙeer ™he mes ef[ueerš nes peelee nw~
(a) Ctrl +X (b) Ctrl +V
(c) Ctrl +C (d) Ctrl +D 24. The discarded file in the Recycle bin gets
(UPPCL TG-2 26.06.2016) removed permanently when ________.
jermeeÙekeâue efyeve ceW ÚesÌ[s ieS heâeFue mLeeÙeer ™he mes leye
Ans : (b) Ctrl + X =keâš (Cut)
nš peeles nQ peye ...............~
Ctrl + C = keâe@heer (Copy)
(a) the computer is shut down
Ctrl + V = hesmš (Paste)
keâchÙetšj yebo nes peelee nw
20. ÛeÙeefvele hee"dÙe keâer Øeefleefueefhe (keâe@heer) keâjves kesâ efueS (b) it is emptied manually
kebgâpeerhešue hej efkeâme kegbâpeer mebÙeespeve keâe ØeÙeesie efkeâÙee Ùen cesvÙegDeue ™he mes Keeueer efkeâÙee peelee nw
peelee nw? (c) the user is switched/GheÙeesiekeâòee& yeouelee nw
(a) Ctrl+V (b) Alt+C
(d) date changes/[sše heefjJele&ve neslee nw~
(c) Ctrl+C (d) Shift+C
SSC MTS 10-10-2017 (Shift-II)
RRB NTPC, (Shift -1) Online, 29.04.2016
Ans. (b) : jermeeÙeefkeâue efyeve ceW ÚesÌ[s ieS heâeFue mLeeÙeer ™he mes leye
Ans : (c) GheÙeg&òeâ ØeMve keâer JÙeeKÙee osKeW~
nš peeles nQ peye Ùen cewvÙegDeue ™he mes Keeueer efkeâÙee peelee nw~
21. efkeâmeer [ekeäÙetceWš keâes efØebš keâjves kesâ efueS .......... Øesme
keâchÙetšj hej nce efkeâleveer ner heâeFue Deewj heâesu[j keâes mesJe keâjkesâ
keâjW, efHeâj ENTER Øesme keâjW~
jKeles nQ~ Ùeefo nce Gvekeâe Fmlesceeue veneR keâjvee Ûeenles nQ lees Fmes
(a) SHIFT + P (b) CTRL + P
(c) ALT +P (d) ESC+P
ef[ueerš keâj osles nQ leye Ùeefo nce Fme heâeFue keâes hegve: Ûeens lees nce
(CCC Oct. 2016) jermeeÙeefkeâue efyeve mes Øeehle keâj mekeâles nQ~
Knowledge of ICT 32 YCT
25. eEJe[espe 10 keâes henues Skeâ hetJee&Jeueeskeâve kesâ ™he ceW 28. What is the shortcut key to open Windows
efvecveefueefKele ceW mes efkeâme efove peejer efkeâÙee ieÙee Lee? Explorer (File Explorer)?
(a) 1 peveJejer 2013 (b) 12 pegueeF& 2014 efJeb[espe Skeämehueesjj (heâeFue Skeämehueesjj) keâes Keesueves kesâ
(c) 1 Dekeäštyej 2014 (d) 12 efomebyej 2015 efueS Mee@š&keâš keâer keâewve meer nw?
Lower Exam – 01-10-2019 (Shift-I) (a) Windows key +E/efJeb[espe keâer +E
Ans. (c) : efJeb[espe 10 ceeF›eâesmee@heäš efJeb[espe Deehejsefšbie efmemšce (b) Windows key +W/efJeb[espe keâer +W
ueeFve keâe meyemes veÙee meomÙe nw~ efJeb[espe 10 keâe Debeflece mebmkeâjCe (c) Windows key+O/efJeb[espe keâer +O
29 pegueeF& 2015 keâes pevelee kesâ efueS peejer efkeâÙee ieÙee Lee efJeb[espe
(d) Ctrl + O
10 keâes henueer yeej 1 Dekeäštyej 2014 keâes hetJee&Jeueeskeâve kesâ ™he ceW
(UPPCL TG-2 26.06.2016)
peejer efkeâÙee ieÙee Lee~ efJeb[espe 10 Skeâ DeÅeleve ØeejbYe cesvet, veS
uee@efieve lejerkesâ, Skeâ yesnlej šemkeâyeej leLee DevÙe ØeÙeespÙe Dehe[sšeW keâer Ans : (a)
cespeyeeveer keâjlee nw~ efJeb[espe keâer + E - Fmekeâe ØeÙeesie efJeb[espe Skeämehueesjj
26. In Windows the shortcut Shift+Delete is used (heâeFue Skeämhueesjj) kesâ Keesueves kesâ efueS
to neslee nw~
efJeb[espe ceW Mee@š&keâš Shift+Delete keâe ØeÙeesie efkeâme
efueS efkeâÙee peelee nw- efJeb[espe keâer + W - Fmekeâe ØeÙeesie mesefšbie keâes {t{ves
(a) Delete the selected item permanently without (Search) keâjves kesâ efueS neslee nw~
placing the item in the Recycle bin Ctrl + O - Fmekeâe ØeÙeesie ceeF›eâesmee@heäš Dee@efheâme ceW
ÛeÙeefvele DeeFšce keâes efyevee jermeeÙekeâueefyeve ceW [eueW heâeFue Keesueves kesâ efueS neslee nw~
mLeeÙeer ™he mes ef[ueerš keâjves kesâ efueS
29. peye nce Windows + E oyeeles nQ, lees keäÙee nesiee?
(b) Copy the selected item
ÛeÙeefvele DeeFšce keâes keâe@heer keâjves kesâ efueS (a) heâeFue yebo nes peeSieer~
(c) Rename the selected item (b) Windows DevegØeÙeesie (SefhuekesâMeve) yebo nes peeSiee~
ÛeÙeefvekeâ DeeFšce keâes efjvesce keâjves kesâ efueS (c) heâeFue Skeämehueesjj Kegue peeSiee~
(d) Create a shortcut to the selected item
(d) Fbšjvesš yeÇeGpej Kegue peeSiee~
ÛeÙeefvele DeeFšce keâe Mee@š&keâš yeveeves kesâ efueS
UPPCL Office Assistant III 24-10-2018 (Mor.)
(UPPCL TG-2 26.06.2016)
Ans : (c) peye nce efJev[es (efmemšce meeheäšJesÙej) + E oyeeles nw~ lees
Ans : (a) efJeb[espe ceW Meeš&keâš Shift + Delete keâe ØeÙeesie
heâeFue Skeämehueesjj Kegue peeÙesiee~
ÛeÙeefvele DeeFšce keâes efyevee jermeeÙekeâueefyeve ceW [eues mLeeÙeer ™he mes
ef[ueerš keâjves kesâ efueS neslee nw~ 30. What is the shortcut key to display "Insert
Hyperlink" dialog box in a document?
27. Which of the following will you press to open
the windows task manager? efkeâmeer [e@keäÙetceWš ceW ‘Fbmeš& neFhejeEuekeâ’ [eÙeuee@ie yee@keäme
efJeb[espe šemkeâ cewvespej keâes Keesueves kesâ efueS Deehe keäÙee keâes ØeoefMe&le keâjves kesâ efueS Mee@š&keâš keâer keâewve meer nw?
oyeeSbies? (a) Ctrl +H
(a) Shift + Alt + Ctrl (b) Ctrl +L
(b) Ctrl + Alt + Esc (c) Ctrl +K
(c) Ctrl + Alt + Delete
(d) None of these /FveceW mes keâesF& veneR
(d) Shift + Ctrl + Delete
UPPCL Assist. Acct. 2016 (Exam date 20.11.2016 ) (UPPCL TG-2 26.06.2016)
Ans. (c) : še@mkeâ cewvespej kebâhÙetšj ceW yewkeâ«eeGb[ jefvebie ceW Ûeue jner Ans : (c)
nj meefJe&me keâer peevekeâejer jKelee nw efkeâ keâewve-mee meefJe&me efkeâleveer mhesme Ctrl + K Fbmeš& neFhejefuebkeâ [eÙeuee@ie yeekeäme keâes ØeoefMe&le
ues jner nw efkeâlevee vesšJeke&â keâe GheÙeesie keâj jner nw Deewj efkeâlevee CPU keâjves kesâ efueS
hej uees[ ues jner nw~ Ctrl + H veesš-hew[, Je[&-hew[ leLee M.S. Je[& ceW ‘heâeFb[
še@mkeâ cewvespej keâes Keesueves kesâ efueS keâF& cesLe[ nesles nw~
leLee efjhuesme’ keâes Keesuevee
Dele: efoÙes ieÙes efJekeâuhe ceW mes Dee@hMeve (c) nesiee~
Deehekesâ key yees[& mes Ctrl + Alt + Delete ‘keâer’ Øesme keâjvee nesiee~ Ctrl + L yeÇeGpej ceW S[^sme yeej keâes mesueskeäš keâjvee
Fmekesâ yeeo Deehekeâes kegâÚ Dee@hMeve mees (show) nebsies efpemeceW Deehekeâes DeLeJee
še@mkeâ cewvespej mees nesiee~ efpememes še@mkeâ cewvespej Deesheve nesiee~ MS Je[& ces yeeÙeeb SueeFveceWš keâjvee

Knowledge of ICT 33 YCT

31. Mee@š&keâš kegbâpeer Alt + Enter efkeâmekesâ efueS ØeÙeesie keâer
efJeb[espe keâer yees[& Meeš&keâš
peeleer nw,
Meeš&keâš yešve keâeÙe&
(a) Skeâ Øeess«eece mes otmejs lekeâ peeves kesâ efueS
F1 Help efJeb[es Keesuevee
(b) ÛeÙeefvele DeeFšce keâer Øee@hešea efoKeeves kesâ efueS
F2 ÛeÙeefvele Jemleg keâe veece yeouevee
(c) Deueie efJeb[es ceW veÙee šwye Keesueves kesâ efueS
(Rename)
(d) efmemšce keâe yeuehetJe&keâ Meš[eGve (close) keâjves kesâ efueS F3 HeâeFue Ùee Heâesu[j Keespevee (Search)
RRB NTPC, (Shift -1) Online, 12.04.2016
F4 meef›eâÙe efuemš keâer metÛeer ØeoefMe&le keâjvee
Ans : (b) Mee@š&keâš kegbâpeer Alt + Enter keâe ØeÙeesie ÛeÙeefvele F5 meef›eâÙe efJeb[es keâes efjøesâMe keâjvee
DeeFšce keâer Øee@hešea osKeves kesâ efueS efkeâÙee peelee nw~ (Refresh)
32. efJeb[espe keâer-yees[& (Windows keyboard) ceW ÛeÙeefvele F10 meef›eâÙe Øees«eece ceW cesvÙet yeej ØeoefMe&le
keâceeb[ kesâ ØeÙeesie kesâ efueS efkeâme kegbâpeer keâe ØeÙeesie efkeâÙee keâjvee
peelee nw ? F7 Spelling and Grammer keâer peebÛe
(a) šwye (Tab) (b) Sbšj (Enter) keâjvee
(c) Sb[ (End) (d) mhesme yeej (Space bar) Shift + F10 ÛeÙeefvele Jemleg keâe Meeš&keâš cesvÙet
RRB NTPC, (Shift -1) Online, 26.04.2016 ØeoefMe&le keâjve
Ans : (b) efJeb[espe keâer-yees[& (Windows keyboard) ceW ÛeÙeefvele Alt + F4 meef›eâÙe šwye keâes yebo keâjvee
keâceeb[ kesâ ØeÙeesie kesâ efueS Sbšj (Enter) kegbâpeer keâe ØeÙeesie efkeâÙee Ctrl + F4 meef›eâÙe Øees«eece keâes yebo keâjvee
peelee nw~ Shift + F3 ÛeWme meWšWme kesâme
33. Skeâ efJeb[espe keâer-yees[& hej keâewve-mee yešve (key) Ûeue Esc Jele&ceeve keâeÙe& keâes meceehle keâjvee
(Cancel)
jns Øees«eece kesâ meneÙelee he=<" (help page) keâes
Keesuelee nw?
Del ÛeÙeefvele Jemleg keâes ve° keâjvee
(Delete)
(a) F1 (b) F2
END meef›eâÙe efJeb[es Ùee ueeFve kesâ Deble ceW
(c) F10 (d) F11
hengbÛevee
RRB NTPC, (Shift -2) Online, 30.03.2016
Home meef›eâÙe efJeb[es Ùee ueeFve kesâ ØeejbYe ceW
Ans : (a) Skeâ efJeb[espe keâer-yees[& hej F1 yešve (key) Ûeue jns hengbÛevee
Øees«eece kesâ meneÙelee he=<" (help page) keâes Keesuelee nw~ Enter efveoxMe mebheeefole keâjves keâe DeeosMe Ùee
34. The keys marked as F1, F2, etc., on a PC Je[& Øees«eece ceW hewje«eeHeâ yeouevee
keyboard are known as:
Tab efJekeâuheeW ceW Deeies yeÌ{vee šsyeue ceW
Skeâ heermeer keâer-yees[& hej F1, F2, Deeefo kesâ ™he ceW
Deeies Keeves ceW peevee
efÛeefvnle keâerpe keâes peevee peelee nw~
F12 Save as [eÙeuee@ie yee@keäme Keesuevee
(a) faster keys/heâemšj keâerpe
Windows Logo + L keâchÙetšj uee@keâ keâjvee
(b) follow keys/heâe@uees keâerpe
Windows Logo + M meYeer efJeb[es keâes Minimise keâjvee
(c) function keys/hebâkeäMeve keâerpe
Windows Logo mšeš& cesvÙet ØeoefMe&le keâjvee Ùee Úgheevee
(d) fixed keys/efheâkeäm[ keâerpe
Ctrl +Esc mšeš& cesvÙet Keesuevee
UPPCL Assistant Accountant 24-02-2022 (Shift-II)
Alt + Tab otmejs Ûeeuet Øees«eece ceW peevee
Ans. (c) : F1 mes ueskeâj F12 lekeâ meYeer hebâkeäMeve keâerpe nesles nw
efpevekeâe Dehevee Deueie Deueie keâece neslee nw~
Alt + Enter ÛeÙeefvele efJe<eÙe keâer Øee@hešea Keesuevee
F1 mes nsuhe, efkeâmeer efJeb[es kesâ yeejs ceW peevekeâejer ues mekeâles Shift + del efjmeeFefkeâueefyeve ceW Yespes efyevee Delete
F2 mes efjvesce [e@keäÙetceWš heâeFue vesce keâjvee
F4 mes Øees«eece ceW [e@keäÙetceWš heâeFue yeveevee Ctrl + Shift +Esc Windows Task Manager Keesuevee
F5 mes Øees«eece ceW Skeâ [e@keäÙetceWš Deeshesve keâjvee Ctrl + Home [ekeäÙetceWš kesâ ØeejbYe ceW peevee
F11 mes SefkeäšJe efJeb[es ceW heâeFue keâes mesJe keâjvee Ctrl + F2 Print Preview osKevee
F12 mes heâeFue keâes meef›eâÙe efJeb[es ceW efØebš keâjvee Ctrl + End [ekeäÙetceceWš kesâ Deble ceW peevee
Knowledge of ICT 34 YCT
 cesvÙet keâer-yees[& Meeš&keâš [^ehe [eGve cesvÙet ceW GheueyOe 3. What is the full form of FORTRAN ?
efJekeâuhe FORTRAN keâe hetCe& ¤he keäÙee nw ?
(a) Fortitude Translation/HeâesšeašŸet[ š^ebmeuesMeve
File Alt + F New, Open, Close, Save,
Save As, Page Setup, Print (b) Foreigh Translation/Heâe@jsve š^ebmeuesMeve
Preview, Print, Properties (c) Formula Translation/Heâe@cet&uee š^ebmeuesMeve
etc. (d) FoxPro Translation/Heâe@keämeØees š^ebmeuesMeve
Edit Alt + E Undo/Repeat, Cut, Copy, RRB NTPC 11.01.2021 (Shift-II) Stage Ist
Paste, Paste Special, Clear, Ans. (c) : FORTAN keâe hetCe& ®he ‘heâece&tuee š^bemeuesMeve’ nQ~
Select, All, Find, Repalace,
Fmekeâe efvecee&Ce pee@ve yeskeâme ves 1957 ceW henueer GÛÛe mlejerÙe Øees«eeefcebie
Object Properties, Picture
Object. Yee<ee kesâ ™he ceW efkeâÙee Lee~
View Alt + V Normal, Web Layout, Print 4. In Computer terminology, what is the full form
layout, Outline, Toolbars, of EPROM?
Ruler Document Map, keâchÙetšj MeyoeJeueer ceWs, EPROM keâe hetCe& ™he keäÙee
Header and Footnote, Full nw?
Screen, Zoom, Comments. (a) Extended Programme Rewritable Only
Memory/ SkeämešW[s[ Øees«eece jerjeFšsyeue Deesveueer cesceesjer
(v) keâchÙetšj keâer cenlJehetCe& MeyoeJeefueÙeeB Deewj (b) Erasable Programmable Read-Only Memory
Gvekeâe mebef#ehleerkeâjCe (Important Fjs]pesyeue Øees«eecesyeue jer[-Deesveueer cesceesjer
Computer Terms and Abbreviations) (c) Executable Programe Revise Only Memory
Sefkeä]pekeäÙetšsyeue Øees«eece efjJeeF]pe Deesveueer cesceesjer
1. OCR keâe hetCe& ™he keäÙee nw? (d) Electronic Programmable Retrieve Only
(a) Dee@efhškeâue meWš^ue jer[j memory/ Fueskeäš^e@efvekeâ Øees«eecesyeue efjš^erJe Deesveueer cesceesjer
(b) Dee@efhškeâue keâjskeäšj jer[j RRB NTPC 29.01.2021 (Shift-II) Stage Ist
(c) Dee@efhškeâue keâjskeäšj efjkeâefiveMeve Ans. (b): EPROM keâe Hegâue Heâece&- Erasable Programmable
Read-Only Memory (Fjspesyeue Øees«eecesyeue jer[-Deesveueer cesceesjer)
(d) Dee@efhškeâue ›eâesce efjkeâefiveMeve
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM 5. keâchÙetšj ØeCeeueer kesâ mebyebOe ceW, GIGO keâe hetCe& ¤he
Ans. (c) : OCR keâe efJemleej ™he nw- Optical Character keäÙee nw?
Recognition. OCR Skeâ Ssmeer šskeäveesuee@peer nw efpemekeâe Fmlesceeue (a) ieeyexpe Fve ieeyexpe DeeGš (Garbage in garbage out)
Skeâ digital image ceW text recognize (henÛeeveves) kesâ efueS efkeâÙee (b) «ee@me Fve «ee@me DeeGš (Gross in gross out)
peelee nw~ (c) ieeyexpe Fbmše@uesMeve ieeyexpe DeeGšhegš (Garbage
2. Which of the following services allows internet installation garbage output)
users to talk across the internet to any PC, (d) ieerieeyeeFš Fve ieerieeyeeFš DeeGš (Gigabyte in
equipped to receive the call? gigabyte out)
efvecveefueefKele ceW mes keâewve-meer mesJee Fbšjvesš GheÙeesie - UPPCL TG-II 19-03-2021 (Shift-I)
keâlee&DeeW keâes keâe@ue Øeehle keâjves kesâ efueS megmeefppele efkeâmeer Ans. (a) : keâchÙetšj efJe%eeve ceW GIGO, ieeyexpe Fve ieeyexpe DeeGš
Yeer heermeer mes Fbšjvesš hej yeele keâjves keâer Devegceefle osleer nw~ keâe mebef#ehle ™he nw~ GIGO Skeâ meeJe&Yeewefcekeâ keâchÙetšj efJe%eeve
(a) Electronic mail/Fueskeäš^e@efvekeâ cesue DeJeOeejCee nw, uesefkeâve Ùen kesâJeue Gve Øees«eeceeW hej ueeiet neslee nw pees
(b) Electronic message/Fueskeäš^e@efvekeâ cewmespe
DeceevÙe [sše keâes mebmeeefOele keâjles nQ~
(c) Internet telephony (VoIP)/Fbšvesš šsefueheâesveer 6. Full form of MOEMS is-
MOEMS keâe hetCe&™he nw-
(d) Instant messaging/Fvmešsvš cewmesefpevie
(a) Micro-Optic Electronic Media Source
UPPCL Assistant Accountant 24-02-2022 (Shift-II)
ceeF›eâes-Dee@efhškeâ Fueskeäš^e@efvekeâ ceeref[Ùee meesme&
Ans. (c) : VoIP, JeeFpe DeesJej Fbšjvesš Øeesšeskeâe@ue keâes Fbšjvesš
(b) Micro-Opto Electro-Mechanical-Systems
šsueerheâesveer Yeer keâne peelee nw Ùen Fbšjvesš kesâ ceeOÙece mes efkeâmeer Yeer Source/ceeF›eâes-Dee@hšes-Fueskeäš^es-ceskesâefvekeâue-efmemšcme
heermeer hej yeele keâjves keâer megefJeOee Øeoeve keâjlee nw efpemeceW keâe@ue keâjves (c) Mega-Operations Electronic Media Software
DeLeJee efjmeerJe keâjves kesâ heâerÛej GheueyOe nes~ cesiee Dee@hejsMevme Fueskeäš^e@efvekeâ ceeref[Ùee mee@heäšJesÙej
Knowledge of ICT 35 YCT
 (d) Micro-Optic-Electro-Mechanical Source (d) Computer Assisted Design
ceeF›eâes-Dee@efhškeâ-Fueskeäš^es-ceskesâefvekeâue meesme& kebâhÙetšj Deeefmemšs[ ef[p] eeFve
RPSC RAS (Pre) 2021 UPASI 05.12.2021 Shift-I
Ans. (b) : MOEMS keâe hetCe&®he ceeF›eâes-Dee@hšes- Fueskeäš^es - keâe hetje veece keâchÙetšj S[s[ ef[peeFve
Ans. (a) : CAD
ceskesâefvekeâue efmemšcme (Micro - Opto - Electro - Mechanical nw~ Fmemes efvecee&Ce, mebmeesOeve,
(Computer Aided Design)
System) nw~ Fmekesâ ceeOÙece mes met#ce Deekeâej kesâ efmeiveueeW keâes lespeer
efJeMues<eCe ceW meneÙelee kesâ efueS yeveeÙee ieÙee nw~ Fme mee@HeäšJesÙej keâe
kesâ meeLe [eše mes peesÌ[ves keâe keâeÙe& efkeâÙee peelee nw~ GheÙeesie ef[peeFvej keâer Glheeokeâlee, iegCeJeòee, ceW megOeej kesâ efueS
7. In the context of e-governance, multimedia and yeveeÙee ieÙee nw~ CAD mee@HeäšJesÙej kesâ ceeOÙece mes yeveeS ieÙes ef[peeFve
entertainment, what does the term IECT hesšWš DevegØeÙeesieeW ceW GheÙeesie efkeâÙes peeves Jeeues GlheeoeW Deewj DeeefJe<keâejeW
stands for?/F&-ieJeveXme, ceušerceeref[Ùee Deewj ceveesjbpeve
keâer megj#ee ceW meneÙekeâ nesles nQ~
kesâ meboYe& ceWs, IECT Meyo keâe keäÙee DeLe& nw?
10. In Computer field, OLE is the abbreviation of:
(a) Indian Electronics and Common Technology
keâchÙetšj heâeru[ ceW, OLE keâe efJemleej keäÙee nw?
YeejleerÙe Fueskeäš^e@efvekeäme Deewj meeceevÙe ØeewÅeesefiekeâer
(a) Object Linking and Enabling
(b) Information Electronics and Computer
Technology Dee@ypeskeäš efuebefkebâie Sb[ Svesyeefuebie
metÛevee Fueskeäš^esefvekeäme Deewj kebâhÙetšj ØeewÅeesefiekeâer (b) Object Location Enabling
(c) Information Electronics and Communication Dee@ypeskeäš ueeskesâMeve Svesyeefuebie
Technology (c) Object Linking Extension
metÛevee Fueskeäš^e@efvekeäme Deewj mebÛeej ØeewÅeesefiekeâer Dee@ypeskeäš efuebefkebâie SkeämešWMeve
(d) Integral Electronics and Communication (d) Object Linking and Embedding
Technology Dee@ypeskeäš efuebefkebâie Sb[ Scyesef[bie
Fbšer«eue Fueskeäš^e@efvekeäme Sb[ keâcÙegefvekesâMeve šsÄeâesuee@peer RRB NTPC 30.12.2020 (Shift-II) Stage Ist
UPPCL Assistant Accountant 24-02-2022 (Shift-II) Ans. (d) : keâchÙetšj heâeru[ ceW OLE keâe hetCe& ™he Dee@ypeskeäš
Ans. (c) : IECT keâe hetje veece metÛevee Fueskeäš^e@efvekeäme Deewj mebÛeej efuebefkebâie Sb[ Scyesef[bie (Object Linking and Embedding) nw~
ØeewÅeesefiekeâer nw~ Skeâ øesâceJeke&â neslee nw efpemes ceeF›eâesmee@Heäš Éeje efJekeâefmele efkeâÙee
OLE
8. ATM is the abbreviated form of ieÙee nw~
ATM efkeâmekeâe mebef#ehle ™he nw?
11. The full form of ITR is:/ITR keâe hetje veece nw-
(a) Automatic Teller Machine
(a) Income Tax Return/DeeÙekeâj efjšve&
(b) Automated Teller Machine
(c) All Time Money (b) Income Tax Receipt/DeeÙekeâj jmeero
(d) Automatic Tally Machine (c) Income Tax Registration/DeeÙekeâj hebpeerkeâjCe
RRB NTPC 09.02.2021 (Shift-II) Stage Ist (d) Income Tax Ratio/DeeÙekeâj Devegheele
(SSC 10+2 CHSL 22.01.17, 4.15 pm) NVS PGT 19.09.2019 (Shift-I)
RRB NTPC, (Shift -1) Online, 18.04.2016
Ans. (a) : ITR keâe hetje veece DeeÙekeâj efjšve& (Income Tax
(SSC CGL (TIER-1) 28-08-2016, 10 am)
Return) nw~ Ùen Skeâ Ssmee heâe@ce& nw efpemes Skeâ JÙeefòeâ keâes Yeejle kesâ
Ans : (b) ATM, Dee@šescesšs[ šsuej ceMeerve keâe mebef#ehle ™he nw~
DeeÙekeâj efJeYeeie keâes pecee keâjvee neslee nw~ FmeceW Je<e& kesâ oewjeve JÙeefòeâ
Ùen Skeâ mJeÛeeefuele Fueskeäš^eefvekeâ DeeGšuesš (yeQefkeâie) nw, pees [sefyeš
keâer DeeÙe Deewj Gme hej Yegieleeve efkeâS peeves Jeeues keâjes kesâ yeejs ceW
Ùee ›esâef[š keâe[& keâer ceoo mes veieoer GheueyOe keâjelee nw~ peeve
peevekeâejer nesleer nw~
Sef[^Ùeve Mesheâ[& keâes Fmekeâe DeefJe<keâejkeâ ceevee peelee nw~ Fmekeâe
meJe&ØeLece ØeÙeesie 1967 ceW uebove ceW ngDee Lee~ 12. BCD stands for-/yeer.meer.[er. keâe hetje veece____ nw.

9. CAD stands for............. (a) Binary Coded Decimal/yeeFvejer keâes[s[ [sefmeceue

CAD keâe hetCe& ™he, .............nw~ (b) Bit Control Decimal/efyeš kebâš^esue [sefmeceue
(a) Computer Aided Design/kebâhÙetšj S[s[ ef[]peeFve (c) Binary Code Device/yeeFvejer keâes[ ef[JeeFme
(b) Computer Aided Diagram/kebâhÙetšj S[s[ [eÙe«eece (d) Byte Coded Data/yeeFš keâes[s[ [sše
(c) Computer Assisted Diagram AHC ARO 2019 (Exam date 24.02.2019)
kebâhÙetšj Deeefmemšs[ [eÙe«eece Ans. (a) : BCD keâe hetCe& ™he ‘yeeFvejer keâes[s[ [sefmeceue’ nw~
Knowledge of ICT 36 YCT
13. CGI stands for– (c) Makshift area network/cewkeâefMeheš
SefjÙee vesšJeke&â
CGI keâe leelheÙe& nw– (d) Master area network/ceemšj SefjÙee vesšJeke&â
(a) Common Graphics Interface SSC CHSL (Tier-I) –11/07/2019 (Shift-I)
keâe@ceve «eeefHeâkeäme FbšjHesâme
Ans. (b) : MAN keâe hetCe& ™he ‘cesš^esheesefuešve SefjÙee vesšJeke&â’ nw~
(b) Common Gateway Interchange
keâe@ceve iesšJes FbšjÛeWpe Ùen Skeâ GÛÛe ieefle Jeeuee vesšJeke&â nw, pees Fcespe [eše Deewj DeeJeepe
(c) Common Gateway Interface keâes 200 cesieeyeeFš Øeefle meskebâ[ Ùee Fmemes DeefOekeâ ieefle mes [eše keâes
keâe@ceve iesšJes FbšjHesâme 75 efkeâueesceeršj keâer otjer lekeâ ues pee mekeâlee nw~ cesš^esheesefuešve SefjÙee
(d) Computer Gateway Interface ves šJeke&â, Local Area Network (LAN) mes yeÌ[e leLee Wide
keâchÙetšj iesšJes FbšjHesâme Area Network (WAN) mes Úesše vesšJeke&â neslee nw~ jeGšj,
(UPPCL TG2 Re-exam 16-10-2016) efmJeÛe Deewj nyme efceuekeâj Skeâ cesš^esheesefuešve SefjÙee vesšJeke&â keâe
Ans : (c) CGI–keâe@ceve iesšJes FbšjHesâme keâe mebef#ehle ™he nw Ùen efvecee&Ce keâjlee nw~
Jesyehespe leLee Jesye ShueerkesâMeve hej [eÙeveeefcekeâ kebâšsš keâer megefJeOee Øeoeve 17. WAN in the context of computers and
keâjlee nw~ Fmekeâes C, peeJee, heue& Yee<eeDeeW ceW efueKee pee mekeâlee nw~ networking stands for :
14. 'SIM' keâe hetCe& ™he keäÙee nw? kebâhÙetšj Deewj vesšJeefkeËâie kesâ meboYe& ceW WAN keâe hetje
(a) meyme›eâeFyej DeeF[Wefššer cee@[Ÿetue veece keäÙee nw?
(b) efmecheue Fbheâe@ceWMeve cees[ (a) WiFi Amended Network
(c) efmeieveue Fbheâe@ceWMeve cee@[dÙetue JeeF&-heâeF& DeceW[s[ vesšJeke&â
(d) mesuheâ DeeF[Wefššer cee@[dÙetue (b) Wide Area Network/JeeF[ SefjÙee vesšJeke&â
(R.R.B. Kolkata (L.P.)-2008)
(c) Wide Access Network/JeeF[ Skeämesme vesšJeke&â
Ans : (a) SIM keâe hetCe& ™he Subscriber Identity Module
(d) World Access Network/Jeu[& Skeämesme vesšJeke&â
(GheYeeskeälee henÛeeve FkeâeF&) nw~ Ùen Skeâ Skeâerke=âle heefjheLe
(Integrated Circuit) nw, efpemeceW ceesyeeFue heâesve Ùee keâchÙetšjeW RRB NTPC 09.03.2021 (Shift-II) Stage Ist
hej šsueerheâesve kesâ efueS DeeJeMÙekeâ ‘meefJe&me meyme›eâeFyej keâer’ mšesj Ans. (b) : JeeF[ SefjÙee vesšJeke&â (WAN) Skeâ otjmebÛeej vesšJeke&â nw
jnleer nw~ pees keâchÙetšj vesšJeefkeËâie kesâ ØeeLeefcekeâ GösMÙe kesâ efueS Skeâ yeÌ[s
15. What is the full form of 'MAN' in computer Yeewieesefuekeâ #es$e ceW Hewâuee ngDee nw~ Fbšjvesš keâes WAN ceevee pee
terminology ? mekeâlee nw~
keâchÙetšj MeyoeJeueer ceW ‘SceSSve’ keâe Demebef#ehle ™he
18. F&-cesue kesâ mebyebOe ceW, IMAP keâe keäÙee DeLe& nw~
keäÙee nw?
(a) Fbš^evesš ceeref[Ùece Skeämesme Øeesšeskeâe@ue (Intranet
(a) Margin Area Network/ceeefpe&ve SefjÙee vesšJeke&â
(b) Maximize Area Network Medium Access Protocol)
cewkeämeerceeFpe SefjÙee vesšJeke&â (b) Fbšjvesš ceeref[Ùece Skeämesme Øeesšeskeâe@ue (Internet
(c) Metropolitan Area Network Medium Access Protocol)
cesš^eshee@efuešve SefjÙee vesšJeke&â (c) Fbšjvesš mebosMe Skeämesme Øeesšeskeâe@ue (Internet Message
(d) Megabyte Area Network/cesieeyeeFš SefjÙee vesšJeke&â Access Protocol)
SSC JE Electrical (Exam date 25.01.2018) Shift-I (d) Fbš^evesš mebosMe Skeämesme veerefle (Intranet Message
Ans : (c) vesšJeke&â hetCe& veece Access Policy)
(1) SueSSve (LAN)- ueeskeâue SefjÙee vesšJeke&â UPPCL (TG-II) 24-01-2019 (Morning)
(Local Area Network) keâchÙetefšbie ceW, Fbšjvesš cewmespe Skeämesme Øeesšeskeâe@ue
Ans : (c)
(2) SceSSve (MAN)- cewš^esheesefuešve SefjÙee vesšJeke&â (IMAP) Skeâ
Fbšjvesš ceevekeâ Øeesšeskeâe@ue nw efpemekeâe GheÙeesie F&-cesue
(Metropolitan Area Network) keäueeFb š Éeje Skeâ TCP/IP keâveskeäMeve hej Skeâ cesue meJe&j mes F&-cesue
(3) [yuÙetSSve (WAN)- JeeF[ SefjÙee vesšJeke&â mebosMe Øeehle keâjves kesâ efueS efkeâÙee peelee nw~
(Wide Area Network) 19. [e@keäšj kesâ Éeje ØeÙegòeâ Meyo 'CAT' mkewâve keâe DeLe& nw-
16. In context of Internet, what is the full form of
(a) keâchÙetšj SveeueeFefmeme šsmš
MAN?
Fbšjvesš kesâ meboYe& ceW, MAN keâe hetCe& ™he keäÙee nw? (b) keâchÙetšjeFp[ SefkeämeÙeue šescees«eeheâer
(a) Massive area netwark/cewefmeJe SefjÙee vesšJeke&â (c) keâchÙetšj SveeueeFp[ šescees«eeheâer
(b) Metropolitan area netwark (d) keâchÙetšjeFp[ SefkeämeÙeue šsmš
cesš^eshee@efuešve SefjÙee vesšJekeâ& R.R.B. ÛesVeF& (T.A./C.A./E.C.R.C) hejer#ee,2006

Knowledge of ICT 37 YCT

Ans: (b) CAT (Computerised Axial Tomogrophy-CAT) Ans. (d) : FTP keâe hetCe& ™he ‘heâeFue š^ebmeheâj Øeesšeskeâe@ue’ (File
mes ceefmle<keâ kesâ efJeefYeVe De#eeW mes X- efkeâjCeeW Éeje ÚeÙeeefÛe$e ueskeâj Transfer Protocol) nw~ Ùen Skeâ ShueerkesâMeve uesÙej Øeesšeskeâe@ue nw~
keâchÙetšj kesâ ceeOÙece mes efJeMues<eCe keâjles nw~ Ùen Skeâ heâeFue keâes Skeâ keâchÙetšj mes otmejs keâchÙetšj ceW š^ebmeheâj
20. In EMV chip card what does 'E' stand for? keâjves keâe ceeOÙece nw~ FTP Øeesšeskeâe@ue keâer ceoo mes meJe&j mes heâeFue
F&.Sce.Jeer. efÛehe keâe[& ceW, ‘E' keâe DeLe& keäÙee nw? keâes Skeämesme Deewj [eGveuees[ efkeâÙee peelee nw~
(a) Emergency/FcejpeWmeer (b) Electronic/Fueskeäš^e@efvekeâ 24. What does EIS Stands for in IT management?
(c) Europay/Ùetjeshes (d) Ebay/Fyes DeeF&šer ØeyebOeve ceW F&DeeF&Sme keâe keäÙee DeLe& nw?
UPASI 04.12.2021 (Shift-I) (a) Executive Interactive System
Ans. (c) : F&.Sce.Jeer. efÛehe keâe[& ceW 'E' keâe DeLe& ‘‘Ùetjeshes’’ neslee nw~ SipeerkeäÙetefšJe FbšjwefkeäšJe efmemšce
F&.Sce.Jeer. keâe hetCe& ™he–Ùetjeshes ceemšjkeâe[& SC[ Jeerpee nw~ Fme Øekeâej (b) Enterprise Information System
kesâ [sefye[ keâe[& ceW megj#ee kesâ efueS Deueie mes efÛehe nesleer nw Gme efÛehe SbšjØeeFpe FveheâecexMeve efmemšce
ceW Deehekesâ yeQkeâ keâer peevekeâejer nesleer nw Deewj Jen DelÙeefOekeâ megjef#ele (c) Executive Information System
nesleer nw~ SipeerkeäÙetefšJe FveheâecexMeve efmemšce
21. ceesyeeFue Heâesve ceW ØeÙegòeâ meer[erSceS (CDMA) (d) Svenebm[ FveheâecexMeve efmemšce
ØeewÅeesefiekeâer nw- Enhanced Information System
(a) keâchÙetšj [sJeueh[ cewvespeceWš DeefhuekesâMeve UPASI 04.12.2021 (Shift-II)
(b) keâes[ ef[Jeerpeve ceefušheue DeefhuekesâMeve Ans. (c) : keâeÙe&keâejer metÛevee ØeCeeueer (F&DeeF&Sme), efpemes Skeâ
(c) keâes[ ef[Jeerpeve ceefušheue Skeämesme (Code Division
keâeÙe&keâejer meceLe&ve ØeCeeueer (F&SmeSme) kesâ ™he ceW Yeer peevee peelee nw,
Multiple Access) pees Skeâ Øekeâej keâer ØeyebOeve meneÙelee ØeCeeueer nw, pees Jeefj‰ keâeÙe&keâejer
(d) keâes[ ef[Jeerpeve ceesyeeFue SefhuekesâMeve metÛeveeDeeW Deewj efveCe&Ùe uesves keâer pe™jleeW keâes megiece yeveeleer nw Deewj
(SSC (CGL) 2006) Gvekeâe meceLe&ve keâjleer nw~
Ans. (c) ceesyeeFue Heâesve ceW ØeÙegòeâ meer[erSceS (CDMA) keâe hetCe& 25. What is the full form of DHCP in networking
™he keâes[ ef[Jeerpeve ceefušheue Skeämesme (Code Division Multiple system?
Access) nw~
vesšJeefkeËâie efmemšce cesW DHCP keâe hetje veece keäÙee nw ?
(a) Display House Control Protocol
22. What does FQDN stands for?
(b) Dynamic Host control Point
FQDN keâe hetCe& ™he keäÙee nw ?
(c) Dynamic Host Configuration Protocol
(a) File Qualified Division Name (d) Data Host Control Panel
]heâeFue keäJeeueerheâeF[ ef[Jeerpeve vesce RRB NTPC 30.12.2020 (Shift-I) Stage Ist
(b) Fully Qualified Domain Name Ans. (c) : [erSÛemeerheer keâe hetje veece (Dynamic Host
hegâueer keäJeeueerheâeF[ [escesve vesce Configuration Protocol) neslee nw~ [eÙeveeefcekeâ nesmš
(c) Frequency Query Domain Name
keâe@efvHeâiejsMeve Øeesšeskeâe@ue (DHCP) Skeâ vesšJeke&â Øeesšeskeâe@ue neslee nw,
øeâerkeäJeWmeer keäJesjer [escesve vesce pees Fbšjvesš Øeesšeskeâeue (IP) heles Deewj DevÙe mebyebefOele keâe@efvHeâiejsMeve
(d) Fully Qualified Disk Name
peevekeâejer pewmes efkeâ ef[Heâe@uš iesšJes Deewj meyevesš ceemkeâ keâes vesšJeke&â
hegâueer keäJeeueerheâeF[ ef[mkeâ vesce ef[JeeFme kesâ meeLe DemeeFve keâjves keâe keâece keâjlee nw~ DHCP keâe
RRB NTPC 17.02.2021 (Shift-I) Stage Ist
GheÙeesie ØecegKe ™he mes vesšJeke&â GhekeâjCeeW keâes ieefleMeerue ™he mes
Ans. (b) : FQDN keâe hetCe& ™he hegâueer keäJeeueerheâeF[ [escesve vesce keâe@efvHeâiej keâjves kesâ efueS efkeâÙee peelee nw, pees vesšJeke&â mes pegÌ[s nesles nw~
(Fully Qualified Domain Name) nw~ Fully Qualified
26. What does "PUMA" stands in context of
Domain Name Skeâ Host Name nw pees Domen Name mes Robotics?
efceuekeâj yevee neslee nw~ jesyeesefškeäme kesâ mevoYe& ceW "PUMA" keäÙee nw?
23. What is the full form of FTP? (a) Programmable Used Machine to Assemble
FTP keâe hetCe& ¤he keäÙee nw? Øees«eecesyeue Ùetm[ ceMeerve šg DemeWyeue
(a) (File Transfer Program)/HeâeFue š^ebmeHeâj Øees«eece (b) Programmed Utility Machine for Assembly
(b) (Fast Transfer Program)/Heâemš š^ebmeHeâj Øees«eece Øees«eec[ Ùetefšefuešer ceMeerve heâej DemeWyeueer
(c) (Fast Transfer Protocol)/Heâemš š^ebmeHeâj Øeesšeskeâe@ue (c) Programmable Universal Machine for
(d) (File Transfer Protocol)/HeâeFue š^ebmeHeâj Øeesšeskeâe@ue Assembly
RRB NTPC 31.01.2021 (Shift-I) Stage Ist Øees«eecesyeue ÙetefveJeme&ue ceMeerve heâej DemeWyeueer
Knowledge of ICT 38 YCT
 (d) Programmed Utility Machine to Assemble 30. What does BHIM stand for–
Øees«eec[ Ùetefšefuešer ceMeerve šg DemeWyeue BHIM keâe hetCe& ¤he keäÙee nw?s
MPPSC (Pre) 2020 (a) Bheem Intraface for Mobile
Ans. (c) : jesyeesefškeäme kesâ meboYe& ceW PUMA keâe DeLe& Øees«eecesyeue Yeerce Fbš^eHesâme Heâe@j ceesyeeFue
ÙetefveJeme&ue ceMeerve heâej DemeWyeueer (Programmable Universal (b) Bharat Intraface for Money
Machine for Assembly) nw~ Ùen Skeâ jesyeesefškeâ Yegpee (Deece&) Yeejle Fbš^eHesâme Heâe@j ceveer
nw~ (c) Bheem Interface for Mobile
27. What is the full-form of CMOS, which is a Yeerce FbšjHesâme Heâe@j ceesyeeFue
computer chip responsible for storing setting of (d) Bharat Interface for Money
a computer system?/CMOS keâe hegâue heâe@ce& keäÙee
Yeejle FbšjHesâme Heâe@j ceveer
neslee nw keâbhÙetšj efmemšce keâer mesefšbime keâes mšesj keâjves kesâ
RRB NTPC 15.02.2021 (Shift-I) Stage Ist
efueS efpeccesoej keâchÙetšj efÛehe keâewve-meer nw~
Ans. (d) : Yeerce Sshe (Yeejle FbšjHesâme Heâe@j ceveer) efJeòeerÙe uesveosve nsleg
(a) Complementary Memory Semiconductor
hetjkeâ mce=efle DeOe&Ûeeuekeâ mesceerkebâ[keäšj Yeejle mejkeâej kesâ Ghe›eâce YeejleerÙe je°^erÙe Yegieleeve efveiece Éeje DeejcYe
(b) Complementary Metal-Oxide System efkeâÙee ieÙee Skeâ ceesyeeFue She nw~
hetjkeâ Oeelet Dee@keämeeF[ ØeCeeueer 31. What is the full form of PDF in the context of
(c) Complementary Metal-Oxide Semiconductor file formats?
hetjkeâ Oeelet Dee@keämeeF[ mesceerkebâ[keäšj HeâeFue Heâe@cexš kesâ meboYe& ceW PDF keâe hetCe& ¤he keäÙee nw?
(d) Common Metal-Oxide Semiconductor (a) Portable Document Format
meeceevÙe Oeeleg-Dee@keämeeF[ mesceerkebâ[keäšj heesšsxyeue [e@keäÙetceWš Heâe@cexš
UPPCL AC 2019 (Exam Date 29.01.2019) (b) Prefixed Detachable Format
Ans. (c) : CMOS Meyo "Complementary Metal Oxide ØeerefHeâkeäm[ ef[šwÛesyeue Heâe@cexš
Semiconductors" (hetjkeâ Oeeleg Dee@keämeeF[ mesceerkebâ[keäšj) kesâ efueS (c) Processing Digital File
nw~ Fmekeâe GheÙeesie Skeâerke=âle meefke&âš yeveeves kesâ efueS efkeâÙee peelee nw~ Øeesmesefmebie ef[efpešue HeâeFue
28. What is the full form of DOS? (d) Picture Disc Format/efhekeäÛej ef[mkeâ Heâe@cexš
DOS keâe hetCe& ™he keäÙee nw ? RRB NTPC 09.02.2021 (Shift-I) Stage Ist
(a) Device Operating system Ans. (a) : HeâeFue Heâe@cexš kesâ mevoYe& ceW PDF keâe hetCe& ¤he-heesšxyeue
ef[JeeFme Dee@hejsefšbie efmemšce [e@keäÙetceWš Heâecexš neslee nw~ PDF keâes 1990 kesâ oMekeâ ceW
(b) Different operating system Fueskeäš^e@efvekeâ ÚefJe kesâ ¤he ceW omleeJespe osKeves kesâ efueS efJekeâefmele efkeâÙee
ef[heâjWš Dee@hejsefšbie efmemšce ieÙee Lee~ Fmes Adobe Systems Éeje efJekeâefmele efkeâÙee ieÙee Lee~
(c) Disk Operating System/ef[mkeâ Dee@hejsefšbie efmemšce
32. FTTP stands for/FTTP keâe hetCe& ™he keäÙee nw?
(d) Device outsourcing system
(a) Fusion To The Premises/HeäÙetpeve št o efØeceeFmesme
ef[JeeFme DeeGšmeesefmeËie efmemšce
RRB NTPC 05.04.2021 (Shift-I) Stage Ist (b) Fiber To The Permission/HeâeFyej št o hejefceMeve
Ans. (c) : DOS DeLee&le ef[mkeâ Dee@hejsefšbie efmemšce JeemleJe ceW Skeâ (c) Fiber To The Premises/HeâeFyej št o efØeceeFmesme
Øekeâej keâe efmemšce mee@HeäšJesÙej nw~ Ùen efmebieue Ùetpej, efmebieue šeefmkebâie (d) Frame To The Permission/Hesâce št o hejefceMeve
Dee@hejsefšbie efmemšce nw pees ceeF›eâes keâchÙetšj ceW ØeÙeesie efkeâÙee peelee nw~ RRB NTPC 08.02.2021 (Shift-I) Stage Ist
29. In Internet technology, what does DNS stands Ans. (c) : FTTP keâe hetje ™he HeâeFyej št o efØeceeFmesme (Fiber
for/Fbšjvesš ØeewÅeesefiekeâer ceW, DNS keâe hetCe& ™he keäÙee nw? To The Premises) nw~ Ùen HeâeFyej Fbšjvesš mes pegÌ[er ef›eâÙeeefJeefOe
(a) Divided Name System/ef[JeeF[s[ vesce efmemšce ceW efmebieue, ceušer Ùetefveš Deewj efyepevesme #es$e keâes neF& mheer[ vesšJeke&â
(b) Domain Name System/[escesve vesce efmemšce GheueyOe keâjeleer nw~
(c) Distributed Name system/ef[mš^eryÙetšs[ vesce efmemšce 33. In Computer field, what does LIFO stand
(d) Dyamic Name System/[eÙeveeefcekeâ vesce efmemšce for?/keâchÙetšj kesâ #es$e ceW, LIFO keâe hetCe& ™he keäÙee nw?
RRB NTPC 08.03.2021 (Shift-II) Stage Ist (a) Left-In-First-Out/uesheäš-Fve-heâmš&-DeeGš
Ans. (b) : Fbšjvesš ØeewÅeesefiekeâer ceW DNS keâe hetCe& ™he Domain (b) Last-In-Finish-Out/ueemš-Fve-efheâefveMe-DeeGš
Name System nw~ Ùen cegKÙe ™he mes Fbšjvesš mesJee keâes mevoefYe&le (c) Last-In-First-Out/ueemš-Fve-heâmš&-DeeGš
keâjves keâe keâece keâjlee nw~ Ùen Skeâ Domain Name keâe IP heles keâe (d) Lost-In-First-Out/uee@mš-Fve-heâmš&-DeeGš
DevegJeeo keâjlee nQ~ RRB NTPC 05.01.2021 (Shift-I) Stage Ist
Knowledge of ICT 39 YCT
 Ans. (c) : LIFO - last in first out (ueeFš Fve, Heâmš& DeeGš) 36. In Computer terminology, what is the full form
keâe mebef#ehle ¤he nw~ Ùen [eše mebjÛeveeDeeW keâes mebYeeueves keâer Skeâ efJeefOe of IDN?
nw efpememes henues lelJe keâes Debeflece ¤he mes Deewj Debeflece lelJe keâes henues kebâhÙetšj MeyoeJeueer ceW, IDN keâe hetCe& ™he keäÙee nw ?
mebmeeefOele efkeâÙee peelee nw~ (a) Internal digital Networks
LIFO keâe GheÙeesie- Fbšjveue ef[efpešue vesšJekeäme&
1. [eše mebjÛeveeSb- kegâÚ [eše mebjÛeveeSb pewmes mšwkeâ Deewj mšwkeâ kesâ (b) Internationalized Domain Name
DevÙe JesefjSbš [sše keâes mebmeeefOele keâjves kesâ efueS LIFO keâe FbšjvesMeveueeFp][ [escesve vesce
GheÙeesie efkeâÙee peelee nw~ (c) Intertwined Disc Networks
2. veJeervelece peevekeâejer efvekeâeuevee- keâYeer-keâYeer [eše efkeâmeer meejCeer FbšjšdefJeb[ ef[mkeâ vesšJekeäme&
Ùee [eše yeHeâj mes efvekeâeuee peelee nw leye keâchÙetšj LIFO keâe (d) Input Distributed Networks
GheÙeesie keâjles nQ~ peye veJeervelece peevekeâejer ope& keâjves keâer
Fvehegš ef[eqmš^yÙetšs[ vesšJeke&â
DeeJeMÙekeâlee nesleer nw lees LIFO keâe GheÙeesie neslee nw~
RRB NTPC 25.01.2021 (Shift-I) Stage Ist
34. In the domain of computers and the internet,
what is the full form of URL? Ans. (b) : IDN keâe hetCe& ™he FbšjvesMeveueeFp][ [escesve vesce
keâchÙetšj Deewj Fbšjvesš kesâ [escesve ceW, ÙetDeejSue (URL) (Internationalized Domain Name) nQ pees heejbheefjkeâ JeieeX kesâ
keâe hetCe& ™he keäÙee nw? DeueeJee DevÙe JeCeeX Éeje oMeeÙeX peeles nw~ DevegØeÙeesieeW ceW [escesve veeceeW
(a) Unique Revoked Location keâe Debleje&°^erÙekeâjCe (IDNA) iewj-ASCII JeCeeX Jeeues Debleje&°^erÙe
Ùetefvekeâ efjJeeskeâ[ ueeskesâMeve [escesve veeceeW keâes mebYeeueves kesâ efueS 2003 ceW heefjYeeef<ele efkeâÙee ieÙee
(b) Unique Resource Location Skeâ leb$e nw~
Ùetefvekeâ efjmeesme& ueeskesâMeve
37. What does SSD stand for?
(c) Uniform Resource Locator
Ùetefveheâe@ce& efjmeesme& ueeskesâšj SmeSme[er keâe keäÙee DeLe& nw?
(d) Universal Resource Locator (a) Solid set drive/mee@efue[ mesš [^eFJe
ÙetefveJeme&ue efjmeesme& ueeskesâšj (b) Small state drive/mcee@ue mšsš [^eFJe
RRB NTPC 28.12.2020 (Shift-I) Stage Ist (c) Solid state drive/mee@efue[ mšsš [^eFJe
Ans. (c) : keâchÙetšj Deewj FCšjvesš kesâ [escesve ceW ÙetDeejSue (d) Static state drive/mšsefškeâ mšsš [^eFJe
(URL) keâe hetCe& ™he ÙetefveHeâece& efjmeesme& ueeskesâšj (Uniform
UPSSSC JE Non-Tech. 2016 (Exam Date 19.12.2021)
resource locator) nw~
Ans. (c) : SmeSme[er keâe hetje veece mee@efue[-mšsš [^eFJe nw~ Ùen Skeâ
35. What is the full form of COBOL?
COBOL keâe hetCe& ™he keäÙee nw? mee@efue[-mšsš mšesjspe ef[JeeFme nw pees [sše keâes ueieeleej mšesj keâjves
(a) computer Basic Operation Language kesâ efueS Fbšer«esšs[ meefke&âš DemeWyeueer keâe GheÙeesie keâjlee nw, Ùen
kebâhÙetšj yesefmekeâ Dee@hejsMeve ueQiJespe Deeceleewj hej HeäuewMe cesceesjer keâe GheÙeesie keâjlee nw Deewj keâchÙetšj
(b) Common Business Organised Language mšesjspe ceW meskeWâ[jer mšesjspe kesâ ™he ceW keâeÙe& keâjlee nw~ Fmes nce
keâe@ceve efyepevesme Dee@ie&sveeFp[ uewiJespe mee@efue[-mšsš ef[JeeFme Ùee mee@efue[-mšsš ef[mkeâ Yeer keânles nw~
(c) Common Business Oriented Language 38. In banking terminology, "PIN" is an acronym
keâe@ceve efyepevesme DeesefjSbš[ ueQiJespe of..............
(d) Computer Business Oriented Language yeQefkebâie MeyoeJeueer ceW, ‘‘efheve (heerDeeF&Sve)’’..............keâe
kebâhÙegšj efyepevesme DeesefjSbš[ ueQiJespe
mebef#ehle ™he nw~
RRB NTPC 08.01.2021 (Shift-II) Stage Ist
(a) Payment Identification Number
Ans. (c) : keâesyeesue (COBOL) keâchÙetšj ceW ØeÙeesie keâer peeves Jeeueer
Skeâ GÛÛe mlejerÙe Yee<ee (High Level Language) nw~ keâesyeesue hesceWš DeeF[WefšefheâkesâMeve vebyej
(COBOL) JeemleJe ceW keâe@ceve efyepevesme DeesefjSbšs[ uewiJespe (b) Private Identificiation Number
(Common Business Oriented Language) keâe Skeâ mebef#ehle ØeeFJesš DeeF[WefšefheâkesâMeve vebyej
™he nw~ Fme Yee<ee keâe efJekeâeme cegKÙe ™he mes JÙeeJemeeefÙekeâ keâeÙeex kesâ (c) Passwork Identification Number
efueS efkeâÙee ieÙee Lee~ keâesyeesue Yee<ee keâer keâeÙe&Jeener (operation) kesâ heemeJe[& DeeF[WefšefheâkesâMeve vebyej
efueS efueKes ieS JeekeäÙeeW kesâ mecetn keâes hewje«eeheâ keânles nQ~ meYeer (d) Personal identification Number
hewje«eeheâ efceuekeâj Skeâ meskeäMeve yeveeles nQ Deewj meYeer meskeäMeve mes heme&veue DeeF[WefšefheâkesâMeve vebyej
efceuekeâj Skeâ ef[Jeerpeve yevelee nw~ UPASI 04.12.2021 (Shift-II)
Knowledge of ICT 40 YCT
Ans. (d) : yeQefkebâie MeyoeJeueer ceW ‘‘efheve’’ (heerDeeF&Sve) - heme&veue Ans. (b) : ISP keâe hetCe& ™he Fbšjvesš meefJe&me ØeesJeeF[j (Internet
DeeF[WefšefheâkesâMeve vebyej (Personal Identification Number) keâe Service Provider) nw ~ Ssmeer kebâheveer pees «eenkeâes Ùee GheÙeesiekeâlee&DeeW
mebef#ehle ™he nw~ kegâÚ DevÙe yeQefkebâie MeyoeJeefueÙeeb efvecveefueefKele nQ- keâes Fbšjvesš meefJe&me Øeoeve keâjleer nw Jees ISP keânueeleer nw~ Ùen Deheves
IFSC – Fbef[Ùeve heâeFveWefmeÙeue efmemšce keâes[ (Indian «eenkeâeW keâes kegâÚ megefJeOeeSB pewmes–E-mail Address leLee Web
Financial System Code) Space FlÙeeefo megefJeOeeSB osleer nw~
RTGS – efjÙeue šeFce «ee@me mesšueceWš (Real Time Gross 42. The full form of IBM in IBM Corporations is:
Settlement) IBM keâe@heexjsMeve ceW IBM keâe hetCe& ™he keäÙee nw?
NEFT – je°^erÙe Fueskeäš^eefvekeâ efveefOe DeblejCe (National (a) Indian Business Machines
Electronics Fund Transfer) Fbef[Ùeve efyepevesme ceMeervme
39. What is the correct full form of "VIRUS" in (b) International Broadcasting Machines
computer programming? FbšjvesMeveue yeÇe@[keâeefmšbie ceMeervme
keâchÙetšj Øees«eeefcebie ceW "VIRUS" keâe mener hetCe& ™he (c) Indian Broadcasting Machines
keäÙee nw? Fbef[Ùeve yeÇe@[keâeefmšbie ceMeervme
(a)Vital Inter Change Result Until Source (d) International Business Machines
(b)Vital Information Resources Under Seize FbšjvesMeveue efyepevesme ceMeervme
(c)Vital Information Recognize Search RRB NTPC 07.03.2021 (Shift-I) Stage Ist
(d)Vital Information Record User Seize
Ans. (d) : IBM keâeheexjsMeve ceW IBM keâe hetCe& ™he
RRB NTPC 22.02.2021 (Shift-II) Stage Ist
International Business Machines nw~ DeeF&yeerSce vÙetÙeeke&â ceW
Ans. (b) : keâchÙetšj JeeÙejme Skeâ Software Programme nw~
efmLele Skeâ yengje°^erÙe ØeewÅeesefiekeâer Deewj hejeceMe& mebie"ve nw~ pees
Ùen ef[JeeFme ceW mesJe Data keâer Ûeesjer, Gmes neefve hengBÛeevee Ùee hetjs
keâchÙetšj ne[&JesÙej, efce[ueJesÙej Deewj mee@heäšJesÙej keâe Glheeove Deewj
System keâes Kejeye keâj mekeâlee nw~ VIRUS keâe hetje veece JeeFšue
efye›eâer keâjlee nw~ Jele&ceeve ceW IBM kesâ CEO YeejleerÙe cetue kesâ
Fvheâe@cexMeve efjmeesme& DeC[j meerpe nw~
DejefJevo ke=â<Cee nw~
40. What does the acronym SMPS stand for ?
mebef#ehle Meyo SMPS keâe hetCe& ™he keäÙee nw ? 43. What is the full form of DDL in terms of
computer jargon?
(a) Store-Mode Power Supply
kebâhÙetšj MeyoeJeueer kesâ meboYe& ceW [er[erSue (DDL) keâe
mšesj cees[ heeJej mehueeF&
hetCe& ™he keäÙee nw?
(b) Single Mode Power Supply
efmebieue cees[ heeJej mehueeF& (a) Dynamic Data Language/[eFvesefcekeâ [eše ueQiJespe
(c) Switched Mode Power Supply (b) Digital Data Logic/ef[peeršue [eše uee@efpekeâ
efmJeÛ[ cees[ heeJej mehueeF& (c) Data Definition Language
(d) Start Mode Power Supply [eše [sefheâvesMeve ueQiJespe
mšeš&-cees[ heeJej mehueeF& (d) Direct Data Language/[eÙejskeäš [eše ueQiJespe
RRB NTPC 08.02.2021 (Shift-II) Stage Ist RRB NTPC 21.01.2021 (Shift-II) Stage Ist
Ans. (c) : SMPS keâe hetje veece ‘efmJeÛ[ cees[ heeJej mehueeF&’ Ans. (c) : [er[erSue (Data Definition Language) keâceeb[ kesâ
(Switched Mode Power Supply) nw~ Ùen Skeâ Fuesefkeäš^keâ efueS Skeâ ceevekeâ nw, pees [sšeyesme ceW efJeefYeVe mebjÛeveeDeeW keâes heefjYeeef<ele
meefke&âš nw~ Fmekeâe GheÙeesie cegKÙele: keâchÙetšj ceW efkeâÙee peelee nw~ keâjlee nw~ [sše [sefHeâveerMeve uewiJespe mšsšceWš, [sšeyesme Deeypeskeäšdme
41. With respect to Internet, the full-form of ISP pewmes šsyeue, F[skeäme Deewj Ùetpeme& keâes yeveeles nw~ Gvns mebMeesefOele keâjvee
is:/Fbšjvesš kesâ meboYe& ceW, ISP keâe hetCe& ™he keäÙee nw? Deewj nševee [er[erSue keâe keâeÙe& nw~
(a) Individual Security Provision 44. What is the full form CLI in Computer
Fbef[efJepegDeue efmekeäÙetefjšer ØeesefJepeve terminology?
(b) Internet Service Provider/Fbšjvesš meefJe&me ØeesJeeF[j kebâhÙetšj MeyoeJeueer ceW CLI keâe hetCe& ™he keäÙee nw?
(c) Individual Service Provider (a) Code Line Interface/(keâes[ ueeFve Fbšj]Hesâme)
Fbef[efJepegDeue meefJe&me ØeesJeeF[j (b) Control Line Interface /(kebâš^esue ueeFve Fbšj]Hesâme)
(d) Internet Security Provision
(c) Command Line Interface/(keâceeb[ ueeFve Fbšj]Hesâme)
Fbšjvesš efmekeäÙetefjšer ØeesefJepeve
(d) Central Line Interface /(meWš^ue ueeFve Fbšj]Hesâme)
RRB NTPC 08.04.2021 (Shift-II) Stage Ist
RRB NTPC 04.01.2021 (Shift-II) Stage Ist RRB NTPC 19.01.2021 (Shift-I) Stage Ist
Knowledge of ICT 41 YCT
Ans. (c) : keâchÙetšj MeyoeJeueer ceW CLI keâe hetCe& ¤he 'Command Ans. (b) FDDI keâe hetCe& ™he HeâeFyej ef[mš^eryÙetšs[ [sše FbšjHesâme
Line Interface' neslee nw~ keâceeb[ ueeFve FbšjHesâme Ùee efHeâj keâceeb[ (Fiber Distributed Data Interface) neslee nw~ Ùen Skeâ vesšJeke&â
ueQiJespe FbšjhesÇšj keâes keâceeb[ ueeFve Ùetpej FbšjHesâme kesâ veece mes Yeer ceevekeâ nw pees mLeeveerÙe #es$e vesšJeke&â (LAN) ceW heâeFyej Dee@efhškeâ
peevee peelee nw~ keâveskeäMeve keâe GheÙeesie keâjlee nw Deewj 200 efkeâceer. (124 ceerue) lekeâ
45. What does OCR stand for? ceW efJemleej keâj mekeâlee nw~
OCR keâe hetCe&™he keäÙee nw? 49. Dees Sme DeeF& keâe hetCe& ™he nw-
(a) Optimum Computer Recording
(a) Open System Interdependence
Dee@efhšcece kebâhÙetšj efjkeâe@ef[Ëie (b) Open Site interconnection
(b) Optical Computer Recording (c) Open Site Interdependence
Dee@efhškeâue kebâhÙetšj efjkeâe@ef[Ëie (d) Open System Interconnection
(c) Optical Character Recognition RRB JE (Stage-II) 31–08–2019 (Shift-I)
Dee@efhškeâue kewâjskeäšj jskeâe@iveerMeve Ans. (d) : DeesSmeDeeF& keâe hetCe& ™he Open System
(d) Optimum Colour Recognition
Interconnection nw~ Ùen Skeâ JewÛeeefjkeâ {ebÛee nw efpemekeâe GheÙeesie
Dee@efhšcece keâuej jskeâe@iveerMeve
vesšJeefkeËâie efmemšce kesâ keâeÙeeX keâe JeCe&ve keâjves kesâ efueS efkeâÙee peelee nw~
RRB NTPC 09.01.2021 (Shift-II) Stage Ist
50. keâchÙetšj heâeru[ ceW, OLE keâe efJemleej keäÙee nw?
Ans. (c) : OCR keâe hetCe& ™he nw – Dee@efhškeâue kewâjskeäšj
jskeâesefiveMeve (Optical Character Recognition) OCR Skeâ Ssmeer (a) Dee@ypeskeäš efuebefkebâie Sb[ Svesyeefuebie
lekeâveerkeâ nw efpemekeâe ØeÙeesie efkeâmeer efJeMes<e Øekeâej kesâ efÛevn, De#ej Ùee (b) Dee@ypeskeäš ueeskesâMeve Svesyeefuebie
vebyej keâes heÌ{ves kesâ efueS efkeâÙee peelee nw~ Fve kewâjskeäšj keâes ØekeâeMe (c) Dee@ypeskeäš efuebefkebâie SkeämešWMeve
œeesle kesâ Éeje heÌ{e pee mekeâlee nw~ OCR kesâ heâe@Cš keâchÙetšj ceW (d) Dee@ypeskeäš efuebefkebâie Sb[ Scyesef[bie
meb«enerle jnles nQ efpevnW OCR mšQ[[& keânles nQ~ RRB NTPC 30.12.2020 (Shift-II) Stage Ist
46. VLSI keâe hetCe& DeLe& nw? Ans. (d) : keâchÙetšj heâeru[ ceW OLE keâe hetCe& ™he Dee@ypeskeäš
(a) Jesjer ueepe& mkesâue Fbšer«esMeve efuebefkebâie Sb[ Scyesef[bie (Object Linking and Embedding) nw~
(b) efJeuespe uesJeue efmemšce Fbšer«esMeve OLE Skeâ øesâceJeke&â neslee nw efpemes ceeF›eâesmee@Heäš Éeje efJekeâefmele efkeâÙee
(c) JeÛeg&Deue ueeF&š efmemšce FvHeâecexMeve ieÙee nw~ Ùen GheÙeesiekeâlee&DeeW keâes keâF& ShueerkesâMeve Éeje yeveeS ieS
(d) JesjerHeâeF[ ueepe& efmemšce Fbšer«esMeve DeeFšce Ùee ‘‘Dee@ypeskeäšdme’’ Jeeues omleeJespe yeveeves Deewj mebheeefole keâjves
RRB NTPC 17.01.2017 (Shift-III) Stage Ist keâer Devegceefle oslee nw~
Ans : (a) VLSI keâe DeLe&- ‘Jesjer ueepe& mkesâue Fbšer«esMeve’ nw~ Ùen Skeâ 51. metÛevee ØeewÅeesefiekeâer ces NIU keâe DeLe& nw-
Skeâerke=âle heefjheLe nw~ Ùen Deæ&Ûeeuekeâ heoeLe& mes yevee ngDee Skeâ (a) Nominal Internal Unit
Fueskeäš^eefvekeâ heefjheLe nw~ Fme heefjheLe kesâ lenle mewkeâÌ[eW, npeejeW š^ebefpemšjeW (b) Network Interface Unit
Ùee GhekeâjCeeW keâes efceueekeâj Skeâ Skeâerke=âle meefke&âš yeveeÙeer peeleer nw~ (c) National Information Usage
47. ‘[eše Øeesmesefmebie ceW, 'SAP' keâe hetje DeLe& keäÙee nw? (d) Networking Internal Unit
(a) efmemšce, ShueerkesâMeve, Øees[keäšdme RRB NTPC 28.12.2020 (Shift-II) Stage Ist
(b) mesume, SueeskesâMeve, hejÛespespe Ans. (b) : metÛevee ØeewÅeesefiekeâer ces NIU keâe hetCe& ™he Network
(c) efmemšce, DeeLeesjeFpesMeve, Øees«eece Interface Unit nw~ efpemekeâe GheÙeesie yeenjer vesšJeke&â mes pegÌ[s
(d) efmemšce, SuieesefjLece Øeesmesme
keâchÙet š jeW keâes vesšJeke&â mes keâveskeäš keâjves keâer Devegceefle oslee nw~ DeLeJee
RRB NTPC 18.01.2017 (Shift-III) Stage IInd
uewve (LAN) kesâ Éeje pegÌ[s keâchÙetšjesb keâes Deeheme ces DeLeJee DevÙe
keâchÙetšjesb keâes pegÌ[ves keâer Devegceefle oslee nw~
Ans : (a) [eše Øeesmesefmebie ceW SAP keâe hetje veece System
Application products nw~ Ùen ØeyebOeve, efJeòeerÙe Glheeove Ûe›eâ 52. kebâhÙetšj efJe%eeve ceW SSmeheer keâe efJemleeefjle ™he keäÙee nw?
ØeyebOeve Deewj Deehetefle& ëe=bKeuee meefnle GÅece mebmeeOeve Ùeespevee keâer Skeâ (a) meej mesJee Øeoelee (b) DeeJesove mesJee Øeoelee
efJemle=le ëe=bKeuee Øeoeve keâjlee nw~ (c) DeeJesove mebkesâle Øeoelee (d) meef›eâÙe mesJekeâ he=‰
48. FDDI keâe hetCe& ™he keäÙee nw? uees Dej efÉleerÙe - 15-07-2018
(a) heâeFyej ef[mš^eryÙetšs[ [Ÿetue Fbšjhesâme Ans. (b/d) : ASP keâe efJemleeefjle ™he Active Server Pages
(b) heâeFyej ef[mš^eryÙetšs[ [sše Fbšjhesâme nw~ Ùen Skeâ ceeF›eâesmeeheäš šskeäveesuee@peer nw pees Fbšjvesš Deewj Jesye hespeeW
(c) heâeFyej [sše ef[mš^eryÙetšs[ Fbšjhesâme kesâ yeerÛe ceOÙemLelee keâjlee nw~ Fmekeâe meeje keâece meJe&j hej ner neslee nw~
(d) heâeFyej [Ÿetue ef[mš^eryÙetšs[ Fbšjhesâme ASP keâe efJemleeefjle ™he Application Service Provider Yeer nw~
RRB JE CBT-II 29–08–2019 (evening) Dele: oesveeW efJekeâuhe b/d DeYeer<š Gòej neWies~
Knowledge of ICT 42 YCT
53. 3G, 4G Deewj 5G keâer ceesyeeFue ØeewÅeesefiekeâer ëe=bKeuee ceW (c)SefhuekesâMeve Øees«eece Fvšjhesâme
G keâe keäÙee DeLe& neslee nw? (d) SefhuekesâMeve Øees«eece FvšjSkeäMeve
(a) iewhe (b) ieerieeyeeFš S.S.C. mebÙegòeâ neÙej meskeâC[jer (10 + 2) mlejerÙe hejer#ee, 2012
(c) iesšJes (d) pevejsMeve Ans : (c) API, ShueerkesâMeve Øees«eece FvšjHesâme keâe mebef#ehle ™he nw
Lower Exam – 30-09-2019 (Shift-I) Ùen oes mee@HeäšJesÙejeW kesâ ceOÙe FvšjHesâme GheueyOe keâjlee nw API
Ans : (d) 3G, 4G Deewj 5G ceW G keâe DeLe& pevejsMeve neslee nw~ peye Tools, Protocol leLee routines keâe mesš nw, pees ShueerkesâMeve
Yeer efkeâmeer heâesve ceW veÙeer lekeâveerkeâ Deeleer nw lees Gmes veskeämš pevejsMeve mee@HeäšJesÙej yeveeves ceW meneÙekeâ neslee nw~
mceeš&heâesve keâne peelee nw~ pewmes veF& šskeäveesuee@peer Deeleer nw Gmekeâe Jepe&ve 58. What does E stand for in IMEI codes of mobile
Dehe«es[ keâj efoÙee peelee nw~ Fme šskeäveesuee@peer kesâ yeoueeJe kesâ meeLe- phones?
meeLe veÙes Deeves Jeeues heâesve ceW Yeer keâeheâer yeoueeJe Deelee nw~ ceesyeeFue heâesveeW kesâ IMEI keâes[ ceW E keäÙee nw?
54. Extension of VRML files is (a) Engage/Sviespe (b) Equipment/FefkeäkehceWš
VRML heâeFueeW keâe SkeämešWMeve nw (c) Electronic/Fueskeäš^e@efvekeâ (d) Ethical/SefLekeâue
(a) .vml (b) .vrm AHC RO 2019 (Exam date 10.01.2020)
(c) .wrm (d) .wrl
Ans. (b) : ceesyeeFue heâesve kesâ IMEI keâes[ ceW E keâe DeLe& FefkeäJeheceWš
UPPCL Assist. Acct. 2016 (Exam date 20.11.2016 )
neslee nw~ IMEI keâe hetCe& ™he International Mobile
Ans. (d) : VRML JeÛeg&Deue efjÙeeefuešer cee@[efuebie uewiJespe keâe
Equipment Identity neslee nw~
mebef#ehle ™he nw~ VRML Skeâ Øekeâej keâer heâeFue nesleer nw pees yeÇeGpej
ceW JeÛeg&Deue JeeleeJejCe ØeoefMe&le keâjves kesâ efueS hueie Fve efkeâÙee 59. 'CAS' keâe hetCe& ™he nw?
peelee nw~ (a) keâv[erMeveue Dee@ef[Ùees efmemšce
.wrl JeÛeg&Deue efjÙeeefuešer cee@[efuebie uewiJespe (VRML) keâe (b) keâv[erMeveue Skeämesme efmemšce
SkeämešWMeve nw~ (c) keâchueerš Dee@ef[Ùees efmemšce
55. MMU keâe efJemleej (d) keâchueerš Skeämesme efmemšce
(a) Machine Memory Unit/ceMeerve cesceesjer Ùetefveš R.R.B. hešvee (T.C./C.C./J.C.) cegKÙe hejer#ee, 2012
(b) Memory Management Unit/cesceesjer cewvespeceWš Ùetefveš Ans: (b) keâv[erMeveue Skeämesme efmemšce (Conditional Access
(c) Main Memory Unit/cesve cesceesjer Ùetefveš System-CAS) kesâ Éeje «eenkeâ šsueerefJepeve ØemeejCe hej Deheveer
(d) Machine Management Unit/ceMeerve cewvespeceWš Ùetefveš hemebo kesâ Ûewveue osKe mekeâlee nw~
RRB NTPC, (Shift -2) Online, 16.04.2016 60. SMS stands for _________.
Ans : (b) MMU keâe efJemleeefjle ™he cesceesjer cewvespeceWš Ùetefveš SmeSceSme keâe leelheÙe& _________ mes nw~
(Memory Management Unit) nw~ cesceesjer cewvespeceWš Ùetefveš (a) Small Message System/mceeue cesmespe efmemšce
keâchÙetšj ne[&JesÙej keâe Ieškeâ neslee nw, pees Øeesmesmej ceW meYeer Øekeâej kesâ (b) Small Mails Service/mceeue cesume meefJe&me
cesceesjer Deewj kewâefÛebie mebef›eâÙeeDeeW keâes efveÙebef$ele keâjlee nw~
(c) Short Message Service/Mee@š& cesmespe meefJe&me
56. DeeF&.meer.šer. (ICT) keâe leelheÙe& nw :
(d) Short Mails System/Mee@š& cesume efmemšce
(a) FvHeâecexMeve SC[ keâchÙetšj šskeäveesuee@peer UPPCL APS Exam-18.02.2018
(b) FvHeâecexMeve SC[ keâcÙetefvekesâMevme šskeäveesuee@peer
Ans. (c) : SMS keâe hetje veece Mee@š& cesmespe meefJe&me neslee nw~
(c) FvHeâecexMeve keâes[ šsefkeävekeäme
61. ÚefJe mebefÛekeâe Øee™he (Fcespe heâeFue heâe@cexš) TIFF keâe
(d) Fvšer«esšs[ meefke&âš šskeäveesuee@peer
hetje veece keäÙee nw?
UP Lower (M) G.S. 2015
(a) Transport Image File Format
Ans : (b) DeeF& meer šer (ICT) keâe leelheÙe& FvHeâecexMeve SC[
(š^emeheesš& Fcespe heâeFue heâe@cexš)
keâcÙetefvekesâMevme šskeäveesuee@peer mes nw~ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer
(b) Tagged Image File Format
(ICT) keâe ØeÙeesie meeceevÙele: metÛevee ØeewÅeesefiekeâer (IT) kesâ
(šwi[ Fcespe heâeFue heâe@cexš)
heÙee&ÙeJeeÛeer kesâ ¤he ceW efkeâÙee peelee nw uesefkeâve Ùen Deeceleewj hej
(c) Traditional Image File Format
DeeOegefvekeâ metÛevee ØeewÅeesefiekeâer ceW otjmebÛeej keâer Yetefcekeâe hej peesj osleer nw~
(š^s[erMeveue Fcespe heâeFue heâe@cexš)
57. API keâe hetje ™he nw- (d) Transparent Image File Format
(a) ShueeF[ Øees«eece FvšjSkeämeve (š^ebmehewjWš Fcespe heâeFue heâe@cexš)
(b) SefhuekesâMeve Øee@mesme Fvšjhesâme UPPCL ARO 13-09-2018
Knowledge of ICT 43 YCT
Ans : (b) TIFF keâe hetje veece ‘šwi[ Fcespe heâeFue heâecexš’ nw Ùen (d) Electronic Fund Transfer System
efÛe$eeW keâes mšesj keâjves kesâ efueS Skeâ heâeFue heâecexš nw, pees «eeefheâkeâ (Fueskeäš^e@efvekeâ hebâ[ š^ebmheâj efmemšce)
keâueekeâejeW, ØekeâeMeve GÅeesie Deewj meeceevÙe ™he mes Meewefkeâve Deewj UPPCL Office Assistant III 24-10-2018 (Evening)

hesMesJej oesveeW heâesšes«eeheâjeW kesâ yeerÛe ueeskeâefØeÙe nw~ Ans : (d) Electronic Fund Transfer System (Fueskeäš^e@efvekeâ

62. The full form of CLI is:

hebâ[ š^ebmheâj efmemšce) Ùen Skeâ Fueskeäš^e@efvekeâ yeQefkeâie ØeCeeueer ns~
efpemekesâ Éeje Skeâ JÙeefòeâ kesâ DekeâeGbš mes otmejs JÙeefòeâ kesâ DekeâeGvš ceW
CLI keâe efJemleeefjle ™he nw Š
hewmes š^ebmeheâj efkeâÙes pee mekeâles nw~
(a) Command Line Interface
66. VoIP in computer science stands for?
(b) Common Library Interface
(c) Command Linked Interface keâchÙetšj efJe%eeve kesâ #es$e ceW JeerDeesDeeF&heer keâe efJemleeefjle
(d) Command Line Interactivity ¤he keäÙee nw–
UPPCL (Office Assistant III) 23-09-2018 (a) Virtual over Identifier Protocol
Ans : (a) CLI keâe hetje veece Command Line Interface nw JeÛeg&Deue DeesJej DeeF[WšerHeâeÙej Øeesšeskeâe@ue
Fmekeâes keâceeC[ ueeFve Ùetpej Fvšj hesâme Yeer keânles nw~ (b) Voice over Internet Protocol
63. Full form of SVG is - Jee@F&me DeesJej Fbšjvesš Øeesšeskeâe@ue
SVG keâe hetje ™he nw- (c) Voice over Interface Protocol
(a) Serial Viewable Graphics Jee@F&me DeesJej Fbšj]Hesâme Øeesšeskeâe@ue
meerefjÙeue JÙetSyeue «eeefheâkeäme (d) Voice over Instruction Protocol
(b) Standard Video Graphics Jee@F&me DeesJej Fbmš^keäMeve Øeesšeskeâe@ue
mšwC[[& Jeeref[Ùees «eeefheâkeäme (SSC 10+2 CHSL 25.01.17, 1.15 pm)
(c) Simple Visual Graphics/efmebheue efJemegDeue «eeefheâkeäme Ans : (b) keâchÙetšj efJe%eeve kesâ #es$e ceW VoIP keâe efJemleeefjle ¤he
(d) Scalable Vector Graphics 'Voice Over Internet Protocol' nw~ VoIP FCšjvesš hej
mkesâuesyeue Jeskeäšj «eeefheâkeäme DeeJee]pe Deewj ceušerceeref[Ùee meecee«eer keâe ØemeejCe nw~
UPPCL Accountant 10-02-2018 67. kebâhÙetšj MeyoeJeueer ceW, PDF keâe hetCe& ™he keäÙee nw?
Ans : (d) SVG (Scable Vector Graphics) XML hej (a) eEØešsyeue [e@keäÙetceWš Heâe@cexš (b) eEØeš ef[mehewÛ[ HeâeFue
DeeOeeefjle Jeskeäšj Fcespe heâecexš nw pees oes [eFcesvMeveue kesâ efueS neslee (c) Øeesšeskeâe@ue ef[mkeâ HeâeFue (d) heesšxyeue [e@keäÙetceWš Heâe@cexš
nw Deewj Ùen SveercesMeve ceW ØeÙeesie neslee nw, Fmekeâes w3c (World Lower Exam – 30-09-2019 (Shift-II)
Wide Web Consortium) ves 1999 ceW yeveeÙee Lee~ Ans. (d) : heer[erSheâ keâe hetCe& ™he ‘heesšxyeue [e@keäÙetceWš heâe@cexš’ nw,
64. What is the full form of PGA graphics card? Ùen F&-yegkeâ nsleg ØeÛeefuele heâecexš nw~ Ùen S[esye veecekeâ mee@heäšJesÙej
heerpeerS «eeefheâkeäme keâe[& keâe hegâue heâe@ce& keäÙee nw? keâcheveer kesâ Éeje efJekeâefmele efkeâÙee ieÙee nw~
(a) Professional Graphics Array
ØeeshesâMeveue «eeefheâkeäme Dejx (vi) keâchÙetšj vesšJeke&â
(b) Portal Graphics Array/heesš&ue «eeefheâkeäme Dejx (Computer Network)
(c) Personal Graphics Array/heme&veue «eeefheâkeäme Dejx
(d) Public Giga Array/heefyuekeâ ieeriee Dejx 1. HTML is the link created within which of the
following?
UPPCL Accountant 10-02-2018
HTML, efvecveefueefKele ceW mes efkeâmekesâ Yeerlej yeveeÙee ieÙee
Ans : (a) P.G.A. Skeâ «eeefheâkeäme keâe[& neslee pees IBM Éeje
efuebkeâ nw?
yeveeÙee ieÙee nw, Fmekesâ Devoj leerve Skeâ otmejs mes pegÌ[s PCBS nesles nw
(a) Web links/Jesyeefuebkeâ (b) Data/[sše
Deewj Ùen Dehevee Øeesmesmej Deewj cesceesjer jKelee nw~ P.G.A. keâes
ØeeshesâMeveue «eeefheâkeâ Sjs, Ùee ØeeshesâMeveue «eeefheâkeäme S[ehšj Yeer keânles nw~ (c) Web page/Jesye hespe (d) Internet/Fbšjvesš
DSSSB PRT 27/03/2022 (Shift-I)
65. EFTS keâe hetCe& ™he ____nw~
Ans. (c) : HTML, Jesye hespe kesâ Yeerlej yeveeÙee ieÙee efuebkeâ nw~
(a) Easy Fund Transfer System
(F]peer hebâ[ š^ebmheâj efmemšce) HTML (neFhejšskeämš ceeke&âDehe ueQiJespe) Jen keâes[ nw efpemekeâe
(b) Easy Form Transfer System GheÙeesie Jesye hespe Deewj Gmekeâer meece«eer keâer mebjÛevee kesâ efueS efkeâÙee
(F]peer heâece& š^ebmheâj efmemšce) peelee nw~ GoenjCe kesâ efueS, meece«eer keâes DevegÛÚsoeW kesâ Skeâ mesš,
(c) Electronic Form Transfer System yeguesšs[ efyevogDeeW keâer Skeâ metÛeer Ùee ÚefJeÙeeW Deewj [sše leeefuekeâeDeeW keâe
(Fueskeäš^e@efvekeâ heâe@ce& š^ebmheâj efmemšce) GheÙeesie keâjkesâ mebjefÛele efkeâÙee pee mekeâlee nw~
Knowledge of ICT 44 YCT
2. The first large-scale implementation of Internet Ans. (d) : meeFyej megj#ee efJeefYeVe ØeewÅeesefieefkeâÙeeW Deewj Øeef›eâÙeeDeeW keâe
technologies in a complex environment of many GheÙeesie keâjkesâ meeFyej nceueeW kesâ efKeueeHeâ Skeâ ØeCeeueer keâes megj#ee
independently operated networks was:
keâF& mJeleb$e ™he mes mebÛeeefuele vesšJeke&â kesâ peefšue Øeoeve keâjleer nw~
JeeleeJejCe ceW Fbšjvesš ØeewÅeesefieefkeâÙeeW keâe henuee yeÌ[s 2. meeFyej megj#ee efkeâmekeâer megj#ee keâjleer nw ?
hewceeves hej keâeÙee&vJeÙeve Lee: (a) meeFyej megj#ee DehejeefOeÙeeW keâer megj#ee keâjleer nw~
(a) NSF (b) NSFNET (b) meeFyej megj#ee Fbšjvesš mes peg[Ì s efmemšce keâer megj#ee keâjleer nw~
(c) ARPANET (d) INTERNET (c) meeFyej megj#ee nwkeâme& keâer megj#ee keâjleer nw~
DSSSB PRT 27/03/2022 (Shift-I)
(d) FveceW mes keâesF& Yeer veneR
Ans. (b) : NSFNET keâF& mJeleb$e ™he mes mebÛeeefuele vesšJeke&â kesâ
peefšue JeeleeJejCe ceW Fbšjvesš ØeewÅeesefieefkeâÙeeW keâe henuee ye[s hewceeves hej Ans. (a) : Ùen Fbšjvesš mes pegÌ[s efmemšce pewmes ne[&JesÙej, mee@HeäšJesÙej
keâeÙee&vJeÙeve Lee~ vesMeveue meeFbme heâeGb[sMeve vesšJeke&â (NSFNET) Deewj [sše keâes meeFyej nceueeW mes yeÛeelee nw~ Fmekeâe GösMÙe DeveefOeke=âle
mebÙegòeâ jepÙe Decesefjkeâe ceW GVele DevegmebOeeve Deewj efMe#ee vesšJeefkeËâie keâes Mees<eCe, YesÅelee Deewj KelejeW keâes keâce keâjkesâ efmemšce, vesšJeke&â Deewj
yeÌ{eJee osves kesâ efueS 1985 ceW Meg™ nesves Jeeues NSF Éeje ØeeÙeesefpele, ØeewÅeesefieefkeâÙeeW kesâ efKeueeHeâ meeFyej nceueeW keâes keâce keâjvee nw~
efJekeâefmele, meceefvJele heefjÙeespeveeDeeW keâe Skeâ keâeÙe&›eâce Lee~ 3. keâchÙetšj megj#ee kesâ pevekeâ keâewve nw ?
3. ______does not come in the category of ICT (a) Dee@iemš kesâjKee@Heäme (b) yee@ye Lee@ceme
Network. (c) je@yeš& (d) Ûeeume&
____ICT vesšJeke&â keâer ßesCeer ceW veneR Deelee nw~
Ans. (a) : SÛeF&meer ceW Skeâ Yee<eeefJeod Deewj pece&ve ØeesHesâmej, Dee@iemš
(a) WAN(JeeF[ SefjÙee vesšJeke&â)
kesâjKee@Heäme ves HeâjJejer 1883 ceW peve&ue Dee@Heâ efceefueš^er meeFbme ceW Skeâ
(b) MAN(cewveheeJej SefjÙee vesšJeke&â)
efveyebOe efueKee Lee~ kesâjKee@Heâ ves Devepeeves ceW mecekeâeueerve Sefv›eâhMeve keâer
(c) LAN(ueeskeâue SefjÙee vesšJeke&â)
veeRJe mLeeefhele keâer Leer, efpememes GvnW ‘keâchÙetšj megj#ee kesâ pevekeâ’ keâer
(d) PAN(heme&veue SefjÙee vesšJeke&â)
GheeefOe efceueer~’
DSSSB PRT 30/03/2022 (Shift-II)
Ans. (b) : ICT keâer ßesCeer ceW efvecveefueefKele vesšJeke&â Deeles nQ-
4. efvecveefueefKele ceW mes efkeâmes keâchÙetšj efmemšce, vesšJeke&â Ùee
Gvemes pegÌ[er peevekeâejer keâes Ûegjeves, peemetmeer keâjves, #eefle
∗ WAN(JeeF[ SefjÙee vesšJeke&â):- Ùen vesšJeke&â Skeâ otj-mebÛeej
hengbÛeeves Ùee ve° keâjves kesâ ØeÙeeme kesâ ™he ceW heefjYeeef<ele
vesšJeke&â nw pees keâchÙetšj vesšJeefkeËâie kesâ ØeeLeefcekeâ GösMÙeeW kesâ efueS Skeâ
yeÌ[s Yeewieesefuekeâ #es$e ceW hewâuee ngDee nw~ efkeâÙee ieÙee nw ?
(a) meeFyej nceuee (b) keâchÙetšj megj#ee
∗ LAN(ueeskeâue SefjÙee vesšJeke&â):- LAN vesšJeke&â Skeâ keâchÙetšj
(c) ef›eâhšes«eeHeâer (d) ef[efpešue nwefkebâie
vesšJeke&â nw pees, Iej, keâeÙee&ueÙe, DeLeJee mketâue Ùee nJeeF& Deñe pewmes YeJeveeW
kesâ Úesšs mecetn kesâ efueS ueIeg Yeeweflekeâ #es$e keâes DeeJe=òe keâjlee nw~ Ans. (a) : meeFyejmhesme kesâ efJeefYeVe IeškeâeW, pewmes keâchÙetšj efmemšce,
∗ PAN(heme&veue SefjÙee vesšJeke&â) :- hewve vesšJeke&â, – keâchÙetšj, mebyebefOele yee¢e GhekeâjCeeW, vesšJeke&â efmemšce Deewj metÛevee keâes Ûegjeves,
mceeš& heâesve, šwyeuesš Deewj JÙeefòeâiele ef[peeršue meneÙekeâ pewmes GhekeâjCeeW peemetmeer keâjves, #eefle hengbÛeeves Ùee ve° keâjves keâe ØeÙeeme meeFyej nceues
kesâ yeerÛe [sše š^ebmeefceMeve Øeoeve keâjlee nw~ kesâ ™he ceW peeve peelee nw~
Note :- ICT kesâ ßesCeer ceW MAN (cewveheeJej SefjÙee vesšJeke&â) veneR 5. efvecveefueefKele ceW mes keâewve mee meeFyej megj#ee keâe Skeâ
Deelee nw, keäÙeeWefkeâ Ùen keâesF& lekeâveerkeâer vesšJeke&â veneR neslee nw~ yeefukeâ Øekeâej nw ?
Ùen Skeâ peveMeefòeâ #es$e vesšJeke&â nw pees peveMeefòeâ DeeGšmeesefmeËie mesJeeSB (a) keäueeG[ megj#ee (b) vesšJeke&â megj#ee
efveefMÛele keâjelee nw~ (c) SefhuekesâMeve megj#ee (d) Ghejesòeâ meYeer
Ans. (d) : Ûetbefkeâ ØeewÅeesefiekeâer ceW megOeej nes jne nw, FmeefueS
(vii) meeFyej megj#ee (Cyber Security) ØeewÅeesefiekeâer kesâ efKeueeHeâ Keleje Deewj nceues Yeer yeÌ{ jns nw~ FmeefueS,
1. meeFyej megj#ee keäÙee nw ? megj#ee Øeoeve keâjves kesâ efueS Fmes efvecveefueefKele ØekeâejeW ceW efJeYeeefpele
(a) meeFyej megj#ee cewueJesÙej kesâ efJe®æ megj#ee Øeoeve keâjleer nw~ efkeâÙee ieÙee nw–
(b) meeFyej megj#ee meeFyej DeelebkeâJeeefoÙeeW kesâ efJe®æ megj#ee keäueeG[ megj#ee- keäueeG[ hej meb«enerle [sše kesâ efueS megj#ee Øeoeve
Øeoeve keâjleer nw~ keâjlee nw~
(c) meeFyej megj#ee efkeâmeer efmemšce keâes meeFyej nceueeW mes vesšJeke&â megj#ee-Deebleefjkeâ vesšJeke&â keâes KelejeW mes yeÛeelee nw~
yeÛeeleer nw~ SefhuekesâMeve megj#ee- SefhuekesâMeve mee@HeäšJesÙej ceW meb«enerle [sše keâer
(d) Ghejesòeâ meYeer megj#ee keâjlee nw~
Knowledge of ICT 45 YCT
6. meeFyej megj#ee keâer efJeMes<eleeSb keäÙee nQ ? 10. eqvecveefueefKele ceW mes keâewve mee Skeâ Øekeâej keâe meeFyej
(a) Devegheeueve nceuee nw ?
(b) Deebleefjkeâ KelejeW mes yeÛeeJe (a) efHeâefMebie (b) SmekeäÙetSue FbpeskeäMeve
(c) Kelejs keâer jeskeâLeece (c) heemeJe[& Dešwkeâ (d) Ghejesòeâ meYeer
(d) Ghejesòeâ meYeer Ans. (d) : nceues efHeâefMebie, SmekeäÙetSue FbpeskeäMeve Deewj heemeJe[&
Ans. (d) : meeFyej megj#ee keâer efJeMes<eleeSb Fme Øekeâej nw - Dešwkeâ nw~
Devegheeueve Skeâ Øees«eece yeveevee pees GheÙeesiekeâlee&DeeW keâer DeeJeMÙekeâleeDeeW efHeâefMebie: nceueeJej yeÌ[er mebKÙee ceW OeesKeeOeÌ[er Jeeues F&cesue Yespelee nw
Deewj efveÙeceeW keâes hetje keâjlee nw~ Deewj efmemšce lekeâ hengbÛe Øeehle keâj ueslee nw~
Deebleefjkeâ KelejeW mes yeÛeeJe: Deebleefjkeâ Mees<eCe mes megj#ee Øeoeve keâjveer
SQL FbpeskeäMeve: nceueeJej SQL meJe&j ceW ogYee&JeveehetCe& keâes[ peesÌ[keâj
ÛeeefnS~
mebjef#ele peevekeâejer lekeâ hengbÛe Øeehle keâjlee nw~
Kelejs keâer jeskeâLeece: Kelejs keâe helee ueieeves Deewj GvnW jeskeâves ceW me#ece
heemeJe[& nceuee: nceueeJej Deveweflekeâ ™he mes heemeJe[& lekeâ hengbÛe Øeehle
nesvee ÛeeefnS~
keâjles nQ Deewj ieesheveerÙe [sše lekeâ hengbÛe Øeehle keâjles nw~
7. efvecveefueefKele ceW mes keâewve mee vesšJeke&â megj#ee keâe GösMÙe nw?
11. efvecveefueefKele ceW mes keâewve mee meeFyej megj#ee keâe ueeYe
(a) ieesheveerÙelee (b) melÙeefve‰e
(c) GheueyOelee (d) Ghejesòeâ meYeer
veneR nw ?
(a) efmemšce keâes Oeercee keâj oslee nw~
Ans. (d) : vesšJeke&â megj#ee kesâ GösMÙe ieesheveerÙelee, DeKeb[lee Deewj
GheueyOelee nw~ (b) keâchÙetšj keâer øeâerefpebie Deewj ›ewâMe keâes keâce keâj oslee nw~
ieesheveerÙelee: ieesheveerÙelee keâe keâeÙe& kebâheveer keâer mebJesoveMeerue peevekeâejer keâes (c) GheÙeesiekeâlee&DeeW keâes ieesheveerÙelee Øeoeve keâjlee nw~
DeJeebefÚle hengbÛe mes megjef#ele jKevee nw~ vesšJeke&â megj#ee keâe ieesheveerÙelee (d) efmemšce keâes JeeÙejme mes yeÛeelee nw~
Ieškeâ Ùen megefveef§ele keâjlee nw efkeâ [sše kesâJeue GvneR ueesieeW kesâ efueS Ans. (a) : HeâeÙeos ceW keâchÙetšj øeâerefpebie Deewj ›ewâMe keâes keâce keâjvee,
hengbÛe ÙeesiÙe nw pees Fmes osKeves kesâ efueS DeefOeke=âle nw~ GheÙeesiekeâlee&DeeW keâer ieesheveerÙelee Deewj JeeÙejme, keâerÌ[s Deeefo kesâ efKeueeHeâ
melÙeefve‰e: Fme ue#Ùe ceW [sše mešerkeâlee Deewj efmLejlee megefveef§ele keâjvee megj#ee Meeefceue nw~ vegkeâmeeve ceW efmemšce Oeercee nes peeveee, HeâeÙejJee@ue keâes
Deewj mebjef#ele keâjvee Meeefceue nw~ DeKeb[lee keâe GösMÙe Ùen megefveef§ele mener {bie mes keâe@efvHeâiej keâjvee cegefMkeâue nes mekeâlee nw, veS mee@HeäšJesÙej keâes
keâjvee nw efkeâ [sše mešerkeâ nw Deewj DeveefOeke=âle JÙeefòeâÙeeW Éeje ÚsÌ[ÚeÌ[ Dehe[sš keâjves keâer DeeJeMÙekeâlee nw megj#ee keâes DeÅeleve jKeW~
veneR keâer ieF& nw~
12. ‘meeFyejmhesme’ –––––– Éeje ieÌ{e ieÙee Lee~
GheueyOelee : vesšJeke&â megj#ee ceW GheueyOelee keâe GösMÙe Ùen megefveef§ele
keâjvee nw efkeâ [sše, vesšJeke&â mebmeeOeve Deewj mesJeeSB JewOe GheÙeesiekeâlee&DeeW (a) efjÛe[& mše@uecewve (b) efJeefueÙece efieymeve
kesâ efueS ncesMee GheueyOe jnW, peye Yeer GvnW Gvekeâer DeeJeMÙekeâlee nes~ (c) Sb[^Ùet šwveveyeece (d) mkeâe@š Heânuecewve
8. efvecveefueefKele ceW mes keâewve meeFyej DehejeOe veneR nw ? Ans. (b) : efJeefueÙece efieymeve, Skeâ Decesefjkeâer-keâvee[eF& keâLee De«eCeer
(a) mesJee mes Fvekeâej (b) yeerÛe ceW Deeoceer Deewj efmekeäkeâe efvecee&lee, ves ØeewÅeesefiekeâer keâer keâF& OeejeDeeW keâer peebÛe keâer
(c) cewueJesÙej (d) SF&Sme Deewj 1821 ceW ‘meeFyejmhesme’ Meyo keâe DeeefJe<keâej efkeâÙee~ Ùen
Ans. (d) : mesJee mes Fvekeâej, ceOÙe ceW Deeoceer Deewj cewueJesÙej efmemšce JeekeäÙeebMe efuebkeâ keâer ieF& ØeewÅeesefieefkeâÙeeW keâes meboefYe&le keâjlee nw pees metÛevee
keâe Mees<eCe keâjles nQ efpememes megj#ee keâes Keleje neslee nw, FmeefueS GvnW efJeefveceÙe, ef[efpešue GhekeâjCeeW kesâ meeLe yeeleÛeerle ceW meneÙelee keâjles nQ,
meeFyej DehejeOe ceevee peelee nw~ SF&Sme (GVele Sefv›eâhMeve mšQ[[&) Yeb[ejCe Deewj ef[efpešue ceveesjbpeve, keâchÙetšj Deewj vesšJeke&â megj#ee Deewj
[sše keâes Sefv›eâhš keâjkesâ megj#ee Øeoeve keâjlee nw~ DevÙe metÛevee ØeewÅeesefiekeâer mes mebyebefOele ceeceues~
9. efvecveefueefKele ceW mes keâewve mee meeFyej megj#ee keâe Skeâ 13. efkeâme Je<e& meeFyej ØeewÅeesefiekeâer kesâ #es$e ceW nwefkebâie Skeâ
Ieškeâ nw ? JÙeeJeneefjkeâ DehejeOe Deewj efÛeblee keâe efJe<eÙe yeve ieÙee nw?
(a) Fbšjvesš Dee@Heâ efLebime (b) SDeeF& (a) 1991 (b) 1983
(c) [sšeyesme (d) nceues (c) 1970 (d) 1964
Ans. (a) : Fbšjvesš Dee@Heâ efLebime (loT) Fbšjvesš kesâ ceeOÙece mes DevÙe Ans. (c) : 1970 kesâ oMekeâ ceW nwkeâme& kesâ ceeceues ceW, nwkeâme& Deewj
GhekeâjCeeW Deewj ØeCeeefueÙeeW kesâ meeLe [sše keâes peesÌ[ves Deewj Deeoeve-Øeoeve meeFyej ÛeesjeW ves helee ueieeÙee efkeâ JeeÙe[& ØeewÅeesefieefkeâÙeeb kewâmes keâece keâjleer
keâjves kesâ efueS meWmej, mee@HeäšJesÙej Deewj DevÙe ØeewÅeesefieefkeâÙeeW kesâ meeLe nQ Deewj ØeeflemheOee& ceW yeÌ{le neefmeue keâjves Ùee ØeewÅeesefiekeâer keâe og®heÙeesie
Scyes[s[ Yeeweflekeâ JemlegDeeW keâe Skeâ vesšJeke&â nw~ keâjves kesâ efueS Gvekeâe og®heÙeesie kewâmes efkeâÙee pee mekeâlee nw~
Knowledge of ICT 46 YCT
14. mejkeâejeW ves osMe Ùee jepÙe kesâ efueS meeFyej megj#ee Øeoeve 18. efvecveefueefKele ceW mes keâewve mee efheÙej-št-efheÙej meeFyej-
keâjves kesâ efueS kegâÚ GÛÛe kegâMeue nwkeâjeW keâes keâece hej DehejeOe keâe Skeâ Øekeâej veneR nw ?
jKee nw~ Fme Øekeâej kesâ nwkeâme& keâes –––– keâne peelee nw- (a) MiTM
(b) ueef#ele efMekeâej keâes š^espeve Fbpeskeäš keâjvee
(a) je<š^/jepÙe ØeeÙeesefpele nwkeâme& (b) CIA š^eÙe[
(c) ›esâef[š keâe[& efJeJejCe [erhe Jesye ceW ueerkeâ nesvee
(c) efJeMes<e nwkeâme& (d) mejkeâejer nwkeâme&
(d) efHeâefMebie
Ans. (a) : je<š^/jepÙe-ØeeÙeesefpele nwkeâj Jes nesles nw pees osMe keâes
Ans. (c) : heerÙej-št-heerÙej ceW efHeâefMebie, meeLe ner JÙeefòeâÙeeW keâes š^espeve
meeFyej DeelebkeâJeeefoÙeeW Deewj DevÙe mecetneW Ùee JÙeefòeâÙeeW mes yeÛeeves kesâ
Deewj keâerÌ[s keâe efJelejCe Meeefceue nw~ otmejer Deesj, [erhe Jesye hej yeÌ[er
meeLe-meeLe Gvekeâer ÙeespeveeDeeW, mebÛeej Deewj ieefleefJeefOeÙeeW keâes Gpeeiej mebKÙee ceW ueesieeW kesâ ›esâef[š keâe[& [sše kesâ ueerkeâ nesves keâes keâchÙetšj-
keâjves kesâ efueS efkeâmeer osMe Ùee jepÙe keâer mejkeâej Éeje efveÙegòeâ Ùee nefLeÙeej meeFyej-DehejeOe kesâ ™he ceW Jeieeake=âle efkeâÙee ieÙee nw~
Yegieleeve efkeâS peeles nw~ 19. Skeâ meeFyej-DehejeOeer Ùee hew" hejer#ekeâ Deefleefjòeâ [sše
15. efvecveefueefKele ceW mes keâewve mee DeefOeefveÙece meeFyej megj#ee keâe GheÙeesie keâjlee nw pees efvecveefueefKele ceW mes efkeâme nceues
keâe GuuebIeve keâjlee nw ? ceW efmemšce keâes leesÌ[ves kesâ efueS ieefleefJeefOeÙeeW kesâ efueS
(a) Mees<eCe (b) nceuee cesceesjer ceW kegâÚ efJeMes<e efveoxMeeW keâes meb«enerle keâjlee nw ?
(c) Oecekeâer (d) YesÅelee (a) eqkeäuekeâpewefkebâie (b) yeHeâj-DeesJejHeäuees
(c) efHeâefMebie (d) SceDeeF&šerSce
Ans. (b) : Keleje Skeâ mebYeeefJele Keleje nw pees megj#ee GuuebIeve keâe
keâejCe yeve mekeâlee nw Deewj efmemšce Ùee vesšJeke&â keâes vegkeâmeeve hengbÛee Ans. (b) : Deefleefjòeâ [sše efpemeceW keâeÙeeX kesâ efueS cesceesjer ceW kegâÚ
mekeâlee nw~ YesÅelee Skeâ Ssmee Meyo nw pees efkeâmeer vesšJeke&â Ùee efmemšce ceW efJeefMe° efveoxMe nesles nQ, GvnW yeHeâj-DeesJejHeäuees nceues ceW efmemšce kesâe
leesÌ[ves kesâ efueS meeFyej-DehejeOeer Ùee ØeJesMe hejer#ekeâ Éeje Øe#esefhele
efkeâmeer oes<e keâes meboefYe&le keâjlee nw efpemekeâe nceueeJej Éeje HeâeÙeoe
efkeâÙee peelee nw~
G"eÙee pee mekeâlee nw~ megj#ee Keeceer keâe HeâeÙeoe G"eves mes DeØelÙeeefMele
20. efkeâmeer ue#Ùe Ùee heerefÌ[le GheÙeesiekeâlee& keâe DeeF&heer helee
Deewj DeJeebefÚle ØeYeeJe nes mekeâles nw~ meeFyej nceuee nceueeJejeW Éeje
Øeehle keâjves kesâ efueS meeFyej nceueeJej Deeceleewj hej
DeveefOeke=âle hengbÛe Øeehle keâjkesâ efkeâmeer efJeefMe° [sše keâes yeoueves, nševes,
efvecveefueefKele ceW mes efkeâmes efveMeevee yeveeles nQ ?
Ûeesjer keâjves Ùee Gpeeiej keâjves keâe Skeâ ØeÙeeme nw~
(a) DeeF&heer š^wkeâj (b) F&cesue
16. eqvecveefueefKele ceW mes keâewve meer keâej&JeeF& meeFyej megj#ee mes
(c) JesyemeeFšW (d) Jesye hespe
mecePeewlee keâjleer nw ?
Ans. (c) : meeFyej nceueeJejeW Éeje ieCevee JesyemeeFšeW kesâ ceeOÙece mes
(a) YesÅelee (b) nceuee Yeer mebYeJe nw keäÙeeWefkeâ nceueeJej heeref[Ì le Ùee ueef#ele GheÙeesiekeâlee& keâe
(c) Oecekeâer (d) Mees<eCe DeeF&heer helee Øeehle keâjves kesâ efueS JesyemeeFšeW keâes ueef#ele keâjles nw~
Ans. (c) : Kelejs keâes Skeâ mebYeeefJele Kelejs kesâ ™he ceW heefjYeeef<ele 21. efvecveefueefKele ceW mes efkeâmes efkeâmeer efmemšce Ùee vesšJeke&â keâes
efkeâÙee ieÙee nw efpemekesâ heefjCeecemJe™he megj#ee keâe GuuebIeve nes mekeâlee vegkeâmeeve hengbÛeeves, vegkeâmeeve hengbÛeeves Ùee Keleje hewoe
nw Deewj efmemšce Ùee vesšJeke&â nes mekeâlee nw~ YesÅelee Skeâ Meyo nw pees keâjves kesâ ØeÙeeme kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw ?
efkeâmeer vesšJeke&â Ùee efmemšce ceW keâcepeesjer keâes meboefYe&le keâjlee nw efpemekeâe (a) ef[efpešue DehejeOe (b) Kelejs
nceueeJej HeâeÙeoe G"e mekeâlee nw~ megj#ee ceW keâcepeesjer keâe HeâeÙeoe (c) efmemšce DehenjCe (d) meeFyej nceuee
G"eves mes Devehesef#ele Deewj DeJeebÚveerÙe heefjCeece nes mekeâles nw~ Ans. (d) : peyejve Jemetueer, henÛeeve keâer Ûeesjer, F&cesue nwefkebâie, ef[efpešue
17. efvecveefueefKele ceW mes keâewve mee nwefkebâie Âef°keâesCe nw peneb efveiejeveer, ne[&JesÙej keâer Ûeesjer, ceesyeeFue nwefkebâie Deewj Meejerefjkeâ megj#ee
meeFyej DehejeOeer OeesKee osves Ùee Deefleefjòeâ š^wefHeâkeâ Øeehle GuuebIeve meYeer meeFyej nceueeW Ùee ieefleefJeefOeÙeeW kesâ GoenjCe nw~
23. efkeâmeer Yeer Heâce& Ùee mebie"ve ceW DeeF&šer megj#ee keâe
keâjves kesâ efueS vekeâueer JesyemeeFš Ùee hespe ef[peeFve keâjles
jKejKeeJe Deewj ØeyebOeve –––––– Éeje efkeâÙee peelee nw-
nQ ?
(a) mee@HeäšJesÙej megj#ee efJeMes<e%e
(a) HeâeefceËie (b) JesyemeeFš-[ghueerkesâMeve
(b) mebie"ve kesâ meerF&Dees
(c) vekeâue keâjvee (d) mhewefcebie (c) megj#ee Dee@ef[šj
Ans. (a) : HeâeefceËie Skeâ jCeveerefle Deewj Âef°keâesCe nw efpemekeâe GheÙeesie (d) DeeF&šer megj#ee FbpeerefveÙej
meeFyej DehejeefOeÙeeW Éeje vekeâueer Jesye hespe Deewj meeFš yeveeves kesâ efueS Ans. (d) : Ùen efkeâmeer kebâheveer Ùee mebie"ve ceW Skeâ heo nw peneb Skeâ
efkeâÙee peelee nw leeefkeâ GheÙeesiekeâlee&DeeW keâes uee@efieve DeeF&[er Deewj heemeJe[& JÙeefòeâ Gme kebâheveer Ùee mebie"ve kesâ efueS efJeefYeVe ØeCeeefueÙeeW Deewj megj#ee
pewmeer JÙeefòeâiele peevekeâejer osves kesâ efueS iegcejen efkeâÙee pee mekesâ~ GhekeâjCeeW keâe efJekeâeme Deewj jKejKeeJe keâjlee nw, efpevemes Jen mebyebefOele nw~
Knowledge of ICT 47 YCT
24. ‘nwkeâj’ Meyo keâer Glheefòe keâneB mes ngF& ? (a) Ùesuees nwš nwkeâme& (b) «es nwš nwkeâme&
(a) SceDeeF&šer (b) vÙetÙee@ke&â ÙetefveJeefme&šer (c) js[ nwš nwkeâme& (d) JneFš-yuewkeâ nwš nwkeâme&
(c) neJe&[& ÙetefveJeefme&šer (d) yesume uewye Ans. (b) : «es nwš nwkeâj veweflekeâ Deewj Deveweflekeâ nwkeâj JÙeefòeâlJeeW keâe
Ans. (a) : ‘nwkeâj’ Meyo SceDeeF&šer (cewmeeÛegmesšdme FbmšeršŸetš Dee@Heâ Skeâ efceßeCe nw~ Jes ceveesjbpeve kesâ efueS DevÙe ueesieeW kesâ keâchÙetšjeW keâes
šsÄeâesuee@peer) ceW ieÌ{e ieÙee Lee keäÙeeWefkeâ JÙeefòeâ Deewj DelÙeefOekeâ me#ece nwkeâ keâjles nQ, uesefkeâve Jes GvnW vegkeâmeeve veneR hengbÛeeles nQ, Deewj Jes
hesMesJej efJeefYeVe ÛegveewefleÙeeW keâe meceeOeeve keâjves kesâ efueS keâchÙetšj JÙeJemLeehekeâ Ùee ceeefuekeâ keâer peevekeâejer kesâ efyevee vesšJeke&â oes<eeW Deewj
Yee<eeDeeW keâe GheÙeesie keâjles nw~ Fme meboYe& ceW, ieerkeäme Deewj ve[& pewmes keâcepeesefjÙeeW keâe HeâeÙeoe G"eles nw~
uesyeue ieÌ{s ieS nQ~ 29. efvecveefueefKele ceW mes efkeâme SefLekeâue nwefkebâie lekeâveerkeâ keâe
25. efvecveefueefKele ceW mes keâewve mee meeFyej DehejeefOeÙeeW Éeje GheÙeesie Ùen efveOee&efjle keâjves kesâ efueS efkeâÙee peelee nw efkeâ
efkeâÙee ieÙee Skeâ Fbšjvesš Ieesšeuee nw peneb GheÙeesiekeâlee& efjceesš keâchÙetšj hej keâewve mee Dee@hejsefšbie efmemšce
keâes ieesheveerÙe peevekeâejer Øeoeve keâjves kesâ efueS ef[efpešue (DeesSme) Ûeue jne nw ?
™he mes DeeÕemle efkeâÙee peelee nw~
(a) Dee@hejsefšbie efmemšce efHebâiejefØebefšbie
(a) MiTM nceuee (b) efHeâefMebie nceuee
(b) Dee@hejsefšbie efmemšce ØeJesMe hejer#eCe
(c) JesyemeeFš nceuee (d) DoS nceuee
(c) ef[efpešue-efØebefšbie
Ans. (b) : efHeâefMebie Skeâ Øekeâej keâe meeFyej DehejeOe nw efpemeceW efkeâmeer
(d) ceMeerve efØebefšbie
JÙeefòeâ keâes efvepeer peevekeâejer keâe Kegueemee keâjves kesâ efueS ef[efpešue ™he
mes jepeer efkeâÙee peelee nw~ efHeâefMebie efJeefYeVe ™heeW ceW Deeleer nw~ GveceW mes Ans. (a) : DeesSme efHebâiejefØebefšbie Skeâ SefLekeâue nwefkebâie lekeâveerkeâ nw
kegâÚ GheÙeesiekeâlee&DeeW keâes efJeefYeVe JesyemeeFšeW keâer Deesj ceesÌ[ves kesâ efueS efpemekeâe GheÙeesie Ùen efveOee&efjle keâjves kesâ efueS efkeâÙee peelee nw efkeâ
cewueJesÙej Deewj F&cesue keâe GheÙeesie keâjles nw~ efjceesš keâchÙetšj hej keâewve mee Dee@hejsefšbie efmemšce (DeesSme) Ûeue jne
26. efvecveefueefKele ceW mes keâewve mee meeFyej DehejeefOeÙeeW Éeje nw~ DeesSme efHebâiejefØebefšbie Skeâ vesšJeke&â mes Deeves Jeeues [sše hewkesâšeW keâer
[sše GuuebIeve ceW DeheveeÙee peeves Jeeuee keâoce veneR nw ? peebÛe keâjves keâe DeYÙeeme nw leeefkeâ YeefJe<Ùe ceW nceueeW ceW GheÙeesie keâer pee
(a) SkeämeefHeâuš^sMeve mekeâves Jeeueer KegefHeâÙee peevekeâejer Øeehle keâer pee mekesâ~
(b) DevegmebOeeve Deewj peevekeâejer Skeâ$e keâjvee 30. efvecveefueefKele ceW mes efkeâmes DeJeebefÚle JÙeeJemeeefÙekeâ F&cesue
(c) efmemšce hej nceuee keâjvee ceevee peelee nw ?
(d) yeime keâes "erkeâ keâjvee (a) JeeFjme (b) cewueJesÙej
Ans. (d) : nwkeâ kesâ oewjeve, meeFyej DehejeOeer henues ue#Ùe hej MeesOe (c) DeJeebefÚle F&cesue (d) Thej kesâ meYeer
keâjles nQ, heeref[Ì le kesâ efmemšce Deewj vesšJeke&â kesâ yeejs ceW [sše Fkeâªe Ans. (c) : Ùen Skeâ Øekeâej keâe DeveÛeene F&cesue nw pees Deece leewj hej
keâjles nw~ efHeâj Deeies yeÌ{es Deewj nceuee keâjes Skeâ yeej peye nceueeJej JÙeeJemeeefÙekeâ GösMÙe kesâ efueS DebOeeOebgOe Øeehlekeâlee& metÛeer ceW Leeskeâ ceW
hengbÛe Øeehle keâj ueslee nw, lees Jen mebJesoveMeerue peevekeâejer ues ueslee nw~ Yespee peelee nw~ Deece leewj hej, Fme Øekeâej kesâ cesue keâes DeJeebefÚle ceevee
27. efvecveefueefKele ceW mes efkeâme Dee@veueeFve mesJee keâer peelee nw keäÙeeWefkeâ DeefOekeâebMe GheÙeesiekeâlee& Fve F&cesue keâes efyeukegâue veneR
ieesheveerÙelee keâes Tor keâe GheÙeesie keâjkesâ megjef#ele veneR Ûeenles nw~
efkeâÙee pee mekeâlee nw ? 31. –––––––– Skeâ Øekeâej keâe mee@HeäšJesÙej nw efpemes
(a) yeÇeGefpebie [sše GheÙeesiekeâlee& kesâ keâchÙetšj keâes JeeÙejme keâe helee ueieeves
(b) FbmšWš cewmesefpebie Deewj Gvemes yeÛeves ceW ceoo keâjves kesâ efueS ef[peeFve efkeâÙee
(c) DeeF&[er keâe GheÙeesie keâjkesâ uee@efieve keâjW ieÙee nw~
(d) efjues Ûewš
(a) cewueJesÙej (b) ADWARE
Ans. (c) : DeeF&[er keâe GheÙeesie keâjkesâ uee@efieve keâjves mes Deehekesâ Keeles
(c) SbšerJeeÙejme (d) yeer Deewj meer oesveeW
lekeâ hengbÛeves kesâ efueS mhe° ™he mes Deehekeâer DeeF&[er ueiesieer Deewj Ùen
Ans. (c) : SbšerJeeÙejme Skeâ Øekeâej keâe mee@HeäšJesÙej nw pees efJeMes<e ™he
šesj keâe efmejoo& veneR nw~ lJeefjle mebosMe, yeÇeGefpebie [sše, efjues Ûewš kesâ
mebyebOe ceW ieesheveerÙelee šesj Éeje mebjef#ele efvecveefueefKele Dee@veueeFve mes GheÙeesiekeâlee& kesâ keâchÙetšj keâes JeeÙejme keâe helee ueieeves ceW ceoo
mesJeeDeeW ceW mes kegâÚ nw~ keâjves kesâ meeLe-meeLe Gvekesâ neefvekeâejkeâ ØeYeeJe mes yeÛeves kesâ efueS
28. efvecveefueefKele ceW mes keâewve mee Meyo Gve nwkeâjeW kesâ mecetn ef[peeFve efkeâÙee ieÙee nw~ kegâÚ ceeceueeW ceW peneb JeeÙejme henues mes ner
keâes meboefYe&le keâjlee nw pees meHesâo Deewj keâeueer šesheer Jeeues GheÙeesiekeâlee& kesâ keâchÙetšj ceW jnlee nw, Gmes SbšerJeeÙejme keâer ceoo mes
oesveeW nQ ? hetjs efmemšce keâes mkewâve keâjkesâ Deemeeveer mes nšeÙee pee mekeâlee nw~
Knowledge of ICT 48 YCT
 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

32. efvecveefueefKele ceW mes keâewve mee Skeâ Øekeâej keâe SbšerJeeÙejme 36. JeeF&-HeâeF&-nwefkebâie keâer Øeef›eâÙee ceW Deeceleewj hej
Øees«eece nw ? efvecveefueefKele ceW mes efkeâmekeâe GheÙeesie efkeâÙee peelee nw ?
(a) peuoer "erkeâ nes peeDees (b) McAfee (a) Aircrack-Svepeer (b) JeeÙejMeeke&â
(c) Kaspersky (d) Thej kesâ meYeer (c) vee@š&ve (d) Thej kesâ meYeer
Ans. (d) : SbšerJeeÙejme Skeâ Øekeâej keâe mee@HeäšJesÙej Øees«eece nw pees Ans. (a) : SÙej›ewâkeâ-Svepeer Skeâ Øekeâej keâe mee@HeäšJesÙej Øees«eece nw pees
GheÙeesiekeâlee& kesâ keâchÙetšj ceW JeeÙejme keâe helee ueieeves Deewj Gmes nševes efuevekeäme-DeeOeeefjle Dee@hejsefšbie efmemšce pewmes hewjš, keâeueer Deeefo ceW
ceW ceoo keâjlee nw Deewj GheÙeesiekeâlee&DeeW keâes keâece keâjves kesâ efueS Skeâ GheueyOe nw~ Fmekeâe GheÙeesie Deeceleewj hej GheÙeesiekeâlee&DeeW Éeje JeeF&-
megjef#ele JeeleeJejCe Øeoeve keâjlee nw~ yeepeej ceW keâF& Øekeâej kesâ HeâeF&-vesšJeke&â keâes nwkeâ keâjles meceÙe Ùee vesšJeke&â ceW keâcepeesefjÙeeW keâes
SbšerJeeÙejme mee@HeäšJesÙej GheueyOe nQ, pewmes kewâmhejmkeâer, cewkeâeHeâer, efkeäJekeâ Keespeves kesâ efueS efkeâÙee peelee nw~ vesšJeke&â ceW Ùee$ee keâj jns [sše hewkesâšeW
nerue, vee@š&ve Deeefo, FmeefueS mener efJekeâuhe (d) nw~ keâer efveiejeveer keâjW~
33. eqvecveefueefKele keâLeve keâes OÙeeve mes heÌ{W Deewj helee ueieeSb 37. eqvecveefueefKele ceW mes keâewve mee heesš& Deewj DeeF&heer S[^sme
efkeâ keäÙee Ùen nwefkebâie kesâ yeejs ceW mener nw Ùee veneR ? mkewâvej GheÙeesiekeâlee&DeeW kesâ yeerÛe Øeefmeæ nw ?
Ùen mebYeJe nes mekeâlee nw efkeâ kegâÚ ceeceueeW ceW keâchÙetšj Ùee (a) kewâve Deewj Syeue (b) iegmmes ceW DeeF&heer mkewâvej
vesšJeke&â keâes nwkeâ keâjvee keâevetveer nes mekeâlee nw~ (c) Heâkeâ-Heâkeâ keâjvee (d) Sšjkewâhe
(a) veneR, efkeâmeer Yeer efmLeefle ceW nwefkebâie keâevetveer veneR nes mekeâleer Ans. (b) : Sb«eer DeeF&heer mkewâvej Skeâ Øekeâej keâe nwefkebâie štue nw efpemekeâe
(b) Ùen mebYeJe nes mekeâlee nw efkeâ kegâÚ ceeceueeW ceW Fmes keâevetveer GheÙeesie Deeceleewj hej JneFš nwš Deewj yuewkeâ nwš oesveeW Øekeâej kesâ nwkeâme&
keâeÙe& kesâ ™he ceW meboefYe&le efkeâÙee pee mekeâlee nw~ Éeje efkeâÙee peelee nw~ Ùen GheÙeesiekeâlee&DeeW kesâ yeerÛe yengle Øeefmeæ nw keäÙeeWefkeâ
(c) nwefkebâie heefjefmLeefle kesâ Devegmeej keâevetveer nes mekeâleer nw DeLeJee veneR Ùen vesšJeke&â GhekeâjCeeW ceW keâcepeesefjÙeeW keâes Keespeves ceW ceoo keâjlee nw~
(d) FveceW mes keâesF& veneR 38. keâes[ js[ Skeâ Øekeâej keâe ––––––– nw~
Ans. (b) : Deepekeâue, nwefkebâie keâes efmeHe&â Skeâ DeJewOe keâeÙe& veneR keâne (a) Skeâ SbšerJeeÙejme Øees«eece
peelee nw keäÙeeWefkeâ kegâÚ DeÛÚs Øekeâej kesâ nwkeâj Yeer GheueyOe nQ, efpevnW (b) Skeâ Heâesšes mebheeove mee@HeäšJesÙej
SefLekeâue nwkeâj kesâ ™he ceW peeve peelee nw~ Fme Øekeâej kesâ nwkeâme& Deheves (c) Skeâ keâchÙetšj JeeÙejme
mJeÙeb kesâ GösMÙeeW kesâ efueS efmemšce keâes nwkeâ veneR keâjles nQ, yeefukeâ (d) Skeâ Jeeref[Ùees mebheeove mee@HeäšJesÙej
megj#ee mebyebOeer KeeefceÙeeW, uethe mebhetCeeX keâes Keespeves kesâ efueS mebie"ve GvnW Ans. (c) : keâe@[ js[ Skeâ Øekeâej keâe keâchÙetšj JeeÙejme nw efpemes
Deheves efmemšce keâes nwkeâ keâjves kesâ efueS keâece hej jKelee nw~ Skeâ yeej peye Jes henueer yeej 15 pegueeF& 2001 keâes Keespee ieÙee Lee keäÙeeWefkeâ Ùen
efmemšce ceW hetjer lejn mes uethe Ùee Øeefle‰e hee uesles nQ, lees GvnW Yegieleeve ceeF›eâesmee@Heäš kesâ meJe&j hej nceuee keâjlee nw~ Deieues kegâÚ efoveeW ceW, Ùen
efceuelee nw, Deewj mebie"ve Gve keâcepeesj efyebogDeeW keâes nše oslee nw~ ueieYeie 300,000 meJe&jeW keâes meb›eâefcele keâj oslee nw~
34. efvecveefueefKele ceW mes keâewve mee Dee@veueeFve JeeleeJejCej Deewj 39. efvecveefueefKele ceW mes keâewve mes Øeefmeæ Deewj Deece meeFyej
ef[efpešue ceeref[Ùee huesšHeâe@ce& mes mebyebefOele GefÛele, veweflekeâ nceues nQ efpevekeâe GheÙeesie nwkeâme& GheÙeesiekeâlee& kesâ efmemšce
JÙeJenej keâer Keespe keâes meboefYe&le keâjlee nw ? ceW Iegmehew" keâjves kesâ efueS keâjles nQ ?
(a) meeFyej keâce (b) meeFyejFefLekeäme (a) DDos Deewj JÙeglheVe-[eGveuees[
(c) meeFyej megj#ee (d) meeFyej megj#ee (b) cewueJesÙej Deewj cewueJesÙej
Ans. (b) : meeFyej SefLekeäme keâe leelheÙe& Dee@veueeFve JeeleeJejCe Deewj (c) efHeâefMebie Deewj heemeJe[& nceues
ef[efpešue ceeref[Ùee mes mebyebefOele GefÛele, veweflekeâ JÙeJenejeW keâer Keespe (d) Thej kesâ meYeer
keâjvee nw~ Ans. (d) : DDos (Ùee mesJee mes Fvekeâej), cewueJesÙej, [^eFJe-yeeÙe
35. efvecveefueefKele ceW mes keâewve mee mebosMe keâer DeKeb[lee keâes [eGveuees[, efHeâefMebie Deewj heemeJe[& nceues meYeer nwkeâme& Éeje GheÙeesie efkeâS
melÙeeefhele keâjves kesâ efueS GheÙeesie keâer peeves Jeeueer peeves Jeeues kegâÚ meeceevÙe Deewj Øeefmeæ Øekeâej kesâ meeFyej nceues nw~
lekeâveerkeâ keâes meboefYe&le keâjlee nw ? 40. nwkeâme& Deeceleewj hej keâchÙetšj JeeÙejme keâe GheÙeesie ––––
(a) Debiegueer keâe nmlee#ej (b) ef[ef›eâhMeve SuieesefjLce – GösMÙe kesâ efueS keâjles nw~
(c) efMe°eÛeej (d) mebosMe meb«en (a) uee@ie keâjves kesâ efueS, ØelÙeskeâ GheÙeesiekeâlee& kesâ mš^eskeâ keâer
Ans. (d) : cewmespe [eFpesmš Skeâ Øekeâej keâe ef›eâhšejs«eeefHeâkeâ nwMe HebâkeäMeve efveiejeveer keâjW
nw efpemeceW DebkeâeW keâer Skeâ efmš^bie nesleer nw pees Jeve-Jes nwefMebie Heâe@cet&uee Éeje (b) GheÙeesiekeâlee& keâer DeeF&[er Deewj heemeJe[& pewmeer mebJesoveMeerue
yeveeF& peeleer nw~ Fmes Skeâ Øekeâej keâer lekeâveerkeâ kesâ ™heer ceW Yeer peeve peelee nw peevekeâejer lekeâ hengbÛe Øeehle keâjves kesâ efueS
efpemekeâe GheÙeesie mebosMe, [sše Ùee ceeref[Ùee keâer DeKeb[leej keâes melÙeeefhele (c) keâchÙetšj efmemšce ceW meb«enerle GheÙeesiekeâlee& kesâ [sše keâes
keâjves Deewj Ùen helee ueieeves kesâ efueS efkeâÙee peelee nw efkeâ keäÙee keâesF& otef<ele keâjvee
nsjHesâj efkeâÙee ieÙee nw~ FmeefueS mener efJekeâuhe (d) nw~ (d) Thej kesâ meYeer
Knowledge of ICT 49 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (d) : meeceevÙe leewj hej, nwkeâme& keâchÙetšj JeeÙejme keâe GheÙeesie Ans. (c) : meeFyej megj#eekeâe DemeHeâue-megjef#ele ef[Heâe@uš efmeæeble Ùen
keâF& Deueie-Deueie keâeÙeeX keâes keâjves kesâ efueS keâjles nQ pewmes efkeâ ØeefleyebefOele keâjlee nw efkeâ peye Yeer keâesF& efJe<eÙe Ùee Jemleg yeveeF& peeleer nw
GheÙeesiekeâlee& kesâ efmemšce ceW meb«enerle [sše keâes Yeü° keâjvee, cenlJehetCe& lees efJeMes<eeefOekeâej kewâmes Meg™ efkeâS peeles nw~ Ssmes ceeceueeW ceW peneb
peevekeâejer lekeâ hengbÛe Øeehle keâjvee, ØelÙeskeâ GheÙeesiekeâlee& kesâ mš^eskeâ keâer efJeMes<eeefOekeâej, DeefOekeâej, hengbÛe Ùee keâesF& DevÙe megj#ee-mebyebOeer efJeMes<elee
efveiejeveer Ùee uee@ie Fve keâjvee~ FmeefueS mener efJekeâuhe (d) nw~ mhe° ™heer mes Øeoeve veneR keâer peeler nw, Gmes Jemleg lekeâ hengbÛe Yeer veneR
41. 'TCP/IP' Meyo keâe DeLe& –––––– nw~
oer peeveer ÛeeefnS~
45. efvecveefueefKele ceW mes keâewve mee efmeæeble keânlee nw efkeâ
(a) š^ebmeefceMeve Ùeesieoeve Øeesšeskeâe@ue/Fbšjvesš Øeesšeskeâe@ue
keâYeer-keâYeer Iegmehew" kesâ efJeJejCeeW keâes hegve: Øeehle keâjvee
(b) š^ebmeefceMeve kebâš^esue Øeesšeskeâe@ue/Fbšjvesš Øeesšeskeâe@ue
DeefOekeâ JeebÚveerÙe nes peelee nw, yepeeÙe Fmekesâ efkeâ Fmemes
(c) uesveosve efveÙeb$eCe Øeesšeskeâe@ue/Fbšjvesš Øeesšeskeâe@ue
yeÛeves kesâ efueS DeefOekeâ kegâMeue GheeÙe DeheveeS peeSb ?
(d) š^ebmeefceMeve kebâš^esue Øeesšeskeâe@ue/Fbšjvesš Øeesšeskeâe@ue (a) meyemes keâce meeceevÙe leb$e (b) mecePeewlee efjkeâe@ef[Ëie
Ans. (b) : ‘šermeerheer/DeeF&heer’ Meyo š^ebmeefceMeve kebâš^esue Øeesšeskeâe@ue/ (c) ceveesJew%eeefvekeâ mJeerkeâeÙe&lee (d) keâeÙe& keâejkeâ
Fbšjvesš Øeesšeskeâe@ue kesâ efueS nw Deewj Fmes Fbšjvesš kesâ Meg®Deeleer efoveeW Ans. (b) : mecePeewlee keâejkeâ veecekeâ efmeæeble keânlee nw efkeâ kegâÚ
ceW Decesefjkeâer mejkeâej Éeje efJekeâefmele efkeâÙee ieÙee Lee~ ceeceueeW ceW, Iegmehew" kesâ efJeJejCe keâes efjkeâe@[& keâjvee Ùee omleeJespe keâjvee
42. HeâeÙejJee@ue kesâ yeejs ceW efvecveefueefKele ceW mes keâewve mee DeefOekeâ HeâeÙeoscebo neslee nw, leeefkeâ Fmemes yeÛeves kesâ efueS DeefOekeâ kegâMeue
keâLeve mener nw ? GheeÙe DeheveeS pee mekeWâ~
(a) Ùen DeveefOeke=âle Yeeweflekeâ hengbÛe keâes jeskeâves kesâ efueS kebâheveer 46. vesšJeke&â megj#ee efJeefOeÙeeW ceW F&cesue megj#ee kesâ yeejs ceW
keâer meercee hej mLeeefhele Skeâ GhekeâjCe nw~ efvecveefueefKele ceW mes keâewve mee keâLeve mener nw ?
(b) Ùen DeveefOeke=âle hengbÛe mes yeÛeeves kesâ efueS efveiece keâer meercee (a) Gve Sshme keâes uee@keâ keâjves kesâ efueS ne[&JesÙej, mee@HeäšJesÙej
hej mLeeefhele Skeâ GhekeâjCe nw~ Deewj megj#ee Øeef›eâÙeeDeeW keâes lewveele keâjvee nesiee~
(c) Ùen Skeâ Øekeâej keâer oerJeej nw pees keâe@jheesjsš keâes vegkeâmeeve (b) efkeâmeer keâes Ùen helee nesvee ÛeeefnS efkeâ vesšJeke&â keâe meeceevÙe
hengbÛeeves Jeeueer HeâeFueeW keâes jeskeâves kesâ efueS yeveeF& ieF& nw~ JÙeJenej kewâmee efoKelee nw leeefkeâ Jen vesšJeke&â kesâ JÙeJenej
(d) FveceW mes keâesF& Yeer veneR~
ceW efkeâmeer Yeer yeoueeJe, GuuebIeve keâes osKe mekesâ~
(c) efHeâefMebie meyemes DeefOekeâ GheÙeesie keâer peeves Jeeueer efJeefOeÙeeW ceW
Ans. (b) : HeâeÙejJee@ue Skeâ mee@HeäšJesÙej Ùee ne[&JesÙej ef[JeeFme keâe
mes Skeâ nw efpemekeâe GheÙeesie nwkeâme& Éeje vesšJeke&â lekeâ
Øekeâej nes mekeâlee nw pees vesšJeke&â, Fbšjvesš mes Deeves Jeeues ØelÙeskeâ [sše hengbÛe Øeehle keâjves kesâ efueS efkeâÙee peelee nw~
hewkesâš keâes efHeâušj keâjlee nw~ Fmes DeveefOeke=âle hengbÛe keâer megj#ee kesâ efueS (d) Thej kesâ meYeer
efveiece keâer meercee hej mLeeefhele Skeâ GhekeâjCe kesâ ™he ceW Yeer ceevee pee
Ans. (c) : F&cesue megj#ee kesâ meboYe& ceW, efHeâefMebie ceevekeâ lejerkeâeW ceW mes
mekeâlee nw~ keâYeer-keâYeer HeâeÙejJee@ue JeeÙejme, DeveefOeke=âle hengbÛe,
Skeâ nw efpemekeâe GheÙeesie nwkeâme& Éeje vesšJeke&â lekeâ hengbÛe Øeehle keâjves kesâ
ogYee&JeveehetCe& mee@HeäšJesÙej Deeefo kesâ efJe®æ j#ee keâer henueer hebefòeâ keâes Yeer
efueS efkeâÙee peelee nw~ F&cesue megj#ee GhekeâjCe Deeves Jeeues nceueeW pewmes
meboefYe&le keâjlee nw~
keâF& Øekeâej kesâ nceueeW keâes mebYeeue mekeâles nQ, Deewj mebJesoveMeerue
43. meeFyej megj#ee kesâ efvecveefueefKele efmeæebleeW ceW mes keâewve mee [sše/peevekeâejer Jeeues DeeGšyeeGb[ mebosMeeW keâer Yeer megj#ee keâj mekeâles nw~
Ùen yeleelee nw efkeâ megj#ee leb$e ÙeLeemebYeJe Úesše Deewj
47. vesšJeke&â megj#ee ceW JeerheerSve kesâ yeejs ceW efvecveefueefKele ceW mes
mejue nesvee ÛeeefnS ?
keâewve mee keâLeve melÙe nw ?
(a) Deesheve-ef[peeFve (b) leb$e keâer DeLe&JÙeJemLee
(a) Ùen Skeâ Øekeâej keâe GhekeâjCe nw pees Ùen megefveef§ele keâjves
(c) keâce mes keâce efJeMes<eeefOekeâej (d) Hewâue-mesHeâ [sHeâe@ušdme
ceW ceoo keâjlee nw efkeâ ef[JeeFme Deewj vesšJeke&â kesâ yeerÛe
Ans. (b) : leb$e keâer DeLe&JÙeJemLee yeleeleer nw efkeâ megj#ee leb$e keâes mebÛeej megjef#ele nw~
ÙeLeemebYeJe Deewj Úesše nesvee ÛeeefnS~ (b) Ùen Deeceleewj hej IPsec (IP megj#ee) Ùee SSL (efmekeäÙeesj
44. meeFyej megj#ee keâe efvecveefueefKele ceW mes keâewve mee efmeæeble mee@kesâš uesÙej) hej DeeOeeefjle neslee nw~
Ùen ØeefleyebefOele keâjlee nw efkeâ peye Yeer keâesF& Jemleg Ùee (c) Ùen Deece leewj hej Kegues Fbšjvesš hej Skeâ megjef#ele,
efJe<eÙe yeveeÙee peelee nw lees efJeMes<eeefOekeâej kewâmes Meg™ Sefv›eâhšs[ DeeYeemeer ‘megjbie’ yeveelee nw~
efkeâS peeles nQ ? (d) Thej kesâ meYeer
(a) keâce mes keâce efJeMes<eeefOekeâej Ans. (d) : JeerheerSve Meyo keâe DeLe& JeÛeg&Deue ØeeFJesš vesšJeke&â nw~ Ùen
(b) Deesheve-ef[peeFve Skeâ Øekeâej keâe vesšJeke&â megj#ee-yeÌ{eves Jeeuee GhekeâjCe nw pees Ùeelees Skeâ
(c) Hewâue-mesHeâ [sHeâe@ušdme mee@HeäšJesÙej Øees«eece Ùee ne[&JesÙej ef[JeeFme nes mekeâlee nw~ Ùen Deeceleewj
(d) FveceW mes keâesF& Yeer veneR hej Skeâ megjef#ele Sefv›eâhšs[ JeÛeg&Deue ‘megjbie’ yeveekeâj ef[JeeFme Deewj
Knowledge of ICT 50 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

DSSSB , KVS, CTET, EMRS,
Join Telegram NVS , BPSC ,For
- @TeachingExam RPSC
Kvs, Nvs
UPTET , AEES
DSSSB , AWES ,
EMRS
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS
 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

vesšJeke&â kesâ yeerÛe mebÛeej keâes ØeceeefCele keâjlee nw~ meeceevÙe leewj hej, 52. keâchÙetšj Øees«eece ceW Skeâ #eefle pees Gvekeâes mener Ûeueves mes
mee@HeäšJesÙej JeerheerSve keâes ne[&JesÙej JeerheerSve keâer leguevee ceW meyemes jeskeâleer nw, Jen keânueeleer nw–
DeefOekeâ ueeiele ØeYeeJeer, GheÙeesiekeâlee& kesâ Devegketâue ceevee peelee nw~ (a) yeie (Bug) (b) Sjj (Error)
48. efvecveefueefKele ceW mes keâewve mee cewueJesÙej Øekeâej nceueeJej (c) yet–yet (Boo–Boo) (d) JeeÙejme (Virus)
keâes ØeMeemeefvekeâ efveÙeb$eCe lekeâ hengBÛeves keâer Devegceefle oslee PRT (SPECIAL EDUCATION)
nw Deewj Gmes meb›eâefcele keâchÙetšj kesâ meeLe ueieYeie kegâÚ Yeer Post Code 01/13, 28.04.2013
keâjves ceW me#ece yeveelee nw~ Ans : (a) mee@heäšJesÙej yeie efkeâmeer keâchÙetšj Øees«eece Ùee ØeCeeueer keâer
(a) ÛetneW (b) keâerÌ[s Ssmeer $egefš, oes<e, ieueleer, efJeheâuelee Ùee Keesš keâes JeefCe&le keâjves kesâ
(c) ™šefkeâš (d) yee@švesšdme efueS Fmlesceeue efkeâÙee peeves Jeeuee Skeâ Deece Meyo nw pees ieuele Deewj
Ans. (a) : RAT efjceesš Skeämesme š^espeve Ùee efjceesš S[efceefvemš^sMeve DeØelÙeeefMele heefjCeece osleer nw Ùee Fmekesâ Devehesef#ele lejerkesâ mes JÙeJenej
štume keâe mebef#ehle ™he nw, pees efkeâmeer ef[JeeFme keâe mebhetCe& efveÙeb$eCe oslee keâjves keâe keâejCe yeveleer nw~
nw, efpemekeâe DeLe& nw efkeâ Ùen ue#Ùe ef[JeeFme ceW otjmLe ™he mes kegâÚ Yeer 53. mebieCekeâ (computer) keâes mJeeYeeefJekeâ keâeÙe& keâjves ceW
efveÙebef$ele keâj mekeâlee nw Ùee kegâÚ Yeer keâj mekeâlee nw~ Ùen nceueeJej keâes pees ®keâeJeš GlheVe keâjlee nw Ùen nw–
ØeMeemeefvekeâ efveÙeb$eCe keâer Devegceefle oslee nw pewmes efkeâ Gvekesâ heeme Deehekesâ (a) Demeheâuelee (bug) (b) $egefš
ef[JeeFme lekeâ Yeeweflekeâ hengbÛe nes~ (c) JeeÙejme (d) FveceW mes keâesF& veneR
49. efvecveefueefKele ceW mes keâewve mee meyemes megjef#ele efuevekeäme NCERT PRT 30–07–2017
Dee@hejsefšbie efmemšce ceevee peelee nw pees GheÙeesiekeâlee& keâer Ans : (a) mebieCekeâ keâes mJeeYeeefJekeâ keâeÙe& keâjves ceW pees ®keâeJeš GlheVe
peevekeâejer keâes megjef#ele jKeves kesâ efueGS iegceveeceer Deewj keâjlee nw Gmes Demeheâuelee Ùee yeie keânles nQ~ keâchÙetšj ceW, yeie Ùee
ieghle efJekeâuhe Yeer Øeoeve keâjlee nw ? DemeHeâuelee m$eesle keâes[ ceW Skeâ $egefš nw efpemekesâ keâejCe Øees«eece DeØelÙeeefMele
(a) Gyebšt (b) hetbÚ heefjCeece GlheVe keâjlee nw Ùee hetjer lejn mes ›ewâMe nes peelee nw~ keâchÙetšj yeie
(c) Hesâ[esje (d) Thej kesâ meYeer efkeâmeer SefhuekesâMeve kesâ ØeoMe&ve keâes ØeYeeefJele keâj mekeâles nw~
Ans. (b) : šsume Skeâ Øekeâej keâe efuevekeäme-DeeOeeefjle Dee@hejsefšbie 54. efvecveefueefKele ceW mes keâewve mee Úe$eeW keâer vesš megj#ee kesâ
efmemšce nw efpemes ogefveÙee ceW meyemes megjef#ele Dee@hejsefšbie efmemšce ceW mes efueS ueeiet veneR neslee ?
Skeâ ceevee peelee nw~ Ùen megefveef§ele keâjves kesâ efueS efkeâ GheÙeesiekeâlee& keâer (a) SbšerJeeÙejme mee@HeäšJesÙej (b) cepeyetle heemeJe[&
peevekeâejer ncesMee megjef#ele jns, iegceveeceer Deewj ieghle efJekeâuhe pewmeer keâF& (c) ÛeeFu[ uee@keâ efmemšce (d) Fbšjvesš hewkeâ
megefJeOeeSB Yeer Øeoeve keâjlee nw~ šsume Dee@hejsefšbie efmemšce Ùetpej kesâ yeerÛe DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
Øeefmeæ nesves keâe cegKÙe keâejCe Fmekeâe ueieYeie DeØeehÙe nesvee nw, pees Ans. (d) : Fbšjvesš hewkeâ Úe$eeW keâer vesš megj#ee kesâ efueS ueeiet veneR
Deehekeâer ieesheveerÙelee keâes megjef#ele jKelee nw~ neslee nw~ peyeefkeâ SbšerJeeÙejme mee@HeäšJesÙej, cepeyetle heemeJe[&, ÛeeFu[
50. efvecveefueefKele ceW mes keâewve meer meyemes hegjeveer Heâesve nwefkebâie ueekeâ efmemšce keâe ØeÙeesie vesš megj#ee kesâ efueS efkeâÙee peelee nw~
lekeâveerkeâ kesâ ™he ceW peeveer peeleer nw efpemekeâe GheÙeesie
nwkeâme& cegHeäle keâe@ue keâjves kesâ efueS keâjles Les ? (viii) Fbšjvesš (Internet)
(a) YeÙeeJen (b) efHeâefMebie
1. What is the full form of PDN?
(c) Kegj (d) ceesÛe Deevee heer[erSve (PDN) keâe hetCe& ™he keäÙe
nw?
Ans. (a) : øeâerefkebâie keâes nwkeâme& Éeje cegHeäle keâe@ue keâjves kesâ efueS (a) Pocket Data Network/hee@kesâš [sše vesšJeke&â
GheÙeesie keâer peeves Jeeueer meyemes hegjeveer Heâesve nwefkebâie lekeâveerkeâeW ceW mes Skeâ (b) Packet Data Network/hewkesâš [sše vesšJeke&â
ceevee peelee nw~ (c) Packet Discharged Network
51. Gme nwkeâj keâe veece pees SIPRNET efmemšce keâes leesÌ[lee hewkesâš ef[mÛeep[& vesšJeke&â
nw? (d) Pocket Discharged Network
(a) pee@ve [^shej (b) kesâefJeve efcešefvekeâ hee@kesâš ef[mÛeep[& vesšJeke&â
(c) pee@ve Jee@ve vÙetcewve (d) kesâefJeve hee@umeve UPRVUNL Asst. Acct. 15.05.2022 (Shift-II)
Ans. (d) : SIPRNET (Ùee S[Jeebm[ efjmeÛe& Øeespeskeäš SpeWmeer Ans. (b) : heer[erSve (PDN) Skeâ vesšJeke&â kesâ efueS Skeâ meeceevÙe
vesšJeke&â) ØeCeeueer keâes meyemes henues kesâefJeve hee@umeve ves heWšeieve vesšJeke&â efJeJejCe nw pees [sše mesJeeSb Øeoeve keâjlee nw~ heer[erSve (PDN) keâe
ceW meWOe ueieeles ner nwkeâ keâj efueÙee Lee~ hetCe& ™he hewkesâš [sše vesšJeke&â nw~
Knowledge of ICT 51 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

2. Internet, initially started as– šermeerheer/DeeF&heer ceW meele hejleW nesleer nw~
Fvšjvesš keâer Meg™Deele............ kesâ ™he ceW keâer ieF& Leer~ (c) TCP/IP is more reliable when compared to
(a) TCP/IP experiment/TCP/IP ØeÙeesie OSI model/DeesSmeDeeF& cee@[ue keâer leguevee ceW
(b) Network for the defence force of America šermeerheer/DeeF&heer DeefOekeâ efJeÕemeveerÙe nw~
Decesefjkeâe megj#ee yeueeW kesâ vesšJeke&â (d) TCP refers to Transmission Control Protocol
(c) Group of research scientists of bell Lab šermeerheer š^ebmeefceMeve kebâš^esue Øeesšeskeâe@ue keâes meboefYe&le keâjlee nw~
yesue ØeÙeesieMeeuee kesâ MeesIe Jew%eeefvekeâeW kesâ Skeâ oue UPRVUNL Asst. Acct. 15.05.2022 (Shift-II)
(d) Contribution was done by all the above Ans. (b) : TCP/IP (Transmission Control Protocol/
institutions/Ghejesòeâ meYeer kesâ Ùeesieoeve Internet Protocol) cee@[ue Skeâ #eweflepe Âef°keâesCe keâe DevegmejCe
(RRB JE-2014) keâjlee nw leLee Fmekesâ heeme 5 uesÙej nesles nw~
Ans : (b) Fbšjvesš keâe hetje veece FbšjvesMeveue vesšJeke&â nw~ Ùen Deeheme • Physical Layer • Link Layer or Network Access Layer
ceW Skeâ-otmejs mes peg[Ì s keâchÙetšj vesšJeke&â keâer Skeâ iueesyeue mebjÛevee nw~ • Network Layer • Transport Layer
Ùen TCP/IP (Transmission control protocol/ Internet • Application Layer
protocol) Øeesšeskeâe@ue keâe GheÙeesie keâjles ngS [sše keâes hewkesâš efmJeeEÛeie 5. Fbšjvesš Éeje efvecveefueefKele ceW mes keâewve meer efmJeefÛebie
kesâ Éeje Deeoeve-Øeoeve keâjlee nw~ efJeMJe kesâ ueieYeie meejs vesšJeke&â lekeâveer keâ GheÙeesie keâer peeleer nw?
keâchÙetšj mes peg[Ì s nQ~ Fbšjvesš keâchÙetšj hej DeeOeeefjle Devleje&°^erÙe (a) šsueerHeâesve efmJeefÛebie (b) hewkesâš efmJeefÛebie
metÛeveeDeeW keâe leb$e nw~ Fmes ‘metÛevee jepeheLe’ Yeer keânles nQ~ efJeMJe ceW (c) meefkeâš efmJeefÛebie (d) šsueskeäme efmJeefÛebie
meJe&ØeLece 1969 ceW Decesefjkeâer j#ee efJeYeeie Éeje Dehee&vesš ves keâchÙetšj UPPCL TG-II 19-03-2021 (Shift-II)
vesšJeke&â efJekeâefmele efkeâÙee Lee, peyeefkeâ Yeejle ceW Fmekeâe ØeejcYe 15 Deiemle, Ans. (b) : Fbšjvesš Éeje hewkesâš efmJeefÛebie lekeâveerkeâ keâe GheÙeesie efkeâÙee
1995 keâes (VSNL) efJeosMe mebÛeej efveiece efueefcešs[ Éeje efkeâÙee ieÙee~ peelee nw~ hewkesâš efmJeefÛebie efJeefYeVe vesšJeke&â ceW [sše keâes hewkesâš kesâ ™he ceW
3. With reference to Host to Host layer, which mLeeveebleefjle keâjves keâer Skeâ efJeefOe nw~ vesšJeke&â hej heâeFue keâes lespe Deewj
among the following is/are NOT its protocols? kegâMeue lejerkesâ mes mLeeveebleefjle keâjves Deewj š^ebmeefceMeve efJeuebyelee keâes keâce
nesmš št nesmš uesÙej kesâ meboYe& ceW, efvecveefueefKele ceW mes keâjves kesâ efueS, [sše keâes JewefjSyeue uebyeeF& (Variable Length) kesâ
keâewve Fmekeâe Øeesšeskeâe@ue veneR nw? Úesšs šgkeâÌ[eW ceW efJeYeeefpele efkeâÙee peelee nw, efpemes hewkesâš keâne peelee nw~
A Transmission Control Protocol 6. Fbšjvesš Øeesšeskeâe@ue Deeefke&âšskeäÛej kesâ efueS Skeâ keWâõ efyebog
š^ebmeefceMeve kebâš^esue Øeesšeskeâe@ue kesâ ¤he ceW keâeÙe& keâjlee nw, Ùen vesšJeke&â kesâ Skeâ efJemle=le
B. User Datagram Protocol meb«en kesâ yeerÛe –––– kesâ Deeoeve-Øeoeve kesâ efueS Skeâ
Ùetpej [eše«eece Øeesšeskeâe@ue meeceevÙe efJeefOe keâes heefjYeeef<ele keâjlee nw~
(a) Both A and B/A Deewj B oesveeW
(a) cesmespe (b) hewkesâš
(b) Only A/kesâJeue A
(c) hewkesâpe (d) FvHeâe@cexMeve
(c) Only B/kesâJeue B UPPCL TG-II 27-03-2021 (Shift-I)
(d) Neither A nor B/ve lees A Deewj ve ner B Ans. (b) : Fbšjvesš Øeesšeskeâe@ue Deeefke&âšskeäÛej kesâ efueS Skeâ keWâõ efyebog kesâ
UPRVUNL Asst. Acct. 15.05.2022 (Shift-II) ¤he ceW keâeÙe& keâjlee nw, Ùen vesšJeke&â kesâ Skeâ efJemle=le meb«en kesâ yeerÛe hewkesâš
Ans. (d) : nesmš-št-nesmš uesÙej, FbšjvesšJeke&â kesâ "erkeâ Thej keâer kesâ Deeoeve-Øeoeve kesâ efueS Skeâ meeceevÙe efJeefOe keâes heefjYeeef<ele keâjlee nw~
uesÙej nesleer nw, pees Sb[-št-Sb[ [sše DeKeb[lee (integrity) kesâ efueS 7. Hangouts is a communications platform that
efpeccesoej nesleer nw~ Fme uesÙej hej keâeÙe&jle oes meyemes cenlJehetCe& combines video calling, voice calling and text-
Øeesšeskeâe@ue nw, š^ebmeefceMeve kebâš^esue Øeesšeskeâe@ue (TCP) Deewj Ùetpej based messaging into a single service. It is
[sše«eece Øeesšeskeâe@ue (UDP)~ developed by:/nQieDeeGš Skeâ mebÛeej cebÛe nw pees
4. Which of the following statements is Jeeref[Ùees keâe@efuebie, Jee@Ùeme keâe@efuebie Deewj šskeämš-DeeOeeefjle
INCORRECT with reference to TCP/IP model? mebosMeeW keâes Skeâ ner mesJee ceW peesÌ[lee nw~ Ùen efJekeâefmele
šermeerheer/DeeF&heer cee@[ue kesâ meboYe& ceW efvecveefueefKele ceW mes ([sJesuehe) efkeâÙee ieÙee nw:
keâewve-mee keâLeve ieuele nw? (a) Oracle/Deesjskeâue Éeje
(a) TCP/IP follows a horizontal approach. (b) Google/ietieue Éeje
šermeerheer/DeeF&heer Skeâ #eweflepe Âef°keâesCe keâe DevegmejCe (c) IBM/IBM Éeje
keâjlee nw~ (d) Apple/Shheue Éeje
(b) TCP/IP has seven layers UPSSSC JE 2018 ( Exam date 16.04.2022)
Knowledge of ICT 52 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : nQie DeeGš ietieue Éeje efJekeâefmele efkeâÙee ieÙee Skeâ øeâer 10. Which of the following is NOT an internet
efJeef[ÙeeW Ûewefšbie leLee cewmesefpebie Shhe nw~ Ùen Sb[^eF[ leLee iOS browser?
huesšHeâece& hej GheueyOe nw~ uesefkeâve Ùen Jele&ceeve ceW ietieue Ûewš Éeje efvecveefueefKele ceW mes keâewve mee Skeâ Fvšjvesš yeÇeG]pej venbeR
efjhuesme keâj efoÙee ieÙee nw~ nw?
8. Which of the following statements is (a) Panda/heeb[e (b) Safari/ meheâejer
INCORRECT about plug-ins?/hueie-Fve kesâ yeejs
(c) Firefox/ heâeÙejheâe@keäme (d) Chrome/›eâesce
ceW efvecveefueefKele ceW mes keâewve mee keâLeve ieuele nw?
RRB NTPC 27.02.2021 (Shift-II) Stage Ist
(a) Adobe Flash is an example of an application
that is available as a plug-in. Ans. (a) : ‘heeb[e’ Fbšjvesš yeÇeGpej venerb nw,peyeefkeâ HeâeÙejHeâe@keäme,
Adobe Flash ShueerkesâMeve keâe Skeâ GoenjCe nw pees meHeâejer SJeb ›eâesce Fbšjvesš yeÇeFpej nw~
hueie Fve kesâ ¤he ceW GheueyOe nw~ 11. A new Incognito window in Google chrome can
(b) They are applications intended for use in a be opened with the ––––––– command.
web browser/Jes Jesye yeÇeGpej ceW GheÙeesie kesâ efueS
ietieue ›eâesce ceW Skeâ veF& Fvkeâe@efivešes efJeb[es--- keâceeb[ mes
DeefYeØesle ShueerkesâMeve nw~
(c) Plug-ins are similar to Active X controls
Keesueer pee mekeâleer nw~
hueie Fve Active X efveÙeb$eCeeW kesâ meceeve nw~ (a) Ctrl + T (b) Alt + T
(d) Plug-ins can be executed outside of a web (c) Ctrl + N (d) Ctrl + Shift + N
browser/hueie-Fvme keâes Jesye yeÇeGpej kesâ yeenj efve<heeefole UPPCL Assistant Accountant 24.02.2022 (Shift-I)
efkeâÙee pee mekeâlee nw~ UPPCL Assistant Accountant 22.02.2022 (Shift-I)
UPPCL Assistant Accountant 25-02-2022 (Shift-I) UPPCL AC 2020 (Exam date 13.09.2021)
Ans. (d) : GheÙeg&òeâ efJekeâuhe ceW mes (d) ieuele nw keäÙeeWefkeâ Adobe ietieue ›eâesce kesâ veF& Fvkeâe@efivešes efJeb[es keâes efJeb[espe Deewj
Ans. (d) :
Flash hueie-Fve ShueerkesâMeve kesâ ¤he ceW GheueyOe Jesye yeÇeGpej kesâ
efuevekeäme ceW Keesueves kesâ efueS Mee@š&keâš keâerpe Ctrl + Shift + N keâe
yeenj efve<heeefole veneR keâj mekeâles nQ~ GheÙeesie keâjles nQ~
S[esye HeäuewMe huesÙej (hetJe& ceW cew›eâesceeref[Ùee HeäuewMe huesÙej Deewj Fvkeâe@efivešes- Fmekeâe GheÙeesie yeÇeGefpebie kesâ efueS efkeâÙee peelee nw~
HeäÙetÛejmheuewMe huesÙej, Deewj Fbšjvesš Skeämehueesjj heâeÙejheâe@keäme Deewj
Deehekeâer yeÇeGefpebie efnmš^er, kegâkeâerpe Deewj meeFšeW keâe [sše Ùee Øehe$eeW
ietieue ›eâesce ceW Mee@keâJesye HeäuewMe kesâ ¤he ceW peevee peelee nw) HeäuewMe
(form) ceW ope& keâer peevekeâejer Deehekesâ ef[JeeFme hej mesJe veneR nesleer nw,
huesÙej efkeâmeer Jesye yeÇeGpej mes yeÇeGpej hueie-Fve kesâ ¤he ceW Ùee meceefLe&le
ceesyeeFue GhekeâjCeeW hej Ûeue mekeâlee nw~ Fmekeâe celeueye nw efkeâ Deehekeâer ieefleefJeefOe Deehekesâ ›eâesce yeÇeGpej Fefleneme
9. Which among the following is/are NOT types of
ceW efoKeeF& veneR osieer, FmeefueS pees ueesie Deehekesâ ef[JeeFme keâe GheÙeesie
website hosting? keâjles nQ, Jes Yeer Deehekeâer ieefleefJeefOeÙeeW keâes veneR peeve mekeâles nQ~
efvecveefueefKele ceW mes keâewve JesyemeeFš nesefmšbie kesâ Øekeâej 12. Which of the following is used to open a new
veneR nQ? tab on a browser?
A. Shared hosting/MesÙe[& nesefmšbie yeÇeGpej hej Skeâ veÙee šwye Keesueves kesâ efueS efvecve ceW mes
B. Dedicated server/[sef[kesâšs[ meJe&j efkeâmekeâe GheÙeesie efkeâÙee peelee nw ?
C. Grill hosting/ef«eue nesefmšbie (a) Ctrl + T (b) Ctrl + A
(a) None of the given options (c) Ctrl + W (d) Ctrl + Y
efoS ieS efJekeâuheeW ceW mes keâesF& veneR SSC JE Civil 11.12.2020 (Shift-II)
(b) Only B/kesâJeue B Ans. (a) :
(c) Only A/kesâJeue A Mee@š&keâš ‘keâer’ Gvekesâ keâeÙe&
(d) Only C/kesâJeue C
Ctrl+T – yeÇeGpej hej Skeâ veÙee šwye Keesueves kesâ efueS
UPRVUNL Asst. Acct. 15.05.2022 (Shift-II)
Ans. (d) : Jesye nesefmšbie Skeâ Ssmeer mesJee nw pees efkeâmeer JÙeefòeâ Ùee
Ctrl+A – meYeer šskeämeš keâes Skeâ meeLe mesueskeäš keâjves kesâ efueS
Dee@ie&veeFpesMeve keâes Ùen megefJeOee osleer nw efkeâ Jen Deheves JesyemeeFš Ùee Ctrl+C – mesueskeäš efkeâÙes ngÙes šskeämš keâes keâe@heer keâjves kesâ efueS
Jesyehespe keâes Fbšjvesš hej heesmš keâj mekesâ~ Ctrl+Y – Deve[t (Undo) efkeâÙes šskeämš keâes ogyeeje ueeves kesâ
Jesye nesefmšbie kesâ Øekeâej– efueS
1. Shared Web Hosting Ctrl+O – henues mes yeveer HeâeFue keâes Deesheve keâjves kesâ efueS
2. Dedicated Hosting Ctrl+S – HeâeFue keâes mesJe keâjves kesâ efueS
3. Virtual Private Server (VPS)
4. Cloud Web Hosting 13. Ùeefo Deehe Skeâ Ssmes Heâe@vš keâe ØeÙeesie keâjles nQ lees Skeâ
5. Grid Hosting yeÇeGpej Éeje meneÙelee Øeehle veneR neslee, lees cetue hee"-
peyeefkeâ ef«eue nesefmšbie, Jesye nesefmšbie keâe Øekeâej veneR nw~ (a) kesâJeue ‘SefjÙeue’ Heâe@vš keâe ØeÙeesie keâjles ngS ØeoefMe&le nesiee
Knowledge of ICT 53 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(b) Skeâ efJeefMe° he=‰Yetefce kesâ meeLe ØeoefMe&le nesiee~ 17. meceÙe keâer Skeâ DeJeefOe kesâ oewjeve Deehe efpeleves JesyemeeFš
(c) ef[heâe@uš Heâe@vš ceW ØeoefMe&le nesiee SJeb he=‰ osKeW Gve meYeer keâes ØeoefMe&le keâjlee nw–
(d) ØeoefMe&le veneR nesiee (a) šeFefšue yeej (b) efnmš^er efuemš
S.S.C. CPO hejer#ee, 2012 (c) cesvÙet yeej (d) mšsšme yeej
Ans : (c) Ùeefo nce Ssmes Heâe@vš keâe ØeÙeesie keâjles nw efpemekeâes yeÇeGpej (R.R.B Kolkata (L.P.)-2009)
Éeje meneÙelee veneR Øeehle neslee lees cetue he=‰ ef[Heâe@uš Heâe@vš ceW ner Ans : (b) meceÙe keâer Skeâ DeJeefOe kesâ oewjeve Deehe efpeleves JesyemeeFš
ØeoefMe&le nesiee~ SJeb he=<" osKes Gve meYeer keâes efnmš^er efuemš ØeoefMe&le keâjlee nw~ efnmš^er
efuemš yeÇeGpej ceW ner Gve meye hespeeW keâer peevekeâejer keâes mšesj keâjlee
14. The software that allows you to read web pages
and surf the internet is called a— peelee nw~
mee@HeäšJesÙej pees Deehekeâer Jesyehespe heÌ{ves Deewj Fbšjvesš meHe&â 18. Suše efJemše nw Skeâ-
keâjves keâer Devegceefle oslee nw, Gmes keâne peelee nw? (a) Øees«eece (b) mee@heäšJesÙej
(a) Web Crawler (b) Search Engine (c) yeÇeGpej (d) meÛe& Fbpeve
(c) Web spider (d) Web Browser S.S.C. mebÙegòeâ neÙej meskeâC[jer (10±2) mlejerÙe hejer#ee, 2011
MPPCS (J) 2018 Shift-II Ans : (d) Suše efJemše Skeâ meÛe& Fbpeve nw pees 15 efomecyej 1995
Ans. (d) : Jesye yeÇeGpej Skeâ ShueerkesâMeve mee@heäšJesÙej neslee nw ceW efJekeâefmele efkeâÙee ieÙee~ yeÇeGpej Skeâ ShueerkesâMeve Øees«eece nw pees
efpemekeâer meneÙelee mes nce world wide web hej DeeJeMÙekeâ HTML keâer HeâeFueeW keâes Fvšjvesš ceW Open nesves keâer megefJeOee oslee nw~
peevekeâeefjÙeeW keâes Skeämesme keâj heeles nQ~ 19. ietieue nw Skeâ
15. Which among the following is a web browser (a) meÛe& Fbpeve
developed by Microsoft?
(b) Deej.[er.yeer.Sce.Sme. mee@HeäšJesÙej
efvecveefueefKele ceW mes keâewve-mee, ceeF›eâesmee@Heäš Éeje
(c) ceefušceeref[Ùee mee@HeäšJesÙej
efJekeâefmele Skeâ Jesye yeÇeG]pej nw?
(d) FveceW mes keâesF& veneR
(a) Firefox/HeâeÙejHeâe@keäme
Uttarakhand Lower (Pre) G.S. 2016
(b) Internet Explorer/Fbšjvesš Skeämhueesjj
Ans : (a) Jeu[& JeeF[ Jesye (WWW) metÛeveeDeeW keâe Yeb[ej nw
(c) Windows Explorer/efJeb[es]pe Skeämhueesjj efpemeceW keâjesÌ[es Jesye hespe efmLele nw, efpevnW Fbšjvesš keâer ceoo mes Øeehle
(d) Netscape/vesšmkesâhe efkeâÙee pee mekeâlee nw~ Fme Yeb[ej mes JeebefÚle metÛevee Keespeves ceW meÛe&
UPASI 05.12.2021 Shift-I Fbpeve (Engine) nceejer ceoo keâjlee nw~ meÛe& Fbpeve (Engine) Jesye
Ans. (b) : ceeF›eâesmee@Heäš Éeje efJekeâefmele Jesye yeÇeGpej Fbšjvesš hej efmLele meYeer Jesye hespe keâer metÛeer yevee keâj jKelee nw~ ietieue, Ùeent,
Skeämhueesjj nw efpemekeâe henuee mebmkeâjCe 1995 ceW efjueerpe ngDee nw~ Apk.com. Alta Vista, Orkut, MSN Deeefo kegâÚ ueeskeâefØeÙe meÛe&
HeâeÙejHeâe@keäme keâes ceesefpeuee ves 2002 ceW henuee mebmkeâjCe efjueerpe efkeâÙee Fbpeve nw~
Lee~ 20. efvecve ceW mes keâewve mee meÛe& Fbpeve veneR nw?
vesšmkesâhe Jesye yeÇeG]pej keâes vesšmkesâhe keâcÙegefvekesâMeve ves 1994 ceW henuee (a) ietieue (b) DeušeefJemše
mebmkeâjCe efjueerpe efkeâÙee Lee~ (c) meeFbme (d) Dee@jkegâš
16. Which of the following is not a Web browser? MPPSC (Pre) G.S., 2010
efvecveefueefKele ceW mes keâewve Skeâ Jesye yeÇeGpej veneR nw? Ans : (c) meÛe& Fbpeve Skeâ Ssmeer ØeefJeefOe nw, efpemekesâ Éeje efkeâmeer Yeer
(a) XHTML/Skeäme SÛe šer Sce Sue ef Je<eÙe mes mecyeefvOele metÛevee mejuelee leLee MeerIeÇlee mes Øeehle nesleer nw~
(b) FireFox/heâeÙej heâe@keäme
Yeejle ceW meJe&ØeLece meÛe& Fbpeve meved 1994 ceW Ùeent veece mes efvee|cele
ngDee~ ietieue, DeušeefJemše Deewj Dee@jkegâš meÛe& Fbpeve nw peyeefkeâ
(c) MacWeb/cewkeâ Jesye
meeFbme meÛe& Fbpeve veneR nw~
(d) Net Scape/vesšmkewâhe
21. The webmail is hosted on:
(RRB SSE (Shift-III), 03.09.2015)
Jesyecesue hej nesmš efkeâÙee ieÙee nw-
Ans : (a) Skeäme. SÛe. šer. Sce. Sue. (XHTML–Extensible (a) desktop disk/[smkeâše@he ef[mkeâ
Hyper Text Markup Language)–Ùen Jeu[& JeeF[ Jesye (b) client/keäueeFbš
(www) hej ØeÙegòeâ Skeâ Yee<ee nw~ FmeceW Ùee Fme mee@heäšJesÙej Yee<ee ceW (c) laptop disk/uewheše@he ef[mkeâ
HTML leLee XML oesveeW Yee<eeDeeW keâer efJeMes<elee meceeefnle nesleer nw~ (d) cloud server/keäueeG[ meJe&j
peyeefkeâ DevÙe meYeer yeÇeGpej nQ~ UPPCL ARO 25.02.2022 (Shift-II)
Knowledge of ICT 54 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (d) : Jesyecesue (Ùee Jesye-DeeOeeefjle F&cesue) Skeâ F&cesue mesJee nw Ans. (c) : F&-efškeâefšbie, SmeSceSme iesšJes leLee je°^erÙe š^sve peeBÛe
efpemes Skeâ ceevekeâ Jesye yeÇeGpej keâe GheÙeesie keâjkesâ Skeämesme efkeâÙee pee ØeCeeueer Deeefo Ùes meYeer jsueJes cebs metÛevee ØeewÅeesefiekeâer keâe Skeâ SuheerkesâMeve
mekeâlee nw~ Jesyecesue keäueeG[ meJe&j hej nesmš efkeâÙee pee mekeâlee nw, nQ peyeefkeâ yeguesš š^sve Skeâ ÙeeleeÙeele keâe leer›elece meeOeve nw~
keäueeG[ F&cesue Deehekeâes cepeyetle F&cesue štue Øeoeve keâjlee nw Deewj 24. ...............is a video collaboration tool for real-
Deehekeâes Fbšjvesš hej Gve lekeâ hengBÛe (access) Øeoeve keâjlee nw~ time communications.
22. Which of the following statements about Bcc in ...............meÅe Devegef›eâÙee mebÛeej (jerÙeue-šeFce
e-mail is false?/F&-cesue ceW Bcc kesâ yeejs ceW keâcÙetefvekesâMeve) kesâ efueS Skeâ Jeeref[Ùees keâesuewyeesjsMeve štue nw~
efvecveefueefKele ceW mes keâewve-mee keâLeve DemelÙe nw? (a) Zoom/petce (b) Anydesk/Sveer[smkeâ
(a) The address entered in the Bcc field can be (c) Docker/[e@keâj (d) Vmware/JeerSceJesÙej
forwarded./Bcc heâeru[ ceW [eues ieS S[^sme keâes UPASI 04.12.2021 (Shift-II)
heâe@jJe[& efkeâÙee pee mekeâlee nw~ Ans. (a) : petce (Zoom) Skeâ jerÙeue šeFce keâcÙetefvekesâMeve kesâ efueS,
(b) When you enter e-mail addresses in the Bcc Skeâ Jeeref[Ùees keâesuewyeesjsMeve štue nw~ petce keäueeG[ Jeeref[Ùees keâevøeWâefmebie,
field of a message, those addresses are not
Dee@veueeFve ceerefšbime, «eghe cewmesefpebie Deewj Skeâ mee@heäšJesÙej-heefjYeeef<ele
visible to e-mail recipients./peye Deehe efkeâmeer mebosMe
meccesueve (Confrence) kesâ meeLe Skeâ GheÙeesie ceW Deemeeve huesšheâece&
kesâ Bcc heâeru[ ceW F&-cesue S[^sme [eueles nQ, lees Jes S[^sme
ceW Skeâerke=âle keâjlee nw~
F&-cesue Øeehlekeâlee&DeeW keâes efoKeeF& veneR osles nQ~
25. efvecve ceW mes keâewve Fbšjvesš hej meceÙe mebJesoer mesJee nw?
(c) For security and privacy reasons, it is best to
use the Bcc feature when sending e-mail (a) E-mail (b) File transfer
messages to a large number of people. (c) Internet telephony (d) File download
megj#ee Deewj ieesheveerÙelee keâejCeeW mes, yeÌ[er mebKÙee ceW ueesieeW UPPCL TG-II 19-03-2021 (Shift-I)
keâes F&-cesue mebosMe Yespeles meceÙe Bcc megefJeOee keâe GheÙeesie Ans. (c) : Fbšjvesš šsueerheâesveer Fme Øekeâej keâer mebÛeej mesJee nw,
keâjvee meyemes DeÛÚe neslee nw~ efpemekeâer ceoo mes Deehe efyevee efmece keâe[& kesâ Yeer Fbšjvesš keâe GheÙeesie
(d) Recipients will receive the message, but will keâjkesâ keâe@ue keâj mekeâles nw~ Fme lekeâveerkeâ keâes Jee@Ùeme DeesJej Fbšjvesš
not be able to see the address listed in the Bcc Øeesšeskeâe@ue (VOIP) šskeäveesuee@peer keâne peelee nw~
field./Øeehlekeâlee& mebosMe Øeehle keâjWies, uesefkeâve Bcc heâeru[ 26. Which among the following describes an Applet?
ceW metÛeeryeæ S[^sme veneR osKe heeSies~ Fvecebs mes keâewve-mee Sheuesš keâe JeCe&ve keâjlee nw?
UPPCL ARO 25.02.2022 (Shift-II) (a) A tag in HTML/SÛešerSceSue cebs Skeâ šwie
Ans. (a) : yueeFb[ keâeye&ve keâe@heer mebosMe Yespeves Jeeues keâes DevÙe (b) A security protocol/Skeâ megj#ee Øeesšeskeâe@ue
Øeehlekeâlee&DeeW mes yeermeermeer heâeru[ ceW ope& efkeâS ieS JÙeefòeâ keâes efÚheeves (c) Picture displayed on a web page
keâer Devegceefle osleer nw~ peye Deehe yeermeermeer heâeru[ ceW Skeâ F&cesue S[^sme efÛe$e Skeâ Jesye hespe hej ØeoefMe&le efkeâÙee ieÙee
[eueles nQ, lees Fmekeâe celeueye nw efkeâ Deehekesâ Éeje Yespes pee jns F&cesue (d) Program that can be embedded in another
keâer Skeâ Øeefle Gme S[^sme hej Yeer Yespeer peeSieer, uesefkeâve F&cesue Øeehle application/Øees«eece efpemes otmejs SefhuekesâMeve cebs Scyes[
keâjves Jeeuee keâesF& Yeer JÙeefòeâ yeermeermeer heâeru[ ceW S[^sme vener osKe efkeâÙee pee mekeâlee nw~
heeSiee~ peye keâesF& F&cesue De«esef<ele (Forwarded) efkeâÙee peelee nw, lees UPPCL ARO-18.02.2018
mebosMe kesâ meeLe To Deewj CC heâeru[ ceW meYeer kesâ S[^sme Yeer De«esef<ele Ans. (d) : Sheuesš Fvšjvesš keâchÙetefšbie cebs ØeÙeesie efkeâS peeves Jeeues
(forwarded) efkeâS peeles nQ~ yeermeermeer (Bcc) heâeru[ ceW jKes ieÙes Úesšs-Úesšs Øees«eece nesles nw~ Fve Øees«eeceeW keâes Skeâ keâchÙetšj mes otmejs
S[^sme De«esef<ele (forwarded) veneR efkeâS peeles nQ~ keâchÙetšj cebs Fvšjvesš hej š^ebmeheesš& efkeâÙee pee mekeâlee nw~ Sheuesš yÙetDej
23. Which of the following is NOT an application Ùee efkeâmeer peeJee Fvesyeue Jesye yeÇeGpej Éeje jve efkeâÙee pee mekeâlee nw~
of Information Technology in railways?
27. Shuesš keâchÙetefšbie kesâ meboYe& ceW nw–
efvecve cebs mes keâewve-mee jsueJes cebs metÛevee ØeewÅeesefiekeâer keâe
(a) peeJee SshueerkesâMeve (b) keâchÙetšj JeeÙejme
Skeâ DevegØeÙeesie veneR nw?
(c) Skeâ HeâeÙejJee@ue (d) Skeâ ketâefHeâve
(a) E–ticketing/F&-efškeâefšbie
RRB NTPC 17.01.2017 (Shift-III) Stage Ist
(b) SMS Gateway/SmeSceSme iesšJes
Ans : (a) Applet Skeâ Úesše peeJee Øees«eece neslee nw, pees yeÇeGpej ceW
(c) Bullet Trains/yeguesš š^sveW
jve keâjlee nw~ Ùen HTML ceW included Skeâ Ssmee Øees«eece neslee nw,
(d) National Train Enquiry System
pees Dee@hejsefšbie efmemšce SJeb ne[&JesÙej keâes ØeYeeefJele efkeâS efyevee
je°^erÙe š^sve peebÛe ØeCeeueer
HTML ceW keâeÙe& keâj mekeâlee nw~
UPPCL ARO-18.02.2018
Knowledge of ICT 55 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

28. Which of the following can NOT be done 31. URN stands for ________.
through Internet Banking? ÙetDeejSve keâe leelheÙe& ________ neslee nw~
efvecve cebs mes keâewve-mee keâeÙe& Fbšjvesš yeQefkebâie kesâ ceeOÙece (a) Uniform Resource Network
mes veneR efkeâÙee pee mekeâlee nw? Ùetefveheâece& efjmeesme& vesšJeke&â
(a) Applying for loan/$e+Ce kesâ efueS DeeJesove osvee (b) Uniform Resource Name/Ùetefveheâece& efjmeesme& vesce
(b) Withdrawing cash/Keeles mes vekeâo efvekeâeuevee (c) Unique Resource Name/Ùetefvekeâ efjmeesme& vesce
(c) Viewing account statements (d) Unique Resource Network/Ùetefvekeâ efjmeesme& vesšJeke&â
Keeles keâe efJeJejCe osKevee UPPCL ARO-18.02.2018
(d) Viewing recent transactions
Ans. (b) : Ùet.Deej.Sve. keâe leelheÙe& Ùetefveheâece& efjmeesme& vesce neslee nw~
neue ner kesâ keâeÙe& efJeJejCe osKevee
Ùet.Deej.Sve. Skeâ Ssmee veece nw pees Fbšjvesš hej efkeâmeer mebmeeOeve keâer
UPPCL Stenographer Exam-18.02.2018
henÛeeve keâjlee nw leLee Øeesšeskeâe@ue mes cegòeâ mJeleb$e MeyoeW keâe GheÙeesie
Ans. (b) : Fbšjvesš yeQefkebâie kesâ ceeOÙece mes Keeles mes veieo veneR
keâjlee nw~
efvekeâeuee pee mekeâlee, neueebefkeâ SšerSce mes efvekeâeuee pee mekeâlee nQ pees
32. Fbšjvesš ceW ØeuesKe keâer efmLeefle kesâ yeejs ceW metÛevee keâewve
Fbšjvesš mes ner Ûeuelee nw uesefkeâve SšerSce Skeâ ceMeerve nw efpemekeâer
meneÙelee mes kewâMe efvekeâeuee peelee nw~ peyeefkeâ $e+Ce kesâ efueS DeeJesove, oslee nw?
Keeles keâe efJeJejCe osKevee keâeÙe& efJeJejCe osKevee Deeefo meYeer keâeÙe& (a) Ùet.Sce.Sue. (b) Ùet.[er.Sue.
Fbšjvesš yeQefkebâie kesâ ceeOÙece mes neslee nw~ (c) Ùet.Deej.Sue. (d) Ùet.SÛe.Sue.
29. Which of the following is a free encyclopedia, S.S.C. ceušer še@efmkebâie hejer#ee, 2014
written collaboratively by the people who use it? Ans : (c) URL (Uniform resource locater) Fbšjvesš hej efmLele
efvecveefueefKele ceW Jen keâewve-mee cegheäle SvemeeFkeäueesefheef[Ùee efkeâmeer HeâeFue Ùee metÛevee keâe veece leLee Gmekeâer efmLeefle yeleelee nw~ efkeâmeer
nw, efpemes Gmekeâe GheÙeesie keâjves Jeeues ueesieeW ves ner Deeheme ceW Yeer JesyemeeFš ceW ØelÙeskeâ Jesye keâe Dehevee Deueie helee neslee nw~
efceuekeâj lewÙeej efkeâÙee nw? 33. efvecveefueefKele ceW mes efkeâmes Fbšjvesš hej mebmeeOeve keâe helee
(a) Google/ietieue ueieeves kesâ efueS GheÙeesie efkeâS peeves Jeeues Skeâ efJeefMe°
(b) Wikipedia/efJeefkeâheeref[Ùee henÛeevekeâlee& (Ùetefvekeâ DeeF[WefšHeâeÙej) kesâ ¤he ceW
(c) Encyclopedia/SvemeeÙekeäueesefheef[Ùee heefjYeeef<ele efkeâÙee ieÙee nw?
(d) Yahoo/Ùeent
(a) Jesye hespe (b) ÙetefveHeâe@ce& efjmeesme& ueeskesâšj
(SSC 10+2 CHSL 20.01.17, 1.15 pm)
(c) Jesye yeÇeGpej (d) Ùetefvekeâ efjmeesme& efuebefkebâie
Ans : (b) efJeefkeâheeref[Ùee keâes 2001 ceW efpecceer Jesume Deewj uesjer meWiej
UPPCL TG-II 19-03-2021 (Shift-II)
kesâ Éeje Meg™ efkeâÙee ieÙee~ Ùen Skeâ cegòeâ Jesye DeeOeeefjle Deewj menÙeesieer
Ans. (b) : URL (Uniform Resrce Locator) Skeâ efJeefMe°
yengYee<eer efJeMJe keâesMe nw~ ogefveÙee Yej kesâ ueesie Fmekeâe GheÙeesie keâjles
henÛeevekeâlee& nw efpemekeâe GheÙeesie Fbšjvesš hej efkeâmeer mebmeeOeve keâe helee
nQ~ FmeceW ueieYeie 13 efceefueÙeve uesKe efueKes ieÙes nQ~ Fmekesâ uesKeeW keâes
ueieeves kesâ efueS efkeâÙee peelee nw Fmes Jesye S[^sme Yeer keâne peelee nw
keâesF& Yeer JÙeefòeâ mebheeefole keâj mekeâlee nw~
URL ceW Skeâ Øeesšeskeâe@ue Deewj [escesve veece meefnle keâF& Yeeie nesles nQ
30. Which of the following options is a service that
allows the user to send a message in electronic
pees Skeâ Jesye yeÇeGpej keâes yeleeles nQ efkeâ mebmeeOeve keâes kewâmes Deewj keâneb mes
mode over the internet? Øeehle efkeâÙee peeS~
efvecveefueefKele ceW mes keâewve-mee efJekeâuhe Skeâ mesJee nw pees 34. URL keâe DeLe& nw:
GheÙeesiekeâlee& keâes Fbšjvesš hej Fueskeäš^e@efvekeâ cees[ ceW mebosMe (a) Ùetefvekeâ efjmeesme& uesyeue (Unique Resource Label)
Yespeves keâer megefJeOee Øeoeve keâjlee nw? (b) ÙetefveHeâe@ce& efjmeesme& ueeskesâšj (Uniform Resource Locator)
(a) Email/F&cesue (c) Ùetefvekeâ jsHeâjWme uesyeue (Unique Reference Label)
(b) SMS (d) ÙetefveHeâe@ce& jsHeâjWme ueeskesâšj (Uniform Reference Locator)
(c) Speed Post/mheer[ heesmš UPPCL TG-II 28-3-2021 (Shift-I)
(d) Register Post/jefpemšj heesmš UPPCL TG-II 19-03-2021 (Shift-I)
UPSSSC JE 2018 ( Exam date 16.04.2022) MPPCS (J) 2018 Shift-I
RRB NTPC, (Shift -3) Online, 18.04.2016
Ans. (a) : F&cesue Fbšjvesš hej GheÙeesiekeâlee& keâes Fueskeäš^e@efvekeâ cees[ ceW
MPPCS (J) 2016, 2015
mebosMe Yespeves DeLeJee Øeehle keâjves keâer megefJeOee Øeoeve keâjlee nw~ MPPSC (Pre) G.S. Ist Paper 2012
Knowledge of ICT 56 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : URL, Ùetefveheâece& efjmeexme ueeskesâšj keâe hetCe& ™he nw Ùen Skeâ 37. Jesye hej efkeâmeer Keeme keâchÙetšj Deewj hetjer meeFš kesâ
efjmeesme& keâe S[^sme nw, pees Fbšjvesš hej efJeefMe° Jesye hespe Ùee Skeâ heâeFue nes cesvehespe keâes henÛeevelee nw-
mekeâlee nw~ Ùen 1994 ceW efšce yeve&me ueer Éeje yeveeÙee ieÙee Lee~ (a) ÙetDeejSue (b) Jesye meeFš Sb[^sme
URL Skeâ mhesefMeefheâkeâ kewâjskeäšj efmš^bie nw efpemekeâe GheÙeesie Jeu[& JeeF[ (c) neFhej efuebkeâ (d) [escesve vesce
Jesye mes [sše Skeämesme keâjves kesâ efueS efkeâÙee peelee nw~ Ùen Skeâ Øekeâej (e) FveceW mes keâesF& veneR
(SBI (PO) 2008)
keâe URI (Ùetefveheâece& efjmeesme& DeeF[WšerheâeÙej) nw~
Ans : (a) Jesye hej efkeâmeer Keeme keâchÙetšj Deewj hetjs meeFš kesâ cesve
hespe keâes ÙetDeejSue henÛeevelee nw~ ÙetDeejSue Fbšjvesš hej efkeâmeer
mebmeeOeve keâe helee osves kesâ efueS mšwC[[& lejerkeâe nw~ Ùen Fbšjvesš hej
GheueyOe metÛeveeDeeW keâe helee nw~ Ùen GheueyOe metÛevee kesâ Øeesšeskeâe@ue SJeb
35. Uniform Resource Locator (URL) is a (an) [escesve veece keâes Yeer oMee&lee nw~ pewmes– http://www.google.com ceW
...........scheme, which www browsers use to http neFhej šskeämš š^ebmheâj Øeesšeskeâe@ue nw, efpemekeâe GheÙeesie keâj Jeu[&
locate sites on the internet. Jesye hej google.com veecekeâ JesyemeeFš hej pee mekeâles nQ~
Ùetefveheâe@ce& efjmeesme& ueeskesâšj (U.R.L.) Skeâ ........... mkeâerce 38. Which of the following is not search engine?
nw, pees www yeÇeGpeme& Fbšjvesš hej meeFšdme keâe helee meÛe& Fbpeve efvecveefueefKele ceW mes keâewve veneR nw?
ueieeves kesâ efueS GheÙeesie keâjles nQ– (a) Google/ietieue (b) Yahoo/Ùeent
(a) Addressing/S[^seEmeie (c) Twitter/ šd e f Ješj (d) AltaVista/Deeuše efJemše
UPPCL Assist. Acct. 2016 (Exam date 20.11.2016 )
(b) Paging/heweEieie
Ans. (c) : Skeâ meÛe& Fbpeve Skeâ Ssmeer mesJee nw pees Fbšjvesš Ùetpeme& keâes
(c) Data management/[eše cewvespeceWš
Jeu[& JeeF[ Jesye (www) kesâ ceeOÙece mes meece«eer keâes meÛe& keâjves keâer
(d) Ranking/jweEkeâie Devegceefle oslee nw~ ietieue, Ùeent, efyebie, DeušeefJemše Fmekesâ GoenjCe nw
(RRB SSE (Shift-I), 03.09.2015) hejbleg šdefJešj Skeâ meesMeue ceeref[Ùee huesšheâece& nw~
Ans : (a) Ùetefveheâece& efjmeesme& ueeskesâšj (U.R.L.) Skeâ S[^seEmeie mkeâerce 39. efkeâmeer Yeer megjef#ele JesyemeeFš kesâ Ùet.Deej.Sue. (URL) ceW
nw, pees www yeÇeGpej Fbšjvesš hej meeFšdme keâe helee ueieeves kesâ efueS megj#ee ØeceeCe he$e hew[uee@keâ keâe jbie ............ neslee nw–
GheÙeesie keâjles nQ~ (a) heeruee (b) nje (c) veeruee (d) ueeue
36. The World Wide Web (www) is an information RRB NTPC, (Shift -2) Online, 07.04.2016
space where document and other web Ans : (b) efkeâmeer Yeer megjef#ele JesyemeeFš kesâ Ùet.Deej.Sue. (URL) ceW
resources are identified by megj#ee ØeceeCe he$e hew[uee@keâ keâe jbie nje neslee nw~
Jeu[& JeeF[ Jesye (www) Skeâ metÛevee efJemleej nw peneB 40. Which of the following is NOT a valid protocol
omleeJespe Deewj DevÙe Jesye mebmeeOeveeW keâer henÛeeve efkeâmekesâ in a URL?/efvecve ceW mes keâewve URL ceW ceevÙe Øeesšeskeâe@ue
Éeje keâer peeleer nw? veneR nw?
(a) Universal Resource Links (a) HTLS (b) HTTPS
(c) HTTP (d) FTP
ÙetefveJeme&ue efjmeesme& efuebkeäme
NVS PGT 19.09.2019 (Shift-I)
(b) Uniform Restful Locators
Ans. (a) : URL ceW HTLS ceevÙe Øeesšeskeâe@ue veneR nw~
Ùetefveheâe@ce& jsmšhegâue ueeskesâšme&
41. http keâe hetje veece keäÙee nw?
(c) Universal Resource Locators
(a) neFhejšskeämš š^ebmeheâj Øees«eece
ÙetefveJeme&ue efjmeesme& ueeskesâšme&
(b) neFhejšskeämš š^ebmeheâj Øeesšeskeâe@ue
(d) Uniform Resource Locators
(c) neFhejštue š^ebmeheâj Øees«eece
Ùetefveheâe@ce& efjmeesme& ueeskesâšme&
(d) neFhejštue š^ebmeheâj Øeesšeskeâe@ue
UPPCL (TG-II) 24-01-2019 (Morning) MPPCS (J) 2018 Shift-II
UPP Computer Operator 21-12-2018 (Batch-02) MPPSC (Pre) G.S. Ist Paper, 2016
(UPPCL RO/ARO-2014) Ans : (b) http (Hyper Text Transfer Protocol) efJeefYeVe
(IBPS(Clerk)2011) keâchÙetšj keâes Fbšjvesš hej Deeheme ceW peesÌ[ves kesâ efueS ØeÙegòeâ efveÙeceeW keâe
(SBI (PO) 2008)
mecetn nw, peyeefkeâ HTML (Hyper Text Markup Language)
Ans : (d) URL (Ùetefveheâe@ce& efjmeesme& ueeskesâšme&) Ùen Fbšjvesš hej Jeu[& yeeF[ Jesye hej Jesye hespe (Web Page) lewÙeej keâjves kesâ efueS
efkeâmeer mebmeeOeve keâe helee osves kesâ efueS Skeâ mšwv[[& lejerkeâe nw~ Ùen ØeÙegòeâ Yee<ee nw efpemeceW neFhej šskeämš (Hyper Text) keâe ØeÙeesie
Fbšjvesš hej GheueyOe metÛeveeDeeW keâe helee yeleelee nw leLee Gme metÛevee kesâ efkeâÙee peelee nw~ HTML keâe DeeefJe<keâej efšce yeve&me& ueer ves 1990 ceW
Øeesšeskeâe@ue SJeb [escesve veece keâes Yeer oMee&lee nw~ efkeâÙee Lee~
Knowledge of ICT 57 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

42. Which one of the following software 47. What is the full form of PNG in the computer
applications is not a part of Microsoft Office? image format?
efvecveefueefKele ceW mes keâewve-mee mee@HeäšJesÙej SefhuekesâMeve kebâhÙetšj ÚefJe Øee™he ceW heer.Sve.peer. keâe hetCe& ™he
ceeF›eâesmee@Heäš Dee@efHeâme keâe efnmmee veneR nw? keäÙee nw?
(a) Excel/Skeämesue (a) Printable Network Graphic
(b) Acrobat Reader/S›eâesyesš jer[j efØevšyesue vesšJeke&â «eeefheâkeâ
(c) PowerPoint/heeJej hJee@Fbš (b) Printable New Graphical
(d) Word/Je[& efØevšsyeue vÙet «eeefheâkeâue
RRB NTPC 16.02.2021 (Shift-II) Stage Ist (c) Port Natural Graphics
Ans. (b) : ceeF›eâesmee@Heäš Skeâ mee@HeäšJesÙej nw leLee Skeämesue, heesš& vewÛegjue «eeefheâkeäme
hee@JejhJee@Fbš, Je[& Fmeer mee@HeäšJesÙej kesâ Debie nw, peyeefkeâ S›eâesyesš jer[j (d) Portable Network Graphics
Skeâ heer.[er.SHeâ. HeâeFue jer[j nw~ heesšxyeue vesšJeke&â «eefeheâkeäme
AHC RO 2019 (Exam date 10.01.2020)
43. efvecveefueefKele ceW mes keâewve mee keâLeve ieuele nw?
Ans. (d) : keâchÙetšj ÚefJe Øee™he kesâ mecyevOe ceW heer.Sve.peer. (PNG)
(a) PDF heeWšsyeue HeâeFue keâe Skeâ Øekeâej nw
keâe hetCe& ™he heesšxyeue vesšJeke&â «eeefheâkeäme neslee nw~
(b) ZIP HeâeFume keâcØesm[ HeâeFume nesleer nQ
48. Which of the following is NOT a valid
(c) ØelÙeskeâ HeâeFue keâe Skeâ ØeeFcejer veece leLee SkeämešWMeve
multimedia authoring metaphor?
veece neslee nw efvecveefueefKele ceW mes keâewve Skeâ ceevÙe ceušerceeref[Ùee
(d) Skeâ HeâeFue kesâ veece ceW keâesF& Yeer mhesMeue kewâjskeäšj veneR nes mebuesKeve ™hekeâ (authoring metaphor) veneR nw~
mekeâlee nw (a) Hierachical metaphor
UPPCL TG-II 28-3-2021 (Shift-I) (b) Scipting language metaphor
Ans. (d) GheÙeg&òeâ ceW (d) efJekeâuhe keâes ÚesÌ[keâj leerveeW keâLeve melÙe nw~ (c) Flow-control metaphor
→ PDF (heesšxyeue [e@keäÙetceWš heâecexš) pewmee efkeâ hetCe& ™he mes helee (d) Automatic metaphor
Ûeuelee nw efkeâ Ùen Skeâ heesš&syeue [e@keäÙetceWš nw~ UPPCL AC 2019 (Exam Date 29.01.2019)
→ ZIP Skeâ keâcØesm[ HeâeFume nesleer nQ Ans. (d) : Dee@šescesefškeâ cesšeheâesj ceušerceeref[Ùee keâe ceevÙe Dee@Leefjbie
→ ØelÙeskeâ HeâeFue keâe Skeâ ØeeFcejer veece leLee SkeämešWMeve veece neslee nw~ mebuesKeve cesšeheâesj veneR nw? ceušerceeref[Ùee SefhuekesâMeve yeveeves keâer Skeâ
→ heâeFue ceW, veece ceW <Period>, <under score> leLee Øeef›eâÙee nw leLee ™hekeâ (Metaphor) Skeâ heæefle nesleer nw,
<hypen> mhesMeue kewâjskeäšj keâe GheÙeesie efkeâÙee pee mekeâlee nw~ Dele: ceušerceeref[Ùee mebuesKeve ™hekeâ (Multimedia authoring
45. efvecve ceW mes keâewve mee Øee™he Skeâ kebâØesm[ ]heâeFue keâe metaphor) ceušerceeref[Ùee SefhuekesâMeve yeveeves keâer Øeef›eâÙee keâer Skeâ
ØeefleefveefOelJe veneR keâjlee nw? heæefle nw~ kegâÚ ceevÙe ceušerceeref[Ùee Dee@Leefjbie cesšeheâesj Fme Øekeâej nw~
(a) .pdf (b) .zz (c) .rar (d) .zip (i) Scripting Language Metaphor
UPPCL TG-II 25-01-2019 (Evening) (ii) Hierarchical metaphor
(iii) Iconic/flow-control metaphor
Ans : (a) ef[mkeâ mLeeve keâes yeÛeeves kesâ efueS mebheeref[le heâeFues, heâeFue
(iv) Slide show metaphor
mebheer[ve keâe GheÙeesie keâjleer nw~ .zz, .rar, .zip Deeefo meeceevÙe mebheeref[le
49. Which of the following is an audio file
heâeFue SkeämešWMeve nw peyeefkeâ .pdf Skeâ heesš&syeue [e@keäÙetceWš heâecexš nw~ extension?
46. ______Fueskeäš^e@efvekeâ mebieerle JeeÅeÙeb$eeW kesâ yeerÛe metÛevee efvecveefueefKele ceW keâewve-mee Skeâ Dee@ef[Ùees HeâeFue keâe
Øemeeefjle keâjves kesâ efueS Skeâ ØeCeeueer nw~ SkeämešWMeve nw?
(a) Musical Instrument Digital Interchange (a) WMA (b) MP5
(b) Musical Instrument Digital Interface (c) MOV (d) WMV
(c) Musical Instrument Digital Interaction RRB NTPC 19.01.2021 (Shift-II) Stage Ist
(d) Musical Instrument Data Interface Ans. (a) : efJeb[espe ceeref[Ùee Dee@ef[Ùees (WMA) ceeF›eâesmee@Heäš Éeje
UPPCL Office Assistant III 24-10-2018 (Mor.) efJekeâefmele Dee@ef[ÙeeW keâes[skeäme Deewj Gmemes mebyebefOele Dee@ef[ÙeeW keâesef[bie
Ans : (b) mebieerle kesâ efueS Devleje°^erÙe ceevekeâ keâes meboefYe&le keâjves kesâ Øee™heeW keâer Skeâ ëe=bKeuee nw, WMA keâer heefjkeâuhevee ueeskeâefØeÙe MP3
efueS Fmekeâe GheÙeesie keâjlee nw~ Ûetbefkeâ Ùen keâchÙetšj mebieerle keâeÙe&›eâce Deewj Real Audio keâes[skeâ kesâ ™he ceW keâer ieF& Leer, pees GÛÛe
efmeb›eâesveeFpe Deewj DevÙe Fueskeäš^e@efvekeâ efmeiveue keâe Deeoeve-Øeoeve keâjlee nw~ efjpee@uÙetMeve Dee@ef[Ùees keâe meceLe&ve keâjlee nw~
Knowledge of ICT 58 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

50. Which of the following is NOT a format for ............. Skeâ Ssmeer Yee<ee nw efpemekeâe GheÙeesie ceevekeâerke=âle
videos? Jesye hespeeW keâes ef[peeFve keâjves kesâ efueS efkeâÙee peelee nw
efvecveefueefKele cebs mes keâewve-mee Jeeref[Ùees keâe Skeâ Øee™he leeefkeâ Jesye keâvšsvš keâes ogefveÙee Yej kesâ efkeâmeer Yeer
veneR nw? keâchÙetšj mes heÌ{e Deewj mecePee pee mekesâ~
(a) MSQ (b) MP4 (c) WMV (d) AVI
(a) Hyper Traffic Markup Language
UPPCL Stenographer Exam-18.02.2018
neFhej š^wefheâkeâ ceeke&âDehe ueQiJespe
Ans. (a) : MP4, WMV, AVI Deeefo Ùen meYeer mebheeref[le (b) Hyper Transmission Markup Language
ceušerceeref[Ùee kebâšsvej nw efpemekeâe DeLe& nQ efkeâ Ùen iegCeJeòee cebs yeÌ[er neFhej š^ebmeefceMeve ceeke&âDehe ueQiJespe
neefve kesâ efyevee Úesšs ]heâeFue Deekeâej cebs Jeeref[ÙeeW Deewj Dee@ef[Ùees h] eâeFueeW (c) Hyper Text Markup Language
oesveeW keâes jKe mekeâlee nw~ MSQ ceesšerJesMeveue mš^keäÛej ØeMve neslee nw~ neFhej šskeämš ceeke&âDehe ueQiJespe
51. JPEG stand for / JPEG keâe celeueye nw– (d) Hyper Text Machine Language
(a) Joint photographic Experts Group neFhej šskeämš ceMeerve ueQiJespe
pJeeFbš heâesšes«eeefheâkeâ Skeämeheš& iegÇhe UPRVUNL Asst. Acct. 15.05.2022 (Shift-II)
(b) Joint photogenic Entity Group
Ans. (c) : HTML (neFhej šskeämš ceeke&âDehe ueQiJespe) Skeâ Ssmeer ueQiJespe
pJeeFbš heâesšespesvesefškeâ Skeämeheš& iegÇhe nw efpemes Jesye hespeeW kesâ efueS ef[peeFve efkeâÙee ieÙee nw efpememes nce ogefveÙeeYej ceW
(c) Joint Picture Experts Group
efkeâmeer Yeer keâchÙetšj hej heÌ{ Ùee mecePee pee mekeâlee nw keäÙeeWefkeâ Ùen yeÇeGpej
pJeeFbš efhekeäÛej Skeämeheš& iegÇhe
hej jve keâjlee nw FmeefueS Fmes keâesF& Yeer heÌ{ Ùee osKe mekeâlee nw~
(d) None of these/Fvecebs mes keâesF& Yeer veneR
55. Which of the following statements is/are
UPPCL ARO-18.02.2018
INCORRECT with respect to viewing the
Ans. (a) : JPEG heâeFue SkeämešWMeve keâe GheÙeesie JPG kesâ efueS contents of an HTML file?
efkeâÙee peelee nw~ JPEG keâe efJemle=le ™he Joint photographic HTML heâeFue keâer meece«eer keâes osKeves kesâ mecyevOe ceW
Experts Group neslee nw~ efvecveefueefKele ceW mes keâewve-mee/mes keâLeve ieuele nw/nQ?
52. The number of bits in an audio sample is called A. The output of an HTML file is viewed using
Skeâ Dee@ef[Ùees meQheue cebs efyešdme keâer mebKÙee keâner peeleer nw– Internet Explorer, Mozilla, Opera, Mosaic
(a) Bit depth/efyeš [shLe or any internet browsing tool.
(b) Bit density/efyeš [Wefmešer HTML heâeFue keâe DeeGšhegš Fbšjvesš Skeämehueesjj,
(c) Audio resolution/Dee@ef[Ùees efj]peesuÙetMeve ceesefpeuee, Deeshesje, ceespeskeâ Ùee efkeâmeer Fbšjvesš
(d) Audio depth/Dee@ef[Ùees [shLe
yeÇeGefpebie štue keâe GheÙeesie keâjkesâ osKee peelee nw~
UPPCL ARO-18.02.2018 B. HTML headings are defined with the <h1>
to <h6> tags. While <h1> defines the most
Ans. (a) : ef[efpešue Dee@ef[Ùees mewcheue cebs efyeš [shLe ne[&JesÙej Ùee important heading, <h6> defines the least
mee@heäšJesÙej kesâ efkeâmeer efJeMes<e KeC[ keâer mebYeeefJele mešerkeâlee keâe JeCe&ve important heading.
keâjleer nw pees Dee@ef[Ùees [sše keâes Øeesmesme keâjleer nw~ Deeceleewj hej HTML Meer<e&keâeW keâes <h1> mes <h6> šwie kesâ meeLe
GheueyOe DeefOekeâ efyešdme Øeesmesme Jeeues [sše mes heefjCeece mJe™he heefjYeeef<ele efkeâÙee ieÙee nw, peyeefkeâ <h1> meyemes
DeeGšhegš DeefOekeâ DeÛÚe neslee nw~ cenlJehetCe& Meer<e&keâ keâes heefjYeeef<ele keâjlee nw, <h6>
53. .......... Skeâ meeceevÙe efyešcewhe–DeeOeeefjle HeâeFue šeFhe keâce mes keâce cenlJehetCe& Meer<e&keâ keâes heefjYeeef<ele keâjlee
SkeämešWMeve veneR nw– nw~
(a) ODT (b) TIFF (c) PNG (d) PCX (a) Neither A nor B/ve lees A Deewj ve ner B
RRB NTPC 18.01.2017 (Shift-I) Stage IInd (b) Only B/kesâJeue B
Ans : (a) ODT (Opendocument Text Document) heâeFue (c) Only A/kesâJeue A
heâe@cexš Skeâ Je[& Øeesmesefmebie heâeFue nw efpemekeâe Fmlesceeue Apache kesâ (d) Both A and B/A Deewj B oesveeW
Open Office Write Éeje efkeâÙee peelee nw~ Ùen ceeF›eâesmee@heäš Je[& UPRVUNL Asst. Acct. 15.05.2022 (Shift-II)
kesâ DOC/DOCX heâeFue mJe™he kesâ meceeve nw~ Ans. (a) : HTML heâeFue keâe DeeGšhegš efkeâmeer Yeer Jesye yeÇeGpej hej
54. ______ is a language that is used to design osKee pee mekeâlee nw~ HTML ceW nsef[bie <h1> mes ueskeâj <h6> lekeâ yevee
standardised web pages so that the web pages
mekeâles nw efpemeceW <h1> meyemes yeÌ[er nsef[bie keâes heefjYeeef<ele keâjleer nw Deewj
so that the web contents can be read and
understood from any computer across the <h6> meyemes Úesšer nsef[bie keâes, Fme Øekeâej efoÙes ieÙes efJekeâuhe ceW ve lees A
globe. ieuele nw Deewj ve ner B ieuele nw~ Dele: efJekeâuhe (a) mener nesiee~
Knowledge of ICT 59 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

56. Which among the following is/NOT true with nw~ Fbš^evesš kesâ Éeje keâesF& mebmLee Deheveer metÛeveeDeeW keâe Deeoeve-Øeoeve
reference to Id selector? Deheves keâce&ÛeeefjÙeeW kesâ yeerÛe megjef#ele ™he mes keâj mekeâleer nw~ Fbšjvesš
DeeF&[er mesueskeäšj kesâ mecyevOe ceW efvecveefueefKele ceW mes keâewve efJeefYeVe mebmLeeDeeW kesâ yeerÛe keâchÙetšj vesšJeke&â nw peyeefkeâ Fbš^evesš efkeâmeer
mee melÙe veneR nw? mebie"ve kesâ Devoj keâe keâchÙetšj vesšJeke&â nw~
A. The id of an element should be unique 59. Which among them is the tool generally used
within a page, so the id selector is used to for Asynchronous Interaction?
select one unique element.
FveceW mes keâewve mee GhekeâjCe Deece leewj hej DeleguÙekeâeefuekeâ
efkeâmeer SefueceWš keâer DeeF&[er Skeâ hespe kesâ Yeerlej
Devle: ef›eâÙee (Sefmeb›eâesveme FbšjwkeäMeve) kesâ efueS GheÙeesie
Ùetefvekeâ nesveer ÛeeefnS~ Skeâ Ùetefvekeâ SefueceWš keâe ÛeÙeve
efkeâÙee peelee nw?
keâjves kesâ efueS efkeâÙee peelee nw~
(a) Email /F&cesue (b) Classroom /keâ#ee
B. The id selector uses the id attribute of an
HTML element to select a specific element. (c) Textbooks/hee"dÙehegmlekeWâ (d) Libraries/hegmlekeâeueÙeeW
DeeF&[er mesueskeäšj Skeâ efJeefMe° SefueceWš keâe ÛeÙeve DSSSB PRT 30/03/2022 (Shift-I)
keâjves kesâ efueS Skeâ HTML SefueceWš keâer DeeF&[er Ans. (a) : Sefmeb›eâesveme Devle:ef›eâÙee Skeâ mejue DeJeOeejCee nw: efpemeceW
Sš^eryÙetš keâe GheÙeesie keâjlee nw~ keâne pee mekeâlee nw efkeâ Deehekesâ heeme efpelevee nes mekesâ Glevee keâjW, meye
(a) Only A/kesâJeue A kegâÚ omleeJes]pe keâjW, heefjÙeespevee kesâ mJeeefcelJe keâes Deieues JÙeefòeâ keâes
(b) Neither A nor B/ve lees A Deewj ve ner B
mLeeveebleefjle keâjW, efheâj efkeâmeer Deewj Ûeer]pe hej keâece keâjvee Meg™ keâjW~
DeleguÙekeâeefuekeâ mebÛeej leye neslee nw peye meceÙe mes mJeleb$e metÛevee keâe
(c) Only B/kesâJeue B
Deeoeve-Øeoeve efkeâÙee pee mekeâlee nw~ FmeceW Øeehlekeâlee& keâes lelkeâeue OÙeeve
(d) Both A and B/A Deewj B oesveeW
osves keâer DeeJeMÙekeâlee veneR nQ, efpememes Jes Deheveer megefJeOeevegmeej mebosMe
UPRVUNL Asst. Acct. 15.05.2022 (Shift-II)
keâe peJeeye os mekeWâ~ DeleguÙekeâeefuekeâ mebÛeej kebsâ GoenjCe nQ- F&cesue,
Ans. (b) : DeeF&[er mesueskeäšj Skeâ efJeefMe° SefueceWš keâes mesueskeäš
Dee@veueeFve heâesjce Deewj menÙeesie omleeJes]pe~
keâjves kesâ efueS Skeâ HTML SefueceWš keâer DeeF&[er Sš^eryÙetš keâe
60. In a classroom internet can be used mainly for
GheÙeesie keâjlee nw~ Skeâ SueerceWš keâer DeeF&[er Skeâ hespe kesâ Yeerlej which purposes ?
Ùetefvekeâ nw, FmeerefueS DeeF&[er mesueskeäšj keâe GheÙeesie Skeâ Ùetefvekeâ Skeâ keâ#ee ceW Fbšjvesš keâe ØeÙeesie cegKÙele: efkeâve GösMÙeeW
SefueceWš keâe ÛeÙeve keâjves kesâ efueS efkeâÙee peelee nw~ efkeâmeer efJeefMe° kesâ efueS efkeâÙee pee mekeâlee nw?
DeeF&[er Jeeues SefueceWš keâe ÛeÙeve keâjves kesâ efueS Skeâ nwMe (#) JeCe& I. Information/metÛevee
efueKeW, Gmekesâ yeeo SefueceWš keâer DeeF&[er efueKeW~ DeeF&[er vesce efkeâmeer
II. Interaction/Devle:ef›eâÙee
mebKÙee mes mšeš& veneR nes mekeâlee nw~
III. Sociability/meeceeefpekeâlee
57. metÛevee Oeesjer ceeie& (Information highway) Ùee vesš
(a) Only I/kesâJeue I (b) I and III/I Deewj III
(net) nw–
(c) I, II and III/I, II Deewj III (d) II and III/II Deewj III
(a) keâchÙetšj (b) Fbšjvesš
DSSSB PRT 25/03/2022 (Shift-I)
(c) Fvš^evesš (d) keâer–yees[&
Ans. (c) : Skeâ keâ#ee ceW Fvšjvesš keâe ØeÙeesie cegKÙe ™he mes metÛevee
PRT (SPECIAL EDUCATION) Post Code 01/13,
28.04.2013
Skeâef$ele keâjves, Devle:ef›eâÙee keâjves leLee meeceeefpekeâlee mLeeefhele keâjves kesâ
Ans : (b) metÛevee Oeesjer ceeie& (Information highway) Ùee vesš
efueS efkeâÙee peelee nw~ Fvšjvesš DeeOegefvekeâ meceÙe keâer meyemes GheÙeesieer
lekeâveerkeâer nw~ Fbšjvesš nceejs owefvekeâ Deewj hesMesJej peerJeve ceW ceoo keâjlee
Fbšjvesš ner nw~ Fvheâe@cexMeve neFJes Skeâ ueeskeâefØeÙe Meyo nw efpemekeâe
nw~ Mew#eefCekeâ GösMÙeeW kesâ efueS peevekeâejer Skeâef$ele keâjves Deewj
GheÙeesie 1990 kesâ oMekeâ ceW ef[efpešue mebÛeej ØeCeeefueÙeeW Deewj Fbšjvesš
DevegmebOeeve keâjves Deewj efJeefYeVe efJe<eÙeeW hej %eeve meb«en keâjves kesâ efueS
otjmebÛeej vesšJeke&â ceW efkeâÙee ieÙee Lee~ Fbšjvesš keâe DeLe& neslee nw– ‘S
GheÙeesie efkeâÙee peelee nw~ Fbšjvesš ves ØeewÅeesefiekeâer, mebÛeej Deewj
efJeC[es št iueesyeue FCšjvesMeveue meghej neFJes’~
Dee@veueeFve ceveesjbpeve ceW megOeej keâer Meg™Deele keâer nw, uesefkeâve Ùen
58. nce Fbš^evesš kewâmes Øeehle keâjles nQ? efMe#ee kesâ GösMÙeeW kesâ efueS Yeer DeefJeÕemeveerÙe ™he mes GheÙeesieer nw~
(a) Jewve kesâ ceeOÙece mes (b) yeÇe@[yeQ[ kesâ ceeOÙece mes efMe#ekeâ Deheves hee"eW kesâ hetjkeâ kesâ efueS FCšjvesš keâe GheÙeesie keâjles nQ,
(c) cewve kesâ ceeOÙece mes (d) uewve kesâ ceeOÙece mes Deewj keâF& Øeefleef‰le efJeÕeefJeÅeeueÙeeW ves meYeer kesâ efueS cegHeäle Dee@veueeFve
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM JÙeeKÙeeve Deewj hee"Ÿe›eâce Keesues nQ~ Fmeves mesJeeefveJe=òe efMe#ekeâeW keâes Yeer
Ans. (d) : Fbš^evesš keâes nce uewve (ueeskeâue SefjÙee vesšJeke&â) kesâ iejerye osMeeW ceW yeÛÛeeW keâes heÌ{ves Deewj efMeef#ele keâjves keâer Devegceefle oer
ceeOÙece mes Øeehle keâjles nQ~ Fbš^evesš efJeefYeVe keâchÙetšjeW keâe Skeâ efvepeer nw~ Fvšjvesš kesâ JÙeehekeâ GheÙeesie ves henues mes keâneR DeefOekeâ JÙeehekeâ
vesšJeke&â neslee nw pees Fbšjvesš Øeesšeskeâeue lekeâveerkeâer keâe GheÙeesie keâjlee ßesCeer kesâ ueesieeW kesâ efueS heÙee&hle cee$ee ceW %eeve keâe Éej Keesue efoÙee nw~
Knowledge of ICT 60 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

02. efMe#eCe ÙeesiÙelee (Teaching Aptitude)

(a) There is high cooperation among children.
(i) efMe#eCe Øeke=âefle, efJeMes<eleeSB, GösMÙe Deewj efJeÅeeefLe&ÙeeW ceW DeefOekeâ menÙeesie neslee nw~
yegefveÙeeoer DeeJeMÙekeâleeSB (Teaching- (b) The situation is mostly informal.
efmLeefle DeefOekeâebMele: DeveewheÛeeefjkeâ nesleer nw~
Nature, Characteristics, Objectives
(c) Theache domination is least.
and Basic requirements)
DeOÙeehekeâ keâe ØeYeglJe keâce neslee nw~
1. The most important consideration for the (d) Variety of experiences of children is limited
duration of period of teaching should be based on within their group./efJeÅeeefLe&ÙeeW kesâ DevegYeJeeW keâer
efMe#eCe keâer DeJeefOe kesâ efueS meyemes cenlJehetCe& efJeÛeej efJeefJeOelee Gvekesâ mecetn kesâ Yeerlej meerefcele nesleer nw~
efvecve hej DeeOeeefjle nesvee ÛeeefnS : KVS PRT 28/02/2023 (Shift-I)
(a) education department's instructions Ans. (d) : Skeâuekeâ#eerÙe efMe#eCe efmLeefle Ssmeer keâ#ee keâes meboefYe&le
efMe#ee efJeYeeie kesâ efveoxMe keâjlee nw efpemeceW Skeâ ner «es[ mlej kesâ uesefkeâve ØeeÙe: efceefßele #eceleeDeeW
(b) age and attention span of students
Jeeues Úe$e nesles nQ~ Ssmeer keâ#eeDeeW ceW meceeve DeeÙeg meercee kesâ Úe$e nesles
Úe$eeW keâer Gceü Deewj OÙeeve DeJeefOe
nQ efpevekeâer DeeÙeg meercee «es[ mlej kesâ Deveg™he nesleer nw Dele:
(c) teacher's discretion/efMe#ekeâ keâe efJeJeskeâ
Skeâuekeâ#eerÙe efMe#eCe efmLeefle ceW efJeÅeeefLe&ÙeeW kesâ DevegYeJeeW keâer efJeefJeOelee
(d) nature of the subject/efJe<eÙe keâer Øeke=âefle
KVS TGT English 2023
Gvekesâ mecetn kesâ Yeerlej meerefcele nesleer nw~
Ans. (d) : efMe#eCe keâer DeJeefOe kesâ efueS meyemes cenlJehetCe& efJeÛeej 4. Which of the following statements is not true ?
efJe<eÙe keâer Øeke=âefle hej DeeOeeefjle nesvee ÛeeefnS~ Ùeefo keâesF& efJe<eÙe keâef"ve ef vecveefueefKele ceW mes keâewve-mee keâLeve mener veneR nw?
nw Ùee Gmekeâer DeJeOeejCeeSB leLee leLÙe yeÛÛeeW keâes Deemeeveer mes mecePe (a) Multilevel teaching is related with
veneR Dee jns nQ lees efMe#eCe keâer DeJeefOe keâes yeÌ{e efoÙee peevee ÛeeefnS Monograde situation.
efpememes efkeâ yeÛÛeeW keâes DeefOeiece ceW megiecelee nes mekesâ leLee Deemeeveer mes yeng mlejerÙe efMe#eCe keâe mebyebOe Skeâuekeâ#eerÙe efmLeefle mes nw~
mecePeer peeves Jeeueer efJe<eÙe Jemleg kesâ efueS efMe#eCe keâer DeJeefOe keâes keâce (b) A multigrade teacher faces many challenges.
keâj osvee ÛeeefnS efpememes keâ#ee keâe meblegueve yevee jnsiee Deewj Skeâ Skeâ yengkeâ#eerÙe DeOÙeehekeâ Deveskeâ ÛegveewefleÙeeW keâe meecevee
ØeYeeJeer efMe#eCe mebYeJe nes heeÙesiee~ keâjlee nw~
2. Which of the following statements is true about (c) Multigrade teaching is not confined to India.
multigrade teaching situation/yengkeâ#eerÙe efMe#eCe It is seen in developed as well as under
efmLeefle kesâ yeejs ceW efvecveefueefKele ceW mes keâewve-mee keâLeve developed countries./yengkeâ#eerÙe efMe#eCe Yeejle lekeâ
mener nw? meerefceefle veneR nw, Ùen efJekeâefmele Deewj efJekeâemeMeerue osMeeW ceW
(a) Mostly the situation is formal Yeer efoKeeF& oslee nw~
DeefOekeâebMele: efmLeefle DeewheÛeeefjkeâ nesleer nw~ (d) Multigrade teaching cannot be made effective
(b) Teacher's presence is necessary by appropriate seating arrangement.
DeOÙeehekeâ keâer GheefmLeefle DeeJeMÙekeâ nw~ yew"ves keâer GheÙegòeâ JÙeJemLee Éeje yengkeâ#eerÙe efMe#eCe keâes
(c) Cooperation among children is less ØeYeeJeer veneR yeveeÙee pee mekeâlee nw~
yeÛÛeeW ceW menÙeesie keâce neslee nw~ KVS PRT 26/02/2023 (Shift-I)
(d) Variety of experiences are unlimited Ans. (d) : yengmlejerÙe efMe#eCe Skeâ Ssmeer efmLeefle nw efpemeceW Skeâ
DevegYeJeeW keâer efJeefJeOelee Demeerefcele nw~ efMe#ekeâ keâes Skeâ ner meceÙe ceW keâF& «es[ heÌ{eves nesles nQ~ Ssmeer keâ#ee ceW
KVS PRT 28/02/2023 (Shift-II)
Deueie-Deueie «es[/mlej, DeeÙeg-Jeie& Deewj #ecelee mlejeW Jeeues yeÛÛes
Ans. (d) : yengkeâ#eerÙe efMe#eCe Gme efmLeefle keâes meboefYe&le keâjlee nw peneB Meeefceue nesles nQ yengmlejerÙe efMe#eCe keâe mebyebOe Skeâuekeâ#eerÙe efmLeefle mes
Skeâ efMe#ekeâ keâes Skeâ DeJeefOe ceW Skeâ mes DeefOekeâ hee"Ÿe›eâce keâ#eeDeeW ceW
efJeÅeeefLe&ÙeeW keâes heÌ{eves keâer efpeccesoejer uesveer nesleer nw~ FmeceW Deueie- nw, Skeâ yengkeâ#eerÙe DeOÙeehekeâ Deveskeâ ÛegveewefleÙeeW keâe meecevee keâjlee nw
Deueie «es[, DeeÙegJeie& Deewj #ecelee mlejeW Jeeues yeÛÛes Meeefceue nesles nQ leLee yengkeâ#eerÙe efMe#eCe Yeejle lekeâ meerefcele veneR nw, Ùen efJekeâefmele Deewj
leLee Deueie-Deueie efJeÅeeefLe&ÙeeW keâer pe™jleeW keâes hetje keâjves kesâ efueS keâF& efJekeâemeMeerue osMeeW ceW Yeer efoKeeF& oslee nw Deeefo keâLeve mener nw~
efJeefOeÙeeW keâe GheÙeesie efkeâÙee peelee nw Dele: yengkeâ#eerÙe efMe#eCe Jen 5. Which of the following points is to be kept in
efmLeefle nw efpemeceW DevegYeJeeW keâer efJeefJeOelee Demeerefcele nw~ mind while making any kind of grouping
during multigrade teaching ?
3. About Monograde teaching situation, which of
the following statements is ture? yeng-keâ#ee efMe#eCe kesâ oewjeve efkeâmeer Yeer Øekeâej keâe mecetn
Skeâuekeâ#eerÙe efMe#eCe efmLeefle kesâ yeejs ceW, efvecveefueefKele ceW yeveeles meceÙe efvecveefueefKele ceW mes efkeâve yeeleeW keâe OÙeeve
mes keâewve-mee keâLeve mener nw? jKevee ÛeeefnS?
Teaching Aptitude 61 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

I. A group should be small having of 4-5 (c) Routine/efoveÛeÙee&

students. (d) Diversity in class/keâ#ee ceW efJeefYeVelee
I. mecetn Úesše nesvee ÛeeefnS efpemeceW 4-5 Úe$e neW~
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
II. Students should be allowed to move from
Ans. (b) : Yee<ee kesâ meeLe Kesuevee, efoveÛeÙee& leLee keâ#ee ceW efJeefYeVelee
one group to another as per their interest
and need. Ùes meYeer ieefleefJeefOeÙeeB nceejs efMe#eCe kesâ meeOeve kesâ Devleie&le Deeles nw,
II. efJeÅeeLeea keâes Gvekeâer ®efÛe Deewj DeeJeMÙekeâlee kesâ peyeefkeâ Meyo heÙee&hle nw (Word is enough) nceejs efMe#eCe keâe
Devegmeej Skeâ mecetn mes otmejs mecetn ceW peeves keâer meeOeve veneR nw~
Devegceefle oer peeveer ÛeeefnS~ 9. Who amongst the following are the major
(a) Only II/kesâJeue II proponents of constructivism?
(b) Both I and II/I leLee II oesveeW efvecveefueefKele ceW mes keâewve jÛeveeJeeo kesâ ØecegKe meceLe&keâ nw?
(c) Only I/kesâJeue I (a) Piaget and Vygotsky/hÙee]pes Deewj JeeFieeslmekeâer
(d) Neither I nor II/vee ner I vee ner II (b) Piaget and Skinner/ hÙee]pes Deewj efmkeâvej
DSSSB PRT 24/03/2022 (Shift-I) (c) Watson and Piaget/Jeešmeve Deewj hÙee]pes
Ans. (b) : yengkeâ#ee efMe#eCe mes DeeMeÙe nw efkeâ Skeâ DeOÙeehekeâ Éeje (d) Skinner and Watson/efmkeâvej Deewj Jeešmeve
yengle meer keâ#eeDeeW keâes Skeâ meeLe heÌ{evee~ yeng-keâ#ee efMe#eCe keâes GefÛele DSSSB PRT 29/03/2022 (Shift-II)
™he ceW Ûeueeves kesâ efueS nceW efvecve leLÙeeW, pewmes– hee"Ÿe hegmlekeâeW, Ans. (a) : hÙee]pes Deewj JeeFieeslmekeâer jÛeveeJeeo kesâ ØecegKe meceLe&keâ nw~
meceÙe efJeYeepeve Ûe›eâ, Úesšs mecetn (efpemeceW 4-5 Úe$e nes), efJeÅeeLeea keâes jÛeveeJeeo efmeæevle JeeFieeslmekeâer Deewj hÙee]pes pewmes efmeæevlekeâejeW kesâ
Gvekeâer ™efÛe Deewj DeeJeMÙekeâlee kesâ Devegmeej Skeâ mecetn mes otmejs mecetn Deble:ef›eâÙeelcekeâ Deewj meebmke=âeflekeâ peesj kesâ meeLe mebiele nw~ jÛeveeJeeo kesâ
ceW peeves keâer Devegceefle, yew"keâ JÙeJemLee, efJe<eÙeJeej mecetn leLee Devegmeej, DeefOeiece Skeâ meef›eâÙe Øeef›eâÙee nw, peneB %eeve keâer jÛevee nesleer
yengmlejerÙe efMe#eCe JÙeJemLee Deeefo hej efJeÛeej keâjvee nesiee leLee Gvekeâe nw, %eeve Deefpe&le veneR efkeâÙee peelee nw~
mener mebÙeespeve keâjvee nesiee~ Dele: efJekeâuhe (b) I leLee II oesveeW mener Dele: ceveesJew%eeefvekeâ peerve hÙee]pes keâes jÛeveeJeeo keâe pevekeâ ceevee peelee
Gòej nQ~ nw~ GvneWves yeleeÙee efkeâ meb%eeveelcekeâ efJekeâeme ÛejCeeW keâer Skeâ ëe=bKeuee kesâ
6. efMe#eCe kesâ Øeefle Deeflemeef›eâÙe jJewS (Âef°keâesCe) keâe DeLe& nw- yeeo nesleer nw~ hÙee]pes keâer lejn JeeFieeslmekeâer Yeer Ùen ceeveles Les efkeâ yeÛÛes
(a) ieefleefJeefOeÙeeW kesâ ceeOÙece mes meerKevee mJeÙeb %eeve keâe efvecee&Ce keâjles nw~
(b) meMeòeâ Deewj ØeYeeJekeâejer efMe#eCe 10. Whose sociocultural theory of learning explains
(c) efMe#ekeâ DeefveJeeÙe&le Tpee&Jeeve Deewj Deeflemeef›eâÙe nes that learning occurs during social Interactions
between individuals ?
(d) efJe<eÙe Deeflemeef›eâÙe nesves ÛeeefnS ve efkeâ efmLej (Meeble)
DeefOeiece keâe meeceeefpekeâ-meebmke=âeflekeâ efmeæevle efkeâmekeâer
PRT KVS 04–10–2015
JÙeeKÙee keâjlee nw efkeâ DeefOeiece JÙeefòeâÙeeW kesâ yeerÛe
Ans : (a) efMe#eCe kesâ Øeefle Deeflemeef›eâÙe jJewS (Âef°keâesCe) keâe DeLe& nw
ieefleefJeefOeÙeeW kesâ ceeOÙece mes meerKevee~ ieefleefJeefOe DeeOeeefjle DeefOeiece meeceeefpekeâ Deble:ef›eâÙeeDeeW kesâ oewjeve neslee nw?
DeeJeMÙekeâ ™he mes efMe#eeLeea kesâefvõle Gheeiece nw~ Fme Gheeiece ceW yeÛÛee (a) Pavlov/heeJeuee@Je (b) Socrates/megkeâjele
FÛÚehetJe&keâ Ùee ®efÛehetJe&keâ SJeb legjble veÙes Glmeen kesâ meeLe menYeeefielee (c) Piaget/hÙee]pes (d) Vygotsky/JeeFieeslmekeâer
keâjlee nw Deewj Dehesef#ele DeefOeiece heefjCeeceeW keâes «enCe keâjlee nw~ DSSSB PRT 27/03/2022 (Shift-II)
7. Deece DeLe& ceW efMe#eCe DeefYe#ecelee keâe DeefYeØeeÙe nw– Ans. (d) : JeeFieeslmekeâer Skeâ ™meer ceveesJew%eeefvekeâ Les~ efpevnesves
(a) efMe#ee osves kesâ leer›e FÛÚe meeceeefpekeâ–mebemke=âeflekeâ efmeæevle keâe Øeefleheeove efkeâÙee Lee~ Jee@Fieeslmekeâer
(b) efMe#eCe kesâ Øeefle mecehe&Ce kesâ Fme efmeæevle kesâ Devegmeej yeeuekeâ keâe efJekeâeme meceepe Éeje neslee nw
(c) efMe#ee osves keâer #ecelee jKevee
leLee yeeuekeâ kesâ meJeeËieerCe efJekeâeme ceW meeceeefpekeâ Deewj mebemke=âeflekeâ
keâejkeâeW keâer cenlJehetCe& Yetefcekeâe nesleer nw~ efpeme keâejCe JeeFieeslmekeâer kesâ
(d) GheÙeg&òeâ meYeer
Fme efmeæevle keâes meeceeefpekeâ-mebemke=âeflekeâ efmeæevle kesâ veece mes peevee
PRT KVS 04–10–2015
peelee nQ~ Fme efmeæevle ceW Ùen yeleeÙee ieÙee nw efkeâ DeefOeiece JÙeefòeâÙeeW
Ans : (d) efMe#eCe DeefYe#ecelee mes leelheÙe& efMe#ekeâ kesâ Gme ®Peeve,
kesâ yeerÛe meeceeefpekeâ Deble: ef›eâÙeeDeeW kesâ oewjeve Ieefšle neslee nw~
®efÛe Ùee ÙeesiÙelee mes neslee nw pees efMe#eCe keâeÙe&, hee"dÙe›eâce Ùee efMe#eCe
11. Imagine a student has just mastered basic
JÙeJemeeÙe ceW meheâuelee Øeehle keâjves kesâ efueS DeeJeMÙekeâ Je cenòJehetCe& addition. At this point, basic subtraction may
nesleer nw~ efMe#eCe DeefYe#ecelee efMe#eCe #es$e ceW meheâuelee Øeehle keâjves keâe enter their ––––––––, meaning that they have
mener {bie mes hetJe& keâLeve keâjves Jeeueer yeerpeYetle ÙeesiÙeleeDeeW keâes Fbefiele the ability to learn subtraction and will likely
keâjleer nw~ Dele: GheÙeg&òeâ meYeer keâLeve melÙe nQ~ be able to master it with guidance and support.
8. Which of the following is not an instrument of keâuhevee keâjW efkeâ Skeâ Úe$e ves DeYeer-DeYeer cetue peesÌ[ ceW
our learning ? cenejle neefmeue keâer nw~ Fme efyevog hej, cetue IešeJe Gvekesâ
efvecveefueefKele ceW mes keâewve-mee nceejs efMe#eCe keâe Skeâ ........... ceW ØeJesMe keâj mekeâlee nw, efpemekeâe DeLe& nw efkeâ
meeOeve veneR nw? Gvekesâ heeme IešeJe meerKeves keâer #ecelee nw Deewj mebYeJele:
(a) Playing with language/Yee<ee kesâ meeLe Kesuevee ceeie&oMe&ve Deewj meceLe&ve kesâ meeLe FmeceW cenejle neefmeue
(b) Word is enough/Meyo heÙee&hle nQ~ keâjves ceW me#ece neWies~
Teaching Aptitude 62 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Scaffolding/heeÌ[ 14. keâewve–mes efJeMJeefJeÅeeueÙe ceW 1969 ceW ceeF›eâes–šerefÛebie

(b) Zone of proximal development heæefle (microteaching system) keâer Meg®Deele keâer
peesve Dee@Heâ Øeesefkeämeceue [sJeueheceWš ieF&?
(c) Accommodation/DeeJeeme (a) mšsveheâes[& efJeMJeefJeÅeeueÙe
(d) Schemas/mkeâercee (b) Dee@keämeheâes[& efJeMJeefJeÅeeueÙe
DSSSB PRT 27/03/2022 (Shift-III) (c) efouueer efJeMJeefJeÅeeueÙe
Ans. (b) : keâuhevee keâjW efkeâ Skeâ Úe$e ves DeYeer-DeYeer cetue pees[Ì (d) Sce.Sme. efJeMJeefJeÅeeueÙe, yejes[e (Yeejle)
(Basic Addition) ceW cenejle neefmeue keâer nw~ Fme efyevog hej, cetue PRT (SPECIAL EDUCATION)
IešeJe Gvekesâ ‘‘peesve Dee@Heâ Øeesefkeämeceue [sJeueheceWš’’ ceW ØeJesMe keâj Post Code 01/13, 28.04.2013
mekeâlee nw, efpemekeâe DeLe& nw Gvekesâ heeme IešeJe meerKeves keâer #ecelee nwAns : (a) mšsveheâes[& efJeMJeefJeÅeeueÙe ceW Je<e& 1969 ceW ceeF›eâes šerefÛebie
Deewj mebYeJele: ceeie&oMe&ve Deewj meceLe&ve kesâ meeLe FmeceW cenejle neefmeueheæefle keâer Meg™Deele keâer ieÙeer~ meved 1961 ceW SÛeermeve, yegMe leLee
keâjves ceW me#ece neWies~ Sueve ves meJe&ØeLece efveÙebef$ele ™he ceW mebkegâefÛele–DeOÙeÙeve–DeYÙeeme ›eâce
ZPD (peesve Dee@Heâ Øeesefkeämeceue [sJeueheceWš),Skeâ efMe#eeLeea Deheves yeue ØeejcYe efkeâÙes, efpevekesâ Debleie&le ØelÙeskeâ Úe$eeOÙeehekeâ 5 mes 10 Úe$eeW keâes
Skeâ Úesše mee hee" heÌ{evee Lee Deewj DevÙe Úe$eeOÙeehekeâ efJeefYeVe Øekeâej
hej keäÙee keâj mekeâlee nw, Deewj efkeâmeer keâer ceoo mes Ùen keäÙee keâj mekeâlee
nw, Fmekesâ yeerÛe kesâ Deblej keâes oMee&lee nw~ keâer Yetefcekeâe keâe efveJe&&nve keâjles Les~
12. What is the method in which the help needs to 15. keâewve–mee efJekeâuhe efvecve efMe#eCe ef›eâÙeeDeeW keâes ›eâceyeæ
be given in close proximity in time to when it is ™he ceW Øemlegle keâjlee nw–
needed ? I. veS ØeMve keâes hetJe& %eeve mes peesÌ[vee
Jen keâewve-meer efJeefOe nw efpemeceW meneÙelee keâer DeeJeMÙekeâlee II. cetuÙeebkeâve
heÌ[ves hej meceÙe kesâ meeLe efvekeâšlee ceW oer peeveer ÛeeefnS? III. hegve&efMe#eCe
(a) Motivation/DeefYeØesjCe IV. GösMÙe efveOee&jCe
(b) learning/DeefOeiece V. meece«eer
(c) Scaffolding/mkewâHeâesefu[bie (a) (I), (II), (III), (IV), (V)
(d) Zone of proximal development (b) (II), (I), (III), (IV), (V)
efvekeâšJeleea efJekeâeme keâe #es$e (c) (V), (IV), (III), (I), (II)
DSSSB PRT 30/03/2022 (Shift-II) (d) (IV), (I), (V), (II), (III)
NCERT PRT 30–07–2017
Ans. (c) : ‘‘mkewâHeâesefu[bie’’ Jen efJeefOe nw efpemeceW meneÙelee keâer
DeeJeMÙekeâlee heÌ[ves hej meceÙe kesâ meeLe efvekeâšlee ceW oer peeveer ÛeeefnS~ Ans : (d) ef M e#eCe ef ›eâÙeeDeeW keâe ›eâceyeæ ™he Fme Øekeâej nw –
DeLee&led mkewâheâesefu[bie (Scaffolding) Gme Øeef›eâÙee keâes keânles nQ, 1. Gös M Ùe ef v eOee& j Ce
efpemeceW efkeâmeer veF& DeJeOeejCee DeLeJee keâewMeue keâes meerKeves ceW yeÛÛeeW keâes 2. veS ØeMve keâes hetJe& %eeve mes peesÌ[vee
ceoo oer peeleer nw~ Ùen Jen meneje Ùee ceoo nw pees efMe#ekeâ Éeje yeÛÛeeW 3. meece«eer ØemlegleerkeâjCe
keâes ueieeleej osveer nesleer nw, peye Jes keâesF& veÙee %eeve Ùee keâewMeue meerKe 4. cetuÙeebkeâve
jns nesles nQ ~ 5. hegve&efMe#eCe
13. Which of the following activities is NOT 16. met#ce efMe#eCe mes DeefYeØeeÙe nw–
encouraged in constructivist classroom ? (a) DeJeOeejCeeDeeW leLee efmeæebleeW keâe efJemle=le efJeJejCe osvee
jÛeveeJeeoer keâ#ee ceW efvecveefueefKele ceW mes efkeâme ieefleefJeefOe (b) efJeefYevve DeOÙeeheve keâewMeueeW keâe he=Lekeâ ™he ceW DeYÙeeme keâjvee
keâes Øeeslmeeefnle veneR efkeâÙee peelee nw? (c) efJe<eÙe keâer met#ce DeJeOeejCeeDeeW keâes mecePeevee
(a) Class discussion/keâ#ee keâer ÛeÛee& (d) met#ce mlej hej DeOÙeeheve keâjvee
(b) Field trips/Heâeru[ efš^hme TGT–KVS, 08–01–2017
(c) Project work/heefjÙeespevee keâeÙe& Ans : (b) met#ce efMe#eCe mes DeefYeØeeÙe nw– efJeefYeVe DeOÙeeheve keâewMeueeW
(d) Rote memorization/jš keâj Ùeeo keâjvee keâe he=Lekeâ ™he ceW DeYÙeeme keâjvee~
DSSSB PRT 24/03/2022 (Shift-III) [er.[yuet Ssueve kesâ Devegmeej, ‘‘Ùen efMe#eCe keâe ueIeg™he neslee nw FmeceW
Ans. (d) : jÛeveeJeeoer keâ#ee ceW, jš keâj Ùeeo keâjves keâer ieefleefJeefOe keâ#ee keâe Deekeâej leLee meceÙe Yeer keâce neslee nw~’’
keâes Øeeslmeeefnle veneR efkeâÙee peelee nw keäÙeeWefkeâ jÛeveeJeeoer keâ#ee met#ce efMe#eCe Skeâ Jele&ceeve leLee veJeerve Keespe nw~ Ùen efMe#ekeâ leLee
DeefOeiecekeâlee& kesâefvõle nesleer nQ efpemeceW efMe#ekeâ Skeâ megefJeOee oelee kesâ DeOÙeehekeâeW kesâ JÙeJenej heefjJele&ve keâer Skeâ cenòJehetCe& ØeefJeefOe nw~ FmeceW
™he ceW Úe$eeW keâes cenlJehetCe& meesÛe, peesÌ[leesÌ[, ØeeLeefcekeâ mebmeeOeve Deewj keâ#ee kesâ Úesšs Deekeâej keâes heÌ{eÙee peelee nw, meceÙe, ØekeâjCe leLee
neLeeW keâer ieefleefJeefOeÙeeW kesâ ceeOÙece mes %eeve Øeoeve keâjles nQ~ keâewMeue keâe ™he Yeer Úesše keâj efueÙee peelee nw~
keâ#ee keâer ÛeÛee&, heâeru[ efš^hme leLee heefjÙeespevee keâeÙe& jÛeveeJeeoer keâ#ee 17. What is the time duration of micro teaching cycle?
kesâ efnmmes nQ leLee Úe$eeW keâes jšves kesâ efueS keânvee hegvejeJe=efòe hej met#ce efMe#eCe Ûe›eâ keâer meceÙe DeJeefOe keäÙee nw?
DeeOeeefjle Skeâ mebmcejCe lekeâveerkeâ nw pees hegjeves meceÙe keâer keâ#eeDeeW ceW (a) 35 minutes/efceveš (b) 40 minutes/efceveš
Fmlesceeue efkeâÙee peelee Lee~ Dele: keâne pee mekeâlee nw efkeâ Ùen, (c) 30 minutes/efceveš (d) 36 minutes/efceveš
jÛeveeJeeoer keâ#ee keâe Skeâ efnmmee veneR nw~ DSSSB PRT 26/03/2022 (Shift-III)
Teaching Aptitude 63 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (d) : met#ce efMe#eCe hetJe&-mesJeekeâeueerve Ùee mesJeejle efMe#ekeâeW keâes (c) Both I and II/I leLee II oesveeW
ØeefMeef#ele keâj GveceW efMe#eCe-keâewMeue efJekeâefmele keâjves keâer Skeâ lekeâveerkeâ (d) Neither I nor II/vee ner I vee ner II
nw~ met#ce efMe#eCe kesâ Ûe›eâ keâes hetje nesves keâer ceevekeâ meceÙeeJeefOe 36 DSSSB PRT 24/03/2022 (Shift-III)
efceveš nw~ Ans. (c) : yeng-«es[ efMe#eCe keâce pevemebKÙee Jeeues «eeceerCe #es$e leLee
met#ce efMe#eCe Ûe›eâ keâer ceevekeâ meceÙe DeJeefOe keâes Fme lejn mecePe efpeve mketâueeW ceW Úe$eeW keâer mebKÙee keâce nesleer nw JeneB ØeÛeefuele neslee nw~
mekeâles nQ– kegâÚ ØeeLeefcekeâ mketâueeW ceW Skeâ efMe#ekeâ oes Ùee leerve keâ#eeDeeW kesâ Úe$eeW
efMe#eCe – 6 efceveš keâes Skeâ meeLe Skeâ keâcejs ceW heÌ{eles nw, Ssmeer yeng-keâ#ee efmLeefle keâes ner
Øeeflehegef<š – 6 efceveš ‘‘yeng-«es[ efMe#eCe’’ efmLeefle keâne peelee nw~
hegve:hee" Ùeespevee – 12 efceveš 21. Special attention is given on four aspects for
hegve: efMe#eCe – 6 efceveš Multi Grade Teaching. Which of the following
hegve: Øeeflehegef° – 6 efceveš are those aspects ?
mechetCe& – 36 efceveš ceušer «es[ efMe#eCe kesâ Ûeej henuegDeeW hej efJeMes<e OÙeeve
18. Microteaching was invented by ..........
efoÙee peelee nw~ efvecveefueefKele ceW mes keâewve mes Jes henuet nQ?
met#ce efMe#eCe keâe DeeefJe<keâej efkeâmekesâ Éeje efkeâÙee ieÙee I. Classroom organization
Lee? I. keâ#ee mebie"ve
(a) Helen Parkhurst/nsuesve heeke&ânmš& II. Pupils grouping
II. Úe$eeW keâe mecetnve
(b) Pestalozzi/hesmšesuees]peer
III. Use of learning materials.
(c) Dwight Allen/[dJeeFš Sueve
III. DeefOeiece meece«eer keâe GheÙeesie
(d) Davis/[sefJeme
IV. Proper planning.
DSSSB PRT 25/03/2022 (Shift-III)
IV. GefÛele Ùeespevee
KVS PRT Post Code 16/17, 29/10/2017
Ans. (c) : met#ce efMe#eCe (Microteaching) keâe DeeefJe<keâej 1963 (a) Only III/kesâJeue III
ceW mšwveheâew[& ÙetefveJeefme&šer ceW ‘‘[dJeeFš [yuÙet Sueve’’(Dwight- W. (b) I, II, III and IV/I, II, III leLee IV
Allen) Éeje efkeâÙee ieÙee Lee~ (c) I and IV/I leLee IV
Fme efMe#eCe ØeCeeueer keâe ØeÙeesie DeOÙeehekeâeW keâes keâ#ee DeOÙeeheve (d) II and III/II leLee III
Øeef›eâÙeeDeeW keâer efMe#ee osves nsleg efkeâÙee peelee nw~ leLee FmeceW efJeefYevve DSSSB PRT 24/03/2022 (Shift-III)
Øekeâej kesâ keâewMeueeW keâe ØeefMe#eCe Yeer efoÙee peelee nw~ pewmes- ØemleeJevee Ans. (b) : ceušer-«es[ efMe#eCe (yeng-keâ#ee efMe#eCe) mes DeeMeÙe nw-
keâewMeue, Göerheve heefjJele&ve keâewMeue, hegveye&veue keâewMeue leLee Skeâ DeOÙeehekeâ Éeje yengle meer keâ#eeDeeW keâes Skeâ meeLe
MÙeece heó uesKeve Deeefo keâewMeue~ met#ce efMe#eCe Ûe›eâ keâer DeJeefOe heÌ{evee nw~ FmeceW Deueie-Deueie mlej kesâ (lespe-keâcepeesj) Úe$eeW keâes
36 efceveš keâer ceeveer peeleer nw~ meeLe-meeLe heÌ{evee Je efmeKeevee neslee nww~
19. In the micro-teaching cycle, teaching takes ceušer-«es[ efMe#eCe kesâ Ûeej henuegDeeW hej efJeMes<e OÙeeve efoÙee peelee nw,
place for how many minutes ? pees efvecveefueefKele nw -
met#ce efMe#eCe Ûe›eâ ceW, efMe#eCe efkeâleves efceveš lekeâ
∗ keâ#ee mebie"ve
Ûeuelee nw?
(a) 7 minutes/7 efceveš (b) 10 minutes/10 efceveš ∗ Úe$eeW keâe mecetnve
(c) 6 minutes/6 efceveš (d) 5 minutes/5 efceveš ∗ DeefOeiece meece«eer keâe GheÙeesie,
DSSSB PRT 27/03/2022 (Shift-III) ∗ GefÛele Ùeespevee~
Ans. (c) : met#ce efMe#eCe Ûe›eâ ceW, efMe#eCe ØeeÙe: ‘‘6 efceveš’’ lekeâ 22. meeLe&keâ DeOÙeeheve ceW Meeefceue nw efkeâ–
Ûeuelee nw~ (a) DeOÙeehekeâ ef›eâÙeeMeerue nw hejbleg efJeÅeeLeea ef›eâÙeeMeerue nes Ùee
met#ce efMe#eCe (Micro teaching) Jen efJeefOe nw, efpemekesâ Éeje ve nes
Úe$eeOÙeehekeâ efkeâmeer Skeâ efMe#eCe-keâewMeue keâes keâce meceÙe ceW Úesšs (b) DeOÙeehekeâ ef›eâÙeeMeerue nes Ùee ve nes hejbleg efJeÅeeLeea
mecetneW keâes heÌ{ekeâj DeYÙeeme keâj mekeâles nw~ ef›eâÙeeMeerue nw
FmeceW meeOeejCeleÙe: 6 efceveš kesâ hee" ceW efkeâmeer Skeâ mecØelÙeÙe /ØekeâjCe (c) DeOÙeehekeâ ef›eâÙeeMeerue nw Deewj efJeÅeeLeea ef›eâÙeeMeerue nw
(Úesše Deekeâej) keâe DeOÙeÙeve 5-10 yeÛÛeeW kesâ mecetn ceW efkeâÙee peelee nw~
(d) Ghejesòeâ meYeer heefjefmLeefle
20. Multigrade teaching is prevalent in ____. PRT (SPECIAL EDUCATION) Post Code 01/13,
yeng-«es[ efMe#eCe _____ ceW ØeÛeefuele neslee nw~ 28.04.2013
I. Rural areas with low population. Ans : (c) meeLe&keâ DeOÙeeheve ceW DeOÙeehekeâ Deewj efJeÅeeLeea oesveeW
I. keâce pevemebKÙee Jeeues «eeceerCe #es$e~ ef›eâÙeeMeerue nesles nQ~ efMe#eCe keâer ef›eâÙeeMeeruelee keâe efmeæeble Fme yeele
II. Schools with less number of students. hej peesj oslee nw efkeâ meerKeves kesâ efueS efMe#ekeâ leLee efJeÅeeLeea oesveeW keâes
II. efpeve mketâueeW ceW Úe$eeW keâer mebKÙee keâce nw~ ef›eâÙeeMeerue nesvee DeeJeMÙekeâ nw~ Jemlegle: Ùeefo efMe#eCe Je DeOÙeÙeve kesâ
(a) Only II/kesâJeue II meceÙe efMe#ekeâ Je efJeÅeeLeea ef›eâÙeeMeerue veneR nesles nQ lees efMe#eCe DeefOeiece
(b) Only I/kesâJeue I kesâ GösMÙe mecegefÛele {bie mes Øeehle veneR nes heeles nQ~
Teaching Aptitude 64 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

23. efveoxMeelcekeâ Jeelee&ueehe keâe DeLe& nw– Ans. (b) : ef[mkeâJejer ueefveËie Ùee Keespe DeeOeeefjle DeefOeiece keâer Glheefòe keâe
(a) hee"dÙe›eâce ceW Yee<ee keâe efJekeâeme ßesÙe pesjesce yeÇtvej keâes efoÙee peelee nw~ Keespe DeeOeeefjle DeefOeiece ceW efJeÅeeLeea
(b) yeeleÛeerle kesâ ceeOÙece mes DeOÙeeheve Deheves DevegYeJeeW, efJeÛeejeW, Deewj hetJe& %eeve keâe ØeÙeesie keâjles ngS efkeâmeer mecemÙee
(c) peefšue efJeÛeejeW keâe DeOÙeeheve keâe meceeOeeve mJeÙeb Keespelee nw~ Fme efJeefOe ceW DeOÙeehekeâ mecemÙee keâe efvecee&Ce
(d) Úe$eeW kesâ peerJeve mes mketâue keâes peesÌ[vee keâjlee nw leLee efJeÅeeefLe&ÙeeW keâer meceeOeeve Keespeves ceW meneÙelee keâjlee nw~
PRT Post Code 70/09 02.02.2014 27. A multi- level situation during teaching arises
Ans : (b) efveoxMeelcekeâ Jeelee&ueehe keâe DeLe& nw yeeleÛeerle kesâ ceeOÙece mes in ______.
DeOÙeeheve~ efveoxMeelcekeâ Jeelee&ueehe ceW DeOÙeehekeâ ner mechetCe& Øeef›eâÙee keâe DeOÙeeheve kesâ oewjeve Skeâ yengmlejerÙe efmLeefle –––––– ceW
efveCee&Ùekeâ neslee nw, Jen ieefleefJeefOe keâes Deheves Devegmeej efveoxefMele keâjlee GlheVe nesleer nw~
nw~ Fmes keâYeer–keâYeer DeeosMeelcekeâ Jeelee&ueehe Yeer keânles nQ~ I. Mono – grade situation
I. ceesvees-«es[ efmLeefle
24. efvecve ceW mes keâewve–mee efMe#eCe keâe ceveesJew%eeefvekeâ efmeæeble
II. Multi-grade situation
veneR nw?
II. yengmlejerÙe efmLeefle~
(a) met#ce mes mLetue keâer Deesj
(a) Both I and II/I leLee II oesveeW
(b) peefšue mes mejue keâer Deesj
(b) Only II/kesâJeue II
(c) %eele mes De%eele keâer Deesj
(c) Only I/kesâJeue I
(d) mejue mes keâef"ve keâer Deesj
(d) Neither I nor II/vee ner I vee ner II
NCERT PRT 30–07–2017
DSSSB PRT 07/03/2022 (Shift-III)
Ans : (b) peefšue mes mejue keâer Deesj, efMe#eCe keâe ceveesJew%eeefvekeâ efmeæeble
Ans. (a) : DeOÙeeheve kesâ oewjeve Skeâ yengmlejerÙe efmLeefle ceW ceesvees -
veneR nw peyeefkeâ met#ce mes mLetue keâer Deesj, %eele mes De%eele keâer Deesj, mejue
«es[ efmLeefle leLee yengmlejerÙe efmLeefle oesveeW ner GlheVe nesleer nw~
mes keâef"ve keâer Deesj, efJeefMe° mes meeceevÙe keâer Deesj, mechetCe& mes DebMe keâer
Deesj, ØelÙe#e mes DeØelÙe#e keâer Deesj leLee efJeMues<eCe mes mebMues<eCe keâer Deesj ceesvees «es[ efmLeefle – Fme «es[ efMe#eCe efJeefOe/efmLeefle ceW efMe#ekeâ
Deeefo efMe#eCe kesâ ceveesJew%eeefvekeâ efmeæeble nQ~ kesâJeue Skeâ ner «es[ keâes mebYeeuelee nw~
25. Who argued that, "practice in discovery for
yengmlejerÙe efmLeefle – ceušer «es[ efMe#eCe keâer Ssmeer efmLeefle nw, peneB
oneself teaches one to acquire information in a Skeâ ner meceÙe ceW efMe#ekeâ oes Ùee oes mes DeefOekeâ mecetneW keâes mebYeeueles
way that makes that information more readily nQ~ Dele: I leLee II oesveeW mener nQ~
viable in problem solving" ? 28. In cognitive domain of Bloom's taxonomy,
efkeâmeves leke&â efoÙee efkeâ ‘‘mJeÙeb kesâ efueS Keespe ceW DeYÙeeme which of the following can break down a
efkeâmeer keâes Fme lejn peevekeâejer Øeehle keâjvee efmeKeelee nw communication into its constituent parts,
pees mecemÙee keâes nue keâjves ceW Gme peevekeâejer keâes DeefOekeâ revealing the relationships among them ?
Deemeeveer mes JÙeJeneÙe& yeveelee nw’’ ? yuetce Jeefie&keâer kesâ meb%eeveelcekeâ #es$e ceW, efvecveefueefKele ceW
(a) Ivan Pavlov/FJeeve heeJeueesJe
mes keâewve mebÛeej keâes Gmekesâ Ieškeâ YeeieeW ceW efJeYeeefpele
keâjkesâ, Gvekesâ yeerÛe mebyebOeeW keâes Øekeâš keâj mekeâlee nw?
(b) Paulo Friere/heeGuees øesâjs
(a) Synthesis/mebMues<eCe (b) Analysis/efJeMues<eCe
(c) B.F. Skinner/yeer.Sheâ. efmkeâvej
(c) Application/DeeJesove (d) Evaluation/cetuÙeebkeâve
(d) Jerome Bruner/pesjesce yeÇtvej
DSSSB PRT 29/03/2022 (Shift-III)
DSSSB-PRT 14/11/2019 (Shift-III)
Ans. (b) : yuetce ves Deheveer Jeefie&keâer ceW meb%eeveelcekeâ #es$e keâes efvecve 6
Ans. (d) : Keespe DeefOeiece hetÚleeÚ DeeOeeefjle DeefOeiece nw~ pesjesce
YeeieeW ceW Jeieeake=âle efkeâÙee nw–
yeÇtvej keâes Keespe DeefOeiece keâe pevceoelee ceevee peelee nw~ Gvekeâe ceevevee
(1) %eeve
Lee efkeâ Deheves efueS Keespe ceW DeYÙeeme ner metÛeveeDeeW keâes Fme {bie mes
(2) yeesOe
Øeehle keâjvee efmeKeelee nw, efpememes mener ™he mes mecemÙee meceeOeeve ceW
Skeâoce ceoo efceueleer nw~ Keespe DeefOeiece Gve mecemÙee meceeOeeve (3) DevegØeÙeesie
heefjefmLeefleÙeeW ceW neslee nw peneB hej Úe$e Deheves ner DevegYeJeeW Je hetJe& %eeve (4) efJeMues<eCe
keâes DeeOeej yeveelee nw~ (5) mebMues<eCe
(6) cetuÙeebkeâve
26. Who is credited with originating Discovery
Learning? Note–: efpeveceW mes efJeMues<eCe mebÛeej keâes Gmekesâ Ieškeâ YeeieeW ceW
ef[mkeâJejer ueefveËie keâer Glheefòe keâe ßesÙe efkeâmes efoÙee efJeYeeefpele keâjkesâ Gvekesâ yeerÛe mebyebOeeW keâes Øekeâš keâj mekeâlee nw~
peelee nw? 29. In the revised version of Bloom's Taxonomy in
2001, the noun 'synthesis' was changed to
(a) E.L. Thorndike/F&. Sue. Lee@ve&[eFkeâ
which of the following verb ?
(b) Jerome Bruner/pesjesce yeÇtvej 2001 ceW yuetce kesâ šwkeämeesvee@ceer kesâ mebMeesefOele mebmkeâjCe ceW,
(c) Ivan Pavlov/FJeeve heeJeueesJe meb%ee ‘mebMues<eCe’ keâes efvecveefueefKele ceW mes efkeâme ef›eâÙee ceW
(d) Paulo Friere /heeGuees øesâjs yeoue efoÙee ieÙee Lee?
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM (a) creating/yeveevee/mepe&keâ
Teaching Aptitude 65 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(b) defining/heefjYeeef<ele keâjvee 32. 3 aspects of Bloom's taxonomy does not

(c) blending/meefcceßeCe include__
(d) combining/mebÙeespeve yuetce kesâ JeieeakeâjCe kesâ 3 henuegDeeW ceW __ Meeefceue veneR nQ~
DSSSB PRT 26/03/2022 (Shift-III) (a) Proximodistal aspect/meceerhemLe henuet
Ans. (a) : yuetce šwkeämeesvee@ceer 2001 kesâ mebMeesefOele mebmkeâjCe ceW meb%ee (b) Affective aspect/YeeJeelcekeâ henuet
mebMues<eCe, jÛevee (Creating) ef›eâÙee ceW heefjJele&ve Lee~ Gvekesâ mebMeesOeve (c) Cognitive aspect/meb%eeveelcekeâ henuet
ceW meb%eeveelcekeâ Øeef›eâÙeeDeeW keâes ef›eâÙee kesâ ™he ceW Øemlegle efkeâÙee peelee nw (d) Psychomotor aspect/meeFkeâesceesšj henuet
Deewj %eeve meece«eer keâes meb%ee kesâ ™he ceW Øemlegle efkeâÙee peelee nw~ DSSSB PRT 30/03/2022 (Shift-II)
cetuÙeebkeâve Deewj mebMues<eCe kesâ mlejeW keâe Deeoeve-Øeoeve keâjves kesâ meeLe- Ans. (a) : yuetce šwkeämeesveesceer, 1956 ceW ØekeâeefMele ngF&~ Fmekeâe
meeLe (efpemekeâe veece Jes ef›eâSMeve ceW yeoueles nQ)~ efvecee&Ce keâeÙe& Jew%eeefvekeâ yuetce Éeje ngDee Lee FmeefueS Ùen "Bloom
jÛevee (Creating) - cetuÙeebkeâve keâjves kesâ he§eele Gme mcejCe ceW Skeâ Taxonomy" kesâ veece mes ØeÛeefuele ngF&~ yuetce kesâ JeieeakeâjCe keâes
veÙeer efJeÛeej keâe efvecee&Ce neslee nw efpememes Skeâ veJeerve efJeÛeej keâer jÛevee ‘‘efMe#ee kesâ GösMÙeeW’’ kesâ veece mes Yeer peevee peelee nw~
nesleer nw~ yeWpeeefceve yuetce kesâ JeieeakeâjCe ceW leerve GösMÙe meceeefnle nQ, pees nQ–
30. Interpretation of what is taught in the class 1. meb%eeveelcekeâ GösMÙe (Cognitive Domain):– meb%eeveelcekeâ
falls under which category of Bloom's [escesve, %eeve Deewj yeewefækeâ keâewMeue keâe efJekeâeme keâjlee nw~ Fmekeâer
Taxonomy? ØeLece 6 ßesefCeÙeeB nw– %eeve, mecePe, GheÙeesie, efJeMues<eCe,
keâ#ee ceW pees heÌ{eÙee peelee nw Gmekeâer JÙeeKÙee, yuetce kesâ mebMues<eCe leLee cetuÙeebkeâve
Jeefie&keâer keâer efkeâme ßesCeer ceW Deeleer nw? 2. YeeJeelcekeâ he#e (Affective Domain):– FmeceW Jes GösMÙe
(a) Evaluation/cetuÙeebkeâve Meeefceue nQ efpevekeâe mecyevOe yeeuekeâ keâer ™efÛe, yeeuekeâ keâer
(b) Knowledge/%eeve DeefYeJe=efòe YeeJeveeDeeW, mebJesoveeDeeW leLee cetuÙeeW mes nw~ Fmekesâ Yeer 6
(c) Application/DeeJesove mlej nQ– DeefYe«enCe keâjvee, Devegef›eâÙee keâjvee, cetuÙe Deebkeâvee,
(d) Comprehension/mecePe cetuÙeeW keâe mebOeejCe, cetuÙe heæefle keâe mebie"ve leLee Ûeefj$eerkeâjCe~
DSSSB PRT 29/03/2022 (Shift-II) 3. ceveesef›eâÙeelcekeâ he#e (Psychomotor Domain):– FmeceW Jes
Ans. (d) : keâ#ee ceW pees heÌ{eÙee peelee nw Gmekeâer JÙeeKÙee, yuetce kesâ GösMÙe Meeefceue nQ, efpevekeâe mecyevOe yeeuekeâ kesâ ef›eâÙeelcekeâ DeLeJee
Jeefie&keâer keâer mecePe ßesCeer ceW Deeleer nw~ yuetce keâer šwkeämeesvee@ceer keâer mecePe ceveesielÙeelcekeâ keâewMeueeW mes nw~ Fmekeâes 6 JeieeX ceW yeeBše ieÙee nw–
keâe mlej Úe$eeW keâes Øemlegle keâer ieF& peevekeâejer keâes mecePeves ceW, leLÙe keâer Gòespevee, keâeÙe& keâjvee, efveÙeb$eCe, meecebpemÙe, mJeYeeJeerkeâjCe leLee Deeole
Ùeeo mes LeesÌ[e Deeies ues peelee nw~ mecePe kesâ Devleie&le Úe$eeW keâes ØeMveeW efvecee&Ce~
Deewj keâeÙeeX keâe meecevee keâjvee heÌ[lee nw peneB Jes GvnW yeleeves kesâ yepeeÙe 33. In revised bloom's taxonomy 2001, to present
leLÙeeW keâer JÙeeKÙee keâjles nQ~ and defend opinions for making judgments
GoenjCe kesâ efueS, yeeoue kesâ ØekeâejeW keâe veecekeâjCe keâjves kesâ yepeeÙe, about information, validating of ideas or
Úe$e Ùen mecePe ØeoefMe&le keâjles nQ efkeâ ØelÙeskeâ Øekeâej keâe yeeoue kewâmes quality of work based on a set of criteria, and
yevelee nw~ looking at the problems in a critical way comes
under the category of ___
31. Bloom's Taxonomy includes the manner in mebMeesefOele yuetce keâer šwkeämeesvee@ceer 2001 ceW, metÛevee kesâ
which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasm, and yeejs ceW efveCe&Ùe uesves kesâ efueS jeÙe Øemlegle keâjves Deewj
motivation is- yeÛeeJe keâjves kesâ efueS ceeveoC[es kesâ Skeâ mesš kesâ DeeOeej
yuetce keâer šwkeämeesvee@ceer ceW Jen lejerkeâe Meeefceue nw efpememes hej efJeÛeejeW Ùee keâece keâer iegCeJeòee keâes ceevÙe keâjvee ,
nce YeeJeveelcekeâ ™he mes ÛeerpeeW mes efvehešles nQ, pewmes efkeâ Deewj mecemÙeeDeeW keâes Skeâ cenlJehetCe& lejerkesâ mes osKevee
YeeJeveeSB, cetuÙe, ØeMebmee, Glmeen Deewj ØesjCee nw____ __keâer ßesCeer ceW Deelee nw~
(a) Affective domain/YeeJeelcekeâ GösMÙe (a) Applying/ueeiet keâjvee
(b) Conative domain/keâe@vesefšJe [escesve (b) Remembering/Ùeeo jKevee
(c) Cognitive domain/meb%eeveelcekeâ GösMÙe (c) Creating /yeveevee
(d) Cephalocaudal/mesheâueeskeâe@[ue (d) Evaluating /cetuÙeebkeâve keâjvee
DSSSB PRT 30/03/2022 (Shift-II) DSSSB PRT 30/03/2022 (Shift-II)
Ans. (a) : yuetce kesâ JeieeakeâjCe ceW YeeJeelcekeâ he#e kesâ mlej Ans. (d) : yuetce keâer šwkeämeesvee@ceer leerve heoeveg›eâefcele cee@[ue keâe Skeâ
(Affective domain), ceW Jes GösMÙe Meeefceue nQ efpevekeâe mecyevOe mecetn nw, efpemekeâe GheÙeesie Mewef#ekeâ meerKeves kesâ GösMÙeeW keâer peefšuelee
yeeuekeâ keâer ™efÛe, yeeuekeâ keâer DeefYeJe=efòe, YeeJeveeDeeW, mebJesoveeDeeW leLee Deewj efJeefMe°lee kesâ mlejeW ceW Jeieeake=âle keâjves kesâ efueS efkeâÙee peelee nw~
cetuÙeeW mes nw~ leerve metefÛeÙeeB meb%eeveelcekeâ, YeeJeelcekeâ leLee ceveesef›eâÙeelcekeâ [escesve ceW
YeeJeelcekeâ he#e cegKÙele: yeeuekeâ keâer DeefYe™efÛe Deewj DeefYeJe=efòe mes peg[Ì e meerKeves kesâ GösMÙeeW keâes Meeefceue keâjleer nQ~
nw efpemeceW YeeJeveeSB (feelings), cetuÙeeW (Values), ØeMebmee yuetce kesâ meb%eeveelcekeâ (Cognitive domain) he#e ces 6 mlejeW kesâ
(Appreciation), Glmeen (Enthusiasm) leLee ØesjCee Skeâ mlej’’ cetuÙeebkeâve (Evaluating)’’ ceW ceeveob[es kesâ efueS mesš kesâ
(Motivation) Deeefo Meeefceue nQ~ DeeOeej hej peevekeâejer, efJeÛeejeW keâer JewOelee, Ùee keâeÙe& keâer iegCeJeòee kesâ
Teaching Aptitude 66 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

yeejs ceW efveCe&Ùe keâjkesâ jeÙe Øemlegle keâjvee Deewj yeÛeeJe keâjvee Meeefceue nw Fmekesâ yeeo yuetce ves ceveesef›eâÙeelcekeâ/ceveesielÙeelcekeâ #es$e keâes Yeer ‘6’
leLee Fmekeâer efJeMes<eleeDeeW ceW Meeefceue nQ– YeeieeW ceW yeeBše~-
• Deebleefjkeâ mee#Ùe kesâ mevoYe& ceW efveCe&Ùe leLee (1.) ØesjCee
• yeenjer ceeveob[eW kesâ mevoYe& ceW efveCe&Ùe~ (2.) peesÌ[leesÌ[
34. The psychomotor domain is characterized by (3.) DeefOekeâej
progressive levels of behaviour from (4.) leeuecesue
observation to mastery of physical skill.
Simpson built this taxonomy on the work of (5.) menpeerkeâjCe
Bloom and others. Choose the wrong option. (6.) Deeole ie"ve
meeFkeâesceesšj [escesve keâes JÙeJenej kesâ ØeieefleMeerue mlejeW Ùen meYeer #es$e JÙeJenej heefjJele&ve kesâ meeLe efMe#eCe DeefOeiece keâer Øeef›eâÙee
Éeje DeJeueeskeâve mes ueskeâj Meejerefjkeâ keâewMeue ceW cenejle ceW Yeer GheÙeesie efkeâS peeles nQ~
neefmeue keâjves keâer efJeMes<elee nw~ efmechemeve ves yuetce Deewj 36. Who developed the "5 E's" model?
DevÙe kesâ keâece hej Fme JeieeakeâjCe keâe efvecee&Ce efkeâÙee~ "5 E's" cee@[ue keâe efJekeâeme efkeâmeves efkeâÙee?
ieuele efJekeâuhe ÛegveW~ (a) Roger Bybee/je@pej yesyeer (b) Taylor/šsuej
(a) Guided response/efveoxefMele Øeefleef›eâÙee~ (c) Maya/ceeÙee (d) Bloom/yuetce
(b) Attention/OÙeeve DSSSB PRT 30/03/2022 (Shift-I)
(c) Complex overt response/peefšue mhe° Øeefleef›eâÙee Ans. (a) : je@pej yesyeer kesâ 5E ÛejCe Meeefceue nw- mebueive keâjvee
(d) Perception/DevegYetefle (Engage), DevJes<eCe (Explore), JÙeeKÙee keâjvee (Explain),
DSSSB PRT 30/03/2022 (Shift-II) efJemle=le keâjvee (Elaborate), cetuÙeebkeâve keâjvee (Evaluate)~ Ùen
Ans. (b) : ceveesef›eâÙeelcekeâ [escesve (Psychomotor domain) efveoxMe keâe Skeâ meeJeOeeveerhetJe&keâ efveÙeesepf ele Deveg›eâce Øeoeve keâjlee nw pees
JÙeJenej kesâ ØeieefleMeerue mlejeW keâer efJeMes<elee nw efpeveceW DeJeueeskeâve mes Úe$eeW keâes meerKeves kesâ kesâvõ ceW jKee ieÙee nw~ Ùen meYeer Úe$eeW keâes
ueskeâj Meejerefjkeâ keâewMeue lekeâ cenejle neefmeue nw~ efmechemeve ves yuetce Jew%eeefvekeâ DeJeOeejCeeDeeW keâer Keespe keâjves, mecePeves, Deewj Gve mecePe keâes
Deewj DevÙe kesâ keâece hej Fme JeieeakeâjCe keâe efvecee&Ce efkeâÙee nw~ Fmekesâ Iešvee Ùee FbpeerefveÙeefjbie mecemÙeeDeebW mes peesÌ[ves kesâ efueS Øeeslmeeefnle keâjles
mevoYe& ceW keâne peelee nw efkeâ FmeceW efveoxefMele Øeefleef›eâÙee (Guided nQ~ Ùen cee@[ue meef›eâÙe efMe#eCe keâes yeÌ{eJee oslee nw~ Úe$e megveves Deewj
response), peefšue mhe° Øeefleef›eâÙee (Complex overt response) heÌ{ves mes p]Ùeeoe FmeceW Meeefceue nesles nQ~ Jes meJeeue hetÚvee, efvejer#eCe
leLee DevegYetefle/yeesOe (Perception), Deeefo Meeefceue nQ~ keâjvee, cee@[ue yeveevee, efJeMues<eCe keâjvee, JÙeeKÙee keâjvee, efve<keâ<e&
35. How many areas does bloom classified the efvekeâeuevee, meyetleeW mes yenme keâjvee Ùee leke&â keâjvee Deewj Deheveer mecePe
behavioral changes ?
yuetce ves JÙeJenej ceW heefjJele&ve keâes efkeâleves #es$eeW ceW kesâ yeejs ceW yeele keâjvee meerKeles nQ~ Úe$e Deheves meeefLeÙeeW kesâ meeLe
Jeieeake=âle efkeâÙee nw ? efceuekeâj mhe°erkeâjCe lewÙeej keâjles nQ mecemÙeeDeeW keâe meceeOeeve keâjles nQ,
Deewj Ùeespevee yeveeles nQ Deewj peeBÛe keâjles nQ~
(a) 5 (b) 2
(c) 3 (d) 4 37. [e@ yeWpeeefceve yuetce efkeâme Ûeerpe keâes yeÌ{eJee osvee Ûeenles Les?
DSSSB PRT 30/03/2022 (Shift-I) (a) GheÙegòeâ Âef°keâesCe (b) GÛÛe Øekeâej keâe efÛebleve
DSSSB PRT 30/03/2022 (Shift-III) (c) yegefæ (d) JÙeJenej keâe efJekeâeme
Ans. (c) : yeWpeeefceve Sme yuetce ves JÙeJenej heefjJele&ve keâes leerve #es$eeW ceW DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
efJeYeeefpele efkeâÙee– Ans. (b) : [e@. yeWpeeefceve yuetce GÛÛe Øekeâej kesâ efÛebleve keâes yeÌ{eJee
(1.) meb%eeveelcekeâ #es$e osvee Ûeenles Les~ [e@. yuetce SJeb Gvekesâ menÙeesefieÙeeW ves Je<e& 1956 ceW
(2.) YeeJeelcekeâ #es$e efMe#eCe GösMÙeeW keâe JeieeakeâjCe-%eeveelcekeâ, YeeJeelcekeâ Deewj ef›eâÙeelcekeâ
(3.) ceveesef›eâÙeelcekeâ #es$e he#e ceW efkeâÙee~ efHeâj FvneWves %eeveelcekeâ he#e keâes Ú: YeeieeW ceW Jeieeake=âle
yuetce ves Je<e& 1956 ceW meb%eeveelcekeâ #es$e kesâ GösMÙeeW keâes hegve: ›eâceMe: efkeâÙee~ (1) %eeve (2) yeesOe (3) DevegØeÙeesie (4) efJeMues<eCe (5)
6 YeeieeW ceW efJeYeeefpele efkeâÙee- mebMues<eCe Deewj (6) cetuÙeebkeâve~ Fme DeeOeej hej osKee peeS lees yuetce
(1) %eeve cenesoÙe yeÛÛeeW keâes %eeve kesâ efvecve mlej kesâ efÛebleve mes ueskeâj cetuÙeebkeâve
(2) DeJeyeesOe kesâ GÛÛe mlej kesâ efÛebleve lekeâ kesâ efueS yeÌ{eJee osvee Ûeenles nQ~
(3) DevegØeÙeesie 38. B.S. yuetce kesâ Mewef#ekeâ GösMÙeeW kesâ JeieeakeâjCe ceW efvecve ceW
(4) efJeMues<eCe mes keâewve %eeve#es$e veneR nw?
(5) mebMues<eCe (a) meb%eeveelcekeâ (b) YeeJeelcekeâ
(6) cetuÙeebkeâve (c) ceveesielÙeelcekeâ (d) Øeefleef›eâÙeelcekeâ
Fmeer lejn mes yuetce ves YeeJeelcekeâ #es$e kesâ Yeer heeBÛe Yeeie yeleeS nQ- NCERT PRT 30–07–2017
(1) Dee«enCe Ans : (d) yeer.Sme. yuetce kesâ Mewef#ekeâ GösMÙeeW keâes leerve YeeieeeW ceW
(2) Øeefleef›eâÙee Jeieeake=âle efkeâÙee ieÙee nw~ Ùes leerve Yeeie efvecve nQ–
(3) DevegcetuÙeve (1) %eeveelcekeâ #es$e
(4) JÙeJemLeeheve (2) YeeJeelcekeâ #es$e
(5) mJeeYeeJeerkeâjCe (3) ceveesielÙeelcekeâ #es$e
Teaching Aptitude 67 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

39. yuetce kesâ Deveg›eâce ceW, keâewMeue ................. mes pegÌ[e nw~ Ans : (d) ØeYeeJeer efMe#eCe kesâ ceevekeâ efvecve nQ–
(a) meb%eeveelcekeâ [escesve (b) ceveesØesjCee [escesve JewÙeefòeâkeâ Glheeokeâ ieefleefJeefOe
(c) ØeYeeJeer [escesve (d) GheÙeg&òeâ meYeer DeefYeJÙeefòeâ #ecelee keâe efJekeâeme
KVS–PRT Post Code 16/17, 29–10–2017 ÛegveewleerhetCe& ieefleefJeefOeÙeeB SJeb menÙeesieelcekeâ Jeelee&ueehe
Ans : (d) yuetce kesâ Deveg›eâce ceW, keâewMeue meb%eeveelcekeâ [escesve, ØeYeeJeer mLeeveerÙe heefjJesMe kesâ Devegmeej Devegketâueve
[escesve leLee ceveesØesjCee [escesve leerveeW DeLee&le GheÙegòeâ meYeer mes pegÌ[e nw~ efJeÅeeefLe&ÙeeW keâer meebmke=âeflekeâ heeefjJeeefjkeâ heefjefmLeefleÙeeW keâe %eeve
40. Øeoòe Mewef#ekeâ GösMÙeeW/Øeehle GösMÙeeW (Taxonomy of Dele: GheÙeg&òeâ efJekeâuheeW ceW mes keâesF& Yeer ØeYeeJeer efMe#eCe kesâ ceevekeâ veneR
education aims/objective) keâe JeieeakeâjCe efkeâÙee nes mekeâles nQ~ FmeefueS efJekeâuhe (d) mener nw~
ieÙee– 43. All the given characteristics of mono-grade
(a) ›eâeLeJeesue Éeje (b) yeer.Sme. yuetce Éeje teaching are correct expect ____.
(c) jeyeš& cesiej Éeje (d) ieeÙeves Éeje ceesvees-«es[ efMe#eCe keâer ______ kesâ DeueeJee meYeer oer ieF&
PRT Post Code 71/09 & 101/12, 25.08.2013 efJeMes<eleeSB mener nQ~
Ans : (b) Øeoòe Mewef#ekeâ GösMÙeeW/Øeehle GösMÙeeW keâe JeieeakeâjCe yeWpeeefceve (a) One teacher for several classes
Sme. yuetce Je Gvekesâ menÙeesefieÙeeW ves meved 1956 ceW efkeâÙee~ Gve ueesieeW kesâ keâF& keâ#eeDeeW kesâ efueS Skeâ efMe#ekeâ
Devegmeej DeefOeiecekeâlee& kesâ JÙeJenej ceW heefjJele&ve Je efJekeâeme meb%eeveelcekeâ, (b) Cooperation and interaction
YeeJeelcekeâ Je ef›eâÙeelcekeâ #es$eeW ceW nes mekeâlee nw~ ceeveefmekeâ ÙeesiÙeleeDeeW kesâ menÙeesie Deewj DevÙeesvÙeef›eâÙee
efJekeâeme kesâ ›eâce keâe OÙeeve jKeles ngS meYeer #es$eeW kesâ Debleie&le Mewef#ekeâ GösMÙe (c) One classroom for each grade
keâes leeefke&âkeâ Je ceveesJew%eeefvekeâ ™he mes Øemlegle efkeâÙee ieÙee nw~ ØelÙeskeâ «es[ kesâ efueS Skeâ keâ#ee
(d) experience sharing is limited
41. keâ#ee–DeOÙeeheve kesâ heMÛeeled DeOÙeehekeâ osKelee nw, efkeâ
DegveYeJe meePee keâjvee meerefcele neslee nw~
Skeâ efJeÅeeLeea Skeâ megJÙeJeefmLele efveyevOe efueKe ueslee nw, DSSSB PRT 16/03/2022 (Shift-III)
Skeâ me=peveelcekeâ ueIeg keâLee, Skeâ megefveÙeesefpele JÙeeKÙeeve
Ans. (a) : ceesvees-«es[ efMe#eCe mes leelheÙe& Ssmeer keâ#ee kesâ efMe#eCe mes nw
os mekeâlee nw Deewj Skeâ ØeÙeesie keâer Ùeespevee yeveekeâj Øemlegle
efpemeceW Skeâue «es[ mlej kesâ Úe$e nesles nQ uesefkeâve Deeceleewj hej efceefßele
keâjlee nw, Ùen efJeÅeeLeea efJeefYeVe #es$eeW mes Øeehle DeefOeiece #eceleeSB nesleer nQ~
keâes efkeâmeer mecemÙee kesâ meceeOeeve kesâ efueS mebieef"le keâj
ceesvees «es[ efMe#eCe keâer efJeMes<eleeSB efvecve nQ–
ueslee nw~
DeOÙeehekeâ keâer Âef° mes Fme efJeÅeeLeea ves Mewef#ekeâ GösMÙeeW • menÙeesie Deewj DevÙeesvÙeef›eâÙeeDeeW mes heefjhetCe& efMe#ee keâe nesvee~
kesâ efkeâme mlej keâes Øeehle keâj efueÙee nw? • ØelÙeskeâ «es[ kesâ efueS Skeâ keâ#ee nesvee~
(a) mecePe Ùee yeesOe mlej (b) efJeMues<eCe mlej • DevegYeJe meePee keâjvee meerefcele nesvee~
(c) DevegØeÙeesie mlej (d) mebMues<eCe mlej peyeefkeâ keâF& keâ#eeDeeW kesâ efueS Skeâ efMe#ekeâ ceesvees–«es[ efMe#eCe keâer
PRT–KVS 07–01–2017 efJeMes<elee veneR nw~
Ans : (d) efMe#eCe kesâ heefjCeecemJe™he Úe$eeW kesâ JÙeJenej ceW nesves Jeeues 44. ................ Éeje ceelee–efhelee Deheves yeÛÛeeW ceW veweflekeâ
heefjJele&ve kesâ DeeOeej hej ner yeWpeeefceve Sme.yuetce ves efMe#eCe–DeefOeiece kesâ leke&â kesâ GÛÛe mlej keâes yeÌ{eJee osles nQ~
GösMÙeeW keâes leerve YeeieeW– (i) %eeveelcekeâ GösMÙe, (ii) YeeJeelcekeâ GösMÙe (a) yeÛÛeeW keâes yeleekeâj efkeâ kewâmes keâeÙe& keâjvee nw
leLee (iii) ceveesÛeeuekeâ GösMÙe ceW efJeYeeefpele efkeâÙee Lee~ (b) cetuÙe JeOe&keâ cegöeW kesâ yeejs ceW Glmeenpevekeâ yeeleÛeerle keâjkesâ
(i) %eeveelcekeâ #es$e kesâ GösMÙe– %eeveelcekeâ #es$e kesâ GösMÙe keâes (c) meyemes DeÛÚer ÛeerpeeW kesâ yeejs ceW yeele keâjkesâ
De«eefueefKele YeeieeW ceW efJeYeeefpele efkeâÙee ieÙee nw– (i) %eeve, (ii) yeesOe, (d) Ghejesòeâ meYeer
(iii) DevegØeÙeesie, (iv) efJeMues<eCe, (v) mebMues<eCe leLee (vi) cetuÙeebkeâve~ PRT Post Code 70/09 02.02.2014
(v) mebMues<eCe– mebMues<eCe ceW efJeefYeVe leòJeeW leLee YeeieeW keâes ›eâceyeæ Ans : (b) cetuÙeJeOe&keâ cegöeW kesâ yeejs ceW Glmeenpevekeâ yeeleÛeerle kesâ Éeje
keâjkesâ mece«e keâer jÛevee keâjvee meefcceefuele neslee nw~ mhe° nw efkeâ ceelee–efhelee Deheves yeÛÛeeW ceW veweflekeâ leke&â kesâ GÛÛe mlej keâes yeÌ{eJee osles
mebMues<eCe ceW Úe$e efJeefYeVe YeeieeW, DebMees leLee leòJeeW kesâ meeLe keâeÙe& nQ~ meeLe ner yeÛÛeeW ceW veweflekeâ efJekeâeme keâes yeÌ{eJee osves kesâ efueS GvnW
keâjkesâ GvnW Fme lejn mes JÙeJeefmLele keâjles nQ efkeâ keâesF& Ssmeer jÛevee efJeefYeVe veweflekeâ keâeÙeeX ceW menYeeefielee kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS~
lewÙeej nes mekesâ pees henues Gvekesâ meccegKe Øemlegle veneR Leer Ùee Gvekeâer 45. yeÛÛes ceW ceeveefmekeâ pegÌ[eJe, meceepeerkeâjCe, yeefÌ{Ùee Deewj
peevekeâejer ceW veneR Leer~ GheÙeg&òeâ GoenjCe ceW efJeÅeeLeea ves Mewef#ekeâ mechetCe& ceesšj keâewMeue efJekeâefmele keâjves kesâ efueS
GösMÙeeW kesâ mebMues<eCe mlej keâes Øeehle keâj efueÙee nw~
efvecveefueefKele ceW mes keâewve mee mener mLeeve nw?
42. ØeYeeJeer efMe#eCe kesâ ceevekeâ nQ– (a) Iej (b) keâ#ee
(i) mebÙegòeâ Glheeokeâ ieefleefJeefOe (c) ØeÙeesieMeeuee (d) Kesue kesâ cewoeve
(ii) Yee<ee keâe efJekeâeme SJeb ØemebieeOeerve DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
(iii) ÛegveewleerhetCe& ieefleefJeefOeÙeeB Deewj efveoxMeelcekeâ Jeelee&ueehe Ans. (d) : yeÛÛeeW ceW ceeveefmekeâ pegÌ[eJe, meceepeerkeâjCe, yeefÌ{Ùee Deewj
(a) i, ii Deewj iii mechetCe& ceesšj keâewMeue efJekeâefmele keâjves kesâ efueS meJee&efOekeâ GheÙegòeâ
(b) ii Deewj iii
(c) kesâJeue i mLeeve Kesue keâe cewoeve nw~ Kesue kesâ cewoeve ceW yeÛÛeeW keâe Meejerefjkeâ
(d) Ghejesòeâ ceW mes keâesF& veneR
PRT Post Code 70/09 02.02.2014 ceeveefmekeâ, meeceeefpekeâ Deewj meebJesefiekeâ efJekeâeme yesnlej neslee nw~
Teaching Aptitude 68 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

46. Among the following, in which level judgement (d) yeÛÛes keâer efveÙeexiÙelee kesâ Devegmeej Gmes efJeMes<e efJeÅeeueÙe ceW
is based solely on a person's own needs and Yespeves keâe ØemleeJe osvee ÛeeefnS
perceptions?
PRT POST CODE 70/90 29.12.2013 (Cancelled)
efvecveefueefKele ceW mes, efkeâme mlej hej efveCe&Ùe kesâJeue JÙeefòeâ
Ans : (b) peye Skeâ efveÙeexiÙe yeÛÛee henueer yeej efJeÅeeueÙe Deelee nw,
keâer Deheveer DeeJeMÙekeâleeDeeW Deewj OeejCeeDeeW hej DeeOeeefjle
lees Skeâ efMe#ekeâ keâes menkeâejer Ùeespevee efJekeâefmele keâjves kesâ efueS yeÛÛes
neslee nw?
kesâ ceelee–efhelee kesâ meeLe ÛeÛee& keâjveer ÛeeefnS~ yeÛÛes kesâ mece«e efJekeâeme
(a) Post-conventional level/he§e-ØeÛeueve mlej keâer efpeccesoejer efJeÅeeueÙe Deewj DeefYeYeeJekeâeW Éeje Skeâ meceeve ™he mes
(b) Pre-conventional level/hetJe&-heejbheefjkeâ mlej meePee keâer peeleer nw~ Dele: DeefYeYeeJekeâeW keâes Øeeslmeenve efoÙee peelee nw
(c) Formal operational state efkeâ Jes efJeÅeeueÙe keâer ieefleefJeefOeÙeeW kesâ DeeÙeespeve Deewj ØeyevOeve ceW yeÌ{-
Decetle& mebef›eâÙeelcekeâ DeJemLee ÛeÌ{keâj efnmmee ueW~
(d) Conventional/heejbheefjkeâ mlej
49. efvecve ceW mes efkeâmeceW metÛeveelcekeâ heæefle cegKÙe Ieškeâ nw?
DSSSB PRT 29/03/2022 (Shift-III)
(a) meeÙevesefkeäškeâ šerefÛebie cee@[ue (Synectics teaching
Ans. (b) : hetJe& heejbheefjkeâ mlej; keâesnueyeie& Éeje oer ieÙeer veweflekeâ model)
efJekeâeme keâer DeJemLeeDeeW keâe Skeâ ÛejCe nw efpemeceW efveCe&Ùe kesâJeue JÙeefòeâ (b) yesefmekeâ šerefÛebie cee@[ue (Basic teaching model)
keâer Deheveer DeJeMÙekeâleeDeeW Deewj OeejCeeDeeW hej DeeOeeefjle neslee nw~ Fme
(c) Fv[efkeäšJe šerefÛebie cee@[ue (Inductive teaching
mlej hej yeeuekeâ ceW veweflekeâlee keâe DeYeeJe neslee nw, Jen efkeâmeer efJe<eÙe model)
Jemleg kesâ yeejs ceW mener Ùee ieuele keâe efveCe&Ùe mJeÙeb ve ueskeâj otmejeW kesâ (d) meesMeue mšercÙetuesMeve (Social stimulation)
Éeje yeveeS ieS ceevekeâ kesâ DeeOeej hej keâjlee nw~ Fme DeJemLee ceW
PRT (SPECIAL EDUCATION)
yeeuekeâ efkeâmeer efJe<eÙe Jemleg keâes DeÛÚe Ùee yegje Gmekesâ Yeeweflekeâ heefjCeeceeW Post Code 01/13, 28.04.2013
kesâ DeeOeej hej ceevelee nw~
Ans : (b) yesefmekeâ šerefÛebie cee@[ue ceW metÛeveelcekeâ heæefle cegKÙe Ieškeâ
47. Information-Processing approach is one of the nw~ jeyeš& iuesmej ves Je<e& 1962 ceW Fme Øeefleceeve keâe efJekeâeme efkeâÙee
cognitive development approaches, which of
the following statement is correct about it ? Lee~ Fme Øeefleceeve kesâ Debleie&le Ùen ceevekeâj Ûeuee peelee nw efkeâ ‘‘efMe#eCe
metÛevee-ØemebmkeâjCe Gheeiece meb%eeveelcekeâ efJekeâeme GheeieceeW Jen efJeMes<e ef›eâÙee nw pees DeefOeiece keâer GheueefyOe hej kesâefvõle nesleer nw
ceW mes Skeâ nw, Fmekesâ yeejs ceW efvecveefueefKele ceW mes keâewve mee Deew j Fme Øekeâej Gve ef›eâÙeeDeeW keâe DeYÙeeme efkeâÙee peelee nw, efpememes
keâLeve mener nw? Úe$eeW keâe yeewefækeâ SkeâerkeâjCe Deewj Gvekesâ mJeleb$e efveCe&Ùe uesves keâer
I. It focuses on the process involved in #ecelee henÛeeveer peeleer nw~’’
perception, learning, memory and problem 50. keâchÙetšj DeeOeeefjle šerefÛebie cee@[ue efkeâmekesâ Éeje yeveeÙee
solving. ieÙee?
I. Ùen OeejCee, DeefOeiece, mce=efle Deewj mecemÙee meceeOeeve (a) efieueyeš& (1962)
ceW Meeefceue Øeef›eâÙee hej keWâefõle neslee nw~ (b) mšguegjes Deewj [sefJeme (1965)
II. It is concerned with individual differences (c) jesyeš& ieieves (1965)
in cognition.
II. Ùen meb%eeve ceW JÙeefòeâiele Deblej mes mebyebefOele nw~ (d) ceskeâvesj (1965)
PRT (SPECIAL EDUCATION) Post Code 01/13,
(a) Only I/kesâJeue I
28.04.2013
(b) Only II/kesâJeue II
Ans : (b) keâchÙetšj DeeOeeefjle šerefÛebie cee@[ue mšguegjes Deewj [sefJeme
(c) Both I and II/I leLee II oesveeW Éeje Je<e& 1965 ceW yeveeÙee ieÙee Lee~ Fme Øeefleceeve Ùee cee@[ue ceW
(d) Neither I nor II/vee ner I vee II ner efMe#ekeâ keâe mLeeve keâchÙetšj ves efueÙee nw~ FvneWves efMe#eCe Øeef›eâÙee keâes
DSSSB PRT 24/03/2022 (Shift-I) oes meesheeveeW ceW efJeYeeefpele efkeâÙee nw–
Ans. (c) : metÛevee-ØemebmkeâjCe Gheeiece meb%eeveelcekeâ efJekeâeme GheeieceeW (i) JÙeefòeâiele efMe#eCe keâe hetJe& meesheeve (Pre–tutorial phase)
ceW mes Skeâ nw~ Ùen OeejCee, DeefOeiece, mce=efle Deewj mecemÙee meceeOeeve ceW (ii) JÙeefòeâiele efMe#eCe keâe meesheeve (Tutorial phase)
Meeefceue Øeef›eâÙee hej keWâefõle neslee nw leLee ceveg<ÙeeW ceW meb%eeveelcekeâ
Øeef›eâÙeeDeeW hej mebJesie keâe heÙee&hle ØeYeeJe heÌ[lee nw~ Ùen meb%eeve ceW 51. Which of the following is involved in
multisensory teaching?
JÙeefòeâiele Deblej mes Yeer mebyeefvOele nw~ mebJesie efJeMes<e ™he mes OÙeeve keâer efvecveefueefKele ceW mes keâewve ceušermesvmejer efMe#eCe ceW Meeefceue nw?
ÛeÙeveelcekeâlee keâes mebMeesefOele keâjves kesâ meeLe-meeLe keâeÙe& Deewj JÙeJenej (a) Providing suitable challenges for all the
keâes Øesefjle keâjves hej Øeyeue ØeYeeJe heÌ[lee nw~ Dele: keâLeve I leLee II children
oesveeW mener nQ~ meYeer yeÛÛeeW kesâ efueS GheÙegòeâ ÛegveewefleÙeeB Øeoeve keâjvee~
48. peye Skeâ efveÙeexiÙe yeÛÛee henueer yeej efJeÅeeueÙe Deelee nw, (b) Matching using words and pictures
lees efMeef#ekeâe keâes keäÙee keâjvee ÛeeefnS? MeyoeW Deewj efÛe$eeW keâe GheÙeesie keâjkesâ efceueeve keâjvee~
(a) Gmes DevÙe efJeÅeeefLe&ÙeeW mes Deueie jKevee ÛeeefnS (c) Adopting functions to accommodate a range
(b) menkeâejer Ùeespevee efJekeâefmele keâjves kesâ efueS yeÛÛes kesâ of learning styles
ceelee–efhelee kesâ meeLe ÛeÛee& keâjveer ÛeeefnS Deef Oeiece keâer MewefueÙeeW keâer Skeâ ëe=bKeuee keâes meceeÙeesefpele
(c) ØeJesMe hejer#ee uesveer ÛeeefnS keâjves kesâ efueS keâeÙeeW& keâes Deheveevee
Teaching Aptitude 69 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(d) Different types of materials and resource that (c) kesâJeue YeeJeveelcekeâ efJekeâeme
will be requested by different types of (d) meb%eeveelcekeâ, YeeJeveelcekeâ Deewj Meejerefjkeâ efJekeâeme
learners
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
efJeefYeVe Øekeâej keâer meece«eer Deewj mebmeeOeve efpevekeâe DevegjesOe
Ans. (d) : Kesueles ngS meerKeves keâer efJeefOe mes Úe$eeW ceW meb%eeveelcekeâ,
efJeefYeVe Øekeâej kesâ efMe#eeefLe&ÙeeW/meerKeves Éeje efkeâÙee peeSiee~
YeeJeveelcekeâ Deewj Meejerefjkeâ efJekeâeme neslee nw~ ÙeÅeefhe ‘Kesue efJeefOe’ keâe
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
pevceoelee øeâe@yesue keâes ceevee peelee nw hej DeeOegefvekeâ Ùegie ceW nsvejer
Ans. (c) : ceušermesvmejer efMe#eCe kesâ Devleie&le ‘‘DeefOeiece keâer MewefueÙeeW keâer keâeu[Jewue kegâkeâ mecYeJele: henuee JÙeefòeâ Lee efpemeves yeeuekeâ keâes efMe#ee
Skeâ ëe=bKeuee keâes meceeÙeesefpele keâjves kesâ efueS keâeÙeeW& keâes Deheveevee’’ keâes osves kesâ efueS Fme efJeefOe keâe Øeyeue meceLe&ve efkeâÙee~ keâeu[Jewue ves yeleeÙee
Meeefceue efkeâÙee ieÙee nw~ ceušermesvmejer efMe#eCe (yengmebJesoer efMe#eCe) efkeâ yeeuekeâ keâeÙe& keâes hetCe& ùoÙe mes leYeer keâjlee nw peye Jen Kesue
(ef[muesefkeämekeâ) Úe$eeW kesâ efueS efMe#ee keâe Skeâ cenlJehetCe& henuet nw pees Kesueles ngS meerKelee nw~ Dele: Gmekesâ ØelÙeskeâ keâeÙe& kesâ efueS Kesue efJeefOe
vewoeefvekeâ ™he mes ØeefMeef#ele efMe#ekeâeW Éeje GheÙeesie efkeâÙee peelee nw~ keâes Deheveevee DeefveJeeÙe& nw~ Kesue Éeje efkeâÙes ieÙes keâeÙe& mes yeeuekeâ keâer
[smuesefkeämeÙee Jeeues Úe$eeW kesâ efueS ØeYeeJeer efveoxMe mhe°, ØelÙe#e, mebÛeÙeer, Meejerefjkeâ, ceeveefmekeâ, meeceeefpekeâ Deewj DeeOÙeeeflcekeâ MeefòeâÙeeB ef›eâÙeeMeerue
ienve Deewj Yee<ee keâer mebjÛevee hej kesâefvõle nw~ ceušermeWmejer ueefveËie ceW nesleer nw~
ÂMÙe, ßeJeCe Deewj mheMee&lcekeâ efMe#eCe lekeâveerkeâ GheÙeesie efkeâÙee peelee nw~ 55. Which criteria falls under both cognitive and
52. As a multi-grade teacher, one can manage cultural aspect?/keâewve-mes ceeheoC[ meb%eeveelcekeâ Deewj
maximum ________ groups at a time in multi- meebmke=âeflekeâ oesveeW henuegDeeW kesâ Devleie&le Deeles nQ?
grade class.
Skeâ yeng-keâ#ee efMe#ekeâ kesâ ™he ceW, yeng-keâ#ee ceW Skeâ (a) Illustration/layout/efÛe$eCe/Keekeâe
meceÙe ceW DeefOekeâlece ........ mecetneW keâe ØeyebOeve efkeâÙee pee (b) Education potential/Mewef#ekeâ #ecelee
mekeâlee nw~ (c) Content/subject matter/meece«eer/efJe<eÙe-Jemleg
(a) Four/Ûeej (b) Five/heebÛe (d) Level/mlej
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
(c) Two/oes (d) Three/leerve
DSSSB PRT 23/03/2022 (Shift-II) Ans. (b) : Mewef#ekeâ #ecelee ceeheoC[ meb%eeveelcekeâ Deewj meebmke=âeflekeâ
oesveeW henuegDeeW kesâ Debleie&le Deeles nQ~ Mewef#ekeâ #ecelee JÙeefòeâ keâer mJeÙeb
Ans : (d) yeng-keâ#ee efMe#eCe mes DeeMeÙe-Skeâ DeOÙeehekeâ Éeje yengle
keâer yeewefækeâ #ecelee leLee ÙeesiÙelee keâes Yeer ØeoefMe&le keâjlee nw Deewj
meer keâ#eeDeeW keâes Skeâ meeLe heÌ{evee nw FmeceW efMe#ekeâ keâF& keâ#ee kesâ mecegoeÙe heefjJeej SJeb meceepe kesâ «enCeMeeruelee keâes Yeer meeLe-meeLe
efJeÅeee|LeÙeeW keâes Skeâ meeLe yew"e keâj efMe#eCe keâeÙe& keâjles nQ~ Dele: Skeâ ØeoefMe&le keâjlee nw~
yeng-keâ#ee efMe#ekeâ kesâ ™he ceW yeng-keâ#ee ceW Skeâ meceÙe ceW DeefOekeâlece
leerve mecetneW keâe ØeyebOeve efkeâÙee pee mekeâlee nw~ 56. FveceW mes keâewve mee ceefmle<keâ ceeveefÛe$eCe keâe GösMÙe veneR
Skeâ yeng-keâ#ee ceW efMe#ekeâ kesâ ™he ceW, Skeâ meceÙe ceW DeefOekeâlece leerve nw?
mecetneW keâe ØeyebOeve efkeâÙee pee mekeâlee nw~ DeLee&led Skeâ efMe#ekeâ FmeceW (a) efMe#eCe (b) efMe#ee Øeeefhle
kesâJeue 3 mecetneW kesâ yeÛÛeeW keâes ner Skeâ meeLe keâ#ee ceW heÌ{e mekeâlee nw~ (c) ØesjCee (d) cetuÙeebkeâve
53. Which of the following saw children making DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
their own discoveries? Ans. (c) : ØesjCee ceefmle<keâ ceeveefÛe$eCe keâe GösMÙe veneR nw peyeefkeâ
efvecve ceW mes efkeâmeves yeÛÛeeW keâes mJeÙeb keâer Keespe keâjles ngS efMe#eCe, efMe#ee Øeeefhle, cetuÙeebkeâve Deeefo ceefmle<keâ ceeveefÛe$eCe kesâ ØecegKe
osKee? GösMÙe nw~ ceefmle<keâ ceeveefÛe$eCe efkeâmeer ØekeâjCe keâes uecyes meceÙe lekeâ Ùeeo
I. Gesell/iewmesue jKeves ceW meneÙekeâ neslee nw~ efkeâmeer Yeer efJe<eÙe kesâ efJeefYeVe efJe<eÙeJemleg hej
II. Piaget/efheÙeepes
Gvekeâer Øeke=âefle SJeb JÙeeKÙee kesâ DeeOeej hej ØecegKe efJeÛeejeW, leLÙeeW,
efyevogDeeW Deeefo keâes efÛeefvnle efkeâÙee peelee nw SJeb Gmemes peg[Ì s mecemle
(a) Only I/kesâJeue I
meneÙekeâ efJeÛeejes, leLÙeeW, efyevogDeeW Deeefo keâes jsKeeefÛe$e kesâ ceeOÙece mes keâce
(b) Both I and II/oesveeW I Deewj II mes keâce MeyoeW, efÛe$eeW Ùee ØeleerkeâeW Éeje mes Øemlegle efkeâÙee peelee nw~
(c) Only II/kesâJeue II
57. .......... is the awareness of one's own cognitive
(d) Neither I nor II/ ve lees I Deewj ve ner II and particular cognitive processes.
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM Deheveer mJeÙeb keâer meb%eeveelcekeâ Deewj efJeMes<e meb%eeveelcekeâ
Ans. (c) : peerve efheÙeepes keâe ceevevee nw efkeâ yeÛÛes Deheves %eeve keâe Øeef›eâÙeeDeeW kesâ yeejs ceW peeie™keâlee nw~
efvecee&Ce mJeÙeb keâjles nQ~ Jes vevnW Jew%eeefvekeâ Deewj meef›eâÙe DevJes<eCekeâlee& (a) Factual knowledge/leLÙeelcekeâ %eeve
nesles nQ~ FmeefueS efMe#ekeâ keâes Ssmes DeefOeiece JeeleeJejCe keâe efvecee&Ce (b) Metacognitive knowledge/cesšekeâe@efiveefšJe %eeve
keâjvee ÛeeefnS efpemeceW yeÛÛes mJeÙeb meef›eâÙe ™he mes Keespe keâjkesâ (c) Procedural knowledge /Øeef›eâÙeelcekeâ %eeve
DeefOeiece DevegYeJe Øeehle keâj mekeWâ~ efheÙeepes efMe#ekeâ keâes cee$e
(d) Conceptual knowledge/JewÛeeefjkeâ %eeve
megefJeOeeØeoelee ceeveles nQ~
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
54. Kesueles ngS meerKeves keâer efJeefOe Úe$eeW ceW keäÙee efJekeâefmele Ans. (b) : cesšekeâeefiveefšJe (meb%eeveelcekeâ) %eeve efkeâmeer JÙeefòeâ keâer
keâjleer nw? Deheveer meb%eeveelcekeâ Deewj efJeMes<e meb%eeveelcekeâ Øeef›eâÙee kesâ yeejs ceW
(a) kesâJeue meb%eeveelcekeâ peeie™keâlee nw~ DeLee&led cesše meb%eeveelcekeâ o#elee ceW mJe ceerceebmee leLee
(b) kesâJeue Meejerefjkeâ efJekeâeme mJe cetuÙeebkeâve oesveeW Meeefceue neslee nw~
Teaching Aptitude 70 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

58. What does the development of metacognitive (c) Exploration phase/DevJes<eCe ÛejCe
awareness includes? (d) Examination phase/hejer#ee ÛejCe
cesšekeâe@efiveefšJe peeie™keâlee kesâ efJekeâeme ceW keäÙee Meeefceue nw? DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
I. Nature of the learning task. Ans. (d) : 5-E cee@[ue kesâ efvecveefueefKele 5 ÛejCe nQ–
meerKeves kesâ keâeÙe& keâer Øeke=âefle~ (i) JÙemle jKevee/DevegyebOelee (Engage)
II. Knowing about oneself as a learner.
(ii) DevJes<eCe (Exploration)
mJeÙeb keâes peeveves Jeeues kesâ ™he ceW peevevee~
(iii) JeCe&ve (Explanation)
(a) Neither I nor II/ve lees I Deewj ve ner II
(iv) efJemleejCe (Elaborate)
(b) Only I/kesâJeue I
(v) cetuÙeebkeâve (Evaluation)
(c) Only II/kesâJeue II
Dele: hejer#ee ÛejCe 5-E cee@[ue keâe ÛejCe veneR nw~
(d) Both I and II/I Deewj II oesveeW
61. Young children approach simple or difficult
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM tasks both with the same unbridled enthusiasm.
Ans. (c) : cesšekeâe@efiveefšJe (cesše meb%eeveelcekeâ) o#eleeDeeW ceW JÙeefòeâ keâes They act as if they can remember everything.
mJeÙeb keâes peeveves Jeeues kesâ ™he ceW peevee peelee nw~ In contemporary terms, they lack _____.
cesšekeâe@efiveefšJe jCeveerefleÙeeB Úe$eeW keâes Gvekesâ meerKeves kesâ lejerkeâeW keâes I. Metacreative awareness.
mecePeves ceW ceoo keâjves kesâ efueS GheÙeesie keâer peeves Jeeueer efJeefOeÙeeW keâes II. Metacognitive awareness.
meboefYe&le keâjleer nw~ otmejs MeyoeW ceW Fmekeâe DeLe& Úe$eeW kesâ efueS Gvekeâer Úesšs yeÛÛes mejue Ùee keâef"ve oesveeW keâeÙeeX keâes Skeâ meceeve
meesÛe kesâ yeejs ‘meesÛeves’ kesâ efueS lewÙeej keâer ieF& Øeef›eâÙeeSB nw~ Glmeen kesâ meeLe keâjles nQ~ Jes Ssmee DeefYeveÙe keâjles nQ, pewmes
59. Which among the following is included in
Jes meye kegâÚ Ùeeo keâj mekeâles nQ~ mecekeâeueerve Âef° mes
metacognitive strategies? GveceW..........keâe DeYeeJe nw~
I. Preview I. cesšeef›eâSefšJe peeie™keâlee
II. Self improvement II. cesšemeb%eeveelcekeâ peeie™keâlee
cesšekeâe@efiveefšJe jCeveerefleÙeeW ceW keäÙee Meeefceue nw? (a) Ony I/kesâJeue I
I. hetJee&Jeueeskeâve (b) Only II/kesâJeue II
II. mJeÙeb megOeej (c) Neither I nor II/ve lees I ve ner II
(a) Both I and II/I leLee II oesveeW (d) Both I and II/I Deewj II oesveeW
(b) Neither I nor II/ve lees I ve ner II DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(c) Only II/kesâJeue II Ans. (b) : Úesšs yeÛÛes mejue Ùee keâef"ve oesveeW keâeÙeex keâes Skeâ meceeve
(d) Only I/kesâJeue I Glmeen kesâ meeLe keâjles nQ Jes Ssmee keâeÙe& keâjles nw ceevees Jes meye kegâÚ
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM Ùeeo keâj mekeâles nw~ Fme mecekeâeueerve Âef° ceW Gvekesâ (JeÛeveeW ceW)
Ans. (c) : cesšekeâe@efiveefšJe jCeveerefleÙeeW ceW mJe ceerceebmee leLee mJe- cesšemeb%eeveelcekeâ peeie™keâlee keâer keâceer nw~ cesšemeb%eeveelcekeâ
cetuÙeebkeâve Ùee mJeÙeb megOeej Meeefceue nw~ cesšekeâeefiveefšJe jCeveerefle peeie™keâlee Fmes ‘nceejer meesÛe kesâ yeejs ceW meesÛe’ kesâ ™he ceW heefjYeeef<ele
cetuÙeebkeâve kesâ efjheäuesefkeäšJe keâuÛej kesâ Devleie&le Deeleer nw~ efkeâÙee pee mekeâlee nw~
cesše keâesefiveefšJe jCeveerefleÙeeW kesâ Øekeâej-
Úe$eeW keâes Gvekeâer ieefCeleerÙe mecemÙee meceeOeeve keâer Ùeespevee yeveeves, (ii) DeOÙeslee keâer efJeMes<eleeSB
efveiejeveer keâjves Deewj mebMeesefOele keâjves ceW ceoo keâjves Jeeueer (Learner's Characteristics)
cesšekeâesefiveefšJe jCeveerefleÙeeW ceW mJe-efveoxMe Deewj Deelceefveiejeveer Meeefceue
nw~ Úe$eeW kesâ efueS ve kesâJeue Fve jCeveerefleÙeeW keâes ueeiet keâjvee 1. Individual attention is important in teaching-
learning process because:
Dehes#eeke=âle Deemeeve nw, yeefukeâ Jes Úe$eeW keâes yesnlej mJeleb$e mecemÙee efMe#eCe-DeefOeiece Øeef›eâÙee ceW JÙeefòeâhejkeâ OÙeeve osvee
meceeOeevekeâòee& yeveves ceW Yeer ceoo keâjles nw~ cenlJehetCe& nw keäÙeeWefkeâ–
cesšekeâeefiveefšJe jCeveerefle- (a) Teacher training programmes emphasize
Deelce DevegosMe- efkeâmeer keâeÙe& Ùee ieefleefJeefOe kesâ ceeOÙece mes mJeÙeb mes it./DeOÙeehekeâ ØeefMe#eCe keâeÙe&›eâce Fme hej yeue osles nQ~
yeele keâjvee~ efpemes DeelceÛeÛee& Yeer keâne peelee nw~ (b) It helps teachers to maintain discipline./Ùen
mJeÙeb efveiejeveer- efkeâmeer kesâ ØeoMe&ve keâer peeBÛe keâjvee, Dekeämej Skeâ DeOÙeehekeâeW keâes DevegMeemeve yeveeS jKeves ceW meneÙelee keâjlee
Ûeskeâ efuemš Meeefceue nesleer nw~ nw~
60. Which of the following is not a phase of 5E's (c) Children develop at different rate and learn
learning model? differently./yeÛÛes efJeefYeVe oj mes efJekeâefmele nesles nQ Deewj
efvece>efueefKele ceW mes keäÙee 5 F& kesâ ueefveËie cee@[ue keâe ÛejCe Deueie-Deueie lejn mess meerKeles nw~
veneR nw? (d) Learners always learn better in group.
(a) Evaluation phase/cetuÙeebkeâve ÛejCe DeefOeiecekeâòee& meowJe mecetn ceW yesnlej meerKeles nQ~
(b) Engagement phase/DevegyebOe ÛejCe KVS TGT Maths 14/02/2023 (Shift-I)
Teaching Aptitude 71 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : efMe#eCe-DeefOeiece Øeef›eâÙee ceW JÙeefòeâhejkeâ OÙeeve osvee Úe$eeW keâes heefjÙeespevee Jeeo-efJeJeeo, mebJeeoelcekeâ pewmeer efMe#eCe efJeefOeÙeeW
cenlJehetCe& nw keäÙeeWefkeâ yeeuekeâeW ceW JÙeefòeâiele efJeefYeVeleeSB nesleer nQ efpeme keâe ØeÙeesie keâjkesâ Skeâ meeLe&keâ DeefOeiece Øeoeve keâjles nQ efpememes efkeâ Skeâ
keâejCe yeÛÛes efJeefYeVe oj mes efJekeâefmele nesles nQ Deewj Deueie-Deueie lejn ØeYeeJeer keâ#ee keâ#e keâe efvecee&Ce neslee nw~
mes meerKeles nQ; kegâÚ yeÛÛes Deemeeveer mes efMe#ekeâ Éeje yeleeÙeer ieÙeer ÛeerpeeW 4.
In case you have a bright student in your class,
keâes mecePe uesles nQ lees kegâÚ yeÛÛeeW keâes GvneR DeJeOeejCeeDeeW keâe mecePeves
you will______
ceW keâef"veeF& nesleer nw Dele: efMe#ekeâ keâe oeefÙelJe nw efkeâ Jes ØelÙeskeâ yeÛÛes
(a) remain pleased with her/him
(b) treat her/him at par with others
keâer mecemÙeeDeeW keâes JÙeefòeâiele ™he mes mecePekeâj Gvekesâ Devegmeej Deheves
(c) provide her/him with challenging tasks
keâ#eerÙe efMe#eCe keâes mebÛeeefuele keâjW efpememes efkeâ ØelÙeskeâ yeÛÛee megiecelee
(d) inform her/his parents that she/he is
mes efyevee keâef"veeF& kesâ DeOÙeÙeve keâj mekesâ~ intelligent
2. If the students are not taking interest in the KVS TGT English 2023
studies, teacher should:
Ans. (c) : Ùeefo Deehekeâer ceW Skeâ leer›e yegefæ Jeeuee ØeefleYeeMeeueer Úe$e
Ùeefo Úe$e DeOÙeÙeve ceW ™efÛe veneR ues jns nQ lees DeOÙeehekeâ
nw lees Deehekeâes Gmes ÛegveewleerhetCe& keâeÙe& osves ÛeeefnS keäÙeeWefkeâ Ssmes Úe$e
keâes– keâef"ve efJe<eÙeeW ceW ™efÛe uesles nQ efpememes efkeâ DelÙevle ner Deevevo mes Gve
(a) report the matter to the principal and convey keâeÙeex keâes keâjves ceW menYeeefielee efoKeeSBies~ Fve Úe$eeW ceW DeJeOeeve,
to the parents./Fmekeâer efMekeâeÙele ØeOeeveÛeeÙe& keâes osveer
efvejer#eCe, ØelÙe#eerkeâjCe, keâuhevee, leke&â efÛevleve, efveCe&Ùe Je mcejCe
ÛeeefnS leLee Ùen yeele ceelee-efhelee lekeâ Yeer hengBÛeveer ÛeeefnS~
keâjves keâer #ecelee DeefOekeâ leer›e nesleer nw Dele: ÛegveewleerhetCe& keâeÙe& Fve Úe$eeW
(b) advise the students to take interest in studies
their own parents./efJeÅeeefLe&ÙeeW keâes Ùen meueen osveer
keâes kegâMeue yeveeves ceW meneÙekeâ neWies~
ÛeeefnS efkeâ GvnW Deheves efnle ceW heÌ{eF& ceW ™efÛe uesveer ÛeeefnS~ Note - DeeÙeesie ves Fmekeâe Gòej efJekeâuhe (a) keâes mener ceevee nw peyeefkeâ
(c) ask the students as to why are they not taking Fmekeâe GheÙegòeâ Gòej efJekeâuhe (c) nesiee~
interest. /efJeÅeeefLe&ÙeeW mes Ùen hetÚvee ÛeeefnS efkeâ Jes heÌ{eF& 5. The most important quality of an effective
ceW ™efÛe keäÙeeW vener ues jns nQ~ teacher is:
(d) Ponder over the causes for lack of interest and Skeâ ØeYeeJeer DeOÙeehekeâ keâe meJee&efOekeâ cenlJehetCe& iegCe
take remedial measure./efJeÅeeefLe&ÙeeW Éeje ™efÛe ves neslee nw:
uesves kesâ keâejCeeW hej efJeÛeej ÛeeefnS Deewj GheÛeejelcekeâ (a) His deep knowledge about the subject taught
GheeÙe keâjves ÛeeefnS~ heÌ{eS ieS efJe<eÙe kesâ yeejs ceW ienje %eeve nesvee
KVS TGT Maths 14/02/2023 (Shift-I) (b) Being a good motivator/keâ"esj DevegMeemeveefØeÙe nesvee
KVS Irinciple 08/02/2023 (Shift-I) (c) Being a good motivator/Skeâ DeÛÚe Øesjkeâ nesvee
Ans. (d) : Ùeefo Úe$e DeOÙeÙeve ceW ™efÛe veneR ues jns nQ lees DeOÙeehekeâ (d) Being popular among students
keâes efJeÅeeefLe&ÙeeW Éeje ™efÛe ve uesves kesâ keâejCeeW hej efJeÛeej keâjvee ÛeeefnS Úe$eeW kesâ yeerÛe ueeskeâefØeÙe nesvee
Deewj GheÛeejelcekeâ GheeÙe keâjves ÛeeefnS efpememes efkeâ GvnW DeOÙeÙeve ceW KVS TGT Sanskrit 14/02/2023 (Shift-II)
menpelee nes Deewj peye efMe#eCe yeeuekeâeW kesâ mlej keâes OÙeeve ceW jKekeâj KVS Vice principal 09/02/2023 (Shift-I)
efkeâÙee peelee nw lees Fmemes yeeuekeâeW keâer keâ#eerÙe ieefleefJeefOeÙeeW ceW Ans. (c) : Skeâ ØeYeeJeer DeOÙeehekeâ keâe meJee&efOekeâ cenlJehetCe& iegCe Skeâ
mekeâejelcekeâ Yeeieeroejer megefveef§ele nes heeleer nw Deewj Jes DelÙevle ner ™efÛe DeÛÚe Øesjkeâ nesvee nw~ Skeâ efMe#ekeâ keâes Úe$eeW keâes ueieeleej Deewj
kesâ meeLe DeOÙeÙeve keâjles nQ Dele: efMe#ekeâ keâes ÛeeefnS efkeâ Jes efMe#eCe mekeâejelcekeâ Øeefleef›eâÙee oskeâj DeelceØesefjle nesves kesâ efueS Øeeslmeeefnle keâjvee
meneÙekeâ meece«eer keâe ØeÙeesie keâjW leLee JeemleefJekeâ DevegYeJeeW kesâ DeeOeej ÛeeefnS efpememes Úe$eeW ceW Ùen efJeÕeeme GlheVe nes efkeâ Jes DeÛÚe keâj
hej yeeuekeâeW keâes efMe#eCe keâjeÙeW~ mekesâles nQ Deewj GveceW keâeÙe& kesâ Øeefle Glmegkeâlee keâe ØeeogYee&Je nes~ Skeâ
3. What should be the nature of teacher-student DeÛÚs efMe#ekeâ keâes efJeefYeVe Âef°keâesCeW keâes meceeÙeesefpele keâjkesâ Úe$eeW kesâ
relationship ? efueS ØesjCee keâe yeenjer Ûeeuekeâ yevevee ÛeeefnS~ efpememes efkeâ Jes
DeOÙeehekeâ-efJeÅeeLeea mebyebOe keâer Øeke=âefle kewâmeer nesveer Deevleefjkeâ ™he mes ™efÛe kesâ meeLe mener heLe hej Ûeueles ngS Dehevee
ÛeeefnS ? meeLe&keâ ØeÙeeme keâjW Deewj DeLe&hetCe& DeefOeiece keâj mekeWâ~
(a) High degree of Intimacy/DelÙeefOekeâ Ieefve‰lee 6. _______ can't be taught, but can be caught
(b) Desirable social behavior through practicing.
JeebÚveerÙe meeceeefpekeâ JÙeJenej efvecveebefkeâle ceW mes keäÙee heÌ{eÙee veneR pee mekeâlee nw yeefukeâ
(c) Supportive and non-threatening JÙeJeneefjkeâ ™he ceW Fmes Debieerkeâej keâjves hej Fmes
menÙeesieelcekeâ Deewj YeÙejefnle Deelcemeele efkeâÙee pee mekeâlee nw?
(d) Unbiased/hetJee&«enjefnle (a) Habits/DeeoleW (b) Knowledge/%eeve
KVS PRT 25/02/2023 (Shift-II) (c) Attitudes/DeefYeJe=efòeÙeeb (d) Values/cetuÙe
Ans. (c) : DeOÙeehekeâ - efJeÅeeLeea mebyebOe keâer Øeke=âefle menÙeesieelcekeâ Deewj KVS TGT Science 12/02/2023 (Shift-II)
YeÙejefnle nesveer ÛeeefnS efpememes efkeâ Úe$e efyevee YeÙe kesâ Deheves mebosneW, Ans. (d) : cetuÙeeW keâes heÌ{eÙee veneR pee mekeâlee nw yeefukeâ JÙeJeneefjkeâ
keâef"veeFÙeeW Je efJeÛeejeW keâes efMe#ekeâ kesâ mece#e Øemlegle keâj mekeWâ leLee ™he mes Fmes Debieerkeâej keâjves hej Fmes Deelcemeele efkeâÙee pee mekeâlee nw~
DeOÙeehekeâ Gvekesâ mlej kesâ Devegmeej efJeefJeOe DeefOeiece lekeâveerkeâeW Éeje cetuÙe Meyo mes leelheÙe& efkeâmeer Yeeweflekeâ Jemleg DeLeJee ceeveefmekeâ DeJemLee
DeefOeiece keâeÙe& keâje mekeWâ~ menÙeesieelcekeâ DeefOeiece ceW efMe#ekeâ Deheves kesâ Gme iegCe mes nw, efpemekesâ Éeje ceveg<Ùe kesâ efkeâmeer GösMÙe Je ue#Ùe keâer
Teaching Aptitude 72 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Øeeefhle nesleer nw~ F&ceeveoejer, meenme oÙeeueglee, Goejlee, melÙeefve‰e,

efMe#ekeâ Deheves Úe$eeW ceW hÙeej Je mvesn keâer YeeJeveeDeeW keâes Meeefceue keâjles
DeelceefJeÕeeme Ùes meYeer cetuÙe kesâ GoenjCe nw~ Ùes meYeer JÙeefòeâ ceW
nQ leLee yeÛÛeeW keâes mecemÙee nue keâjves Deewj mJeÙeb efyevee efkeâmeer YeÙe Je
JÙeeJeneefjkeâ ™he mes Deeles nQ Fveces efueS efkeâmeer efJeMes<e efMe#eCe keâes
efnÛekeâ kesâ Deheveer yeeleeW, mebosn Je keâef"veeFÙeeW keâes efMe#ekeâ kesâ mece#e
DeeJeMÙekeâlee veneR nesleer nw~ jKekeâj DeLe&hetCe& DeefOeiece Øeehle keâjles nQ pees efkeâ Gvekesâ efJekeâeme ceW
7. Which one of the following approaches is not meneÙelee keâjlee nw~
be commonly used for developing the 10. How can you ensure moral values among
Curriculum? children?
hee"ŸeÛeÙee& kesâ efvecee&Ce ceW efvecveefueefKele ceW mes efkeâme Deehe yeeuekeâeW ceW veweflekeâ cetuÙe kewâmes megefveefMÛele keâj
Gheeiece keâe meeceevÙele: ØeÙeesie veneR efkeâÙee peelee nw? mekeâles nQ?
(a) Teacher centred/DeOÙeehekeâ kesâefvõle (a) Through integration of values with regular
(b) Subject centred/efJe<eÙe kesâefvõle subjects / efveÙeefcele ¤he mes heÌ{eS peeves Jeeues efJe<eÙeeW
(c) Child centred/yeeue kesâefvõle kesâ mebie cetuÙeeW kesâ SkeâerkeâjCe kesâ ceeOÙece mes
(d) Life centred/peerJeve kesâefvõle (b) Seperate moral periods / veweflekeâ efMe#ee kesâ efueS
KVT TGT Hindi 13/02/2023 (Shift-II) Deueie mes heerefjÙe[ efveOee&efjle keâjkesâ
Ans. (a) : hee"ŸeÛeÙee& efvecee&Ce ceW yeeuekeâ keâer ™efÛeÙeeW DeeJeMÙekeâ, (c) Story telling method / keâLee JeeÛeve efJeefOe
#eceleeDeeW, ÙeesiÙeleeDeeW ceveesJe=efòeÙeeW SJeb yegefæ leLee DeeÙeg keâe OÙeeve (d) Lecture method / JÙeeKÙeeve efJeefOe
jKevee ÛeeefnS Fmekesâ efueS hee"ŸeÛeÙee& keâe efvecee&Ce keâjles meceÙe Ùen KVS PRT 21/02/2023 (Shift-II)
OÙeeve jKevee ÛeeefnS efkeâ Jen efJeÅeeefLe&ÙeeW kesâ efJe<eÙe hej kesâefvõle nes, KVS 14/02/2023 (Shift-II)
Gvekesâ peerJeve kesâ DevegYeJeeW keâes Meeefceue keâjves Jeeueer nes leLee Úe$eeW keâes KVSPRT 22/02/2023 (Shift-I)
Ans. (a) : nce yeeuekeâeW ceW efveÙeefcele ™he mes heÌ{eS peeves Jeeues
kesâvõ ceW jKekeâj efveefce&le keâes ieÙeer nes efpemeceW Úe$eeW kesâ mlej kesâ Deveg™he
efJe<eÙeeW kesâ mebie cetuÙeeW kesâ SkeâerkeâjCe kesâ ceeOÙece mes veweflekeâ cetuÙe
leLÙeeW Je efJe<eÙeJemleg keâe meceeJesMe nes hejvleg hee"ŸeÛeÙee& kesâ efvecee&Ce ceW
DeOÙeehekeâ kesâefvõle Gheeiece keâe ØeÙeesie veneR efkeâÙee peelee nw~ megefveef§ele keâj mekeâles nQ~ Deheves yeÛÛeeW keâes veweflekeâ cetuÙe efmeKeeves keâe
8. What the child will be able to develop by meyemes DeÛÚe lejerkeâe nw efkeâ nce mJeÙeb Skeâ DeÛÚs jesue cee@[ue yeves~
visiting a forest? yeÛÛes GoenjCe mes meerKeles nQ FmeefueS Ùeefo nce Ûeenles nQ efkeâ Jes
Jeve keâe oewje keâjves mes yeeuekeâ ceW efvecveebefkeâle mes keäÙee F&ceeveoej, oÙeeueg Deewj efpeccesoej yeveW lees nceW GvnW Deheves peerJeve ceW
efJekeâefmele nesiee? Ùes iegCe efoKeeves neWies~ meÛÛeeF&, F&ceeveoejer, Øesce, oÙeeueglee, cew$eer
(a) Thinking ability/efÛebleve #ecelee Deeefo keâes veweflekeâ cetuÙe keâne peelee nw~ Ùes Úe$eeW keâes Skeâ mJemLÙe,
(b) Imagination power/keâuhevee Meefòeâ mecePeoej Deewj meblegefuele JÙeefòeâlJe efJekeâefmele keâjves ceW ceoo keâjles nw~
(c) Self exploring capacity/Deelce efvejer#eCe #ecelee 11. A teacher can establish rapport with students
by/Skeâ DeOÙeehekeâ Úe$eeW kesâ meeLe ............ Ieefve‰ mebyebOe
(d) Power of expression/DeefYeJÙeefòeâ keâer #ecelee
KVS PRT 22/02/2023 (Shift-II)
mLeeefhele keâj mekeâlee nw~
(a) Becoming an authority figure
Ans. (c) : Jeve keâe oewje keâjves mes yeeuekeâ ceW Deelce efvejer#eCe #ecelee
Skeâ ØeeefOekeâej mecheVe JÙeefòeâ yevekeâj
keâe efJekeâeme nesiee efpememes efkeâ Jes mJeÙeb ØelÙe#e DeefOeiece DevegYeJe Øeehle
(b) Playing a role of a guide
keâj heeSBies~ heÙee&JejCeerÙe DeOÙeÙeve ceW YeüceCe efJeefOe keâe Dehevee efJeMes<e
Skeâ ceeie&oMe&keâ keâer Yetefcekeâe efveYeekeâj
cenlJe nw~ keâ#ee ceW Úe$e kesâJeue hegmlekeâerÙe %eeve Øeehle keâjles nQ Deewj Jes
(c) Implementing rules strictly
yee¢e peiele keâer ÙeLeeLe&lee kesâ %eeve mes JebefÛele jn peeles nQ, Dele: Fme
efveÙeceeW keâes keâÌ[eF& mes ueeiet keâjkesâ
oes<e keâes ot keâjves kesâ efueS YeüceCe efJeefOe keâes ØecegKe mLeeve efoÙee ieÙee
(d) Impressing the students with knowledge of
nw~ YeüceCe Ùee oewje keâjves mes yeeuekeâ Yeewieesefuekeâ JeemleefJekeâleeDeeW mes the subject/efJeÅeeefLe&ÙeeW keâes efJe<eÙe kesâ %eeve mes ØeYeeefJele
heefjefÛele nesles nQ Deewj Jes efJeefYeveve JemlegDeeW keâe efvejer#eCe keâjkesâ ner %eeve keâjkesâ
Øeehle keâjles nw~ KVS PRT 28/02/2023 (Shift-II)
9. Among teachers and students which type of Ans. (a) : Skeâ DeOÙeehekeâ Úe$eeW kesâ meeLe efJeÅeeefLe&ÙeeW keâes efJe<eÙe kesâ
relationship enhances learning?
DeOÙeehekeâeW Deewj efJeÅeeefLe&ÙeeW kesâ ceOÙe efkeâme Øekeâej kesâ %eeve mes ØeYeeef Jele keâjkesâ Ieefve‰ mebyebOe mLeeefhele keâj mekeâlee nw~ Skeâ
kegâMeue DeOÙeehekeâ ceW efJe<eÙe keâe hetCe& %eeve nesvee Deefle DeeJeMÙekeâ nw
mebyebOe mes DeefOeiece keâe mebJeOe&ve neslee nw? keäÙeeWefkeâ Ùeefo efJe<eÙe keâe hetCe& %eeve veneR nesiee lees Jen efJeÅeeefLe&ÙeeW keâer
(a) Cordial Relationship/meewneo&hetCe& mebyebOe efJe<eÙe mecyevOeer mecemÙeeDeeW keâe meceeOeeve veneR keâj heeÙesiee efpememes Úe$e
(b) Official Relationship/MeemekeâerÙe mebyebOe Gvekeâe Deeoj mecceeve veneR keâjWies Deewj ve ner efMe#ekeâeW keâes mJeÙeb ceW
(c) Social Relationship/meeceeefpekeâ mebyebOe meblegef° nes heeÙesieer~
(d) Emotional Relationship/mebJesieelcekeâ mebyebOe 12. If you find a student wearing some odd dress in
KVS PRT 22/02/2023 (Shift-II) your class, you will:
Ans. (d) : DeOÙeehekeâeW Deewj efJeÅeeefLe&ÙeeW ceOÙe mebJesieelcekeâ mebyebOe mes Ùeefo keâesF& efJeÅeeLeea Deehekeâer keâ#ee ceW DeveesKeer heesMeekeâ
DeefOeiece keâe mebJeOe&ve neslee nw~ mebJesieelcekeâ mebyebOeeW keâe yeÛÛeeW keâer henvekeâj Deelee nw lees Deehe keäÙee keâjWies?
ØeYeeJeMeeruelee hej ienje ØeYeeJe heÌ[lee nw keäÙeeWefkeâ Fve mecyevOeeW kesâ Éeje (a) Not pay any attention./Gme hej OÙeeve veneR oWies
Teaching Aptitude 73 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(b) Make a joke on her/him./Gmekeâe ce]peekeâ GÌ[eSBies Úe$e meYeer ef›eâÙeeDeeW ceW meef›eâÙe ™he mes Yeeie uesles nQ leLee yeej-yeej
(c) Counsel her/him tο wear school uniform mJesÛÚe mes Ùeesieoeve osves kesâ efueS keânles nQ Ùes Úe$e DevJes<eer ØeMve hetÚles
instead of such dress./Deehe Gmes Ssmeer heesMeekeâ kesâ nQ leLee Gve ØeMveeW kesâ nue Keespeles nQ hejvleg yeesueves mes henues Deheves
mLeeve hej mketâue keâer Ùetveerheâece& henvekeâj Deeves keâer meueen efoceeie ceW efJeÛeej Deewj ØeMve hewoe keâjvee Skeâ meef›eâÙee Úe$e keâer cetue
oWies? efJeMes<elee veneR nQ~
(d) Ask the student not to attend the class. 15. An effective teacher:
efJeÅeeLeea mes keâ#ee ceW ve Deeves keâes keânWies Skeâ ØeYeeJeer DeOÙeehekeâ:
KVS PRT 28/02/2023 (Shift-I) (a) Manages her/his class well.
Ans. (c) : Ùeefo keâesF& efJeÅeeLeea Deehekeâer keâ#ee ceW DeveesKeer heesMeekeâ Deheveer keâ#ee keâes DeÛÚer lejn mebYeeuelee nw~
henvekeâj Deelee nw lees Deehe Gmes Ssmeer heesMeekeâ kesâ mLeeve hej mketâue keâer (b) Knows her/his subject well.
ÙetveerHeâece& henvekeâj Deeves keâer meueen oWies keäÙeeWefkeâ DeveesKeer heesMeekeâ ceW Deheves efJe<eÙe keâes YeueerYeebefle peevelee nw~
efJeÅeeLeea keâe cepeekeâ GÌ[eÙee pee mekeâlee nw Deewj DevegMeemevenervelee nes (c) Facilitates her/his students to learn on their
mekeâleer nw Deewj pewmee efkeâ Skeâ efMe#ekeâ kesâ ™he ceW keâ#ee ceW DevegMeemeve own./efJeÅeeefLe&ÙeeW keâes mJeÙeb meerKeves ceW meneÙelee keâjlee nw~
yeveeS jKevee Deehekeâer efpeccesoejer nw Dele: Ùeefo DevegMeemeve ceW keâesF& (d) Cares for her/his students.
JÙeJeOeeve GlheVe neslee nw lees Deehekeâe Ùen keâle&JÙe nw efkeâ Deehe Gmes
Deheves efJeÅeeefLe&ÙeeW keâe OÙeeve jKelee nw~
meeJeOeeveer hetJe&keâ me@YeeueW Deewj Úe$e keâes Skeâ lejHeâ ues peekeâj Gmemes
KVS PRT 28/02/2023 (Shift-I)
efvepeer leewj hej henveves kesâ efueS Øeeslmeeefnle keâjW~
Ans. (c) : Skeâ ØeYeeJeer efMe#ekeâ Skeâ yengcegKeer hesMesJej nw pees Deheves
13. Which one of the following is an essential thing
to be borne in mind while forming group of efMe#eeefLe&ÙeeW kesâ efueS Skeâ megefJeOee, hee"Ÿe›eâce efvecee&lee, hejeceMe&oelee
students? Deewj jesue-cee@[ue keâer efJeefYeVe YetefcekeâeSB efveYeelee nw~ Ssmes efMe#ekeâ
Úe$eeW keâe Skeâ mecetn yeveeles meceÙe efvecveefueefKele ceW mes efJeÅeeefLe&ÙeeW keâes jKveelcekeâ keâeÙeeX ceW mecyeæ keâjles ngS GvnW mJeÙeb
efkeâme DeefveJeeÙe& yeele keâe OÙeeve jKevee ÛeeefnS ? meerKeves ceW meneÙelee keâjles nQ leLee Úe$eeW keâes Gvekesâ efnle kesâ Deveg™he
(a) Possibility of immediate evaluation keâeÙe& meeQheles nQ leeefkeâ Úe$eeW keâes Deheveer JeemleefJekeâ #ecelee Øeehle keâjves
lelkeâeue cetuÙeebkeâve keâer mebYeeJevee keâer mJeleb$elee efceue mekesâ~
(b) Possibility of systematic approach 16. Which one of the following is not a
JÙeefmLele Gheeiece keâer mebYeeJevee characteristic of teacher centred approach ?
(c) Possibility of free interaction efvecveefueefKele ceW mes keäÙee DeOÙeehekeâ kesâefvõle Gheeiece keâer
cegkeäle heejmheefjkeâ ef›eâÙee keâer mebYeeJevee Skeâ efJeMes<elee veneR nw?
(d) Possibility of equal participation
(a) The students are writing down dictation given
meceeve menYeeefielee keâer mebYeeJevee by the teacher./efJeÅeeefLe& DeOÙeehekeâ Éeje yeleeF& ieF&
KVS PRT 28/02/2023 (Shift-I)
yeele keâes efueKe jns nQ~
Ans. (c) : Úe$eeW keâe mecetn yeveeles meceÙe Fme yeele keâe DeefveJeeÙe& ™he (b) The students are doing mass drill in the
mes OÙeeve jKevee ÛeeefnS efkeâ Úe$eeW ceW cegòeâ heejmheeflekeâ ef›eâÙee keâer field./efJeÅeeefLe& #es$e ceW keâeHeâer DeYÙeeme keâj jns nQ~
mebYeeJevee nesveer ÛeeefnS keäÙeeWefkeâ Fmemes Jes Skeâ otmejs mes mecyevOe mLeeefhele (c) The students are memorizing multiplication
keâj heeS@ies Deewj peye GveceW hejmhej mebJeeo, leke&â-efJeleke&â nesiee lees Gvekeâe tables by rote./efJeÅeeLeea heneÌ[eW keâes kebâ"mLe Ùeeo keâj
DeefOeiece mekeâejelcekeâ nesiee~ cegòeâ heejmheefjkeâ ef›eâÙee É%eje Úe$eeW ceW jns nQ~
menÙeesieer DeefOeiece keâes yeÌ{Jee efoÙee pee mekeâlee nw~
(d) The students are developing different models
14. Which one is not a basic quality of an active using clay and paper in groups. /efJeÅeeefLe& mecetn ceW
student?
Skeâ meef›eâÙe Úe$e keâer cetue efJeMes<elee efvecveefueefKele ceW mes efceóer Deewj keâeiepe keâe ØeÙeesie keâjkesâ Deveskeâ cee@[ue yevee
keäÙee veneR nesleer nw? jns nQ~
KVS PRT 26/02/2023 (Shift-I)
(a) Asking probing questions/DevJes<eer ØeMve hetÚvee
(b) Developing ideas and questions in their mind Ans. (d) : Skeâ DeOÙeehekeâ kesâefvõle Âef°keâeWCe Jen nw peneB keâ#ee ceW
before speaking/yeesueves mes henues Deheves efoceeie ceW ieefleefJeefOeÙeeW keâes efMe#ekeâ Éeje efveÙebef$ele efkeâÙee peelee nw leLee Úe$e Dehevee
efJeÛeej Deewj ØeMve hewoe keâjvee meeje OÙeeve efMe#ekeâ hej ueieeles nQ~ FmeceW efMe#ekeâ keâ#ee ceW ieefleefJeefOe
(c) Actively participating in all activities keâe vesle=lJe keâjlee nw leLee DeeJeMÙekeâ peevekeâejer Øeoeve keâjlee nw Deewj
meYeer ef›eâÙeeDeeW ceW meef›eâÙe ™he mes Yeeie uesvee Úe$e DeOÙeehekeâ Éeje yeleeF& ieF& yeele keâes efueKeles nw; heneÌ[eW leLÙeeW keâes
(d) Frequently volunteering to contribute kebâCmLe keâjles nQ leLee #es$e ceW DeYÙeeme keâjles nw hejvleg efMe#ekeâ kesâefvõle
yeej-yeej mJesÛÚe mes Ùeesieoeve osves efueS keânvee Âef°keâesCe Úe$eeW keâes mJeÙeb keâes JÙeòeâ keâjves Je mJeÙeb mes meerKeves keâes
KVS PRT 28/02/2023 (Shift-I) efveoxefMele keâjves keâer Devegceefle veneR oslee nw~ Ùeneb efMe#ekeâ efveoxMe oslee
Ans. (b) : Skeâ meef›eâÙe Úe$e Jen neslee nw pees ueieeleej jÛeveelcekeâ nw, ceeie&oMe&ve keâjlee nw, efmeKeelee nw uesefkeâve mJeÙeb mes mecetn ceW efceóer
heefjÙeespeveeDeeW, mJeefveoxefMele efMe#ee, OÙeeve hetCe& ieefleefJeefOeÙeeW FbšjwefkeäšJe Deewj keâeiepe keâe ØeÙeesie keâjkesâ cee@[ue yeveeves keâer Devegceefle vener oslee nw
ÛeÛee&DeeW Deewj meerKeves kesâ yengmebJesoer lejerkeâeW ceW Meeefceue jnlee nw~ Ssmes Dele: efJekeâuhe (d) mener nw~
Teaching Aptitude 74 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

17. Which one is the main limitation of subject efJeÛeej, DeeoMe& DeeÛejCe SJeb mebmke=âefle Je meYÙelee kesâ efJeefYeVe lelJeeW keâes
centred approach to curriculum development? Skeâerke=âle keâj Fmekeâe JeCe&ve efkeâÙee peelee nw~ Úe$eeW ceW Fvekeâe efJekeâeme
hee"ŸeÛeÙee& efvecee&Ce ceW efJe<eÙe kesâefvõle Gheeiece keâer heefjJeej, efJeÅeeueÙe SJeb meceepe Éeje efkeâÙee peelee nw~ Úe$e Deheves
efvecveefueefKelele ceW mes keâewve-meer Skeâ cegKÙe meercee nw? veweflekeâ cetuÙeeW keâe efJekeâeme ØeeÙe: efkeâmeer keâe DevegkeâjCe keâjkesâ keâjles nQ~
(a) Knowledge is considered as divided into 20. The constructive teacher in classroom allows:
subjects./%eeve keâes efJe<eÙeeW ceW yeeBše ngDee ceevee peelee nw~
keâ#ee ceW jÛeveelcekeâ DeOÙeehekeâ efvecveebefkeâle ceW mes efkeâmekeâer
(b) Omits the importance of learner's
experiences./Ùen DeefOeiecekeâlee&DeeW kesâ DevegYeJeeW kesâ Devegceefle oslee nw?
cenòJe keâes Úes[Ì oslee nw~ (a) Collaborative learning/menÙeesieelcekeâ DeefOeiece
(c) Subjects are generally taught in isolation./ (b) Student centered learning/efJeÅeeLeea kesâefvõle DeefOeiece
meeceevÙele: efJe<eÙe he=Lekeâ ™he mes heÌ{eS peeles nQ~ (c) Competency based learning
(d) Course contents are segregated classwise in a #ecelee DeeOeeefjle DeefOeiece
hierarchical manner./keâesme& keâer efJe<eÙe-Jemleg keâes (d) Divergent thinking/Dehemeejer (JewefJeOÙe) DeefOeiece
meesheeve ›eâceJeej lejerkesâ mes keâ#ee-Jeej Deueie keâj efoÙee KVS Vice Principal 09/02/2023 (Shift-I)
peelee nw~
Ans. (a) : keâ#ee ceW jÛeveelcekeâ DeOÙeehekeâ menÙeesieelcekeâ DeefOeiece keâer
KVS PRT 25/02/2023 (Shift-I)
Ans. (b) : efJe<eÙe kesâefvõle hee"Ÿe›eâce keâe cegKÙe GösMÙe yeeuekeâeW keâes
Devegceefle oslee nw keäÙeeWefkeâ Skeâ mebjÛeveeJeeoer keâ#ee efMe#ee kesâ mebjÛeveeJeeoer
efJe<eÙe keâe %eeve Øeoeve keâjvee nw~ FmeceW yeeuekeâ mes DeefOekeâ efJe<eÙeeW keâes Âef°keâeWCe mes pegÌ[er nw pees Deble: ef›eâÙee Deewj heefjÙeespeveeDeeW ceW Úe$eeW keâes
cenlJe Øeoeve efkeâÙee peelee nw~ Ùen hee"Ÿe›eâce yeeuekeâeW keâes ™efÛe, ØeJe=efòe Meeefceue keâjkesâ menÙeesielcekeâ efMe#ee keâes ØeeLeefcekeâlee osleer nw~ menÙeesieelcekeâ
SJeb #ecelee keâe OÙeeve jKes efyevee yeveeÙee peelee nw~ Ùen DeefOeiece DeefOeiece Skeâ Ssmeer efmLeefle nw efpemeceW oes Ùee oes mes DeefOekeâ ueesie Skeâ meeLe
keâlee&DeeW kesâ DevegYeJeeW kesâ cenlJe keâes Úes[Ì oslee nw pees efkeâ efJe<eÙe kesâefvõle kegâÚ meerKeles nQ Ùee meerKeves keâe ØeÙeeme keâjles nQ~
Gheeiece keâer Skeâ cegKÙe meercee nw~ 21. A teacher must have mastery over her/his
18. The Boys and Girls in adolescent stage expect subject in order to:
__________ in school. DeOÙeehekeâ keâes Deheves efJe<eÙe ceW ØeJeerCelee nesveeer ÛeeefnS
efkeâMeesjeJemLee ceW yeeuekeâ Deewj yeeefuekeâeSB efJeÅeeueÙe ceW leeefkeâ
efkeâmekeâer Dehes#ee jKeles nQ? (a) impress the students
(a) Co-operation/menÙeesie Jen efJeÅeeefLe&ÙeeW keâes Deheves %eeve mes ØeYeeefJele keâj mekesâ
(b) Sympathy/menevegYetefle (b) develop interest among students
(c) Empathy/hejevegYetefle efJeÅeeefLe&ÙeeW ceW DeefYe™efÛele GlheVe keâj mekesâ
(d) Emotional support/YeeJeveelcekeâ menÙeesie (c) attract more private tuitions
KVS TGT Social Science 12/02/2023 (Shift-I) Deewj DeefOekeâ ØeeFJesš šŸetMeve Ûeuee mekesâ~
Ans. (d) : efkeâMeesjeJemLee ceW yeeuekeâ Deewj yeeefuekeâeSB efJeÅeeueÙe ceW (d) make teaching more effective
YeeJeveelcekeâ menÙeesie keâer mehes#ee jKeles nQ~ efkeâMeesj Dekeämej heefjJele&veeW DeOÙeeheve keâes Deewj DeefOekeâ ØeYeeJeer yevee mekesâ~
keâer keâ"esjlee Ieyeje peeles nQ Deewj Deheves meeefLeÙeeW kesâ meeLe Gvekeâer leguevee KVS Principal 08/02/2023 (Shift-I)
keâjkesâ efÛebeflele nes peeles nQ Dele: efMe#ekeâ efkeâMeesjeW kesâ meeLe mener Ans. (d) : DeOÙeehekeâ keâes Deheves efJe<eÙe ceW ØeJeerCelee nesveer ÛeeefnS
peevekeâejer meePee keâjkesâ Deewj GvnW DeeÕemle keâjves kesâ efueS Skeâ oesmle leeefkeâ Jen DeOÙeeheve keâes Deewj DeefOekeâ ØeYeeJeer yevee mekesâ~ Ùeefo efMe#ekeâ
kesâ ™he ceW keâeÙe& keâj mekeâles nQ leLee peevekeâejer meePee keâjkesâ efceLÙee Deewj Deheves efJe<eÙe keâe keâce %eeve jKelee nw lees Jen efJeÅeeLeea keâes mebleg° veneR
YeüebefleÙeeW keâes otj keâj mekeâles nQ efpememes efkeâ yeÛÛes ceeveefmekeâ ™he mes keâj mekesâiee efpemekeâe ØeYeeJe efMe#eCe-ØeefMe#eCe hej heÌ[lee nw keäÙeeWefkeâ
meblegefuele nes mekeWâ Je DeJemeeo «emle nesves mes yeÛe mekeWâ~ efJe<eÙe keâe hetCe& %eeve ner ØeYeeJeMeeueer efMe#ekeâ Je Gmekesâ efMe#eCe keâe
19. Setting self as a role model, what would you heefjÛeeÙekeâ nw~
ensure? 22. keâ#ee ceW ‘ceeveJeerÙe JeeleeJejCe’ lewÙeej keâjves keâe leelheÙe& nw–
mJeÙeb keâes DeeoMe& JÙeefòeâ kesâ ™he ceW Øemlegle keâjves kesâ
(a) Úe$eeW kesâ yengcegKeer JÙeefòeâlJe kesâ efvecee&Ce mes
heâuemJe™he efvecveebefkeâle ceW mes keäÙee megefveef§ele nesiee?
(b) Úe$eeW kesâ GefÛele efMe#eCe mes
(a) Moral values/veweflekeâ cetuÙe
(c) Úe$eeW keâes Yeeweflekeâ megKe–megefJeOeeDeeW mes megmeefppele keâjves mes
(b) Cultural values/meebmke=âeflekeâ cetuÙe
(c) Democratic values/ueeskeâleebef$ekeâ cetuÙe (d) Úe$eeW kesâ meeLe ceeveJeerÙe mecyevOeeW keâer mLeehevee mes
(d) Instrumental values/keâjCe-keâejCe cetuÙe PRT KVS 15–12–2013
KVS TGT Social Science 12/02/2023 (Shift-I) Ans : (d) keâ#ee ceW ceeveJeerÙe JeeleeJejCe lewÙeej keâjves keâe leelheÙe& nw–
KVS Principle 08/02/2023 (Shift-I) Úe$eeW kesâ meeLe ceeveJeerÙe mebyebOeeW keâer mLeehevee~ keâ#eekeâ#e keâe JeeleeJejCe
Ans. (d) : mJeÙeb keâes DeeoMe& JÙeefòeâ kesâ ™he ceW Øemlegle keâjves kesâ menevegYeteflehetCe&, menÙeesieelcekeâ leLee Skeâ otmejs kesâ efJeÛeejeW, YeeJeveeDeeW
HeâuemJe™he veweflekeâ cetuÙe megefveef§ele nesiee~ veweflekeâ cetuÙe keâes DeeoMe&Jeeoer DevegYeJeeW Deeefo keâe mecceeve keâjves Jeeuee nesvee ÛeeefnS~ Fmekesâ efueS
lelJeeW keâe mecetn ceevee peelee nw DeLee&led veweflekeâ cetuÙe Jen nw pees JÙeefòeâ efMe#ekeâ-Úe$eeW kesâ ceOÙe Deewj Úe$eeW-Úe$eeW kesâ ceOÙe ceeveJeerÙe mebyebOeeW keâe
kesâ YeeJeelcekeâ henuegDeeW ceW efveJeeme keâjles nQ~ JÙeefòeâ ceW efveefnle DeeoMe& nesvee DeeJeMÙekeâ nw~
Teaching Aptitude 75 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

23. Skeâ ØeeLeefcekeâ efJeÅeeueÙe ceW Skeâ efJeÅeeLeea kesâ ™he ceW (a) II and III/II Deewj III
mecegefÛele JÙeJenej meerKevee ............. nw~ (b) I and II/I Deewj II
(a) meeceevÙe meeceeefpekeâlee (b) efÉleerÙekeâ meeceeefpekeâlee (c) I and III/I Deewj III
(c) hegvemee&ceeefpekeâlee (d) Deef«ece meeceeefpekeâlee (d) I, II and III/I, II Deewj III
KVS–PRT Post Code 16/17, 29–10–2017 DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
Ans : (b) Skeâ ØeeLeefcekeâ efJeÅeeueÙe ceW Skeâ efJeÅeeLeea kesâ ™he ceW Ans. (d) : efMe#eCe-DeefOeiece Øeef›eâÙee kesâ DeefOeiece kesâefvõle Âef°keâesCe ceW
mecegefÛele JÙeJenej meerKevee efÉleerÙekeâ meeceeefpekeâlee nw~ OÙeeleJÙe nw efkeâ neueebefkeâ DeefOeiece keâer efpeccesoejer DeOÙeehekeâ Deewj efJeÅeeLeea oesveeW keâer nesleer nw
yeÛÛeeW keâe meeceeefpekeâ efJekeâeme Gvekesâ heefjJeej, heeme-heÌ[esme, mecegoeÙe uesefkeâve efJeÅeeefLe&ÙeeW mes Dehes#ee keâer peeleer nw efkeâ Jes DeefOeiece Deewj cetuÙeebkeâve
Deeefo mes ner ØeejcYe neslee nw~
keâer efpeccesoejer mJeÙeb mJeerkeâej keâjW~ Fmekesâ HeâuemJe™he efMe#eeLeea–
24. efJeÅeeLeea keWâefõle efMe#ee Úe$eeW keâes keäÙee yeveves keâer Devegceefle
• efMe#eeLeea mJeefveoxefMele peerJeve heÙeËle meerKeves Jeeuee yeve peelee nw~
oslee nw?
• efMe#eeLeea mee#ejlee metÛevee keâewMeue ceW efmeænmle yevelee nw~
(a) %eeve keâe efvecee&lee
• efMe#eeLeea Deheves DeefOeiece keâe mJe-cetuÙeebkeâve keâjlee nw Deewj keâj
(b) efveef<›eâÙe efMe#eeLeea
(c) meerKeves kesâ Øeefle iewj Øeefleef›eâÙeeMeerue
mekeâlee nw~
• efMe#eeLeea Deeies kesâ DeefOeiece kesâ efueS DeefOeiece keâewMeueeW keâe
(d) efMe#ekeâeW hej Deeefßele
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM efJekeâeme keâjlee nw~
Ans. (a) : efJeÅeeLeea kesâefvõle efMe#ee Úe$eeW keâes %eeve keâe efvecee&lee 27. According to Weimer what is the role of a
yeveves keâer Devegceefle oslee nw~ efJeÅeeLeea kesâefvõle efMe#ee ceW efJeÅeeefLe&ÙeeW teacher in learner centered teaching ?
keâes ØeMve hetÚves, Keespe keâjves SJeb ØeÙeesie keâjves kesâ heÙee&hle DeJemej Jeer cej kesâ Devegmeej, efMe#eeLeea kesâefvõle efMe#eCe ceW efMe#ekeâ
Øeehle nesles nQ~ FmeceW meYeer DeefOeiece efJeefOeÙeeB Deewj JÙetn jÛeveeSb keâer keäÙee Yetefcekeâe nw?
JÙeefòeâiele efJeÅeeLeea keâer DeeJeMÙekeâleeDeeW, ™efÛeÙeeW, #eceleeDeeW, (I) Creating an environment that fosters
ÙeesiÙeleeDeeW Deeefo kesâ Devegmeej nesleer nw, efpemeceW efJeÅeeLeea mJeÙeb students learning/Ssmee JeeleeJejCe yeveevee pees
meef›eâÙe jnkeâj Deheves %eeve keâe efvecee&Ce keâjles nw~ Úe$eeW kesâ meerKeves keâes yeÌ{eJee oslee nw~
25. mener efJekeâuhe ÛegveW~ (II) Creating an environment that motivates
‘Úe$e efMe#eCe ceW efveoxMeeW keâe heoeefveÙeceve cenlJehetCe& nw~’ students to accept responsibility for
learning
(a) kegâÚ Úe$eeW keâes meerKeves kesâ efueS Øesefjle keâjlee nw~ Ssmee ceenewue yeveevee pees Úe$eeW keâes meerKeves keâer
(b) Úe$eeW keâes ieueleer keâjves mes jeskeâe peelee nw~ efpeccesoejer mJeerkeâej keâjves kesâ efueS Øesefjle keâjs
(c) efMe#ekeâ efJe<eÙe keâes hetje keâj mekeâles nQ~
(a) Only II/kesâJeue II
(d) kesâJeue keâcepeesj Úe$eeW keâer ceoo keâer pee mekeâleer nw~
(b) Only I/kesâJeue I
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
(c) Neither I nor II/ve I ve ner II
Ans. (b) : Úe$e efMe#eCe ceW efveoxMeeW keâe heoeefveÙeceve cenlJehetCe& nw
leeefkeâ Úe$eeW keâes ieueleer keâjves mes jeskeâe pee mekesâ~ efMe#eCe keâjles meceÙe (d) Both I and II/oesveeW I Deewj II
efMe#ekeâ keâes ÛeeefnS efkeâ Jen efveoxMeeW keâes heoeveg›eâce ces Ùee ›eâefcekeâ ™he DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
mes Úe$eeW kesâ meeceves Øemlegle keâjs leeefkeâ Úe$e Gmekesâ YeeJeeW keâes mecePe mekesâ Ans. (d) : Jeercej kesâ Devegmeej, efMe#eeLeea kesâefvõle efMe#eCe ceW efMe#ekeâ
Deewj leovegmeej keâeÙe& keâj mekeWâ~ keâer efvecve Yetefcekeâe nesleer nw-
26. In learning centred approach to learning, * efMe#ekeâ Ssmes DeefOeiece JeeleeJejCe keâe efvecee&Ce keâjlee nw pees
students are expected to take the overall efJeÅeeefLe&ÙeeW kesâ meerKeves keâes yeÌ{eJee oslee nw~
responsibility for learning and assessment. In
which way does this helps students? * ef Me#ekeâ Ssmes DeefOeiece JeeleeJejCe keâe efvecee&Ce keâjlee nw pees Úe$eeW keâes
meerKeves kesâ efueS kesâefvõle Âef<škeâesCe meerKeves ceW, Úe$eeW mes meer Keves keâer efpeccesoejer mJeerkeâej keâjves kesâ efueS Øesefjle keâjlee nw~
meerKeves Deewj cetuÙeebkeâve kesâ efueS mece«e efpeccesoejer uesves * ef M e#ekeâ DeefOeiece GösMÙeeW, DeefOeiece efJeefOeÙeeW Deewj cetuÙeebkeâve keâe
keâer Gcceero keâer peeleer nw~ efkeâme lejn mes Ùen Úe$eeW keâer melele mebiele DeeÙeespeve keâjlee nw~
ceoo keâjlee nw ? * efJeÅeeefLe&ÙeeW keâes mJeeOÙeeÙe kesâ efueS Øesefjle Deewj Øeeslmeeefnle keâjlee nw~
(I) Students become self-directed lifelong 28. Which of the following is/are the limitations of
learners using learner-centred approach in classroom?
Úe$e mJe-efveoxefMele DeepeerJeve meerKeves Jeeues yeve I. Difficult to increase the achievement level
peeles nQ~ of all the students on an average within a
(II) Students become proficient with all limited period of time.
information literacy skills/Úe$e meYeer metÛevee II. It requires teachers who are very sensitive
to the needs of the students.
mee#ejlee keâewMeue kesâ meeLe kegâMeue nes peeles nQ~
efvecveefueefKele ceW mes keâewve meer keâ#ee ceW efMe#eeLeea-kesâefvõle
(III) Students can and do assess their own
learning Âef°keâesCe keâe GheÙeesie keâjves keâer meerceeSB nQ?
Úe$e mJeÙeb meerKeves keâe Deekeâueve keâjles nw Deewj keâj I. meerefcele meceÙe kesâ Yeerlej Deewmeleve meYeer Úe$eeW kesâ
mekeâles nQ~ GheueefyOe mlej keâes yeÌ{evee cegefMkeâue nw~
Teaching Aptitude 76 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

II. FmeceW Ssmes efMe#ekeâeW keâer DeeJeMÙekeâlee nesleer nw pees 30. Which curriculum can provide means to bridge
Úe$eeW keâer DeeJeMÙekeâleeDeeW kesâ Øeefle yengle the context of different subjects in logical,
child-centered and meaningful ways ?
mebJesoveMeerue neW~ keâewve-mee hee"Ÿe›eâce leeefke&âkeâ, yeeue-kesâefvõle Deewj meeLe&keâ
(a) Only I/kesâJeue I lejerkeâeW mes efJeefYeVe efJe<eÙeeW kesâ meboYeeX keâes heešves kesâ
(b) Neither I nor II/ve lees I ve II meeOeve Øeoeve keâj mekeâlee nw?
(c) Only II/kesâJeue II (a) Art – Integrated/keâuee - Skeâerke=âle
(d) Both I and II/I Deewj II oesveeW (b) Visual - Integrated/ÂMÙe – Skeâerke=âle
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM (c) Science – Integrated/efJe%eeve - Skeâerke=âle
Ans. (d) : efMe#eCe keâe meerKeves-kesâefvõle Âef°keâesCe efMe#eeefLe&ÙeeW keâes (d) Sports – Integrated/Kesue - Skeâerke=âle
kesâvõ ceW jKelee nw Deewj yeÛÛeeW kesâ DevegYeJeeW Deewj pe™jleeW keâes ØeOeevelee DSSSB PRT 23/03/2022 (Shift-III)
oslee nw~ Ùen ÂÌ{lee mes ceevelee nw efkeâ peye yeÛÛeeW keâes Deheveer ieefle mes Ans. (a) : keâ#ee ceW keâueeDeeW keâe SkeâerkeâjCe Úe$eeW keâes Gme ogefveÙee mes
keâece keâjves keâer mJeleb$elee oer peeleer nw, lees Jes DeJeOeejCeeDeeW keâes pegÌ[ves ceW ceoo keâjlee nw efpemeceW Jes jnles nw~ keâuee jÛeveelcekeâlee keâes
kegâMeuelee mes Deelcemeele keâjves keâer #ecelee efJekeâefmele keâjles nQ~ yeÌ{eJee osleer leLee keâuee kesâ ceeOÙece mes meerKeves keâer Øeef›eâÙee ceW lespeer
efMe#eCe kesâ efueS Skeâ meHeâue Âef°keâesCe nesves kesâ yepeeS Fmekeâer kegâÚ ueeves Fmes megefJeOeepevekeâ yeveeves ces ceoo efceueleer nw~
meerceeS@ Yeer nw pees Fme Øekeâej nw– Dele: keâuee Skeâerke=âle hee"dÙe›eâce leeefke&âkeâ, yeeue keWâefvõle Deewj meeLe&keâ
meerKeves keâer Øeef›eâÙee ceW meceÙe ueielee nw~ lejerkeâes mes efJeefYeVe efJe<eÙeeW kesâ meboYeex keâes heešves (meceehle keâjves ) kesâ
meceÙe kesâ Yeerlej hee"Ÿe›eâce kesâ ue#ÙeeW keâes Øeehle keâjvee cegefMkeâue~ meeOeve Øeoeve keâjlee nw~
ØeYeeJeer ™he mes meerKeves kesâ efueS efJeMes<e kegâMeue efMe#ekeâeW keâer 31. Which of the following is the characteristic of
learner-centred approach?
DeeJeMÙekeâlee nesleer nw~ efvecveefueefKele ceW mes keâewve-meer efMe#eeLeea-keWâefõle Gheeiece
Úesšer DeJeefOe ceW Úe$e kesâ GheueefyOe mlej keâes Øeehle keâjvee keâef"ve~ keâer efJeMes<elee nw?
Úe$eeW keâer DeeJeMÙekeâleeDeeW keâes mecyeesefOele keâjves kesâ efueS yengle I. The teacher projects himself as a model for
mecePeoej efMe#ekeâeW keâer DeeJeMÙekeâlee nesleer nw~ the students as he has the mastery over the
Fme Øekeâej nce keân mekeâles nw efkeâ oesveeW efyevog efMe#eeLeea kesâefvõle subject matter.
Âef°keâesCe keâe GheÙeesie keâjves keâer meerceeSB nQ~ efMe#ekeâ Kego keâes Úe$eeW kesâ efueS Skeâ cee@[ue kesâ ™he
29. Which of the following aspects of a student are
ceW hesMe keâjlee nw keäÙeeWefkeâ Gmes efJe<eÙe hej cenejle
required to be understood in order to adopt the neefmeue nw~
learner – centered approach ? II. Teacher is a facilitator in the teaching–
I. Home and cultural background learning process and not an instructor.
II. Health and Physical developments efMe#ekeâ efMe#eCe DeefOeiece Øeef›eâÙee ceW Skeâ met$eOeej
III. Mental abilities neslee nw ve efkeâ ØeefMe#ekeâ~
efMe#eeLeea - kesâefvõle Âef<škeâesCe Deheveeves kesâ efueS Skeâ (a) Only I/kesâJeue I
Úe$e kesâ efvecveefueefKele ceW mes efkeâve henuegDeeW keâes mecePevee (b) Neither I nor II/vee ner I vee ner II
DeeJeMÙekeâ nw? (c) Only II/kesâJeue II
I. Iej Deewj meebmke=âeflekeâ he=<"Yetefce (d) Both I and II/I leLee II oesveeW
II. mJeemLÙe Deewj Meejerefjkeâ efJekeâeme DSSSB PRT 24/03/2022 (Shift-I)
III. ceeveefmekeâ #eceleeSB Skeâ efMe#ekeâ Deheves Úe$eeW keâes Skeâ efJe<eÙe #es$e ceW Øeehle
Ans. (c) :
%eeve Deewj DevÙe efJe<eÙe #es$eeW ceW Øeehle %eeve kesâ yeerÛe mebyebOe yeveeves ceW
(a) I and II/I leLee II
ueieeleej meneÙelee keâjsiee~ efMe#ekeâ Kego keâes Úe$eeW kesâ efueS Skeâ cee@[ue
(b) I, II and III/I, II leLee III kesâ ™he ceW hesMe keâjlee nw keäÙeeWefkeâ Gmes efJe<eÙe hej cenejle neefmeue nw,
(c) Only I/kesâJeue I Ùen efMe#eeLeea–keWâefõle Gheeiece keâer efJeMes<elee vener nw leLee efMe#ekeâ
(d) II and III/II leLee III efMe#eCe DeefOeiece Øeef›eâÙee ceW Skeâ met$eOeej neslee nw ve efkeâ ØeefMe#ekeâ, Ùen
DSSSB PRT 23/03/2022 (Shift-III) efMe#eeLeea–keWâefõle Gheeiece keâer efJeMes<elee kesâ Devleie&le Deelee nw~ Dele:
Ans. (b) : efMe#eeLeea Mewef#ekeâ Âef°keâesCe Úe$eeW keâes efveCe&Ùe uesves Deewj efJekeâuhe (c) kesâJeue II DeYeer° Gòej nw~
mecemÙee meceeOeeve šerce Jeke&â Deewj Øemlegefle keâewMeue pewmes keâewMeue 32. In which teaching approach, learner is a
efJekeâefmele keâjves ceWs ceoo keâjlee nw, pees Jele&ceeve ßece DeeJeMÙekeâleeDeeW knowledge seeker, with teacher as facilitator
kesâ efueS Øeemebefiekeâ nw~ and guide?
efkeâme Øekeâej kesâ efMe#eCe ces efMe#eeLeea Skeâ %eeve meeOekeâ neslee
efMe#eeLeea-kesâefvõle Âef°keâesCe Deheveeves kesâ efueS Skeâ Úe$e kesâ efueS kegâÚ
henuegDeeW keâes mecePevee DeeJeMÙekeâ nw pees Fme Øekeâej nw- nw, efpemeceW efMe#ekeâ meneÙekeâ Deewj ceeie&oMe&keâ neslee nw?
(a) Learner-centred approach
1) Iej Deewj meebmke=âeflekeâ he=<"Yetefce
efMe#eeLeea keWâefõle Âef°keâesCe
2) mJeemLÙe Deewj Meejerefjkeâ efJekeâeme (b) Teacher-centred approach
3) ceeveefmekeâ #eceleeSB efMe#ekeâ keWâefõle Âef°keâesCe
Teaching Aptitude 77 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) Society-centred approach/meceepe keWâefõle Âef°keâesCe 35. Úe$eeW keâes ie=nkeâeÙe& osvee ÛeeefnS, keäÙeeW?
(d) Community centred approach (a) Úe$e Iej hej DeOÙeÙeve keâj mekeWâ
mecegoeÙe keWâefõle Âef°keâesCe (b) Úe$eeW kesâ efJekeâeme kesâ efueS
DSSSB PRT 23/03/2022 (Shift-II) (c) Úe$eeW ves hee" keâes efkeâlevee mecePee nw, Ùes peeveves kesâ efueS
Ans : (a) efMe#eeLeea kesâefvõle Gheeiece (Learner Centered (d) uesKeve keâewMeue kesâ efJekeâeme kesâ efueS
Approach) ceW meerKeves Jeeuee, %eeve meeOekeâ neslee nw Deewj FmeceW PRT (SPECIAL EDUCATION)
efMe#ekeâ, megefJeOeekeâlee& Deewj ceeie&oMe&keâ kesâ ™he ceW keâeÙe& keâjlee nw~ Fme Post Code 01/13, 28.04.2013
Gheeiece keâe GösMÙe efMe#eeLeea keâes meerKeves kesâ heLe ces meef›eâÙe yeveekeâj Ans : (c) Úe$eeW keâes ie=nkeâeÙe& osvee ÛeeefnS leeefkeâ Ùen peevee pee mekesâ
Gmekeâer mJeleb$elee keâe efJekeâeme keâjvee nw~ efkeâ GvneWves hee" keâes efkeâlevee mecePee nw~ ie=n keâeÙe& yeÛÛeeW keâes FmeefueS
33. Which of the following statement is not correct Yeer efoÙee peelee nw leeefkeâ Jes mJeleb$e JeeleeJejCe ceW efÛebleve keâj Dehevee
regarding the learner-centered approach of ceeveefmekeâ efJekeâeme keâj mekesâ~
teaching ? 36. peJeeve yeÛÛeeW keâe Skeâ mecetn keäueeme ceW OÙeeve veneR os jne
efvecveefueefKele ceW mes keâewve mee keâLeve efMe#eCe kesâ nw~ Gvekeâe OÙeeve Jeeheme ueeves kesâ efueS efvecve ceW mes
efMe#eeLeea-keWâefõle Gheeiece kesâ mevoYe& ceW mener veneR nw ? keâewve–meer veerefle DeefOekeâ GheÙegòeâ jnsieer~
(a) Students learn passively by listening and (a) Deuhekeâeueerve Meejerefjkeâ ieefleefJeefOe
reading/Úe$e efveef<›eâÙe ™he mes megvekeâj Deewj heÌ{keâj (b) Gme IeCšs keâes mLeefiele efkeâÙee peeÙes
meerKeles nw~ (c) yeÛÛeeW keâes OÙeeve osves kesâ efueS keânvee ÛeeefnS
(b) Learning by doing is the base (d) hetjer keäueeme keâes Kesueves Yespevee ÛeeefnS
keâjkesâ meerKevee DeeOeej nw~ PRT–KVS Post Code 150/14, 19–10–2014
(c) Active learning is practiced Ans : (a) Ùeefo peJeeve yeÛÛeeW keâe Skeâ mecetn keâ#ee ceW OÙeeve veneR os
meef›eâÙe meerKeves keâe DeYÙeeme efkeâÙee peelee nw~ jne nw, lees Gvekeâe OÙeeve Jeeheme ueeves kesâ efueS Deuhekeâeueerve Meejerefjkeâ
(d) Performance indicates mastery of learning ieefleefJeefOe keâe DeeÙeespeve keâjvee ÛeeefnS efpemeceW meYeer yeÛÛes Meejerefjkeâ
objectives/ØeoMe&ve meerKeves kesâ GösMÙeeW keâer ßes‰lee keâes Deewj ceeveefmekeâ oesveeW ™he mes meef›eâÙe jnW~ Fmekesâ Deefleefjòeâ efJeÅeeefLe&ÙeeW
oMee&&lee nw~ keâe keâ#ee ceW OÙeeve ueeves kesâ efueS efMe#eCe efJeefOe ceW Yeer heefjJele&ve keâjkesâ
DSSSB PRT 07/03/2022 (Shift-I) efJe<eÙe–Jemleg keâes jesÛekeâ {bie mes Øemlegle efkeâÙee pee mekeâlee nw~
Ans. (a) : yeeue-kesâefvõle Gheeiece keâe GösMÙe yeeuekeâ keâe yengcegKeer 37. How including work in complete educational
efJekeâeme keâjvee nw~ yeeue kesâefvõle DeefOeiece keâer ØecegKe efJeMes<elee yeeuekeâ routine helps children in every circumstances ?
keâer ØeOeevelee nw~ Fmekesâ Devleie&le yeeuekeâ keâer ™efÛeÙeeW, Øeke=âefleÙeeW leLee keâece keâes mechetCe& Mewef#ekeâ efoveÛeÙee& ceW Meeefceue keâjves mes
#eceleeDeeW keâes OÙeeve ceW jKekeâj ner mechetCe& DeefOeiece Øeef›eâÙee keâe ef k eâme Øekeâej yeÛÛeeW keâes nj heefjefmLeefle ceW ceoo efceueleer
DeeÙeespeve efkeâÙee peelee nw~ nw ?
I. Children have meaningful knowledge of
yeeue kesâefvõle Gheeiece kesâ mevoYe& ceW efvecve keâLeve mener megcesefuele nw– community resources.
µ keâjkesâ meerKevee DeeOeej nw~ yeÛÛeeW keâes meecegoeefÙekeâ mebmeeOeveeW keâe DeLe&hetCe& %eeve
µ meef›eâÙe meerKeves keâe DeYÙeeme efkeâÙee peelee nw~ neslee nw~
µ ØeoMe&ve meerKeves kesâ GösMÙeeW keâer ßes<"lee keâes oMee&lee nw~ II. Children may learn skills which enable
veesš–yeeue kesâefvõle efMe#eCe kesâ Devleie&le ‘‘Úe$e efveef<›eâÙe ™he mes them to lead a quality life.
megvekeâj Deewj heÌ{keâj meerKeles nw’’ Ùen keâLeve meJe&Lee DevegefÛele nw, yeÛÛes Ssmes keâewMeue meerKe mekeâles nQ pees GvnW
keäÙeeWefkeâ FmeceW yeÛÛee meef›eâÙe neskeâj megvelee Deewj heÌ{lee nw ve efkeâ iegCeJeòeehetCe& peerJeve peerves ceW me#ece yeveeles nQ~
efveef<›eâÙe neskeâj~ III. Children may get a chance to complete
their higher education along with work.
34. Ùeefo keâesF& Úe$e Deehekesâ ØeMveeW keâe Gòej ve os mekesâ, lees– yeÛÛeeW keâes keâece kesâ meeLe-meeLe Deheveer GÛÛe efMe#ee
(a) efMe#ekeâ keâes Gmekeâe Gòej osvee ÛeeefnS hetjer keâjves keâe DeJemej efceue mekeâlee nw~
(b) efMe#ekeâ keâes Gme ØeMve keâes DevÙe ceeceueeW mes hetÚvee ÛeeefnS (a) I and III/I leLee III(b) I, II and III/I, II leLee III
(c) efMe#ekeâ keâes GvnW yeej–yeej hetÚvee ÛeeefnS (c) I and II/I leLee II (d) Only II/kesâJeue II
(d) efMe#ekeâ keâes Gòej osvee ÛeeefnS Deewj GvnW Ùeeo jKeves kesâ DSSSB PRT 20/03/2022 (Shift-I)
efueS keânvee ÛeeefnS Ans : (b) keâece keâes mechetCe& Mewef#ekeâ efoveÛeÙee& ceW Meeefceue keâjves mes
PRT (SPECIAL EDUCATION) yeÛÛeeW keâes nj heefjefmLeefle ceW ceoo efceueleer nw pewmes –
Post Code 01/13, 28.04.2013 • yeÛÛeeW keâes meecegoeefÙekeâ mebmeeOeveeW keâe DeLe&hetCe& %eeve neslee nw~
Ans : (b) Ùeefo keâesF& Úe$e Deehekesâ ØeMveeW keâes Gòej ve os mekesâ lees • yeÛÛes Ssmes keâewMeue meerKe mekeâles nQ pees GvnW iegCeJeòeehetCe& peerJeve peerves
efMe#ekeâ keâes Gme ØeMve keâes DevÙe ceeceueeW mes hetÚvee ÛeeefnS leLee DevÙe ceW me#ece yeveeles nQ~
ceeceueeW mes Øeehle GòejeW kesâ DeeOeej hej henues Jeeues Úe$e mes hegve: Jener • yeÛÛeeW keâes keâece kesâ meeLe-meeLe Deheveer GÛÛe efMe#ee hetjer keâjves keâe
ØeMve hetÚves ÛeeefnS~ DeJemej efceue mekeâlee nw~ Dele: I, II leLee III leerveeW mener nw~
Teaching Aptitude 78 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

38. peye yeÛÛee keâeÙe& keâjles ngS Tyeves ueielee nw, lees Ùen Fme Ans : (b) Úe$eeW keâes Øesefjle keâjves kesâ efueS meJeexòece meeOeve efkeâmeer Yeer
yeele keâe mebkesâle nw efkeâ hee" keâes meyemes jesÛekeâ yeveekeâj heÌ{evee nw~ peye DeOÙeehekeâ hee" keâes
(a) yeÛÛee yegefæceeve veneR nw efJeefYeVe GoenjCeeW, pees efJeÅeeLeea kesâ peerJeve mes mebyebefOele neslee nw, kesâ
(b) yeÛÛes ceW meerKeves keâer ÙeesiÙelee veneR nw ceeOÙece mes heÌ{elee nw lees efJeÅeeLeea GmeceW ®efÛe uesles nQ Deewj efMe#eCe
(c) yeÛÛes keâes DevegMeeefmele keâjves keâer pe™jle nw DeefOeiece Øeef›eâÙee ØeYeeJeer neslee nw~
(d) mebYeJele: keâeÙe& Ùeebef$ekeâ ™he mes yeej–yeej nes jne nw 42. Which of the following is/are the guideline(s) to
PRT POST CODE 70/90 29.12.2013 (Cancelled) enhance questioning skills among children in
the classroom ?
Ans : (d) peye yeÛÛee keâeÙe& keâjles ngS Tyeves ueielee nw, lees Ùen Fme I. Stop the discussion with the right answer
yeele keâe mebkesâle nw efkeâ mebYeJele: keâeÙe& Ùeebef$ekeâ ™he mes yeej–yeej nes jne II. Encourage divergent questions
nw~ Ssmeer heefjefmLeefle ceW efMe#ekeâ keâes ÛeeefnS efkeâ Ùee lees efMe#eCe efJeefOe III. Model good questioning skills
yeoue os Ùee efMe#eCe keâes jesÛekeâ yeveeves kesâ efueS efMe#eCe DeefOeiece IV. Respond in an encouraging way
Øeef›eâÙee kesâ yeerÛe ceW LeesÌ[e Deejece os~ keâ#ee ceW yeÛÛeeW kesâ yeerÛe hetÚleeÚ keâewMeue yeÌ{eves kesâ efueS
39. efMe#eeefLe&ÙeeW keâes Øeeslmeeefnle veneR keâjvee ÛeeefnS– efvecveefueefKele ceW mes keâewve mee/mes efoMee efveoxMe nw?
(a) keâ#ee kesâ Devoj Deewj yeenj ÙeLeemebYeJe Deveskeâ ØeMve hetÚves I. mener Gòej kesâ meeLe ÛeÛee& jeskeWâ
kesâ efueS II. [eFJepexšb ØeMveeW keâes Øeeslmeeefnle keâjW~
(b) mecetn keâeÙe& ceW DevÙe efMe#eeefLe&ÙeeW kesâ meeLe meef›eâÙe hejmhej III. DeÛÚe meJeeue keâewMeue Øeefleceeve
mebJeeo keâjves kesâ efueS IV. Glmeenpevekeâ lejerkesâ mes peJeeye oW~
(c) ÙeLeemebYeJe Deveskeâ menhee"dÙeieeceer ieefleefJeefOeÙeeW ceW Yeeie uesves (a) I, II, III and IV/ I, II, III Deewj IV
kesâ efueS (b) I, II and III/ I, II Deewj III
(d) efMe#ekeâ Éeje hetÚs pee mekeâves Jeeues meYeer ØeMveeW kesâ Gòej (c) II, III and IV/ II, III Deewj IV
Ùeeo keâjves kesâ efueS (d) I, III and IV/ I, III Deewj IV
PRT POST CODE 70/90 29.12.2013 (Cancelled) DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
Ans : (d) efMe#eeefLe&ÙeeW keâes efvecve keâeÙe& keâjves kesâ efueS Øeeslmeeefnle DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
keâjvee ÛeeefnS– Ans. (c) : yeÛÛeeW kesâ yeerÛe hetÚleeÚ keâewMeue keâes yeÌ{eves kesâ efueS
keâ#ee kesâ Deboj Deewj yeenj ÙeLeemebYeJe Deveskeâ ØeMve hetÚves kesâ efueS~ efvecveefueefKele efoMee-efveoxMe efoS pee mekeâles nQ-
mecetn keâeÙe& ceW DevÙe efMe#eeefLe&ÙeeW kesâ meeLe meef›eâÙe hejmhej mebJeeo (i) [eFJepeXš Ùee me=peveelcekeâ meesÛe keâes yeÌ{eJee osves Jeeues ØeMveeW keâes
keâjves kesâ efueS~ Øeeslmeeefnle keâjW~
ÙeLeemecYeJe Deveskeâ menhee"dÙeieeceer ieefleefJeefOeÙeeW ceW Yeeie uesves kesâ efueS~
(ii) megJÙeJeefmLele ™he mes meJeeue hetÚves kesâ efueS Øeeslmeeefnle keâjW~
efJeefYeVe cegöeW hej me=peveelcekeâ efÛebleve keâjves kesâ efueS~ (iii) Glmeenpevekeâ lejerkesâ mes meJeeueeW kesâ peJeeye osves kesâ efueS Øesefjle
Dele: efMe#eeefLe&ÙeeW keâes efMe#ekeâ Éeje hetÚs pee mekeâves Jeeues meYeer ØeMveeW kesâ keâjW~
Gòej Ùeeo keâjves kesâ efueS Øeeslmeeefnle veneR keâjvee ÛeeefnS keäÙeeWefkeâ Ùen (iv) DeefOekeâ mes DeefOekeâ meJeeue hetÚves kesâ efueS Øeeslmeeefnle keâjW~
yeÛÛeeW keâer jÛeveelcekeâlee keâes vekeâejelcekeâ ™he mes ØeYeeefJele keâjlee nw~ (v) mener GòejeW hej ÛeÛee& keâjeSb Deewj yeÛÛeeW keâes Øeeslmeeefnle keâjW~
efMe#eCe kesâ jÛeveeJeeoer Gheeiece ceW efMe#eeLeea keâes meef›eâÙe DevJes<ekeâ ceevee 43. yeeuÙeeJemLee ceW yeeuekeâ keâer ‘efce$eceC[ueer’ keâe ØeYeeJeer
peelee nw ve efkeâ GvnW %eeve «enCekeâlee& Ùee mcejCekeâlee& kesâ ™he ceW~ ue#eCe neslee nw–
40. Skeâ mecetn heefjefmLeefle ceW Skeâ efJeÅeeLeea keâe keâeÙe&– (a) SsefÛÚkeâ heejmheefjkeâ mecyevOeeW keâer mLeehevee
(a) otef<ele neslee nw (b) Jener jnlee nw (b) mecetn meomÙelee «enCe keâjvee
(c) GVele neslee nw (d) FveceW mes keâesF& veneR (c) efÛevleve SJeb JewÛeeefjkeâ mece™helee
PRT POST CODE 70/90 29.12.2013 (Cancelled) (d) meYeer nce Gceü yeeuekeâeW ceW efce$elee keâe YeeJe
Ans : (c) Skeâ mecetn heefjefmLeefle ceW Skeâ efJeÅeeLeea keâe keâeÙe& GVele PRT KVS 15–12–2013
neslee nw~ mecetn ceW efJeÅeeLeea keâe meeceeefpekeâ efJekeâeme yesnlej nselee nw leLee Ans : (d) yeeuÙeeJemLee ceW yeeuekeâ keâer ‘efce$eceC[ueer’ keâe ØeYeeJeer
GveceW menÙeesie, meodYeeJevee, oÙee pewmes iegCeeW keâe efJekeâeme neslee nw~ ue#eCe neslee nw keäÙeeWefkeâ meYeer nce Gceü yeeuekeâeW ceW efce$elee keâe YeeJe neslee
meeLe ner mekeâejelcekeâ Øeeflemheæe& keâer YeeJevee mes Øesefjle neskeâj efJeÅeeLeea nw~ yeeuekeâ Dehevee DeefOekeâ–mes–DeefOekeâ meceÙe otmejs yeeuekeâeW–
DeÛÚe ØeoMe&ve keâjves keâe ØeÙeeme keâjlee nw~ yeeefuekeâeDeeW kesâ meeLe JÙeleerle keâjvee Ûeenles nw~
41. Deehekeâer jeÙe ceW Úe$eeW keâes Øesefjle keâjves kesâ efueS meJeexòece 44. ‘efkeâMeesjeW keâes Skeâ megjef#ele Deewj meneÙekeâ ceenewue heeves
meeOeve keäÙee nw? keâe DeefOekeâej nw~’ Deehe Fme keâLeve mes keäÙee mecePeles nQ?
(a) ÂMÙe–ßeJÙe meneÙekeâ meece«eer keâe ØeÙeesie (a) efkeâMeesjeW keâes Jewleefvekeâ Deewj DeJewleefvekeâ ßece kesâ ceeOÙece mes
(b) hee" keâes meyemes jesÛekeâ yeveevee Deheves heefjJeejeW Deewj mecegoeÙeeW ceW cenlJehetCe& Ùeesieoeve osvee
(c) Úe$eeW keâe menÙeesie keâjvee nesiee~
(d) Úe$eeW kesâ ceelee–efhelee mes efveÙeefcele ™he mes efceuevee (b) ef
keâMeesjeJemLee keâes Glheeokeâ veeieefjkeâeW Deewj keâue kesâ vesleeDeeW ceW
PRT KVS 04–10–2015 heesef<ele, ØeefMeef#ele Deewj efJekeâefmele efkeâÙee peevee ÛeeefnS~
Teaching Aptitude 79 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c)efkeâMeesjeW keâes mešerkeâ Deewj DeeÙeg-GheÙegòeâ peevekeâejer, (c) I and III/I Deewj III
keâewMeue efvecee&Ce Deewj meMeefòeâkeâjCe, mekeâejelcekeâ Yetefcekeâe (d) I and II/I Deewj II
cee@[ue Deewj Devegketâue mJeemLÙe mesJeeDeeW Deewj hejeceMe& ceW DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
ceeie&oMe&ve Øeoeve efkeâÙee peevee ÛeeefnS~ Ans. (a) : keâesnueyeie& kesâ veweflekeâ efJekeâeme keâe efÉleerÙe ÛejCe hejchejeiele
(d) efkeâMeesj Deewj lekeâveerkeâer efMe#ee meefnle Dekeâeoefcekeâ efMe#ee mlej meeceeefpekeâ veweflekeâlee mes mebyebefOele nw~ Fme mlej hej yeÛÛes meeceeefpekeâ
Deewj JÙeeJeneefjkeâ keâewMeue efJekeâeme kesâ yeerÛe efkeâMeesjeW keâes JÙeJemLee yeveeÙes jKevee Ûeenles nQ Deewj DeÛÚe yevekeâj heejmheefjkeâ mebyebOe
meecebpemÙehetCe& meblegueve Øeoeve keâjvee ÛeeefnS~ keâes yesnlej yeveeves keâe ØeÙeeme keâjles nQ~ hejchejeiele mlej ceW yeÛÛeeW keâe
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM veweflekeâ efveCe&Ùe meceepe ceW yeveer hejchejeDeeW, efveÙeceeW SJeb DeefOeefveÙeceeW
Ans. (c) : ‘efkeâMeesjes keâes Skeâ megjef#ele Deewj meneÙekeâ ceenewue heeves keâe leLee keâevetve JÙeJemLeeDeeW, otmejeW keâer hemevo leLee veehemevo kesâ Éeje
DeefOekeâej nw~’ Fme keâLeve keâe leelheÙe& nw efkeâMeesjes keâes mešerkeâ Deewj efveÙebef$ele neslee nw~
DeeÙeg GheÙegòeâ peevekeâejer, keâewMeue efvecee&Ce Deewj meMeefòeâkeâjCe 47. According to Gardner, what type of
mekeâejelcekeâ Yetefcekeâe cee@[ue Deewj Devegketâue mJeemLÙe mesJeeDeeW Deewj intelligence enables individuals to use high level
hejeceMe& mes ceeie&oMe&ve Øeoeve efkeâÙee peevee ÛeeefnS~ of physical movement control and expression?
45. Which of the following statement is regarding
iee[& vej kesâ Devegmeej efkeâme Øekeâej keâer yegefæceòee JÙeefòeâÙeeW
Kurt Lewin's field theory on adolescents ? keâes GÛÛe mlejerÙe Meejerefjkeâ Ûeeueve, efveÙeb$eCe leLee
efkeâMeesjeW hej keâš& uesefJeve kesâ #es$e efmeæeble kesâ mebyebOe ceW Deef Y eJÙeef òeâ keâe GheÙeesie keâjves kesâ ÙeesiÙe yeveeleer nw?
efvecveefueefKele ceW mes keâewve mee keâLeve nw ? (a) Intrapersonal/DeblejeJewÙeefòeâkeâ
I. An adolescent between the two worlds is a (b) Language/Yee<ee
marginal man. (c) Inter-personal/Fbšjheme&veue
oes ogefveÙeeDeeW kesâ yeerÛe Skeâ efkeâMeesj Skeâ meerceeble (d) Physical mobility/Meejerefjkeâ ieefleMeeruelee
JÙeefòeâ nw~ DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
II. Behavior of an individual results from Ans. (d) : neJe[& iee[&vej kesâ Devegmeej, Meejerefjkeâ ieefleMeeruelee mes
interaction of the person with his mebyebefOele yegefæ JÙeefòeâÙeeW keâes GÛÛe mlejerÙe Meejerefjkeâ Ûeeueve efveÙeb$eCe
environment.
leLee Meejerefjkeâ DeefYeJÙeefòeâ keâe GheÙeesie keâjves kesâ ÙeesiÙe yeveeleer nw~
efkeâmeer JÙeefòeâ keâe JÙeJenej Gmekesâ heÙee&JejCe kesâ meeLe
Meejerefjkeâ ieefleMeeruelee mes mebyebefOele yegefæ Jeeues JÙeefòeâ MeuÙe efÛeefkeâlmekeâ,
JÙeefòeâ keâer DevÙeesvÙeef›eâÙee keâe heefjCeece neslee nw~ OeeJekeâ, efpecveeefmškeâ Deeefo yeveles nw~
(a) Neither I nor II/vee ner I vee ner II
48. By the age of ten, children can ……..
(b) Both I and II/I leLee II oesveeW I. understand abstracts
(c) Only II/kesâJeue II II. understand symbols
(d) Only I/kesâJeue I ome Je<e& keâer DeeÙeg lekeâ, yeÛÛes -----mekeâles nwb~
DSSSB PRT 07/03/2022 (Shift-III) I. meej mecePe
Ans. (b) : keâš& uesefJeve kesâ #es$e efmeæeble (Field Theory) – II. Øeleerkeâes keâer mecePe
Fme efmeæevle ceW meb%eeveelcekeâ mebjÛevee keâes ner #es$e (Field) yeesuee ieÙee nw~ (a) Only II/kesâJeue II
keâš& uesefJeve kesâ Devegmeej ØeeCeer JÙeJenej Gve meYeer keâejkeâeW Éeje ØeYeeefJele (b) Neither I nor II/ve lees I Deewj ve ner II
neslee nw pees Gmekesâ #es$e kesâ JeeleeJejCe ceW GheefmLele nQ~ FvneWves JÙeJenej keâer (c) Both I and II/I Deewj II oesveeW
mece«elee keâes yeÌ{eles ngS GmeceW JeeleeJejCe keâes Yeer pees[Ì e nw~ (d) Only I/kesâJeue I
#es$e efmeæevle kesâ Devegmeej– oes ogefveÙeeDeeW kesâ yeerÛe Skeâ efkeâMeesj Skeâ DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
meerceeble JÙeefòeâ nw leLee efkeâmeer JÙeefòeâ keâe JÙeJenej Gmekesâ heÙee&JejCe kesâ Ans. (c) : ome Je<e& keâer DeeÙeg lekeâ, yeÛÛes meej leLee Øeleerkeâesb oesveeW keâes
meeLe JÙeefòeâ keâer DevÙeesvÙeef›eâÙee keâe heefjCeece neslee nw~ mecePe mekeâles nw
46. Which of the following Kohlberg's stages of ome Je<e& keâer DeJemLee ceW yeeuekeâ õgleieefle mes yeesueves ueielee nw~ Jen
moral development comes under the level II of
conventional morality?/veweflekeâ efJekeâeme kesâ Deheves owefvekeâ keâeÙe& mJeÙeb keâjves ueielee nw~ Jen mener {bie mes efvejer#eCe
keâesndueyeie& kesâ efvecveefueefKele ÛejCeeW ceW mes keâewve-mee leLee leeefke&âkeâ efÛebleve keâjves ueielee nw~
uesJeue II heejbheefjkeâ veweflekeâlee kesâ Devleie&le Deelee nw? 49. What a child perceives is largely a function of
I. Social contract and individual rights. his............
meeceeefpekeâ DevegyebOe Deewj JÙeefòeâiele DeefOekeâej Skeâ yeÛÛee pees ceevelee nw Jen JÙeehekeâ ™he mes Gmekesâ
II. Maintaining the social order. ...........keâe Skeâ keâeÙe& nw~
meeceeefpekeâ JÙeJemLee yeveeS jKevee I. previous experiences/efheÚues DevegYeJe
III. Good interpersonal relationships. II. Assumptions/OeejCeeSB
DeÛÚe heejmheefjkeâ mecyevOe III. purposes/ØeÙeespeveeW
(a) II and III/II Deewj III (a) I, II and III/I, II Deewj III
(b) I, II and III/I, II Deewj III (b) Only I/kesâJeue I
Teaching Aptitude 80 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) II and III/II Deewj III (d) Talk to grand parents and find out when
(d) Only III/kesâJeue III he/she was 8/9 years old where did he/she
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM live?/oeoe-oeoer mes yeele keâjW Deewj helee keâjW efkeâ peye Jen
Ans. (a) : Skeâ yeÛÛee pees mecePelee nw Jen JÙeehekeâ ™he mes Gmekesâ 8/9 Je<e& kesâ Les, lees Jen keâneB jnles Les ?
efheÚues DevegYeJeeW, OeejCeeDeeW ceevÙeleeDeeW leLee ØeÙeespeveeW keâe Skeâ keâeÙe& DSSSB PRT 24/03/2022 (Shift-I)
nw lees Jen keâeÙe& keâe DeefOeiece yesnlej keâjlee nw~ Ans. (d) : yeÛÛeeW keâes Deheves JÙeefòeâiele meboYe& Deewj DevegYeJe keâes ueeves
50. Which one of the following Pairs is correctly Deewj meePee keâjves kesâ efueS Øeeslmeeefnle keâjvee~ Fme efoÙes ieÙes keâLeve keâes
matched with reference to the moral mebleg° keâjves kesâ efueS Skeâ efMe#ekeâ yeÛÛeeW mes ‘‘oeoe–oeoer mes yeele keâjW
development of children? Deewj helee keâjW efkeâ peye Jen 8/9 Je<e& kesâ Les, lees Jen keâneB jnles Les?’’
I. Moral action– Those that are done
intentionally and that result in negative
ØeMve vener hetÚ mekeâlee nw~ Dele: nceeje DeYeer° Gòej efJekeâuhe (D)
consequences for other people. nes i ee~
II. Socio-traditional issues– Deals with 52. Skeâ efJeÅeeLeea keâes JÙeefòeâiele ™he mes mecePeves keâe cetue
uniformity on the regulation of social keâejCe keäÙee nw?
conduct.
yeÛÛeeW kesâ veweflekeâ efJekeâeme kesâ meboYe& ceW, efvecveefueefKele ceW (a) leeefkeâ Gmekeâer #eceleeDeeW keâes mecePeves Deewj efJekeâefmele keâjves
mes keâewve-mee Ùegice mener megcesefuele nw? ceW meneÙelee efceue mekesâ Deewj Gmekeâer ogye&ueleeDeeW keâer
I. veweflekeâ keâeÙe& - pees peeveyetPekeâj efkeâS peeles nQ Deewj henÛeeve keâer pee mekesâ
efpemekesâ heefjCeecemJe™he DevÙe ueesieeW kesâ efueS (b) leeefkeâ Ùen ceeuetce nes mekesâ efkeâ Gmeves efkeâlevee Deewj keäÙee
vekeâejelcekeâ heefjCeece nesles nQ~ meerKee nw, Dele: JeneR mes DevegosMeve DeejbYe efkeâÙee pee mekesâ
II. meeceeefpekeâ-heejbheefjkeâ cegös - meeceeefpekeâ DeeÛejCe kesâ (c) Mewef#ekeâ efmeæeble Deewj DeYÙeeme keâer Âef° mes mJeÙeb keâes
efveÙeceve hej Skeâ™helee mes mebyebefOele nw~ DeÅeeflele efkeâÙee pee mekesâ
(a) Neither I nor II/vee lees I vee lees II (d) leeefkeâ Gmes meeceebieer ™he mes mecePee pee mekesâ Deewj Mewef#ekeâ
(b) Only II/kesâJeue II ØeMeemeve megiece yeve mekesâ
(c) Only I/kesâJeue I TGT–KVS, 08–01–2017
(d) Both I and II/I leLee II oesveeW Ans : (a) Skeâ efJeÅeeLeea keâes JÙeefòeâiele ™he mes mecePevee Deefle
DSSSB PRT 23/03/2022 (Shift-III) DeeJeMÙekeâ nw leeefkeâ Gmekeâer #eceleeDeeW keâes mecePeves Deewj efJekeâefmele keâjves
Ans. (d) : yeeuekeâ keâe DeveewheÛeeefjkeâ ™he mes Deheves Deeme-heeme leLee ceW meneÙelee efceue mekesâ Deewj Gmekeâer ogye&ueleeDeeW keâer henÛeeve keâer pee
mketâue ceWs veweflekeâ efJekeâeme neslee nw~ veweflekeâ JÙeJenej pevce peele veneR neslee nw mekesâ~ keäÙeeWefkeâ ØelÙeskeâ efJeÅeeLeea Skeâ otmejs mes ÙeesiÙeleeDeeW Deewj #eceleeDeeW
Deefheleg Fmes meeceeefpekeâ heefjJesMe ceW meerKee Ùee Deefpe&le efkeâÙee peelee nw yeÛÛeeWs kesâ ceW efYeVe-efYeVe nesles nQ FmeefueS JÙeefòeâiele ™he mes OÙeeve osvee ÛeeefnS~
veweflekeâ efJekeâeme kesâ mevoYe& ceWs efvecveefueefKele keâLeve melÙe megcesefuele nw– 53. efJeÅeeLeea pees Jeie& ceW ØeMve hetÚlee nw Gmes–
1) veweflekeâ keâeÙe& - pees peeveyetPekeâj efkeâÙes peeles nw Deewj efpemekesâ
(a) Jeie& kesâ yeeo DeOÙeehekeâ keâes efceueves keâer meueen osveer ÛeeefnS
heefjCeece mJe™he DevÙe ueesieeW kesâ efueS vekeâejelcekeâ heefjCeece nesles nw~
(b) Jeie& ceW ÛeÛee& kesâ oewjeve Yeeie uesves kesâ efueS Øeeslmeeefnle
2) meeceeefpekeâ heejbheefjkeâ cegos -meeceeefpekeâ DeeÛejCe kesâ efveÙeceve hej
Skeâ-™helee mes mecyeefvOele nw~ keâjvee ÛeeefnS
(c) ØeMve hetÚves keâes peejer jKeves hej Øeeslmeeefnle keâjvee ÛeeefnS
51. Encouraging children to bring in and share
their personal context and experience. What (d) Gòej Kego {tBÌ{ves kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS
question a teacher cannot ask to the children to PRT (SPECIAL EDUCATION)
satisfy this given statement ? Post Code 01/13, 28.04.2013
yeÛÛeeW keâes Deheves JÙeefòeâiele meboYe& Deewj DevegYeJe keâes Ans : (c) efJeÅeeLeea pees Jeie& ceW ØeMve hetÚlee nw Gmes ØeMve hetÚves keâes
ueeves Deewj meePee keâjves kesâ efueS Øeeslmeeefnle keâjvee~ Fme peejer jKeves hej Øeeslmeeefnle keâjvee ÛeeefnS~ Ssmes efJeÅeeLeea pees meerKeves kesâ
efoS ieS keâLeve keâes mebleg° keâjves kesâ efueS Skeâ efMe#ekeâ
efueS Øesefjle jnles nQ Jes keâ#ee ceW ØeeÙe: ØeMve hetÚles jnles nQ keäÙeeWefkeâ
yeÛÛeeW mes keâewve mee ØeMve veneR hetÚ mekeâlee nw?
GveceW efJe<eÙe mes mecyeefvOele Deveskeâ Øekeâej keâer efpe%eemee GlheVe nesleer
(a) Can you ride a bicycle? If yes, who taught
you to ride/keäÙee Deehe meeFefkeâue Ûeuee mekeâles nw? Deiej jnleer nw efpemekeâes Meevle keâjvee DeOÙeehekeâ kesâ efueS DeeJeMÙekeâ neslee nw~
neB lees Deehekeâes meJeejer keâjvee efkeâmeves efmeKeeÙee? 54. nj efMe#eeLeea DeefÉleerÙe nw, keâe DeeMeÙe nw–
(b) Have you ever been in a thick jungle ? If yes, (a) keâesF& efMe#eeLeea Deheveer ÙeesiÙelee, ®efÛe leLee yegefæ ceW Skeâ
please write your feelings about the jungles meceeve veneR neslee
keäÙee Deehe keâYeer Ieves pebieue ceW jns nQ? Ùeefo neB, lees (b) efMe#eeefLe&ÙeeW ceW keâesF& meceeve iegCe veneR nesles, vee ner Gvekesâ
pebieue kesâ yeejs ceW Deheveer YeeJeveeDeeW keâes efueKeW ue#Ùe meceeve nesles nQ
(c) Is your hair and skin like that of anyone else
in your family? If yes, then please name the (c) meYeer efMe#eeefLe&ÙeeW kesâ efueS meceeve hee"dÙeÛeÙee& mebYeJe veneR nw
person/keäÙee Deehekesâ yeeue Deewj lJeÛee Deehekesâ heefjJeej ceW (d) yescesue keâ#ee ceW efMe#eeefLe&ÙeeW keâer #ecelee efJekeâefmele keâjvee
efkeâmeer Deewj keâer lejn nQ? Ùeefo neb, lees ke=âheÙee Gme JÙeefòeâ DemebYeJe nw
keâe veece yeleeSb~ PRT POST CODE 70/90 29.12.2013 (Cancelled)
Teaching Aptitude 81 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) nj efMe#eeLeea DeefÉleerÙe nw, keâe DeeMeÙe nw– keâesF& efMe#eeLeea (c) meceÙe meejCeer Deewj yew"ves keâer JÙeJemLee ceW ueÛeerueeheve
Deheveer ÙeesiÙelee, ®efÛe leLee yegefæ ceW Skeâ meceeve veneR neslee nw~ ØelÙeskeâ (d) kesâJeue ØemleeefJele hee"dÙe–hegmlekeâeW hej DeeOeeefjle DevegosMe
efJeÅeeLeea Skeâ otmejs mes efYeVe nesles nQ~ Ùen efYeVelee ner efkeâmeer efJeÅeeLeea keâer PRT POST CODE 70/90 29.12.2013 (Cancelled)
efJeMes<elee nesleer nw, pees ve kesâJeue keâ#ee ceW yeefukeâ meceepe ceW Yeer Gmes Ans : (c) ØeieefleMeerue efMe#ee mes leelheÙe& Ssmeer efMe#ee JÙeJemLee mes nw
cenòJehetCe& mLeeve osleer nw~ efpemekeâe Skeâcee$e GösMÙe yeeuekeâ keâer MeefòeâÙeeW keâe efJekeâeme keâjvee~
55. ........... keâes DeefYeØesefjle efMe#eCe keâe efÛevn ceevee peelee nw~ JewÙeefòeâkeâ efJeefYeVelee kesâ Deveg™he efMe#eCe Øeef›eâÙee ceW Yeer Deblej jKekeâj
(a) keâ#ee ceW DeefOekeâlece GheefmLeefle Fme GösMÙe keâes hetje efkeâÙee pee mekeâlee nw~ ØeieefleMeerue efMe#ee keâer
(b) efMe#ekeâ Éeje Øeoòe GheÛeejelcekeâ keâeÙe& efvecveefueefKele efJeMes<eleeSB nQ–
(c) Úe$eeW Éeje ØeMve hetÚs peevee meceÙe meejCeer Deewj yew"ves keâer JÙeJemLee ceW ueÛeerueeheve~
(d) keâ#ee ceW veerjJelee (silence) JÙeefòeâiele ÙeesiÙeleeDeeW SJeb #eceleeDeeW hej OÙeeve~
PRT POST CODE 70/90 29.12.2013 (Cancelled) keâ#ee ceW peveleebef$ekeâ JeeleeJejCe keâe efvecee&Ce~
Ans : (c) keâ#ee ceW Úe$eeW Éeje ØeMve hetÚs peeves keâes DeefYeØesefjle efMe#eCe 59. efMe#eCe mes DeefOeiece hej yeue osves Jeeuee heefjJele&ve nes
keâe efÛevn ceevee peelee nw, keäÙeeWefkeâ efMe#eCe DeefOeiece Øeef›eâÙee Skeâ mekeâlee nw–
meef›eâÙe Øeef›eâÙee nw efpemeceW efMe#ekeâ Deewj Úe$e oesveeW keâe meef›eâÙe jnvee (a) jšves keâes Øeeslmeeefnle keâjkesâ
Dehesef#ele nw~ peye Úe$e DeefOeiece kesâ Øeefle DeefYeØesefjle nesles nQ lees Jes (b) De«e efMe#eCe keâer lekeâveerkeâ Deheveekeâj
Deheveer efpe%eemee ØeMve hetÚkeâj Øekeâš keâjles nQ leLee efMe#ekeâ legjvle Gvekesâ (c) hejer#ee hejerCeeceeW hej kesâefvõle neskeâj
efpe%eemee keâes Meevle keâjves keâe ØeÙeeme keâjlee nw~ (d) yeeue–kesâefvõle efMe#ee–heæefle Deheveekeâj
56. efkeâme mLeeve hej yeeuekeâ kesâ ‘‘meb%eeveelcekeâ’’ efJekeâeme keâes PRT POST CODE 70/90 29.12.2013 (Cancelled)
meJe&ßes‰ {bie mes heefjYeeef<ele efkeâÙee pee mekeâlee nw? Ans : (d) efMe#eCe kesâ DeefOeiece hej yeue osves Jeeuee heefjJele&ve yeeue
(a) Kesue kesâ cewoeve ceW kesâefvõle efMe#ee-heæefle Deheveekeâj nes mekeâlee nw~ Fmekeâe leelheÙe& nw efkeâ
(b) efJeÅeeueÙe SJeb keâ#ee JeeleeJejCe ceW yeeue kesâefvõle efMe#ee heæefle ceW yeÛÛeeW kesâ DeefOeiece hej yeue efoÙee peelee
(c) Øes#eeie=n ceW nw peyeefkeâ DeefOekeâejJeeoer efMe#ee heæefle ceW efMe#ekeâ Deewj efMe#eCe hej
(d) Iej hej yeue efoÙee peelee nw~
PRT POST CODE 70/90 29.12.2013 (Cancelled) 60. efJeÅeeefLe&ÙeeW keâer ØeMebmee keâer peeveer ÛeeefnS–
Ans : (b) efJeÅeeueÙe SJeb keâ#ee JeeleeJejCe ceW yeeuekeâ kesâ meb%eeveelcekeâ (a) Skeâeble ceW (b) Deueie mes
efJekeâeme keâes meJe&ßes‰ {bie mes heefjYeeef<ele efkeâÙee pee mekeâlee nw keäÙeeWefkeâ (c) ueesieeW kesâ yeerÛe (d) JÙeefòeâiele ™he mes
efJeÅeeueÙe SJeb keâ#ee JeeleeJejCe yeÛÛeeW kesâ meb%eeveelcekeâ, efJekeâeme kesâ PRT KVS 04–10–2015
efueS efJeefYeVe Øekeâej keâer heefjefmLeefleÙeeW keâe efvecee&Ce keâjles nQ efpemeceW yeÛÛes Ans : (c) efJeÅeeefLe&ÙeeW keâer ØeMebmee ncesMee ueesieeW kesâ yeerÛe ceW keâer peeveer
Deheveer leeefke&âkeâlee, efÛebleve, ØelÙe#eerkeâjCe OÙeeve, mce=efle mebJesoveMeeruelee, ÛeeefnS~ Ùen mekeâejelcekeâ hegve&yeueve keâe keâeÙe& keâjlee nw~ efpememes
yegefæ, efveCe&Ùeve #ecelee pewmes ceeveefmekeâ MeefòeâÙeeW keâe GheÙeesie keâjles ngS efJeÅeeLeea DeÛÚs keâeÙe& keâjves kesâ efueS Øesefjle nesles nQ~ ueesieeW kesâ yeerÛe
Dehevee meb%eeveelcekeâ efJekeâeme keâjles nQ~ ØeMebmee keâjves mes Gvekeâer meeceeefpekeâ Øeefle‰e leLee meeceeefpekeâ mJeerke=âefle ceW
57. DeefOeiece keâes yesnlej yeveeÙee pee mekeâlee nw, Ùeefo– Je=efæ nesleer nw~
(a) JeemleefJekeâ peiele keâer heefjefmLeefleÙeeW keâes keâ#ee ceW ueeÙee 61. Deehe Skeâ efJe<eÙe hej keäueeme ceW heÌ{e jns nQ leye Skeâ
peeS, efpemeceW Úe$e Skeâ otmejs mes hejmhej mebJeeo keâjW leLee efJeÅeeLeea Gme efJe<eÙe mes DemecyeefvOele ØeMve hetÚlee nw, leye
efMe#ekeâ Fmes megiece yeveeS Deehe keäÙee keâjesieer?
(b) keâ#ee ceW DeefOekeâ mes DeefOekeâ meneÙekeâ meece«eer keâe GheÙeesie (a) Deehe Jen DemecyeefvOele ØeMve hetÚves keâer Devegceefle oWieer
efkeâÙee peelee nw (b) Deehe Jen DemecyeefvOele ØeMve hetÚves keâer Devegceefle veneR oWieer
(c) efMe#ekeâ Deueie efkeâmceeW kesâ JÙeeKÙeeve SJeb mhe°erkeâjCeeW keâe (c) Deehe Fmes DevegMeemevenervelee ceeveles ngS Gmes mepee oWieer
GheÙeesie efkeâÙee peelee nw (d) keäueeme kesâ yeeo Gme ØeMve keâe Gòej oWieer
(d) keâ#ee ceW meJee&efOekeâ peeBÛe–hejer#eeDeeW hej Dehesef#ele OÙeeve KVS Assistant Teacher (Nursery) 31–08–2014
efoÙee peelee nw~ Ans : (d) Ùeefo efJeÅeeLeea efJe<eÙe ceW DemebyebefOele ØeMve hetÚlee nw lees
PRT POST CODE 70/90 29.12.2013 (Cancelled) keäueeme kesâ yeeo efMeef#ekeâe Gme ØeMve keâe Gòej osieer keäÙeeWefkeâ yeerÛe ceW
Ans : (a) DeefOeiece keâes yesnlej yeveeÙee pee mekeâlee nw Ùeefo JeemleefJekeâ Gòej osves mes efMe#eCe DeefOeiece Øeef›eâÙee ceW JÙeJeOeeve GlheVe nesiee Deewj
peiele keâer heefjefmLeefleÙeeW keâes keâ#ee ceW ueeÙee ueeS, efpemeceW Úe$e Skeâ Ùeefo ØeMve hetÚves keâer Devegceefle Øeoeve ve keâer ieF& lees efJeÅeeLeea kesâ
otmejs mes hejmhej mebJeeo keâjs leLee efMe#ekeâ Fmes megiece yeveeÙes~ je°^erÙe efpe%eemee keâe meceeOeeve veneR nes heeÙesiee, pees yeeuekeâ kesâ jÛeveelcekeâlee keâes
hee"dÙeÛeÙee& keâer ™hejsKee–2005 ceW Fmeer yeele hej efJeMes<e yeue efoÙee yeeefOele keâjsiee~
ieÙee nw~ 62. Skeâ efMe#ekeâ efJeÅeeefLe&ÙeeW keâe newmeuee Fme lejn yeÌ{e
58. efvecveefueefKele ceW mes keâewve–meer ØeieefleMeerue efMe#ee keâer mekeâlee nw–
efJeMes<elee nw? (a) ÙeesiÙe Fveece oskeâj (b) ÙeesiÙe ceeie&oMe&ve keâj
(a) hejer#eeDeeW ceW Debkeâ Øeehle keâjves hej yeue (c) GoenjCe oskeâj (d) keäueeme ceW Yee<eCe oskeâj
(b) yeej–yeej ueer peeves Jeeueer hejer#eeSB KVS Assistant Teacher (Nursery) 31–08–2014
Teaching Aptitude 82 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) Skeâ efMe#ekeâ ÙeesiÙe Fveece oskeâj efJeÅeeefLe&ÙeeW keâe newmeuee 67. yeeue kesâefvõle efMe#ee ............... kesâ DeeOeej hej
yeÌ{e mekeâlee nw~ hegjmkeâej mekeâejelcekeâ Øesjkeâ nw~ hegjmkeâej keâe GösMÙe vÙeeÙeesefÛele "njeF& pee mekeâleer nw~
JÙeefòeâ keâes megKeo leLee DeevevooeÙekeâ heefjefmLeefleÙeeW keâer DevegYetefle keâjevee (a) yeeuekeâ peeveles nQ efkeâ Gvekesâ efueS keäÙee Gòece nw
nw, efpememes JÙeefòeâ JeebefÚle JÙeJenejeW keâes hegve: keâjkesâ DeevevooeÙekeâ (b) yeeuekeâeW keâes Deheveer efMe#ee kesâ yeejs ceW efveCe&Ùe uesves keâe
YeeJevee keâes cenmetme keâjlee nw~ DeefOekeâej nw
63. efMeMeg–kesâefvõle (Child centered) keâ#ee ceW, meeceevÙele: (c) yeeuekeâeW ceW JewÙeefòeâkeâ Deblej nw
yeÛÛes Fvemes meerKeles nQ– (d) meYeer yeeuekeâ yejeyej nw
(a) cegKÙele: efMe#ekeâ mes KVS–PRT Post Code 16/17, 29–10–2017
(b) JÙeefòeâiele ™he mes Ans : (c) yeeue kesâefvõle efMe#ee, yeeuekeâeW ceW JewÙeefòeâkeâ Deblej kesâ
(c) mecetn ceW DeeOeej hej vÙeeÙeesefÛele "njeF& pee mekeâleer nw~ yeeue kesâefvõle efMe#ee ceW
(d) JÙeefòeâiele ™he mes Deewj mecetn ceW Ssmes efMe#eCe JeeleeJejCe keâe efvecee&Ce efkeâÙee peelee nw efpemeceW ØelÙeskeâ yeÛÛes
KVS Assistant Teacher (Nursery) 31–08–2014 Deheveer ÙeesiÙelee, #ecelee Deewj DeeJeMÙekeâlee kesâ Devegmeej DeefOeiece
Ans : (d) efMeMeg–kesâefvõle keâ#ee ceW meeceevÙele: yeÛÛes JÙeefòeâiele ™he mes DevegYeJe Øeehle keâjles nQ~
Deewj mecetn oesveeW ceW meerKeles nw~ Fme Øekeâej kesâ keâ#ee ceW yeeuekeâ keâer 68. efvecveebefkeâle ceW mes keâewve meer yeeleW efMe#eeefLe&ÙeeW keâer
®efÛeÙeeW, ØeJe=efòeÙeeW leLee #eceleeDeeW keâes OÙeeve ceW jKekeâj ner efMe#ee Øeoeve Mew#eefCekeâ GheueefyOe GVele keâjves ceW meneÙekeâ nesieer?
efkeâÙee peelee nw leLee hee"dÙe›eâce keâes Úesšs–Úesšs efnmmeeW ceW yeeBškeâj (A) efve<heefòe keâe yeej–yeej cetuÙeebkeâve
efMe#eCe efkeâÙee peelee nw~ (B) efMe#ekeâ–efMe#eeLeea kesâ ceOÙe Oeveelcekeâ mecyevOe
64. efvecve ceW mes keâewve–mee yeeue kesâefvõle keâ#ee keâe GoenjCe (C) efvekeâš kesâ efMe#ekeâ keâe ceelee–efhelee mes mecheke&â
veneR nw? (D) GÛÛe mlej hej DevegosMeve JÙeJemLee
(a) efJeÅeeefLe&ÙeeW keâer Øeieefle iegCeelcekeâ ™he mes ØeoefMe&le nesleer nw (a) (B) Deewj (D) (b) (B) Deewj (C)
(b) efJeÅeeefLe&ÙeeW keâer GheueefyOe DebkeâeW kesâ DeeOeej hej ØeoefMe&le (c) (A) Deewj (D) (d) (A) Deewj (C)
nesleer nw PRT–KVS 07–01–2017
(c) cetuÙeebkeâve efMe#eCe DeefOeiece keâe Yeeie neslee nw
Ans : (b) efMe#eeefLe&ÙeeW keâer Mew#eefCekeâ GheueefyOe GVele keâjves ceW
(d) Deekeâueve leye efkeâÙee peelee nw peye ieefleefJeefOeÙeeB nes jner neW efvecveefueefKele yeeleW meneÙekeâ nesieer–
NCERT PRT 30–07–2017
(i) efMe#ekeâ-efMe#eeLeea kesâ ceOÙe Oeveelcekeâ mecyevOe~
Ans : (b) efJeÅeeefLe&ÙeeW keâer GheueefyOe DebkeâeW kesâ DeeOeej hej ØeoefMe&le
(ii) efvekeâš kesâ efMe#ekeâ keâe ceelee–efhelee mes mecheke&â~
nesleer nw, Ùen yeeue kesâefvõle keâ#ee keâe GoenjCe veneR nw, Deefheleg yeeue
kesâefvõle keâ#ee ceW cetuÙeebkeâve Skeâ meleled Øeef›eâÙee kesâ ™he ceW efkeâÙee peelee 69. ØeYeeJeer efMe#ee kesâ efueS efvecveefueefKele ceW mes keâewve mee mener nw?
nw Deewj Øeehle heefjCeeceeW kesâ DeeOeej GheÛeejelcekeâ GheeÙe efkeâÙee peelee nw~ (a) keâ#ee kesâ JeeleeJejCe keâe Úe$e efMe#ee hej keâesF& ØeYeeJe veneR
65. hee"dÙe›eâce kesâ ceveesJew%eeefvekeâ DeeOeej hee"dÙe›eâce (b) efMe#eCe Úe$e Glmegkeâlee mes mJeleb$e
efvecee&leeDeeW keâes efkeâmes mecePeves ceW ceoo keâjles nQ? (c) peye Úe$e meerKeves kesâ efueS lewÙeej nes
(a) DeOÙeehekeâ keâes (b) efMe#eeLeea keâes (d) Skeâ efMe#ekeâ-keWâefõle keâ#ee ceW
(c) efJe<eÙeJemleg keâes (d) FveceW mes keâesF& veneR DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
NCERT PRT 30–07–2017 Ans. (c) : ØeYeeJeer ef M e#ee kesâ efueS pe™jer nw efkeâ, peye Úe$e meerKeves
Ans : (b) hee"dÙe›eâce kesâ ceveesJew%eeefvekeâ DeeOeej hee"dÙe›eâce efvecee&leeDeeW keâes kesâ efueS lewÙeej nesb leYeer efMe#eCe efkeâÙee peeS~ Lee@ve&[eFkeâ keâe ‘lelhejlee
efMe#eeLeea keâes mecePeves ceW ceoo keâjles nQ~ hee"dÙe›eâce keâe efvecee&Ce keâjles meceÙe keâe efveÙece’ Yeer Ùener keânlee nw efkeâ peye Úe$e meerKeves kesâ efueS lewÙeej
yeeuekeâeW keâer DeeJeMÙekeâlee Gvekeâer ®efÛeÙeeW, DeefYeJe=efòeÙeeW, DeJemLee, yeewefækeâ nesles nQ leye Jes efkeâmeer keâeÙe& keâes yesnlej meerKeles nQ~ FmeefueS peye
DeefYe#ecelee Deeefo keâes DeeOeej ceevee peelee nw~ Ùes ceveesJew%eeefvekeâ DeeOeej efMe#ekeâ keâ#ee ceW hengBÛelee nw lees Jen ØemleeJeveelcekeâ ØeMve kesâ ceeOÙece mes
hee"dÙe›eâce keâes jesÛekeâ leLee yeeuekeâeW kesâ Deveg™he yeveeles nQ~ Úe$eeW keâes meerKeves kesâ efueS lewÙeej keâjlee nw~
66. ‘Øeke=âefle kesâ Deveg™he DeOÙeeheve keâjvee’ keâe DeLe& nw– 70. Úe$eeW kesâ yeerÛe heÙee&JejCe %eeve, cetuÙeeW Deewj keâeÙeeX keâes
(a) peerJeve ceW ke=âef$ece kesâ efJe®æ Øeke=âefle keâer Deesj Jeehemeer efJekeâefmele keâjves kesâ efueS Skeâ keWâõerÙe DeeOeejefMeuee
(b) ceeveJe efJekeâeme kesâ Øeeke=âeflekeâ efmeæebleeW (efveÙeceeW) kesâ ................ DevegYeJe nw~
Devegmeej efMeef#ele keâjvee (a) JÙeeJeneefjkeâlee (b) Øeeke=âeflekeâ
(c) Øeeke=âeflekeâ efveÙeceeW keâe DeOÙeÙeve keâjvee leLee Mewef#ekeâ (c) keâueelcekeâlee (d) keâ#ee
Øeef›eâÙee kesâ efueS Gvekeâe GheÙeesie keâjvee NVS, PGT 19–09–2019
(d) GheÙeg&òeâ meYeer Ans : (b) Úe$eeW kesâ yeerÛe heÙee&JejCe %eeve, cetuÙeeW Deewj keâeÙeeX keâes
PRT KVS 2010 efJekeâefmele keâjves kesâ efueS Skeâ kesâvõerÙe DeeOeejefMeuee Øeeke=âeflekeâ DevegYeJe
Ans : (b) ‘‘Øeke=âefle kesâ Deveg™he DeOÙeeheve keâjves’’ keâe DeLe& nw– nw~ heÙee&JejCe DeOÙeÙeve kesâ Debleie&le Ùen efJeÛeej efkeâÙee peelee nw efkeâ
ceeveJe efJekeâeme kesâ Øeeke=âeflekeâ efmeæebleeW kesâ Devegmeej efMeef#ele keâjvee~ yeÛÛeeW keâes Gvekesâ heefjJesMe keâer JeemleefJekeâ heefjefmLeefleÙeeW mes DevegYeJe efoS
ØelÙeskeâ yeÛÛes keâer Deheveer kegâÚ vewmeefie&keâ efJeMes<eleeSB nesleer nQ pees Gvekeâer peeSB, efpememes Jes Gvemes pegÌ[s, Gvekesâ Øeefle peeie®keâ nes, Gvekesâ cenòJe
ÙeesiÙelee Je #ecelee keâes efveOee&efjle keâjleer nQ~ DeOÙeehekeâ keâes Fve keâes mecePeW Deewj Øeeke=âeflekeâ, Yeeweflekeâ, meeceeefpekeâ, meebmke=âeflekeâ SJeb
efJeMes<eleeDeeW keâes OÙeeve ceW jKekeâj efMe#eCe keâeÙe& keâjvee ÛeeefnS~ Jele&ceeve heÙee&JejCeerÙe cegöeW kesâ Øeefle mebJesoveMeerue yeveW~
Teaching Aptitude 83 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

71. efvecveefueefKele ceW mes keâewve mee yeeue–kesâefvõle DeOÙeeheve– (b) They will be able to express their feeling and
efJe%eeve keâe Skeâ GoenjCe nw? thoughts/Jes Deheveer YeeJeveeDeeW Deewj efJeÛeejeW keâes JÙeòeâ
(a) yeÛÛes keâ#ee ceW meeefLeÙeeW Deewj efMe#ekeâeW kesâ meeLe Deheves keâjves ceW me#ece neWies
DevegYeJe meePee keâjles nQ~ (c) They will become lazy/Jes Deeuemeer nes peeSbieW
(b) yeÛÛes efkeâmeer Yeer efJe<eÙe keâes meerKeves kesâ efueS efceuekeâj Deewj (d) They will expertise in a game
mecetn ceW keâece keâjles nQ~ Jes Skeâ Kesue ceW efJeMes<elee neefmeue keâjWies
DSSSB PRT 24/03/2022 (Shift-II)
(c) yeÛÛes keâ#ee ceW meeefLeÙeeW Deewj efMe#ekeâeW keâer yeleeF& ngF& yeeleW
oesnjeles nQ~ Ans. (b) : peye yeÛÛes Deheves efMe#ekeâ kesâ meeLe yeeleÛeerle keâjles nw lees
Jes Deheveer YeeJeveeDeeW Deewj efJeÛeejeW keâes JÙeòeâ keâjves ceW me#ece nes peeles
(d) yeÛÛeW mketâue kesâ Yeerlej Deewj yeenj Deheves DevegYeJeeW kesâ
nw~ yeÛÛee meyemes henues Deheveer ceeB kesâ mecheke&â ceW Deekeâj Deheveer
meeLe mketâue %eeve keâes meePee keâjles nQ Deewj oesveeW keâes YeeJeveeDeeW keâes Meejerefjkeâ ieefleefJeefOeÙeeW mes DeefYeJÙeefòeâ keâjlee nw Fmekesâ
Skeâerke=âle keâjles nQ~ yeeo Jen heefjJeej kesâ DevÙe meomÙeeW kesâ meeLe mecheke&â ceW Deelee nw~
NVS, TGT 18–09–2019 yeÛÛeeW keâe YeeJeelcekeâ he#e keâeheâer veepegkeâ Je mebJesoveMeerue neslee nw~ Jen
Ans : (d) yeÛÛes mketâue kesâ Yeerlej Deewj yeenj Deheves DevegYeJeeW kesâ meeLe nj efkeâmeer mes Deheveer YeeJeveeDeeW Deewj efJeÛeejeW keâes DeefYeJÙeòeâ veneR keâj
mketâue kesâ %eeve keâes meePee keâjles nQ Deewj oesveeW keâes Skeâerke=âle keâjles nQ, Ùen heeles~ FmeefueS efMe#ekeâ keâes Fme Øekeâej ØeefMeef#ele nesvee ÛeeefnS efpememes
yeeue–kesâefvõle DeOÙeeheve efJe%eeve keâe Skeâ GoenjCe nw~ yeeuekesâefvõle efMe#ee Úe$e Deheveer YeeJeveeDeeW Deewj efJeÛeejeW keâes DeefYeJÙeòeâ keâj mekeWâ~ Ssmee
JÙeJemLee ceW jÛeveeJeeoer Âef°keâesCe keâes DeheveeÙee pee jne nw~ jÛeveeJeeoer keâjves mes yeÛÛeeW kesâ peerJeve keâe DevÙe henuet keâes ceeie&oefMe&le keâjves ceW
Âef°keâesCe DeefOeiece keâes meef›eâÙe Øeef›eâÙee kesâ ™he ceW ceevelee nw, efpemeceW DeOÙeehekeâ keâer Yetefcekeâe cenlJehetCe& nesleer nw~
efJeÅeeLeea veF& mebkeâuheveeDeeW, efJeÛeejeW Deewj %eeve keâe efJeiele %eeve Deewj DevegYeJeeW 75. Which of the following strategies can be used to
kesâ DeeOeej hej efvecee&Ce keâjles nQ Deewj Gvekeâe DeeblejerkeâjCe keâjles nQ~ prevent the indiscipline acts of the students ?
72. ØeeLeefcekeâ mlej hej Skeâ yeeue kesâefvõle hee"dÙe›eâce keâe kesâvõ Úe$eeW kesâ DevegMeemevenervelee kesâ keâeÙeex keâes jeskeâves kesâ efueS
efyevog veneR nesvee ÛeeefnS– efvecveefueefKele ceW mes keâewve meer jCeveerefle keâe GheÙeesie efkeâÙee
(a) mecegoeÙe peerJeve ceW megmebiele meceeÙeespeve pee mekeâlee nw?
(b) yeeuekeâ keâer JewÙeefòeâkeâlee keâe megmebiele efJekeâeme I. Get more familiar with the students.
(c) yeÛÛeeW keâer mJeeYeeefJekeâ ®efÛeÙeeB, DeefYe®efÛeÙeeB Deewj #eceleeSB
Úe$eeW mes DeefOekeâ heefjefÛele neW~
II. Reduce confusions while giving assignment
(d) yeÛÛeeW keâer DeeefLe&keâ ueeYe mebyebOeer ÙeesiÙeleeSb to students.
PRT–KVS, 16–12–2017 Úe$eeW keâes keâeÙe&Yeej osles meceÙe Yeüce keâes keâce keâjW~
Ans : (d) ØeeLeefcekeâ mlej hej Skeâ yeeue kesâefvõle hee"dÙe›eâce keâe kesâvõ III. Manifest concern for the students.
efyevog yeÛÛeeW keâer DeeefLe&keâ ueeYe mecyevOeer ÙeesiÙeleeSB veneR nesvee ÛeeefnS~ Úe$eeW kesâ efueS Øekeâš efÛeblee~
yeefukeâ Ssmee hee"dÙe›eâce nesvee ÛeeefnS pees yeÛÛes ceW mecegoeÙe ceW megmebiele (a) I and II/I leLee II
meceeÙeespeve, Gvekeâer JewÙeefòeâkeâlee keâe megmebiele efJekeâeme, Gvekeâer mJeYeeefJekeâ (b) I, II and III/I, II leLee III
™efÛeÙeeW, DeefYe™efÛeÙeeW Deewj #eceleeDeeW keâe efJekeâeme Deeefo kesâ Deveg™he nes~ (c) Only III/kesâJeue III
73. Deehekeâer keâ#ee ceW Skeâ efJeÅeeLeea ØeeÙe: menheeef"ÙeeW ceW (d) II and III/II leLee III
JÙeJeOeeve GlheVe keâjlee nw~ Deehe keäÙee keâjWies? DSSSB PRT 24/03/2022 (Shift-I)
(a) Gmes keâ#ee mes efvekeâeue otBiee/ottBieer Ans. (d) : Úe$eeW keâer DevegMeemevenervelee kesâ keâeÙeeX keâes jeskeâves kesâ efueÙes
(b) Gmekeâer yew"ves keâer peien yeoue otBiee/otBieer Úe$eeW keâes keâeÙe&Yeej osles meceÙe Gvekesâ Yeüce keâes keâce keâjW leLee Úe$eeW kesâ
(c) Gmes Meeble jnves keâes keântBiee/keântBieer efueS Øekeâš efÛeblee pewmeer jCeveerefle keâe GheÙeesie efkeâÙee pee mekeâlee nQ~
(d) Gmes yegueekeâj kegâÚ Deefleefjòeâ keâeÙe& otBiee/otBieer Úe$eeW mes DeefOekeâ heefjefÛele nesvee Úe$eeW kesâ DevegMeemevenervelee kesâ keâeÙeeX
PRT–KVS, 16–12–2017 keâes jeskeâves kesâ efueS GheÙeesieer veneR nw~
Ans : (d) keâ#ee ceW Skeâ efJeÅeeLeea pees menheeef"ÙeeW ceW JÙeJeOeeve GlheVe 76. 40 Úe$eeW keâer Skeâ keâ#ee ceW, efMe#eeLeea meerKeves kesâ
keâjlee nw Gmes yegueekeâj kegâÚ Deefleefjòeâ keâeÙe& osvee GefÛele jnsiee keäÙeeWefkeâ JÙeefòeâiele ØeeLeefcekeâleeDeeW keâes efoKeelee nw~ Skeâ efMe#ekeâ
Ssmee mebYeJe nw efkeâ Jen efJeÅeeLeea Ùee lees Gme efJe<eÙe ceW ®efÛe veneR ues jne kesâ ™he ceW Deehe efkeâmekeâe heeueve keâjWies?
nw Ùee Gmes Gme efJe<eÙe keâe %eeve henues mes nw~ FmeefueS Deefleefjòeâ keâeÙe& (a) efMe#ekeâ efveoxefMele efMe#eCe
efceueves hej Gmekeâer jÛeveelcekeâlee leLee keâeÙe&Yeej ceW Je=efæ nesieer efpememes (b) efJeefYeVe Øekeâej kesâ efMe#eCe-meerKeves kesâ lejerkeâeW keâe ØeÙeesie
Jen JÙeJeOeeve GlheVe veneR keâjsiee~ (c) keâF& hejer#eCe keâe DeeÙeespeve
74. If children are given an opportunity to interact (d) meYeer kesâ efueS Skeâ lejn keâer efMe#ee
by the teacher, which of the following can DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
result? Ans. (b) : 40 Úe$eeW keâer Skeâ keâ#ee ceW, efMe#eeLeea meerKeves kesâ
Ùeefo yeÛÛeeW keâes efMe#ekeâ Éeje yeeleÛeerle keâjves keâe DeJemej JÙeefòeâiele ØeeLeefcekeâleeDeeW keâes efoKeeles nQ~ Ssmeer efmLeefle ceW Skeâ efMe#ekeâ
efoÙee peelee nw, efvecve ceW mes keâewve mee heefjCeece nes mekeâlee nw? keâes efJeefYeVe Øekeâej kesâ efMe#eCe DeefOeiece lejerkeâeW keâe GheÙeesie keâjvee
(a) They will become used to writing more ÛeeefnS leeefkeâ meYeer efJeÅeeLeea Deheveer JewÙeefòeâkeâ efYeVeleeDeeW kesâ Devegmeej
GvnW Deewj efueKeves keâer Deeole nes peeSieer DeefOeiece-DevegYeJe Øeehle keâj mekeWâ~
Teaching Aptitude 84 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

77. efJe%eeve leLee keâuee ØeoMe&efveÙeeB, mebieerle SJeb ve=lÙe ØeoMe&ve, 80. ØeoMe&veer/efJe%eeve cesues ceW efJeÅeeefLe&ÙeeW keâer pees o#elee
efJeÅeeueÙe heef$ekeâe kesâ ØekeâeMeve keâe GösMÙe nw– yeÌ{leer nw, Jen nw–
(a) efJeefYeVe JÙeJemeeÙeeW kesâ efueS Úe$eeW keâes ØeefMeef#ele keâjvee (a) %eeve (b) mecePe
(b) efJeÅeeueÙe keâe veece jesMeve keâjvee (c) GÛÛe o#eleeSb (d) FveceW mes keâesF& veneR
(c) DeefYeYeeJekeâeW keâes mebleg° keâjvee NCERT PRT 30–07–2017
(d) efMe#eeefLe&ÙeeW keâes Skeâ me=peveelcekeâ ceeOÙece GheueyOe keâjevee Ans : (b) ØeoMe& v eer / ef Je%eeve ces u es ceW ef JeÅeeef L e& Ù eeW keâer mecePe yeÌ{leer nw~
PRT POST CODE 70/90 29.12.2013 (Cancelled) ØeoMe& v eer kes â keg â Ú DevÙe Gös M Ùe ef v ecveef ueef K ele nQ –
Ans : (d) efJe%eeve leLee keâuee ØeoMe&efveÙeeB, mebieerle SJeb ve=lÙe ØeoMe&ve,
yeÛÛeeW keâes Deheveer mJeeYeeefJekeâ efpe%eemee SJeb jÛeveelcekeâlee keâer hetefle&
kesâ efueS Skeâ cebÛe GheueyOe keâjevee~
efJeÅeeueÙe heef$ekeâe Deeefo kesâ ØekeâeMeve keâe GösMÙe nw– efMe#eeefLe&ÙeeW keâes
Skeâ me=peveelcekeâ ceeOÙece GheueyOe keâjevee~ efMe#eeefLe&ÙeeW ceW me=peveelcekeâlee yeÛÛeeW keâes Deheves Deeme–heeme nes jns ef›eâÙeekeâueeheeW ceW efJe%eeve keâer
GheefmLeefle keâe DevegYeJe keâjevee~
kesâ efJekeâeme kesâ efueS GvnW efJeefYeVe hee"dÙe menieeceer ef›eâÙeeDeeW ceW Yeeie
uesves kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS~ pewmes– Deelce–efveYe&jlee, meeceeefpekeâ–DeeefLe&keâ Deewj meeceeefpekeâ–heÙee&JejCeerÙe
efJekeâeme kesâ ue#Ùe keâer Øeeefhle nsleg efJe%eeve SJeb ØeewÅeesefiekeâer kesâ
meeefnlÙe, keâuee, efJe%eeve Deeefo efJeefYeVe #es$eeW ceW me=peveMeerue keâeÙe& efJekeâeme keâes ØecegKe meeOeve kesâ ™he ceW osKeves hej yeue osvee~
Øemlegle keâjves kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS~ mJemLe SJeb mebhees<eCeerÙe meceepe keâes yeveeS jKeves nsleg JewefMJekeâ cegöeW
efJeÅeeefLe&ÙeeW ceW me=peveMeerue keâeÙeeX mes mebyebefOele veJeerveleced metÛeveeDeeW hej efJeJesÛeveelcekeâ meesÛe efJekeâefmele keâjvee~
keâes mebkeâefuele keâjves keâer ØeJe=efòe efJekeâefmele keâjveer ÛeeefnS~ 81. ØeejefcYekeâ efJeÅeeueÙe mlej hej Kesueketâo yeÛÛeeW keâer Fme
ceefmle<keâ GÉsueerkeâjCe keâes yeÌ{eJee efoÙee peevee ÛeeefnS~ Øekeâej meneÙelee keâjles nQ efkeâ........
78. Skeâ DeOÙeehekeâ efJeÅeeefLe&ÙeeW ceW meeceeefpekeâ Deewj veweflekeâ (a) Jen DeefOekeâ mheOee&lcekeâ yeves Deewj Deheves keâeÙeeX ceW
cetuÙeeW keâes peieeSbies– mešerkeâlee ueeSb
(a) cetuÙeeW hej Yee<eCe keâjkesâ (b) Jen meYeer Øekeâej keâer ›eâerÌ[eDeeW kesâ cetue efmeæeble meerKe heeSb
(b) šer.Jeer. keâeÙe&›eâce efoKeekeâj (c) Jen efkeâmeer Yeer DeJemLee ceW meheâuelee megefveefMÛele keâj mekesâ
(c) efJeÅeeefLe&ÙeeW keâes men hee"dÙemetÛeer ØeJe=efòeÙeeW ceW Meeefceue keâjkesâ (d) yeÛÛes menÙeesie keâer YeeJevee vÙeeÙehejkeâlee leLee mecePeewlee
(d) Oeeefce&keâ GlmeJeeW keâes ceveekeâj keâjvee meerKe peeSb
PRT (SPECIAL EDUCATION) PRT–KVS 07–01–2017
Post Code 01/13, 28.04.2013 Ans : (d) Kesue, yeÛÛes keâer mJeeYeeefJekeâ ef›eâÙee nw~ Kesue mes yeÛÛeeW kesâ
Ans : (c) Skeâ DeOÙeehekeâ keâes efJeÅeeefLe&ÙeeW ceW meeceeefpekeâ Deewj veweflekeâ Meejerefjkeâ efJekeâeme, meb%eeveelcekeâ efJekeâeme, mebJesieelcekeâ efJekeâeme, meeceeefpekeâ
cetuÙeeW keâes peieeves kesâ efueS Gmes men hee"dÙemetÛeer ØeJe=efòeÙeeW ceW Meeefceue efJekeâeme SJeb veweflekeâ efJekeâeme keâes yeÌ{eJee efceuelee nw~ Kesue mes ceveg<Ùe keâer
keâjvee ÛeeefnS keäÙeeWefkeâ efJeÅeeLeea ØeeÙe: osKeves Ùee megveves kesâ Éeje meerKeves ceveesJew%eeefvekeâ pe™jleW hetjer nesleer nQ leLee Jen ceveg<Ùe keâes meeceeefpekeâ
keâer Dehes#ee mJeÙeb keâjkesâ meerKeves ceW yesnlej ØeoMe&ve keâjles nQ~ FmeefueS keâewMeueeW kesâ efJekeâeme keâe Yeer DeJemej oslee nw~ Kesue Éeje yeÛÛes menÙeesie
efJeÅeeefLe&ÙeeW keâes efJeefYeVe meeceeefpekeâ Deewj veweflekeâ ieefleefJeefOeÙeeW ceW keâer YeeJevee, vÙeeÙehejkeâlee leLee mecePeewlee keâjvee meerKeles nQ~
menYeeefielee kesâ efueS Øesefjle keâjvee ÛeeefnS~ 82. efJeÅeeueÙeeW ceW Kesue jKeves keâe meyemes cenòJehetCe& keâejCe nw–
79. ‘‘efJeefYeVe meeceeefpekeâ, DeeefLe&keâ SJeb meebmke=âeflekeâ heefjJesMe (a) efJeÅeeefLe&ÙeeW keâes cepeyetle yeveevee
mes DeeS yeÛÛeeW mes megmeefppele yengDeeÙeeceer keâ#ee meYeer (b) efJeÅeeefLe&ÙeeW keâes JÙemle jKevee
yeÛÛeeW kesâ meerKeves kesâ DevegYeJeeW keâes mece=æ keâjleer nw’’ (c) efJeÅeeefLe&ÙeeW ceW menÙeesie Deewj Meejerefjkeâ mecevJeÙe yeÌ{evee
Gòeâ keâLeve– (d) efJeÅeeefLe&ÙeeW Éeje KesueeW keâer ceeBie efkeâÙee peevee
KVS–PRT Post Code 16/17, 29–10–2017
(a) mener nw, keäÙeeWefkeâ Ùen keâ#ee keâes keâF& ßesefCeÙeeW ceW yeeBšlee nw
Ans : (c) efJeÅeeueÙeeW ceW Kesue jKeves keâe meyemes cenòJehetCe& keâejCe
(b) mener nw, keäÙeeWefkeâ yeÛÛes Deeheme ceW efceuekeâj keâF& o#eleeSb
efJeÅeeefLe&ÙeeW ceW menÙeesie Deewj Meejerefjkeâ mecevJeÙe yeÌ{evee nw~ Kesue yeÛÛeeW
meerKeles nQ ceW me=peveelcekeâ keâewMeueeW keâes heesef<ele keâjves ceW meneÙelee keâjlee nw meeLe ner
(c) DemelÙe nw, keäÙeeWefkeâ Ùen yeÛÛeeW ceW Yeüce keâer efmLeefle hewoe meeLe keâF& peerJeve keâewMeueeW pewmes mecemÙee meceeOeeve, vesle=lJe #ecelee, leke&â
keâjlee nw hetCe& {bie mes meesÛevee, mJe: DeefYeJÙeefòeâ, mebØes<eCe keâewMeue, menkeâejer
(d) DemelÙe nw, keäÙeeWefkeâ Ùen yeÛÛeeW ceW DeveeJeMÙekeâ leguevee keâes DeefOeiece mecetn ceW jnvee Deeefo keâe efJekeâeme keâjlee nw~
pevce oslee nw 83. Skeâ DeOÙeehekeâ keâes Deheveer DeeÙe yeÌ{eveer nw~ Deehe Gmes
NCERT PRT 30–07–2017 jeÙe oWies efkeâ–
Ans : (b) Gòeâ keâLeve mener nw, keäÙeeWefkeâ efJeefYeVe meeceeefpekeâ, DeeefLe&keâ (a) Mes<e Jeòeâ ceW keâesefÛebie mebmLeeDeeW ceW heÌ{eÙes
SJeb meebmke=âeflekeâ heefjJesMe mes DeeS yeÛÛeeW mes megmeefppele yengDeeÙeeceer keâ#ee (b) mketâue/keâe@uespe ceW pÙeeoe DeeÙe osves Jeeuee keâeÙe& mJeerkeâej keâjW
meYeer yeÛÛeeW kesâ meerKeves kesâ DevegYeJeeW keâes mece=æ keâjleer nw~ menkeâejer (c) DeOÙeeheve kesâ efmeJeeÙe DevÙe keâebvš^skeäšÙegDeue keâeÙe& keâes
menÙeesie mes yeÛÛes Deeheme ceW efceuekeâj keâF& o#eleeSB meerKeles nQ~ ØelÙeskeâ mJeerkeâej keâjW
yeeuekeâ Deheves meceepe kesâ mJe™he, DeeoMe& mes ØeYeeefJele neslee nw~ Deeheme (d) hegmlekeWâ efueKes
ceW Deble:ef›eâÙee keâjkesâ yeeuekeâ menÙeesie, menevegYetefle, JÙeJemLeeheve Deewj PRT (SPECIAL EDUCATION)
DeelceerkeâjCe pewmes meeceeefpekeâ ef›eâÙeeSB meerKelee nw~ Post Code 01/13, 28.04.2013
Teaching Aptitude 85 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (d) Skeâ DeOÙeehekeâ keâes Ùeefo Deheveer DeeÙe yeÌ{eveer nw lees Gmes (c) efmeKeeves keâer keâesF& ®efÛekeâj heæefle hej meesÛeWies
Ùen megPeeJe osvee ÛeeefnS efkeâ Jen hegmlekeWâ efueKes~ Ùeefo efMe#ekeâ hegmlekeâ (d) keâejCeeW keâes mecePeves keâe ØeÙelve keâjWies Deewj Gvekeâes otj
efueKelee nw lees Jen efvejblej DeOÙeÙeve keâeÙe& ceW ueiee jnsiee meeLe ner keâjves keâe ØeÙelve keâjWies
Deheves efJe<eÙe Deewj DevÙe efJe<eÙeeW keâer Yeer veJeerveleced peevekeâejer Øeehle PRT (SPECIAL EDUCATION)
keâjlee jnsiee~ Ssmeer efmLeefle ceW ØeYeeJeer hegmlekeâerÙe uesKeve kesâ meeLe–meeLe Post Code 01/13, 28.04.2013
DeOÙeeheve Yeer ØeYeeJeer nesiee~ Ans : (d) Ùeefo efJeÅeeLeea Deehekesâ Jeie& ceW GheefmLele veneR jnles lees Skeâ
84. DeOÙeehekeâ keâer cegKÙe Yetefcekeâe keâer henÛeeve nw Skeâ– DeOÙeehekeâ kesâ ™he ceW Deehekeâes keâejCeeW keâes mecePeves keâe ØeÙelve keâjvee
(a) veslee (b) mebÙeespekeâ ÛeeefnS Deewj Gvekeâes otj keâjves keâe ØeÙeeme keâjvee ÛeeefnS~ efJeÅeeefLe&ÙeeW
(c) ØeyebOekeâ (d) Øesjkeâ keâer keâ#ee ceW GheefmLeefle cegKÙe ™he mes leerve keâejCeeW mes ØeYeeefJele nesleer
PRT (SPECIAL EDUCATION) nw– henuee efJeÅeeLeea mes mecyeefvOele keâejCe, otmeje efMe#eCe Øeef›eâÙee mes
Post Code 01/13, 28.04.2013 mebyebefOele keâejCe Deewj leermeje DeOÙeehekeâ mes mebyebefOele keâejCe~ Ùeefo
Ans : (d) DeOÙeehekeâ keâer cegKÙe Yetefcekeâe Øesjkeâ kesâ ™he ceW henÛeeveer DevegheefmLeefle keâe keâejCe efMe#eCe Øeef›eâÙee Ùee DeOÙeehekeâ mes mebyebefOele nw
ieÙeer nw~ DeOÙeehekeâ Deheves keâeÙeeX SJeb JÙeJenejeW keâes DeeoMee&lcekeâ ™he lees Skeâ kegâMeue efMe#ekeâ keâes Deheves efMe#eCe Øeef›eâÙee Deewj JÙeJenej ceW
ceW Øemlegle keâjlee nw~ efpemekeâe DeJeueeskeâve keâj efJeÅeeLeea Yeer DevegkeâjCe heefjJele&ve keâjkesâ mecemÙee keâe meceeOeeve efkeâÙee pee mekeâlee nw efkeâvleg Ùeefo
keâjves kesâ efueS Øesefjle nesles nQ~ Fmekesâ meeLe ner DeOÙeehekeâ efJeÅeeefLe&ÙeeW kesâ efJeÅeeefLe&ÙeeW mes mebyebefOele keâejCe nw lees DeOÙeehekeâ keâes Gmekesâ DeefYeYeeJekeâeW
ÙeesiÙelee SJeb #ecelee keâes mecePekeâj Gvekeâes GefÛele efoMee ceW ceeie&oMe&ve mes yeeleÛeerle keâjkesâ mecemÙee keâes meguePeeÙee pee mekeâlee nw~
keâjles nQ leeefkeâ Jen Dehevee YeefJe<Ùe mJeÙeb Ûegve mekesâ~ 88. Skeâ ØeYeeJeer efMe#eeLeea kesâ iegCe keäÙee nQ?
85. DeOÙeehekeâ pees Jeie&–Keb[ DeOÙeeheve ceW Glmeener nesles nw– (a) mJe:efveoxefMele
(a) pÙeeoelej efJe<eÙe ceW efvehegCelee keâer keâceer jKeles nQ pees Gvekesâ (b) efpe%eemeg Deewj cegòeâ efJeÛeejOeeje
Glmeen ceW Úgheer jnleer nw (c) mJe: peeie®keâlee
(b) efmehe&â efJeÅeeefLe&ÙeeW keâe OÙeeve yeveeÙes jKeves kesâ efueS veeškeâ (d) Ghejesòeâ meYeer
keâjles nQ PRT Post Code 70/09 02.02.2014
(c) meerKeves–efmeKeeves keâer Øeef›eâÙee ceW efJeÅeeefLe&ÙeeW keâes Meeefceue Ans : (d) efMe#eeLeea Jen yeeuekeâ neslee nw pees DeOÙeÙeve, DevegosMeve Ùee
keâjles nQ DevegYeJe kesâ ceeOÙece mes %eeve Deewj keâewMeue Deefpe&le keâjves keâer FÛÚe
(d) GheÙeg&òeâ meYeer jKelee nw~ Skeâ ØeYeeJeer efMe#eeLeea ceW efvecveefueefKele iegCe nesles nQ–
PRT (SPECIAL EDUCATION) mJe: efveoxefMele
Post Code 01/13, 28.04.2013
efpe%eemeg Deewj cegòeâ efJeÛeejOeeje
Ans : (c) DeOÙeehekeâ pees Jeie&–KeC[ DeOÙeeheve ceW Glmeener nesles nQ,
meerKeves efmeKeeves keâer Øeef›eâÙee ceW efJeÅeeefLe&ÙeeW keâes Meeefceue keâjles nQ keäÙeeWefkeâ mJe:peeie™keâlee
Jes mecePeles nQ efkeâ efJeÅeeefLe&ÙeeW keâer meef›eâÙe menYeeefielee efMe#eCe DeefOeiece mJele: Øesefjle
Øeef›eâÙee keâes ØeYeeJeer yeveelee nw~ meeLe ner Gvekeâes efMe#eCe kesâ efmeæebleeW, keâuheveeMeerue
met$eeW, ÙegefòeâÙeeW, ØeefleceeveeW, efJeefOeÙeeW, ØeefJeefOeÙeeW, GösMÙeeW leLee meerKeves keâer ®efÛe Deeefo~
efJeÅeeefLe&ÙeeW keâer efJeefYeVe DeJemLeeDeeW Deewj GmeceW nesves Jeeues heefjJele&veeW 89. ØeeLeefcekeâ efMe#ekeâ kesâ efueS efvecveefueefKele ceW mes efkeâmekeâe
Deewj Gvekesâ ceveesefJe%eeve keâe Yeer hetCe& %eeve neslee nw~ DeOÙeÙeve meJee&efOekeâ GheÙeesieer nw?
86. keâesF& DeÛÚe DeOÙeehekeâ yeve mekeâlee nw, Ùeefo– (a) keâevetve (b) yeeue ceveesefJe%eeve
(a) Gvekeâes heÌ{eves ceW meÛÛeer efoueÛemheer nes (c) KeieesueefJe%eeve (d) meebefKÙekeâerÙe
(b) Jen peevelee nes efkeâ efJeÅeeefLe&ÙeeW keâes kewâmes efveÙebef$ele efkeâÙee peeS PRT POST CODE 70/90 29.12.2013 (Cancelled)
(c) Jen Dehevee efJe<eÙe peevelee nes Ans : (b) ØeeLeefcekeâ efMe#ekeâ kesâ efueS yeeue ceveesefJe%eeve keâe %eeve nesvee
(d) Gvekeâer Mewueer DeÛÚer nes DeeJeMÙekeâ nw keäÙeeWefkeâ Jele&ceeve efMe#ee keâe mJe™he yeeue kesâefvõle nes ieÙee
PRT (SPECIAL EDUCATION) nw Deewj yeeuekesâefvõle efMe#ee leYeer mecYeJe nw peye efMe#ekeâ keâes yeeuekeâeW kesâ
Post Code 01/13, 28.04.2013 efJekeâeme, JewÙeefòeâkeâ efYeVelee, DeefOeiece Mewueer, ceeveefmekeâ #ecelee,
Ans : (c) keâesF& Yeer DeÛÚe DeOÙeehekeâ yeve mekeâlee nw Ùeefo Jen JÙeefòeâlJe, yegefæ Deeefo keâe %eeve nes efpemekeâe GheÙeesie Jen Deheves
JÙeJemeeefÙekeâ iegCeeW ceW efvehegCe nes pewmes– efMe#eCe–DeefOeiece Øeef›eâÙee kesâ oewjeve keâj mekesâ~
efJe<eÙe keâe hetCe& %eeve 90. Skeâ efMe#ekeâ Deheves ueeskeâleebef$ekeâ mJeYeeJe kesâ keâejCe,
Deheves keâòe&JÙe (JÙeJemeeÙe) kesâ Øeefle efve‰e Úe$eeW keâes keâ#ee ceW keâneR Yeer yew"ves oslee nw~ kegâÚ Úe$e
hee"dÙe menieeceer ef›eâÙeeDeeW ceW ®efÛe Skeâ meeLe yew"keâj meecetefnkeâ he"ve keâjles nQ~ kegâÚ Meebefle mes
ØeÙeesie SJeb DevegmebOeeve ceW ®efÛe yew"keâj mJeÙeb he"ve keâjles nQ~ DeefYeYeeJekeâ Fmes hemebo veneR
JÙeJemeeefÙekeâ ØeefMe#eCe keâjles nQ~ Fme heefjefmLeefle mes efvehešves keâe efvecveefueefKele ceW
87. Skeâ DeOÙeehekeâ kesâ ™he ceW, Ùeefo efJeÅeeLeea Deehekesâ Jeie& ceW mes meJe&ßes‰ GheeÙe nes mekeâlee nw–
GheefmLele veneR jnles lees, Deehe keäÙee keâjesies? (a) DeefYeYeeJekeâ ØeeÛeeÙe& mes efMe#ekeâ keâer efMekeâeÙele keâjW
(a) Jeie& ceW DevegheefmLele jnves kesâ efueS Gvekeâes oC[ oWies (b) DeefYeYeeJekeâ keâes Deheves yeÛÛes keâe DevegYeeie yeoueves kesâ
(b) efJeÅeeefLe&ÙeeW kesâ Jele&ceeve JÙeJenej hej Meebefle mes efJeÛeej keâjWies efueS ØeeÛeeÙe& mes DevegjesOe keâjW
Teaching Aptitude 86 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) DeefYeYeeJekeâ efMe#ekeâ kesâ Øeefle efJeMJeeme jKes Deewj efMe#ekeâ Ans : (c) efMe#ekeâ mes mecyeefvOele DeefOeiece keâes ØeYeeefJele keâjves Jeeues
mes mecemÙee kesâ yeejs ceW ÛeÛee& keâjW keâejkeâ efvecve nw–
(d) DeefYeYeeJekeâ yeÛÛes keâes efJeÅeeueÙe mes efvekeâeue ues (i) efJe<eÙe–Jemleg ceW ØeJeerCelee
PRT POST CODE 70/90 29.12.2013 (Cancelled) (ii) efMe#ekeâ keâe JÙeJenej
Ans : (c) Ùeefo keâesF& efMe#ekeâ Deheves ueeskeâleebef$ekeâ mJeYeeJe kesâ keâejCe (iii) ceveesefJe%eeve keâe %eeve
Úe$eeW keâes keâ#ee ceW keâneR Yeer yew"ves oslee nw~ kegâÚ Úe$e Skeâ meeLe (iv) efMe#eCe efJeefOe
yew"keâj meecetefnkeâ he"ve keâjles nQ lees JeneR kegâÚ Meebefle mes yew"keâj mJeÙeb (v) JÙeefòeâiele YesoeW keâe %eeve
he"ve keâjles nQ~ Ùen Úe$eeW kesâ JewÙeefòeâkeâ DeefOeiece Mewueer keâes ØeoefMe&le (vi) yeeue kesâefvõle efMe#ee hej yeue
keâjles nQ~ Dele: DeefYeYeeJekeâ keâes Ùen osKekeâj Ieyejevee veneR ÛeeefnS 94. efMe#eCe Øeef›eâÙee ceW ......... keâe cenòJehetCe& mLeeve neslee nw~
yeefukeâ efMe#ekeâ kesâ Øeefle efJeMJeeme jKevee ÛeeefnS leLee Gvemes mecemÙee kesâ (a) ØeOeeveeOÙeehekeâ (b) ØeyevOekeâ
yeejs ceW ÛeÛee& keâjveer ÛeeefnS~ (c) efMe#ekeâ (d) hee"dÙehegmlekeâ
91. ØeeLeefcekeâ mlej hej efvecveefueefKele ceW mes efkeâmes Skeâ efMe#ekeâ PRT Post Code 71/09 & 101/12, 25.08.2013
keâe meJee&efOekeâ cenòJehetCe& iegCe ceevee peevee ÛeeefnS? Ans : (c) efMe#eCe Øeef›eâÙee ceW efMe#ekeâ keâe cenòJehetCe& mLeeve neslee nw~
(a) heÌ{eves keâer Glmegkeâlee ef Me#eCe Øeef›eâÙee ceW efMe#ekeâ mJeleb$e Ûej neslee nw efpeme hej efMe#eCe keâer
(b) OewÙe& SJeb meefn<Ceglee Je efMe#eCe o#elee JÙeJemLee, efveÙeespeve leLee Gmekeâe heefjÛeeueve efveYe&j keâjlee nw~ efMe#eCe
(c) efMe#eCe heæefle ceW o#elee SJeb efJe<eÙe keâe %eeve
Øeef›eâÙee ceW efMe#ekeâ Ùen efveCe&Ùe ueslee nw efkeâ Úe$eeW keâe hetJe& JÙeJenej leLee
hetJe& %eeve keäÙee nw, efpemekesâ DeeOeej hej Jen veJeerve %eeve keâes meerKe mekesâ
(d) GÛÛe ceevekeâ Yee<ee ceW heÌ{eves keâer o#elee
leLee GösMÙeeW keâer Øeeefhle nes mekesâ~
PRT POST CODE 70/90 29.12.2013 (Cancelled)
95. Skeâ DeÛÚe efMe#ekeâ–
Ans : (b) ØeeLeefcekeâ mlej hej efMe#eCe keâeÙe& keâjves Jeeues efMe#ekeâeW ceW
(a) Deheveer DeeBKeW Jeie&KeC[ kesâ meYeer Úe$eeW hej jKeWies
OewÙe&, meefn<Ceglee Je efMe#eCe o#elee pewmes iegCeeW keâe nesvee DeeJeMÙekeâ nw
(b) DeeefLe&keâ ™he mes keâcepeesj Úe$eeW keâes ceoo keâjWies
keäÙeeWefkeâ ØeeLeefcekeâ mlej hej yeÛÛeeW keâer ®efÛe heÌ{ves ceW veneR nesleer nw leLee
(c) keâcepeesj Úe$eeW hej Deewj DeefOekeâ OÙeeve oWies
Jes hetJe& DevegYeJe kesâ meeLe efJeÅeeueÙe Deeles nQ~ Ssmes heefjefmLeefle ceW efMe#ekeâ
(d) iejerye Úe$eeW keâer ceoo kesâ efueS hewmes oWies
keâes Gvekesâ hetJe&–DevegYeJe keâe GheÙeesie keâjles ngS veJeerve %eeve keâer lejheâ
PRT (SPECIAL EDUCATION)
Gvekeâer ®efÛeÙeeW Je efpe%eemee keâes ceesÌ[vee heÌ[lee nw~ efpemekesâ efueS efMe#ekeâ Post Code 01/13, 28.04.2013
ceW efJeMes<e keâewMeue Je ÙeesiÙelee keâer DeeJeMÙekeâlee nesleer nw~ Ans : (a) Skeâ DeÛÚe efMe#ekeâ Deheveer DeeBKes Jeie&KeC[ kesâ meYeer Úe$eeW
92. Skeâ efMe#ekeâ kesâ efueS JÙeefòeâiele Yeso keâe %eeve DeeJeMÙekeâ hej jKelee nw~ Jen keâ#ee–keâ#e ceW ØelÙeskeâ Úe$eeW kesâ ef›eâÙeekeâueeheeW Deewj
nw– JÙeJenejeW hej vepej jKelee nw~
(a) Jeie& kesâ DeÛÚs mebÛeeueve kesâ efueS 96. Deehe Skeâ efMe#ekeâ nw Deewj Deehekeâe mLeeveeblejCe Skeâ ieeBJe
(b) DeÛÚs ue#eCeeW keâe efJekeâeme keâjves kesâ efueS keâer mebmLee ceW mes Skeâ Menj ceW ngDee nw Deehe GvnW kewâmes
(c) efMe° (Discipline) keâes Øekeâš keâjves kesâ efueS heÌ{eSbies?
(d) ceeie&oMe&ve Deewj hejeceMe& osves ceW (a) Deehekeâes kegâÚ meceÙe Menj ceW jnvee nesiee Deewj yeeo ceW
PRT POST CODE 70/90 29.12.2013 (Cancelled) heÌ{eves kesâ efueS peevee heÌ[siee
Ans : (a) Skeâ efMe#ekeâ kesâ efueS JÙeefòeâiele Yeso keâe %eeve DeeJeMÙekeâ (b) Deehekeâer Mewef#ekeâ Øeef›eâÙee ceW keâesF& yeoueeJe veneR DeeSiee
nw leeefkeâ Jen ØelÙeskeâ efJeÅeeLeea keâer ÙeesiÙelee SJeb #ecelee kesâ Devegmeej (c) Deehekeâes heÌ{eves ceW veÙes DeeÙeeceeW pewmes efkeâ Fbšjvesš Deeefo
DeefOeiece heefjefmLeefle keâe efvecee&Ce keâj mekesâ Deewj Úe$e Deheves keâer meneÙelee uesveer nesieer
megefJeOeevegmeej DeefOeiece DevegYeJe Øeehle keâj mekesâ~ efMe#ekeâ kesâ efueS (d) Deehekeâes DevÙe efMe#ekeâeW mes yeele keâjveer ÛeeefnS Deewj yeeo
JÙeefòeâiele YesoeW keâe %eeve FmeefueS Yeer DeeJeMÙekeâ nw leeefkeâ Jen ceW DeeOegefvekeâ {bie mes heÌ{evee ÛeeefnS
efJeÅeeefLe&ÙeeW keâer efYeVeleeDeeW kesâ Devegmeej Gvekeâe efJeYeepeve mece™he mecetneW PRT (SPECIAL EDUCATION)
Post Code 01/13, 28.04.2013
ceW keâj mekesâ~ GoenjCe kesâ efueS ØelÙeskeâ keâ#ee keâes ceeveefmekeâ ÙeesiÙelee
Ans : (b) Ùeefo
Deehe Skeâ efMe#ekeâ nQ Deewj Deehekeâe mLeeveevlejCe Skeâ
kesâ DeeOeej hej ßes‰, meeceevÙe Deewj efvecve ceeveefmekeâ ÙeesiÙelee Jeeues
ieeBJe keâer mebmLee ceW mes Skeâ Menj ceW ngDee nw lees Ssmeer efmLeefle ceW
mecetneW ceW efJeYeeefpele keâj efMe#eCe keâeÙe& keâjvee pÙeeoe ueeYeoeÙekeâ nesiee~
Deehekeâer Mewef#ekeâ Øeef›eâÙee ceW keâesF& yeoueeJe veneR Deevee ÛeeefnS keäÙeeWefkeâ
93. efvecveefueefKele ceW mes keâewve–mee efMe#ekeâ mes mecyeefvOele
Skeâ kegâMeue DeOÙeehekeâ «eeceerCe Deewj Menjer efJeÅeeueÙeeW kesâ yeÛÛeeW ceW
DeefOeiece keâes ØeYeeefJele keâjves Jeeuee keâejkeâ nw?
keâesF& YesoYeeJe veneR keâjlee nw ÙeÅeefhe Jen JewÙeefòeâkeâ efYeVeleeDeeW keâes
DeJeMÙe OÙeeve ceW jKelee nw~
(a) efMe#eCe – DeefOeiece mebmeeOeveeW keâer GheueyOelee
97. mketâue ceW DevegheefmLele jnvee Deewj Yeeie peevee; Fvekesâ
(b) efJe<eÙe – Jemleg Ùee DeefOeiece – DevegYeJeeW keâer Øeke=âefle
(c) efJe<eÙe – Jemleg ceW ØeJeerCelee keâejCe nw–
(d) yew"ves keâer GefÛele JÙeJemLee (a) DeYÙeeme ›eâce ceW ®efÛe keâe DeYeeJe
PRT POST CODE 70/90 29.12.2013 (Cancelled) (b) efMe#eCe keâer efveye&ue heæefle
Teaching Aptitude 87 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) DeØeYeeJeer efMe#ekeâ 101. keâ#ee ceW ØeYeeJeer DeefOeiece megefveefMÛele keâjves kesâ meboYe& ceW
(d) Ghejesòeâ meYeer efvecveefueefKele ceW mes keâewve mee keâLeve DeØeemebefiekeâ nw?
PRT (SPECIAL EDUCATION) (a) DeOÙeehekeâ Ùen megefveefMÛele keâjW efkeâ meerKeer peeves Jeeueer
Post Code 01/13, 28.04.2013 metÛevee Úesšs–Úesšs ÛejCeeW ceW Øemlegle keâer peeS~
Ans : (d) mketâue ceW DevegheefmLele jnves Deewj Yeeie peeves kesâ (b) yeÛÛeeW kesâ DeefOeiece keâer heefjMegælee kesâ efJe<eÙe ceW GvnW
efvecveefueefKele keâejCe nes mekeâles nQ– legjvle Øeeflehegef° Øeoeve keâer peeS
DeYÙeeme ›eâce ceW ®efÛe keâe DeYeeJe (c) keâ#ee ceW Skeâoce KeeceesMeer nes leeefkeâ DeOÙeehekeâ Meebefle mes
efMe#eCe keâer efveye&ue heæefle heÌ{e mekesâ
DeØeYeeJeer efMe#ekeâ (d) DeOÙeehekeâ Ùen megefveefMÛele keâjW efkeâ efJeÅeeLeea Deheveer–Deheveer
efMe#ekeâ keâe JÙeefòeâiele JÙeJenej ieefle mes meerKeves ceW me#ece nw~
yeÛÛes keâe DeOÙeeheve ceW ®efÛe ve nesvee PRT–KVS 07–01–2017
keâ#ee keâ#e keâe Yeeweflekeâ JeeleeJejCe Deeefo~ Ans : (c) keâ#ee ceW ØeYeeJeer DeefOeiece megefveefMÛele keâjves kesâ meboYe& ceW
98. DeOÙeehekeâ keâe DeeÛejCe pe™jer nw– efvecveefueefKele keâLeve Øeemebefiekeâ nw–
(a) ØeMeemekeâerÙe (b) metÛeveelcekeâ (i) DeOÙeehekeâ Ùen megefveefMÛele keâjW efkeâ meerKeer peeves Jeeueer metÛevee
(c) DeeoMe& (d) efveoxMeelcekeâ Úesšs–Úesšs ÛejCeeW ceW Øemlegle keâer peeS~
PRT (SPECIAL EDUCATION) (ii) yeÛÛeeW kesâ DeefOeiece keâer heefjMegælee kesâ efJe<eÙe ceW GvnW legjvle
Post Code 01/13, 28.04.2013
Øeeflehegef° Øeoeve keâer peeS~
Ans : (c) DeOÙeehekeâ keâe DeeÛejCe DeeoMee&lcekeâ nesvee pe™jer nw~ DeeoMe&
(iii) DeOÙeehekeâ Ùen megefveefMÛele keâjW efkeâ efJeÅeeLeea Deheveer–Deheveer ieefle
efMe#ekeâ keâes ‘ceveg<Ùe keâe efvecee&lee’, ‘je°^efvecee&lee’, ‘efMe#ee heæefle keâer
DeeOeejefMeuee’, ‘meceepe keâes ieefle Øeoeve keâjves Jeeuee’ Deeefo ceevee peelee mes meerKeves ceW me#ece nw~
nw~ [e@. Sheâ. Sue. keäuewhe ves DeeoMe& efMe#ekeâ kesâ 10 iegCe yeleeÙes nQ– ‘‘keâ#ee ceW Skeâoce KeeceesMeer nes leeefkeâ DeOÙeehekeâ Meebefle mes heÌ{e mekesâ~’’
(i) mebyeesOeve (ii) DeeMeeJeeefolee Ùen keâLeve ØeYeeJeer DeefOeiece megefveefMÛele keâjves kesâ mevoYe& ceW DeØeemebefiekeâ
(iii) Glmeen (iv) JewÙeefòeâkeâ Deeke=âefle nw~
(v) mebÙece (vi) ceeveefmekeâ efve<he#elee 102. efkeâmeer efJeÅeeLeea keâes Skeâ efJeefMe° Øekeâej keâe JÙeJenej
(vii) MegYe efÛebleve (viii) menevegYetefle ØeoefMe&le keâjves DeLeJee efkeâmeer DevegefÛele JÙeJenej keâe
(ix) peerJeve Meefòeâ (x) efJeÉlee heefjnej keâjves kesâ efueS mcejCe keâjeves nsleg DeOÙeehekeâ Éeje
99. efJeÅeeefLe&ÙeeW keâer pe™jle Deewj ®efÛe kesâ efJe<eÙe ceW DeOÙeehekeâeW efoS ieS Meeefyokeâ DeLeJee iewj–Meeefyokeâ mebkesâle keâes keäÙee
keâe %eeve efpeme efJe<eÙe ceW meceeefJe° nw, Jen nw– keâne peelee nw?
(a) efMe#eCe keâer efheâuee@mheâer (b) efMe#eCe keâe ceevemeMeeŒe (a) keäÙet (mebkesâle) (b) Øeyeuekeâ
(c) efMe#eCe keâe meceepeMeeŒe (d) efMe#eCe keâer jepeveerefle (c) Øeeslmeenve (d) GlØesjkeâ
PRT (SPECIAL EDUCATION) PRT–KVS 07–01–2017
Post Code 01/13, 28.04.2013 Ans : (b) efkeâmeer efJeÅeeLeea keâes Skeâ efJeefMe<š Øekeâej keâe JÙeJenej
Ans : (b) efJeÅeeefLe&ÙeeW keâer pe™jle Deewj ®efÛe kesâ efJe<eÙe ceW DeOÙeehekeâeW ØeoefMe&le keâjves DeLeJee efkeâmeer DevegefÛele JÙeJenej keâe heefjnej keâjves kesâ
keâe %eeve efpeme efJe<eÙe ceW meceeefJe° nw Gmes efMe#eCe keâe ceevemeMeeŒe keâne efueS mcejCe keâjeves nsleg DeOÙeehekeâ Éeje efoÙes ieÙes Meeefyokeâ DeLeJee
peelee nw~ DeeOegefvekeâ Ùegie ceW ceveesefJe%eeve, efJeMes<ekeâj yeeue ceveesefJe%eeve Je iewj-Meeefyokeâ mebkesâle keâes Øeyeuekeâ keâne peelee nw~ Dele: efkeâmeer Devegef›eâÙee
efkeâMeesj ceveesefJe%eeve kesâ mebØelÙeÙeeW, efmeæebleeW Je DevegØeÙeesieeW keâe efMe#ee kesâ #es$e keâe hegveye&uekeâ Jen nw efpemekeâer Øemlegefle DeLeJee efJeueielee mes Devegef›eâÙee kesâ
ceW JÙeehekeâlee kesâ meeLe GheÙeesie efkeâÙee peelee nw~ efMe#eCe keâe ceevemeMeeŒe oesnjeÙes peeves keâer ØeeefÙekeâlee yeÌ{ peeleer nw~
efMe#eCe kesâ oewjeve yeeue ceveesefJe%eeve kesâ efmeæebleeW keâe DevegmejCe keâjkesâ efMe#eCe 103. Skeâ efJeÅeeLeea keâ#ee ceW DeOÙeehekeâ mes Skeâ ØeMve hetÚlee nw,
keâeÙe& keâes efveÙeesefpele Je ef›eâÙeeefvJele keâjves hej peesj oslee nw~ pees DeOÙeehekeâ keâer Âef° ceW Skeâ cetKe&leehetCe& ØeMve nw Deewj
100. Skeâ DeOÙeehekeâ keâes Deheves efJe<eÙe ceW efvehegCe nesvee DeOÙeehekeâ Gme yeÛÛes keâes [eBš oslee nw, DeOÙeehekeâ kesâ Ssmes
DeeJeMÙekeâ nw– JÙeJenej mes Mes<e efJeÅeeLeea efvejeMe nes peeles nQ Deewj ØeMve
(a) pee«elelee kesâ efueS hetÚvee ner yebo keâj osles nQ, Ssmeer efmLeefle keâes efvecveefueefKele
(b) efJeÅeeefLe&ÙeeW hej ØeYeeJe [eueves kesâ efueS ceW mes keäÙee meb%ee oer pee mekeâleer nw?
(c) efoueÛemheer kesâ efueS (a) ØeefleefveefOekeâ oC[ (b) DeelceØeyeueve
(d) DeOÙeeheve keâes meeLe&keâ yeveeves kesâ efueS (c) keâ#eekeâ#e veweflekeâlee (d) megkeâejkeâ ØeYeeJe
PRT (SPECIAL EDUCATION) PRT–KVS 07–01–2017
Post Code 01/13, 28.04.2013
Ans : (a) ØeefleefveefOekeâ oC[– peye DeOÙeehekeâ Éeje efkeâmeer Skeâ
Ans : (d) Skeâ DeOÙeehekeâ keâes Deheves efJe<eÙe ceW efvehegCe nesvee DeeJeMÙekeâ
nw leeefkeâ Jen DeOÙeeheve keâes meeLe&keâ yevee mekesâ~ Ùeefo DeOÙeehekeâ Deheves efJeÅeeLeea keâes efoÙes ieS oC[ keâe ØeYeeJe DevÙe efJeÅeeefLe&ÙeeW hej heÌ[lee nw
efJe<eÙe ceW heejbiele veneR neslee nw lees Jen yeÛÛeeW keâes GefÛele efMe#ee veneR Øeoeve lees Ssmes oC[ keâes ØeefleefveefOekeâ oC[ keânles nQ~
keâj mekeâlee nw~ FmeefueS DeOÙeehekeâ keâes Deheves efJe<eÙe ceW heejbiele nesves kesâ GheÙeg&òeâ ØeMve ceW DeOÙeehekeâ Éeje efoÙes ieS oC[ keâes ØeefleefveefOekeâ oC[
meeLe–meeLe DevÙe efJe<eÙeeW ceW Yeer o#e nesvee ÛeeefnS~ keâer meb%ee oer pee mekeâleer nw~
Teaching Aptitude 88 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

104. Ùeefo efJeÅeeLeea Deehekesâ efMe#eCe ceW ®efÛe veneR ues jns nw lees 108. Jes efMe#ekeâ meJee&efOekeâ KegMe keâns pee mekeâles nQ, peesefkeâ–
Deehe keäÙee keâjWies? (a) Deheves JÙeJemeeÙe keâes F&ceeveoejer mes mecheVe keâjles nQ
(a) GvnW vepejDeboepe keâj oWies (b) Deheves JÙeeJemeeefÙekeâ oeefÙelJeeW keâer hetefle& kesâ efueS meleled
(b) keâ#ee ÚesÌ[keâj Ûeues peeSieW ØeÙelveMeerue jnles nQ
(c) Deheveer efMe#eCe efJeefOe ceW heefjJele&ve ueeSieW (c) Deheveer ØeyevOe meefceefle mes JÙeefòeâiele ueeYeefnle kesâ efueS
(d) GvnW OÙeeve kesâefvõle keâjves keâes keânWies ueÌ[les jnles nQ
NCERT PRT 30–07–2017 (d) Deheves oeefÙelJeeW mes %eeve MetvÙe yeves jnles nQ
Ans : (c) Ùeefo efJeÅeeLeea efMe#eCe ceW ®efÛe veneR ues jns nQ lees Skeâ PRT KVS 15–12–2013
DeOÙeehekeâ keâes Deheveer efMe#eCe efJeefOe ceW heefjJele&ve keâjvee ÛeeefnS~ Ans : (b) Jes efMe#ekeâ meJee&efOekeâ KegMe keâns pee mekeâles nQ, peesefkeâ
efMe#eCe efJeefOe efMe#eeefLe&ÙeeW keâer ®efÛe, DeeJeMÙekeâlee Deewj ceveesJew%eeefvekeâ Deheves JÙeeJemeeefÙekeâ oeefÙelJeeW keâer hetefle& kesâ efueS meleled ØeÙelveMeerue
efmLeefle kesâ Devegmeej nesves mes efMe#eeLeea efMe#eCe DeefOeiece Øeef›eâÙee ceW jnles nQ~
meef›eâÙe ™he mes Yeeie uesles nQ~ 109. Úe$eeW hej efvecveefueefKele ceW mes keâewve–mes efMe#ekeâ JÙeJenej
105. keâ"esj oC[ Øeef›eâÙee meneÙelee keâjleer nw– keâe meJee&efOekeâ neefvekeâejkeâ ØeYeeJe heÌ[siee?
(a) yegjer DeeoleeW keâes ÚesÌ[ves ceW (a) efMe#ekeâ keâer mebJesieelcekeâ DeefmLejlee
(b) yegjer DeeoleeW keâes cepeyetle keâjves ceW (b) efMe#ekeâ Éeje Úe$eeW keâe Meejerefjkeâ Glheer[ Ì ve
(c) yegjer DeeoleeW keâes ogye&ue yeveeves ceW (c) efMe#ekeâ Éeje keâ#ee ceW meceÙe yeyee&o keâjvee
(d) yegjer DeeoleeW keâer hegvejeJe=efòe mes YeÙe GlheVe keâjves ceW (d) efMe#ekeâ Éeje he#eheelehetCe& JÙeJenej
PRT KVS 15–12–2013 PRT KVS 15–12–2013
Ans : (d) keâ"esj oC[ Øeef›eâÙee yeeuekeâeW ceW yegjer DeeoleeW keâer hegvejeJe=efòe Ans : (a) Úe$eeW hej efMe#ekeâ keâer mebJesieelcekeâ DeefmLejlee keâe meJee&efOekeâ
mes YeÙe GlheVe keâjves ceW meneÙelee keâjleer nw~ Úe$eeW kesâ JÙeJenej ceW megOeej neefvekeâejkeâ ØeYeeJe heÌ[siee~ Skeâ DeÛÚs efMe#ekeâ ceW mebJesieelcekeâ efmLejlee
keâjves kesâ efueS oC[ Skeâ GheÙeesieer efve<esOeelcekeâ DeefYeØesjkeâ keâe keâeÙe& keâe nesvee DeeJeMÙekeâ nw~ Úe$eeW kesâ ØeMve hetÚves hej Gmes GKeÌ[vee veneR
keâjlee nw~ DevegMeemeve Yebie keâjves, DeOÙeehekeâeW Je Úe$eeW kesâ meeLe ÛeeefnS~ yengle meesÛe–mecePekeâj Gvekesâ ØeMveeW keâe Gòej osvee ÛeeefnS~
ogJÙe&Jenej keâjves, ie=nkeâeÙe& ve keâjves pewmeer efmLeefleÙeeW ceW oC[ oskeâj 110. Skeâ efMe#ekeâ keâe iecYeerj oes<e nw–
yeeuekeâeW kesâ JÙeJenej keâes megOeeje pee mekeâlee nw~ (a) Meejerefjkeâ efJekeâueebielee
106. hetJe&–ØeeLeefcekeâ mlej kesâ Úe$e kesâ efueS vÙetvelece oC[ (b) efvecve meeceeefpekeâ–DeeefLe&keâ mlej
efJeOeeve peesefkeâ GefÛele nw, Jen nesiee– (c) ogye&uekeâeÙe JÙeefòeâlJe
(a) Gmes keâ#ee kesâ DevÙe Úe$eeW mes he=Lekeâ keâj efoÙee peeS (d) DeheefjhekeäJe ceeveefmekeâ efJekeâeme
(b) Gmes efJeÅeeueÙe keâer megefJeOeeDeeW mes he=Lekeâ keâj efoÙee peeS PRT KVS 15–12–2013
(c) Gmes ØeeLe&vee mLeue hej mecemle Úe$eeW kesâ meccegKe ØeleeefÌ[le Ans : (d) Skeâ efMe#ekeâ keâe iecYeerj oes<e nw Gmekeâe DeheefjhekeäJe
efkeâÙee peeS ceeveefmekeâ efJekeâeme~ efMe#ee kesâ GösMÙe keâer hetefle& keâjves leLee yeeuekeâeW keâes
(d) Gmes #ecee ÙeeÛevee kesâ efueS yeeOÙe efkeâÙee peeS ceve mes mJemLe yeveeves kesâ efueS meJe&ØeLece efMe#ekeâ keâes ceeveefmekeâ ™he mes
PRT KVS 15–12–2013 mJemLe nesvee pe™jer nw~
Ans : (a) hetJe&–ØeeLeefcekeâ mlej kesâ Úe$e kesâ efueS vÙetvelece oC[ 111. ØeeÙe: efMe#ekeâ nesles nQ–
efJeOeeve Ùen nw efkeâ Gmes keâ#ee kesâ DevÙe Úe$eeW mes he=Lekeâ keâj efoÙee (a) efvecve DeeefLe&keâ he=‰Yetefce Jeeues
peeS~ Ssmes oC[ mes Jen Deheves JÙeJenejeW keâes megOeejves kesâ efueS Øesefjle (b) efvecve DeeefLe&keâ DeemLee Jeeues
nesiee~ (c) mebkegâefÛele efJeÛeejeW Jeeues
107. efJekeâueebie yeeuekeâeW kesâ meeLe efMe#ekeâ keâe GheÙeg&òeâ (d) FveceW mes keâesF& veneR
JÙeJenej nesiee– PRT KVS 15–12–2013
(a) Øesce SJeb mvesnhetCe& (b) ogje«en SJeb KeerPehetCe& Ans : (d) Skeâ DeÛÚs efMe#ekeâ ceW OewÙe&, vesle=lJe Meefòeâ, efJeveesoefØeÙelee,
(c) meeceevÙe mes nsÙe ceevekeâj (d) megj#eelcekeâ Glmeen, Deelce–mecceeve, ceveesefJe%eeve keâe %eeve, mecyevOe mLeeefhele keâjves
PRT KVS 15–12–2013 keâe iegCe, efJeÅeeefLe&ÙeeW kesâ meeLe DeÛÚs mecyevOe, GÛÛeiegCeJeòee, Úe$eeW mes
Ans : (a) efJekeâueebie yeeuekeâeW kesâ meeLe efMe#ekeâ keâe JÙeJenej Øesce SJeb Øesce Je menevegYetefle, kegâMeue Jeòeâe, meceÙe keâe heeyevo, efJe<eÙe keâe hetCe&
mvesnhetCe& nesvee ÛeeefnS~ efJekeâueebie yeeuekeâeW ceW Meejerefjkeâ oes<e DeJeMÙe %eeve, efMe#eCe efJeefOeÙeeW keâe ØeÙeesie Deeefo Øekeâej kesâ iegCe nesves ÛeeefnS~
neslee nw~ hejvleg Ùen DeeJeMÙekeâ veneR efkeâ Jes ceeveefmekeâ Âef° mes Yeer 112. efMe#ekeâ keâer meheâuelee efveefnle nw–
DeÙeesiÙe neW~ efJekeâueebie yeeuekeâeW keâer ceeveefmekeâ ÙeesiÙelee ØeeÙe: meeOeejCe (a) Úe$eeW keâer lewÙeejer SJeb GheueefyOe ceW
Je leer›e nesleer nw hejvleg Meejerefjkeâ oes<e kesâ keâejCe GveceW nerve YeeJevee (b) efMe#ekeâ kesâ Gòece iegCe ceW
GlheVe nes peeleer nw~ FmeefueS Ssmes yeeuekeâeW kesâ meeLe efMe#ekeâ keâe (c) efMe#ekeâ kesâ Gòece efMe#eCe ceW
JÙeJenej Øesce Je mvesnhetCe& nesvee ÛeeefnS~ efpememes Jes Dehevee mecegefÛele (d) efMe#ekeâ kesâ JewÙeefòeâkeâ iegCeeW ceW
efJekeâeme keâjves kesâ efueS Øesefjle nes mekeWâ~ PRT KVS 15–12–2013
Teaching Aptitude 89 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (c) efMe#ekeâ keâer meheâuelee Gmekesâ Gòece efMe#eCe ceW efveefnle neslee 117. Ùeefo yegueeS peeves hej kegâÚ Úe$eeW kesâ ceelee–efhelee Ùee
nw~ DeÛÚe efMe#eCe megefveÙeesefpele, ØesjCeeoeÙekeâ, ØeieeflehetCe&, ef›eâÙeeMeerue DeefYeYeeJekeâ Deekeâj efMe#ekeâ mes veneR efceueles lees efMe#ekeâ
SJeb ieefleMeerue neslee nw~ DeÛÚs efMe#eCe kesâ efueS ceveesJew%eeefvekeâ efmeæebleeW keâes keäÙee keâjvee ÛeeefnS~
keâe GheÙeesie DeeJeMÙekeâ nw~ (a) ceelee–efhelee/DeefYeYeeJekeâ keâes he$e efueKevee ÛeeefnS
113. efvecveefueefKele ceW mes efkeâme keâLeve keâes Deehe Skeâ efMe#ekeâ (b) peekeâj Gvemes efceuevee ÛeeefnS
kesâ mevoYe& ceW DevegheÙegòeâ ceeveles nQ? (c) Jewmes Úe$eeW keâes obef[le keâjvee ÛeeefnS
(a) efMe#ekeâ pevemesJeer nes (d) Jewmes Úe$eeW keâes DeveosKee keâjvee Meg™ keâj osvee ÛeeefnS
(b) efMe#ekeâ Úe$e mecemÙeeDeeW keâe efvemleejCe cee$e keâjs PRT KVS 04–10–2015
(c) efMe#ekeâ cee$e Úe$e–DeefYeuesKe lewÙeej keâjs Ans : (a) Ùeefo yegueeS peeves hej kegâÚ Úe$eeW kesâ ceelee–efhelee Ùee
(d) efMe#ekeâ efMe#eCe lÙeeiekeâj GheÙeg&òeâ meYeer keâeÙe& keâjs DeefYeYeeJekeâ Deekeâj efMe#ekeâ mes veneR efceueles nQ lees efMe#ekeâ keâes henues
PRT KVS 15–12–2013 ceelee–efhelee keâes he$e efueKevee ÛeeefnS Deewj Deiej Gmekesâ yeeo Yeer veneR
Ans : (d) efMe#ekeâ keâe keâeÙe& pevemesJee keâjvee, Úe$e mecemÙeeDeeW keâe efceueles lees efMe#ekeâ keâes mJeÙeb peekeâj Gvemes efceuevee ÛeeefnS~
efvemleejCe keâjvee leLee Úe$e DeefYeuesKe lewÙeej keâjvee cee$e veneR nw yeefukeâ Fve 118. keâ#ee kesâ ceenewue (heefjJesMe) ceW Skeâ mekeâejelcekeâ heÌ{eF&
meyekesâ meeLe-meeLe Gmekeâe cegKÙe keâeÙe& efMe#eCe keâjvee, hee"dÙe›eâce efvecee&Ce ceW JeeleeJejCe mLeeefhele Deewj cepeyetle keâjves ceW DevegMeemeve
menÙeesie osvee leLee efJeÅeeefLe&ÙeeW keâes YeefJe<Ùe kesâ efueS lewÙeej keâjvee Yeer nw~ (a) yeÌ{eJee veneR oslee
114. keâ#ee ceW yeeleW keâjvee Je DevegMeemevenervelee efkeâme yeele keâe (b) yeÌ{eJee oslee nw
mebkesâle nw? (c) mes kegâÚ uesvee–osvee veneR neslee
(a) Úe$eeW keâer efvecve he=‰Yetefce (d) keâer pe™jle veneR neslee
(b) hegvejeJe=efòepevÙe Tye PRT KVS 04–10–2015
(c) peevekeâejer mecyevOeer meYeüce Ans : (c) keâ#ee kesâ heefjJesMe ceW Skeâ mekeâejelcekeâ heÌ{eF& JeeleeJejCe
(d) efMe#eCe efyevogDeeW kesâ meb#esheCe keâe DeYeeJe mLeeefhele Deewj cepeyetle keâjves ceW DevegMeemeve mes kegâÚ uesvee–osvee veneR
PRT KVS 15–12–2013 neslee nw, keäÙeeWefkeâ Deveskeâ efMe#eeefJeoeW pewmes– øeâe@yesue, hesmšeuee@peer Deeefo
Ans : (b) keâ#ee ceW yeeleW keâjvee Je DevegMeemevenervelee hegvejeJe=efòepevÙe keâe cele Lee efkeâ keâ#ee kesâ yeeuekeâeW ceW GefÛele DevegMeemeve yeveeves efMe#ee
Tye keâer Deesj mebkesâle keâjlee nw~ peye keâ#ee ceW Skeâ ner efJe<eÙe Ùee hee" Øeoeve keâjves kesâ efueS GvnW Gvekeâer DeefYe®efÛe kesâ Deveg™he Skeâ Ssmes
keâes Skeâ ner Øekeâej kesâ efMe#eCe ÙegefòeâÙeeW keâe ØeÙeesie keâjles ngS heÌ{eÙee mJeleb$e Je Devegketâue JeeleeJejCe ceW jKevee DeeJeMÙekeâ nw efpemeceW Jes
peelee nw lees yeÛÛes Fme oesnjeJe kesâ keâejCe Tye peeles nQ Deewj keâ#ee ceW meef›eâÙe {bie mes Deheveer mecemÙeeDeeW keâe meceeOeeve keâj mekeWâ~ Fme
DevegMeemevenervelee keâer mecemÙee GlheVe nes peeleer nw~ efJeÛeejOeeje keâer ceevÙelee Leer efkeâ yeeuekeâ cetuele: DeÛÚs mJeYeeJe kesâ nesles
115. Úe$eeW kesâ Øeefle DeOÙeehekeâ keâe JÙeJenej kewâmee veneR nesvee nQ leLee GvnW DevegMeeefmele keâjves kesâ efueS Gve hej efkeâmeer yee¢e oC[ Ùee
ÛeeefnS? oyeeJe keâer pe™jle veneR nw Jejved Skeâ mJeleb$e Je Kegues JeeleeJejCe keâer
(a) JÙebiehetCe& (b) efJeveesohetCe& pe™jle nesleer nw, peneB Jes Deheveer FÛÚe Je DeefYe®efÛe kesâ Devegketâue keâeÙe&
(c) ÂÌ{ (d) Goej keâjles ngS meerKe mekesâ~ Ssmee nesves hej Úe$e mJele: DevegMeeefmele jnWies
PRT KVS 15–12–2013 leLee DevegMeemevenervelee keâer keâesF& mecemÙee GlheVe veneR nes mekeâleer nw~
Ans : (a) Skeâ DeOÙeehekeâ meceepe keâe Dence veeieefjkeâ neslee nw pees 119. Skeâ efMe#ekeâ keâes meceepe ceW mecceeve efceuevee ÛeeefnS peye
meceepe ceW Úe$eeW keâes Deeies yeÌ{eves keâe meeOeve nw~ efMe#ekeâ keâe JÙeJenej Jen–
Úe$eeW kesâ Øeefle mvesnhetCe&, Goej, efJeveesohetCe&, ÂÌ{ leLee menevegYeteflehetCe& (a) Skeâ DeeoMe& peerJeve peerlee nes
nesvee ÛeeefnS, efpememes Úe$e Deheveer mecemÙeeDeeW keâes efMe#ekeâ kesâ meeceves (b) efve‰ehetJe&keâ Deheveer [dÙetšer keâjlee nes
yesefnÛekeâ Øemlegle keâj mekesâ, Ùeefo efMe#ekeâ keâe Úe$eeW kesâ Øeefle keâ"esj Je
(c) ØeYeeJekeâejer lejerkesâ mes heÌ{eves ceW me#ece nes
JÙebiehetCe& JÙeJenej nesiee lees Úe$e efMe#ekeâ Deewj efJeÅeeueÙe oesveeW mes [jsiee
Deewj Deheveer mecemÙeeDeeW keâes veneR yeleeÙesiee~ (d) GheÙeg&òeâ meYeer
PRT KVS 04–10–2015
116. DeÛÚs DeOÙeehekeâ ceW keâewve–mee iegCe nesvee mJeYeeefJekeâ ™he
Ans : (d) Skeâ efMe#ekeâ keâes meceepe ceW mecceeve efceuevee ÛeeefnS peye
mes DeeJeMÙekeâ nw?
Jen Skeâ DeeoMe& peerJeve peerlee nes, efve‰ehetJe&keâ Deheveer [dÙetšer keâjlee nes
(a) efJeveesoefØeÙelee (b) Deheves efJe<eÙe hej DeÛÚer hekeâÌ[
leLee ØeYeeJekeâejer lejerkesâ mes heÌ{eves ceW me#ece nes~ Deheves keâeÙeeX kesâ Øeefle
(c) mebJesieeW hej efveÙeb$eCe (d) Meejerefjkeâ yeue
peeie™keâlee, keâÌ[er cesnvele SJeb ceOegj mecYee<eCe DeOÙeehekeâ keâe mlej
PRT KVS 15–12–2013 G"eves ceW meneÙekeâ nesles nQ~
Ans : (c) efMe#ekeâ meceepe keâe DeeF&vee neslee nw~ Gmes Deheves keâeÙe& SJeb
120. efvecveefueefKele ceW mes keâewve–mee iegCe Skeâ efMe#ekeâ kesâ efueS
JÙeJenej mes meceepe Je yeÛÛeeW kesâ meeceves meowJe DeeoMe& kesâ ™he ceW mJeÙeb keâes
Øemlegle keâjvee ÛeeefnS~ efMe#ekeâeW ceW meblegefuele JÙeefòeâlJe, DeÛÚe mJeemLÙe, meyemes DeefveJeeÙe& ceevee peelee nw?
mebJesieelcekeâ efmLejlee, vesle=lJe iegCe, menevegYeteflehetCe& JÙeJenej, DeeMeeJeeoer (a) Gmes efJe<eÙe keâe efJeMes<e%e nesvee ÛeeefnS
Âef°keâesCe pewmes iegCe Dehesef#ele nQ~ Skeâ DeÛÚs efMe#ekeâ ceW mebJesieelcekeâ (b) Gmes Skeâ efJeÉeve JÙeefòeâ nesvee ÛeeefnS
efmLejlee nesvee DeeJeMÙekeâ nw~ Úe$eeW kesâ ØeMve hetÚves hej Gmes GKeÌ[vee veneR (c) Gmes DeefveJeeÙe& ™he mes DeÛÚs henveeJes Jeeuee JÙeefòeâ nesvee ÛeeefnS
ÛeeefnS~ yeele–yeele ceW PegbPeueevee veneR ÛeeefnS~ yeefukeâ OewÙe& kesâ meeLe meesÛe– (d) GmeceW Yejhetj OewÙe& (mebÙece) nesvee ÛeeefnS
mecePekeâj Gvekesâ ØeMveeW kesâ Gòej oskeâj GvnW mevleg° keâjvee ÛeeefnS~ PRT KVS 04–10–2015
Teaching Aptitude 90 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) Skeâ efMe#ekeâ kesâ efueS meyemes DeefveJeeÙe& iegCe nw– Gmes 125. keäueeme ceW efJeÅeeefLe&ÙeeW keâer efoueÛemheer keâeÙece jKeves kesâ
efJe<eÙe keâe efJeMes<e%e nesvee ÛeeefnS~ efMe#ekeâ ceW Deheves efJe<eÙe keâe efueS efMe#ekeâ keâes keäÙee keâjvee ÛeeefnS?
veJeervelece %eeve, Deheves JÙeJemeeÙe keâer hetjer peevekeâejer leLee yeeuekeâeW kesâ (a) yuewkeâyees[& keâe GheÙeesie (b) ÛeÛee&
JÙeJenej keâes mecePeves keâer #ecelee efJeMes<e ™he mes Dehesef#ele nesleer nw~ (c) keâneveer yeleevee (d) ØeMve hetÚvee
121. Skeâ efMe#ekeâ keâes meheâue ceevee peelee nw~ Ùeefo Jen– KVS Assistant Teacher (Nursery) 31–08–2014
(a) Úe$eeW keâes efJe<eÙe keâer peevekeâejer oslee/osleer nw Ans : (d) keâ#ee ceW efJeÅeeefLe&ÙeeW keâer efoueÛemheer keâeÙece jKeves kesâ efueS
(b) efJe<eÙe–Jemleg keâes Skeâ megJÙeJeefmLele lejerkesâ mes Øemlegle efMe#ekeâ keâes ØeMve hetÚvee ÛeeefnS~ ØeMve hetÚves mes efJeÅeeLeea efMe#eCe–
keâjlee/keâjleer nes DeefOeiece Øeef›eâÙee ceW meef›eâÙe nes peeles nQ~ hetJe& %eeve hej DeeOeeefjle ØeMveeW
(c) Úe$eeW keâes hejer#eeSb heeme keâjves kesâ efueS lewÙeej hej Gvekeâer ®efÛe GlheVe nesleer nw Deewj meeLe ner Jes meerKeves kesâ efueS
keâjlee/keâjleer nes Øesefjle Yeer nesles nQ~
(d) Úe$eeW keâes mJeemLÙe kesâ Øeefle meÛesle keâjlee/keâjleer nes
126. efMe#ekeâ keâer meheâuelee nesleer nw–
PRT KVS 04–10–2015
(a) efJeÅeeefLe&ÙeeW keâer GÛÛe GheueefyOe
Ans : (b) Skeâ efMe#ekeâ keâes meheâue ceevee peelee nw Ùeefo Jen efJe<eÙe–
Jemleg keâes Skeâ megJÙeJeefmLele lejerkesâ mes Øemlegle keâjlee nw keäÙeeWefkeâ peye (b) Gmekeâer/Gmekeâe JÙeefòeâlJe keâer DeÛÚer efJeMes<elee
Úe$eeW kesâ mece#e efJe<eÙe–Jemleg keâes ›eâefcekeâ ™he mes Ùee JÙeJeefmLele ›eâce mes (c) Gmekeâer/Gmekeâe DeÛÚe he"ve
Øemlegle efkeâÙee peelee nw lees Jes efJe<eÙe–Jemleg keâe menpeleehetJe&keâ DeefOeiece (d) Gmekeâer/Gmekeâe DeÛÚe Ûeefj$e
keâj uesles nQ leLee Gvekeâer DeJeOeejCeeSB mhe° nes peeleer nQ~ Ùeefo Gvekesâ KVS Assistant Teacher (Nursery) 31–08–2014
meeceves efJe<eÙe–Jemleg keâes JÙeJeefmLele ›eâce ceW veneR Øemlegle efkeâÙee peelee nw Ans : (a) efMe#ekeâ keâer meheâuelee efJeÅeeefLe&ÙeeW keâer GÛÛe GheueefyOe mlej
lees Jes Yeüefcele nesles nQ Deewj DeefOeiece Øeef›eâÙee yeeefOele nesleer nw~ mes efveOee&efjle nesleer nw~ yeeuekesâefvõle efMe#ee ceW meYeer efJeÅeeefLe&ÙeeW keâer
122. efvecveefueefKele ceW mes keâewve–mee cenòJehetCe& ØeYeeJe efMe#eCe ÙeesiÙelee SJeb #ecelee ceW efJeMJeeme efkeâÙee peelee nw Deewj Ùen ceevee peelee
keâer ØeYeeJekeâeefjlee hej efveYe&j keâjleer nw? nw efkeâ meYeer efJeÅeeLeea meerKe mekeâles nQ~ Ssmeer heefjefmLeefle ceW Skeâ efMe#ekeâ
(a) efJeÅeeueÙe keâer mebjÛevee (b) efMe#ekeâ keâes efJe<eÙe keâer mecePe keâes leYeer meheâue ceevee peelee nw peye Gmekesâ meYeer efJeÅeeLeea Deheveer
(c) efMe#ekeâ keâer ÙeesiÙelee (d) efMe#ekeâ keâer efueKeeJeš ÙeesiÙelee Je #ecelee kesâ Devegmeej GheueefyOe mlej keâes Øeehle keâj mekeWâ~
PRT KVS 04–10–2015 127. Dekeämej efMe#ekeâ peesj osles nQ efkeâ Úe$eeW keâes hee"Ÿehegmlekeâ
Ans : (b) ØeYeeJeMeeueer efMe#eCe kesâ efueS efMe#ekeâ ceW efvecve mes peJeeye osvee ÛeeefnS~ Fmekeâe keäÙee DeefYeØeeÙe nw?
JÙeJemeeefÙekeâ iegCeeW keâe nesvee DeeJeMÙekeâ nw– (a) Úe$e veneR meesÛe mekeâles nQ~
1. efMe#ekeâ keâes efJe<eÙe keâer mecePe nesveer ÛeeefnS
(b) Úe$eeW keâe meceÙe yeyee&o nes jne nw~
2. Deheves keâòe&JÙe (JÙeJemeeÙe) kesâ Øeefle efve‰eJeeve nesvee ÛeeefnS
(c) Úe$e hee"Ÿehegmlekeâ mes hejs peJeeye osles nQ~
3. hee"dÙe menieeceer ef›eâÙeeDeeW ceW ®efÛe nesveer ÛeeefnS
(d) efMe#ekeâ keâ"esj nQ~
4. ØeÙeesie SJeb DevegmebOeeve ceW ®efÛe nesveer ÛeeefnS
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
5. JÙeeJemeeefÙekeâ ØeefMe#eCe keâe DeYÙeeme nesvee ÛeeefnS
Ans. (d) : Ùeefo Dekeämej efMe#ekeâ peesj osles nQ efkeâ Úe$eeW keâes hee"Ÿe
123. efMe#ekeâeW keâes Deheves efMe#eeefLe&ÙeeW keâes owefnkeâ mepee
hegmlekeâ mes peJeeye osvee ÛeeefnS, lees Fmekeâe DeefYeØeeÙe nw efkeâ efMe#ekeâ
(Corporal punishment) veneR osveer ÛeeefnS keäÙeeWefkeâ–
keâ"esj nw~ meòeelcekeâ efMe#eCe veerefle ceW efMe#eCe-DeefOeiece Øeef›eâÙee keâe
(a) Ùen ceelee–efheleeDeeW keâes yengle iegmmee efoueelee nw
kesâvõ efyevog efMe#ekeâ neslee nw~ Fme veerefle ceW efMe#ekeâ pees keânlee nw Úe$eeW
(b) Jen peesefKeceer nw keâes Gmes efyevee meesÛes-efJeÛeejs ceevevee heÌ[lee nw~ Fme veerefle ceW efMe#ekeâ
(c) efMe#eeefLe&ÙeeW ceW Ùen oyeeJe Deewj efÛevlee hewoe keâjlee nw keâ"esj nesles nQ leLee Jes hee"Ÿe-hegmlekeâ DeeOeeefjle efMe#eCe keâjles nQ~
(d) efMe#ekeâeW kesâ efueS Jen kesâJeue YeeJeelcekeâ efjneF& nw uesefkeâve Jele&ceeve ceW Øepeeleebef$ekeâ efMe#eCe veerefle ØeÛeefuele nw, efpemeceW
KVS Assistant Teacher (Nursery) 31–08–2014 efMe#ekeâ ceeie&oMe&ve, hejeceMe&oelee, megefJeOee Øeoelee cee$e neslee nw~ Fme
Ans : (c) efMe#ekeâeW keâes Deheves efMe#eeefLe&ÙeeW keâes owefnkeâ mepee veneR osvee veerefle ceW yeÛÛeeW keâes meesÛeves, efJeÛeejves Deewj ef›eâÙee keâjves kesâ heÙee&hle
ÛeeefnS keäÙeeWefkeâ Ùen efMe#eeefLe&ÙeeW ceW oyeeJe Deewj efÛevlee hewoe keâjlee nw~ DeJemej efceueles nQ~
oC[ keâe mecyevOe YeÙe mes neslee nw~ Dele: oC[ kesâ DelÙeefOekeâ YeÙe mes
yeeuekeâ keâe mebJesieelcekeâ meblegueve efyeieÌ[ mekeâlee nw~ 128. MeesOe mes helee Ûeuee nw efkeâ keäÙee Úe$e GheueefyOe kesâ keâF&
124. DeeoMe& efMe#ekeâ kewâmee neslee nw? mebkesâlekeâeW hej mekeâejelcekeâ ØeYeeJe [euelee nw, efpeveceW
(a) mechetCe& hee"dÙe›eâce heÌ{eves Jeeuee efvecve Meeefceue nQ, GÛÛe ßesCeer Deewj hejer#eCe Debkeâ, GÛÛe
(b) efJeÅeeefLe&ÙeeW keâes Gvekesâ heÌ{eF& ceW meneÙelee keâjves Jeeuee mlejerÙe keâeÙe&›eâceeW ceW veeceebkeâve Deewj mketâue ÚesÌ[ves keâe
(c) efce$e, oeMe&efvekeâ Deewj ceeie&oMe&keâ yevekeâj keâce oj
(d) DeÛÚe DevegMeemeve yeveeS jKe keâj (a) Úe$eeW keâe efheÚuee ØeoMe&ve
KVS Assistant Teacher (Nursery) 31–08–2014 (b) efMe#ekeâ keâer efMe#ee
Ans : (c) DeeoMe& efMe#ekeâ keâes efce$e, oeMe&efvekeâ, ceeie&oMe&keâ, (c) mecekeâ#eeW keâe oyeeJe
hejeceMe&oelee, megefJeOeeØeoelee, megueYekeâlee&, DeefYeYeeJekeâ Deeefo kesâ ™he ceW (d) ceelee-efhelee keâer menYeeefielee
nesvee ÛeeefnS~ DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
Teaching Aptitude 91 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (d) : MeesOeeW mes helee Ûeuee nw efkeâ ceelee-efhelee keâer menYeeefielee DeOÙeehekeâ keâe keâeÙe& kesâJeue efJe<eÙe keâe %eeve efJeÅeeLeea lekeâ mebØesef<ele
Úe$e GheueefyOe kesâ keâF& mebkesâleeW, pewmes GÛÛe ßesCeer Deewj hejer#eCe Debkeâ, keâjvee veneR neslee nw, Deefheleg hee" ceW ØeÙegòeâ GösMÙeelcekeâlee, veweflekeâlee
GÛÛe mlejerÙe keâeÙe&›eâceeW ceW veeceebkeâve Deewj mketâue ÚesÌ[ves kesâ keâce oj hej keâe yeesOe keâjevee Yeer neslee nw~
mekeâejelcekeâ ØeYeeJe [euelee nw~ 132. keâ#ee ceW leerve efJeÅeeLeea meowJe heerÚs yew"les nQ Deewj ueieeleej
ceelee-efhelee menYeeefielee Deewj efvecveefueefKele ceW meerOee mebyebOe nw~ yeele keâjkesâ hetjer keâ#ee keâe OÙeeve Yebie keâjles nQ~ Fve
(1) megOejer ngF& Mewef#ekeâ GheueefyOe efJeÅeeefLe&ÙeeW kesâ efueS Deehe keäÙee GheeÙe DeheveeÙeWies?
(2) mketâueeW kesâ yeejs ceW pÙeeoe mekeâejelcekeâ jJewÙee (a) GvnW Deueie yew"ves keâes keânWies
(3) ie=n keâeÙe& kesâ meeLe pÙeeoe meheâuelee (b) keâ#ee DeejbYe nesves mes henues GvnW yeenj peeves keâes keânWies
(4) neF& mketâue «espegSMeve kesâ GÛÛe mlej (c) ØeOeeveeOÙeehekeâ keâes GvnW efJeÅeeueÙe mes efvekeâeueves keâes keânWies
(5) mketâueeW ceW pÙeeoe meceeve GheefmLeefle (d) GvnW vepejDeboepe keâjWies
(6) yengle LeesÌ[er DeeÛejCe keâer mecemÙee KVS–PRT Post Code 16/17, 29–10–2017
(7) Úe$eeW kesâ efueS mketâue ceW Deewj yeeo kesâ peerJeve ceW Skeâ GppeJeue YeefJe<Ùe Ans : (a) Ùeefo keâ#ee ceW leerve efJeÅeeLeea meowJe heerÚs yew"les nQ Deewj ueieeleej
yeele keâjkesâ hetjer keâ#ee keâe OÙeeve Yebie keâjles nQ lees keâ#ee ceW DevegMeemeve yeveeÙes
129. Ùeefo keâesF& Úe$e yeej–yeej mketâue keâe keâece keâjves ceW
jKeves kesâ efueS nce GvnW Deueie yew"ves keâes keânWies leLee Ssmee efMe#eCe DeefOeiece
DemeceLe&lee keâe DevegYeJe keâjlee nw, lees Fmekeâer heefjCeerefle heefjefmLeefle keâe efvecee&Ce keâjWies efpemeceW Jes JÙemle jnW~
.............. kesâ ™he ceW nes mekeâleer nw~
133. efMe#ekeâ kesâ heeme nesvee ÛeeefnS–
(a) DeefOeiece cetKe&lee (b) DeheefjhekeäJelee
(a) efJe<eÙe keâe %eeve (b) DeOÙeeheve keâe %eeve
(c) Kejeye DeeoleW (d) ieueleheânceer
(c) efJeÅeeefLe&ÙeeW keâe %eeve (d) Ghejesòeâ meYeer
NVS, PGT 19–09–2019
PRT–KVS Post Code 150/14, 19–10–2014
Ans : (a) Ùeefo keâesF& Úe$e yeej–yeej mketâue keâe keâece keâjves ceW Ans : (d) Skeâ DeeoMe& efMe#ekeâ ceW efvecve iegCe nesves ÛeeefnS–
DemeceLe&lee keâe DevegYeJe keâjlee nw, lees Fmekeâer heefjCeerefle DeefOeiece cetKe&lee efJe<eÙe keâe hetCe& %eeve~
kesâ ™he ceW nes mekeâleer nw~ Ùeefo yeeuekeâ yeej–yeej mketâue keâe keâeÙe& veneR
DeOÙeeheve keâe %eeve~
keâjvee Ûeenlee nw lees Gmes JeebefÚle DeefOeiece keâer Øeeefhle veneR nes heeÙesieer
Deewj efpemekeâe heefjCeece DeefOeiece cetKe&lee kesâ ™he ceW nesiee~ Deheves keâòe&JÙe kesâ Øeefle efve‰e~
hee"dÙe menieeceer ef›eâÙeeDeeW ceW ®efÛe~
130. Ùeefo efJeÅeeueÙeeW keâes meceepe keâer Dehes#eeDeeW hej Keje
ØeÙeesie SJeb DevegmebOeeve ceW ®efÛe~
Glejvee nw lees veerÛes efoS ieS keâLeveeW ceW mes leerve keâLeve efJeÅeeefLe&ÙeeW kesâ ceveesefJe%eeve keâe %eeve~
Ssmes nQ efpevnW DeOÙeehekeâeW keâes DeefveJeeÙe& ™he mes keâjvee
mecemÙee keâer henÛeeve keâjves keâer #ecelee~
ÛeeefnS~ pees veneR keâjvee ÛeeefnS Jen keâewve–mee nw?
efce$elee SJeb menevegYeteflehetCe& JÙeJenej Deeefo~
(a) GvnW ÛeeefnS efkeâ efJeÅeeueÙe keâes Øeew{ Ì meceepe keâer Skeâ
134. efvecveefueefKele ceW mes keâewve meer o#eleeSb efMe#ekeâ ceW nesveer
Øeefleke=âefle keâe ™he Øeoeve keâjW
DeeJeMÙekeâ nQ?
(b) GvnW efJeÅeeueÙeeW keâer meebmke=âeflekeâ Oejesnj keâes peevevee ÛeeefnS
(a) mebÛeej keâewMeue, efMe#eCe Deewj meerKeves keâer Øeef›eâÙee keâe %eeve~
(c) GvnW ÛeeefnS efkeâ efJeÅeeueÙeer ef›eâÙeekeâueehe keâes meebmke=âeflekeâ
(b) mee@Heäš keâewMeue, hee" Ùeespevee, keâ#ee ØeyebOeve~
Øeefle™heeW mes mebyebefOele keâjW
(c) Úe$eeW kesâ meeLe keâece keâjvee, mecemÙee efveJeejCe keâewMeue,
(d) GvnW ÛeeefnS efkeâ JÙeJenej keâes meeceeefpekeâ DevÙeesvÙe ef›eâÙee
efMe#eCe keâewMeue~
kesâ efueS efveoxefMele keâjW Deewj Gmekeâe efjkeâe@[& jKeW
(d) efveoxMeelcekeâ efJelejCe, keâ#ee ØeyebOeve, mee@Heäš keâewMeue, Deekeâueve~
TGT–KVS, 08–01–2017
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
Ans : (a) Ùeefo efJeÅeeueÙeeW keâes meceepe keâer Dehes#eeDeeW hej Keje Glejvee Ans. (d) : efMe#ekeâ ceW efvecve o#eleeSB nesveer DeeJeMÙekeâ nQ-
nw lees Gme efJeÅeeueÙe kesâ DeOÙeehekeâeW keâes meebmke=âeflekeâ Oejesnj keâes peevevee
(1) efveoxMeelcekeâ efJelejCe keâewMeue
ÛeeefnS, efJeÅeeueÙeer ef›eâÙeekeâueehe keâes meebmke=âeflekeâ Øeefle™heeW mes mecyeefvOele
(2) keâ#ee ØeyevOeve keâewMeue
keâjvee ÛeeefnS leLee JÙeJenej keâes meeceeefpekeâ DevÙeesvÙeef›eâÙee kesâ efueS
(3) mee@Heäš keâewMeue
efveoxefMele keâjvee ÛeeefnS Deewj Gmekeâe efjkeâe@[& jKevee ÛeeefnS~
(4) Deekeâueve keâer #ecelee
131. efMe#ekeâ keâe ØeLece oeefÙelJe efkeâmekesâ Øeefle neslee nw?
(5) efveÙeespeveelcekeâ keâewMeue
(a) Gmekesâ Éeje heÌ{eS peeves Jeeuee efJe<eÙe (6) heÙe&Jes#eCe keâewMeue Deeefo~
(b) efJeÅeeLeea
135. Deehekesâ efJeÅeeueÙe ceW meyemes Deece yeele Ùen nw efkeâ yeÛÛes
(c) efJeÅeeueÙe ØeMeemeve efMe#ekeâ pewmes heÌ{ves ceW me#ece veneR nw~ Deehe Deheves Úe$eeW ceW
(d) mecegoeÙe heÌ{ves keâes kewâmes yeÌ{eJee osieW ?
PRT–KVS, 16–12–2017 (a) peesÌ[eroej jeref[bie Éeje
Ans : (b) efMe#ekeâ keâe ØeLece oeefÙelJe efJeÅeeLeea kesâ Øeefle neslee nw (b) GvnW hegmlekeâeueÙe peeves kesâ efueS keânvee
keäÙeeWefkeâ efJeÅeeueÙeer heefjJesMe ceW efMe#ekeâ ner Jen JÙeefòeâ neslee nw efpemes (c) GheÙegòeâ FMeejeW, neJe YeeJe, veeškeâerÙelee Deeefo kesâ meeLe heÌ{evee
yeeuekeâ Dehevee DeeoMe& ceevekeâj Gmekeâe DevegkeâjCe keâjlee nw~ efMe#ekeâ (d) GvnW Iej hej heÌ{ves kesâ efueS keânvee
efJeÅeeLeea kesâ JÙeefòeâlJe keâe meJeeËieerCe efJekeâeme keâjves ceW meneÙekeâ neslee nw~ DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
Teaching Aptitude 92 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : Ùeefo efkeâmeer keâ#ee ceW yeÛÛes mener {bie mes veneR heÌ{ heeles nQ Ans. (d) : šerÛe-št ueve& (meerKeves kesâ efueS heÌ{evee) keâe celeueye nw,
lees Skeâ efMe#ekeâ keâes ÛeeefnS efkeâ Jen GheÙegòeâ FMeejeW, YeeJe-Yebefiecee, nj yeÛÛes mes meerKevee~ otmejs MeyoeW ceW, yeeue kesâefvõle SJeb ØeieefleMeerue
veeškeâerÙelee Deeefo keâer meneÙelee mes heÌ{eS leeefkeâ yeÛÛes efueKes ieÙes efMe#ee ceW efMe#ekeâ ceveesJew%eeefvekeâ efmeæebleeW kesâ Devegmeej efMe#eCe keâeÙe&
keâneveer, veeškeâ, keâefJelee Deeefo keâe mener YeeJeeLe& «enCe keâj mekeWâ~ keâjlee nw~ Fme Øekeâej keâer keâ#ee ceW Ùen ceevee peelee nw efkeâ ØelÙeskeâ yeÛÛee
136. Yee<eCe keâe DeeefJe<keâej Úe$e Éeje veneR efkeâÙee pee mekeâlee meerKe mekeâlee nw leLee Jen Deheves %eeve keâe efvecee&Ce mJeÙeb keâjlee nw
nw uesefkeâve Gmekeâe DevegkeâjCe efkeâÙee peevee ÛeeefnS~ Fmekesâ FmeefueS efMe#ekeâ keâe keâeÙe& DeefOeiece heefjefmLeefle keâe efvecee&Ce keâjvee cee$e
efueS efMe#ekeâ keâes keäÙee nesvee ÛeeefnS? neslee nw~ ÙeneB efMe#ekeâ yeÛÛeeW kesâ JewÙeefòeâkeâ efYeVelee, Gvekeâer ™efÛeÙeeW,
(a) JÙeekeâjCe kesâ efveÙeceeW keâe peevekeâej ÙeesiÙeleeDeeW, #eceleeDeeW Deeefo keâe OÙeevehetJe&keâ efvejer#eCe keâjlee nw Deewj
(b) DeÛÚe DevegkeâjCekeâ Gvemes meerKeles ngS DeefOeiece heefjefmLeefle keâe efvecee&Ce keâjlee nw~ DeLee&led
(c) JeekeäÙeeW kesâ efvecee&Ce kesâ hewšve& keâe peevekeâej ÙeneB efMe#ekeâ Yeer yeÛÛeeW mes kegâÚ ve kegâÚ meerKelee jnlee nw~
(d) DeÛÚe cee@[ue 140. Which of the following traits of teacher does
not determine the classroom climate?
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
efvecveefueefKele ceW mes keâewve mee efMe#ekeâ keâ#ee keâer
Ans. (b) : Yee<eCe keâe DeeefJe<keâej Úe$e Éeje veneR efkeâÙee pee mekeâlee nw
JeeleeJejCe keâe efveOee&jCe veneR keâjlee nw?
uesefkeâve Gmekeâe DevegkeâjCe Jen keâj mekeâlee nw~ Fmekesâ efueS efMe#ekeâ keâes
(a) Attitude/ceveesJe=efòe
Skeâ DeÛÚe DevegkeâjCekeâ nesvee ÛeeefnS leeefkeâ Úe$e Gmekesâ Yee<ee keâewMeue
keâe DevegkeâjCe keâjkesâ mJeÙeb Skeâ DeÛÚe Jeòeâe yeve mekeWâ~ (b) Age/DeeÙeg
(c) Values/cetuÙe
137. peye efce. jece ves meYeer DeeJeMÙekeâ meece«eer Deewj DeÛÚer
lejn mes lewÙeej ieefleefJeefOeÙeeW kesâ meeLe efJe%eeve heÌ{eves kesâ (d) Relationship with students/Úe$eeW kesâ meeLe mecyevOe
efueS Deheveer keâ#ee ceW ØeJesMe efkeâÙee, lees GvnW Skeâ Meesj DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
Jeie& keâe meecevee keâjvee heÌ[e~ oes Úe$e Skeâ ueÌ[eF& ceW Ans. (b) : keâ#ee ceW ØeYeeJeer efMe#eCe DeefOeiece Øeef›eâÙee keâe efvecee&Ce
Meeefceue Les Deewj DevÙe efÛeuuee jns Les Deewj ueÌ[ jns Úe$eeW keâjves ceW efMe#ekeâ keâer ceveesJe=efòe, cetuÙe, Úe$eeW kesâ meeLe Gmekeâe mecyevOe,
keâes Gòesefpele keâj jns Les~ efMe#ekeâ keâer keâceer keäÙee Leer? efJe<eÙe keâe %eeve, efMe#eCe keâewMeue keâe %eeve, veweflekeâlee, F&ceeveoejer,
(a) Deelce mecceeve (b) efMe#eCe ceW ®efÛe
JÙeefòeâlJe Deeefo keâer efJeMes<eleeSB meneÙelee keâjleer nQ~ efMe#ekeâ keâ#ee keâer
JeeleeJejCe keâe DeeÙeg efveOee&jCe veneR keâjlee nw~
(c) keâ#ee ØeyebOeve keâewMeue (d) meece«eer %eeve
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM 141. Which of the following is true about a right
kind of teacher?
Ans. (c) : GheÙeg&òeâ ØeMve ceW efMe#ekeâ ceW keâ#ee-ØeyebOeve keâewMeue keâe mener Øekeâej kesâ efMe#ekeâ kesâ yeejs ceW efvecveefueefKele ceW mes
DeYeeJe efoKeeF& oslee nw~ keâ#ee ØeyebOeve keâewMeue kesâ Éeje efMe#ekeâ keâ#ee keâewve-mee mener nw?
ceW DevegMeemeve, efveÙeb$eCe, DeefYeØesjCee Deeefo kesâ Éeje meef›eâÙe DeefOeiece
(I) He/she depends on methods.
JeeleeJejCe keâe efvecee&Ce keâjlee nw~ keâ#ee ØeyebOeve keâewMeue kesâ Éeje
Jen lejerkeâeW hej efveYe&j keâjlee nw~
efMe#ekeâ Ùen Yeer ØeÙeeme keâjlee nw efkeâ keâ#ee efMe#eCe yeeefOele ve nes Deewj
(II) He/she studies all students as one entity.
meYeer efJeÅeeLeea meef›eâÙe ™he mes DeefOeiece DevegYeJe Øeehle keâjW~
Jen meYeer Úe$eeW keâes Skeâ FkeâeF& kesâ ™he ceW heÌ{elee
138. efkeâmeer Demeceeve keâ#ee ceW efMe#ekeâ efkeâmekesâ Éeje mšbš
nw~
efMe#eCe keâj mekeâlee nw?
(a) Both I and II/I Deewj II oesveeW
(a) Deheves DevegYeJe meePee keâjves
(b) Only II/kesâJeue II
(b) meceevelee keâe DeYÙeeme
(c) Neither I nor II/ve I ve ner II
(c) yeÛÛeeW ceW YesoYeeJe
(d) Only I/kesâJeue I
(d) Úe$eeW keâes efMe#ekeâ Deewj meeefLeÙeeW kesâ meeLe yeeleÛeerle ceW
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
JÙemle jKeves
Ans. (c) : meyemes Gòece Øekeâej keâe efMe#ekeâ Jen nw, pees cee$e efMe#eCe
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
efJeefOeÙeeW hej OÙeeve ve oskeâj hetjs efMe#eCe DeefOeiece Øeef›eâÙee hej OÙeeve os~
Ans. (c) : efkeâmeer Demeceeve keâ#ee ceW efMe#ekeâ yeÛÛeeW ceW YesoYeeJe keâes
DeLee&led Jen efMe#eCe keâeÙe& kesâ DeueeJee yeÛÛeeW kesâ DevÙe ieefleefJeefOeÙeeW hej
keâce keâjkesâ mšbš efMe#eCe keâj mekeâlee nw~ meceeJesMeer efMe#ee kesâ Debleie&le OÙeeve os Deewj Gvekesâ Mewef#ekeâ leLee men-Mewef#ekeâ #eceleeDeeW keâes Yeer
Skeâ meeceevÙe keâ#ee-keâ#e ceW meeceevÙe yeÛÛeeW kesâ meeLe-meeLe efJeMes<e efJekeâefmele keâjs~ Fmeer Øekeâej Skeâ Gòece efMe#ekeâ meYeer efJeÅeee|LeÙeeW keâes
DeeJeMÙekeâlee Jeeues yeÛÛes Yeer heÌ{les nQ~ Ssmeer efmLeefle ceW Skeâ efMe#ekeâ keâes Skeâ FkeâeF& kesâ ™he ceW veneR osKelee yeefukeâ Jen ØelÙeskeâ efJeÅeeLeea keâes
ÛeeefnS efkeâ Jen efkeâmeer Yeer yeÛÛeW kesâ meeLe ve lees mJeÙeb YesoYeeJe keâjs Gvekeâer JewÙeefòeâkeâ efYeVelee kesâ Devegmeej DeefOeiece DevegYeJe Øeehle keâjves keâe
Deewj ve ner DevÙe yeÛÛeeW Éeje keâjves keâe DeJemej os~ DeJemej oslee nw~ Dele: efJekeâuhe (c) mener nw~
139. šerÛe-št ueve& (meerKeves kesâ efueS heÌ{evee) keâe celeueye keäÙee
142. "An informal chat aimed at building up and
nw? maintaining rapport with your pupils" is a
(a) JÙeJenej cee@[efuebie (b) efMe#ekeâ meye kegâÚ peevelee nw definition of ………../‘‘Deheves efJeÅeeefLe&ÙeeW kesâ meeLe
(c) DeefOekeâejhetCe& efMe#eCe (d) nj yeÛÛes mes meerKevee mebyebOe yeveeves Deewj yeveeS jKeves kesâ GösMÙe mes Skeâ
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM DeveewheÛeeefjkeâ yeeleÛeerle.........keâer heefjYee<ee nw~
Teaching Aptitude 93 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Inform/metefÛele keâjW 145. Which of the following is not a part of the role
(b) Review/meceer#ee keâjW of a teacher?
I. Perspective role
(c) Plan/Ùeespevee II. Procedural role
(d) Warm up/yeÌ{eJee osvee efvecveefueefKele ceW mes keâewve-mee Skeâ efMe#ekeâ keâer Yetefcekeâe
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM keâe efnmmee veneR nw?
Ans. (d) : hee" Ùeespevee ceW, efMe#eCe-DeefOeiece kesâ oewjeve ieefleefJeefOeÙeeW I. meboMe& Yetefcekeâe
keâes leerve ÛejCeeW ceW yeeBše ieÙee nw- heefjÛeÙe Ùee yeÌ{eJee osvee, Øemlegefle II. Øeef›eâÙeelcekeâ Yetefcekeâe
Deewj cetuÙeebkeâve~ heefjÛeÙe Ùee yeÌ{eJee osvee efMe#eCe-DeefOeiece keâer (a) Only I/kesâJeue I
Meg®Deeleer ÛejCe nw~ Skeâ veÙee hee" Meg™ keâjves mes henues, Skeâ efMe#ekeâ (b) Neither I nor II/ve lees I ve ner II
keâes Deheves Úe$eeW keâes veÙes %eeve Øeehle keâjves kesâ efueS lewÙeej keâjvee (c) Only II/kesâJeue II
ÛeeefnS~ Ùen Skeâ cenòJehetCe& keâoce nw keäÙeeWefkeâ Ùen Skeâ DeveewheÛeeefjkeâ (d) Both I and II/I Deewj II oesveeW
yeeleÛeerle nw pees efJeÅeeefLe&ÙeeW kesâ meeLe leeuecesue yeveeves Deewj yeveeS jKeves DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
ceW ceoo keâjlee nw~ veS hee" kesâ efMe#eCe-DeefOeiece keâes Meg™ keâjves kesâ Ans. (b) : efMe#ekeâ keâer Yetefcekeâe :
meceÙe, efMe#ekeâ keâes efJeÅeeefLe&ÙeeW kesâ efheÚues efMe#eCe DevegYeJeeW kesâ yeejs ceW Skeâ efMe#ekeâ keâes yeÛÛeeW keâes vekeâue keâjves Deewj Gvekeâe DevegmejCe
mhe° efJeÛeej jKevee ÛeeefnS~ keâjves kesâ efueS Skeâ DeeoMe& yevevee nesiee~ Gvekeâe JÙeefòeâlJe Skeâ
143. Which of the following is a characteristic not ceeveJeleeJeeoer JÙeJenej (JÙeeJeneefjkeâ Yetefcekeâe) keâes Øeehle keâjves kesâ efueS
expected out of a teacher of young children? efJekeâefmele neslee nw~
efvecveefueefKele ceW mes Úesšs yeÛÛeeW kesâ efMe#ekeâ mes keäÙee efMe#ekeâ DeJeueeskeâve ceoo keâj mekeâlee nw, efMe#ekeâ keâ#ee kesâ hee" kesâ
Dehesef#ele veneR nw? oewjeve meeJeOeeveer kesâ efueS Yeer osKe mekeâles nQ~ (heefjØes#Ùe)
(a) Adaptable/DevegketâueveerÙe Skeâ mketâue efMe#ekeâ kesâ ™he ceW, Deehekeâes DeejšerF& (RTE)
(b) Good sense of humour /DeÛÚe nemÙe YeeJe Deef O eef veÙece ceW heefjkeâefuhele Deewj mecetn keâes efJekeâeme kesâ JeebefÚle GösMÙeeW
(c) Orthodox /™efÌ{Jeeefolee lekeâ ues peeves kesâ ™he ceW mketâue DeeOeeefjle Ùeespevee Øeef›eâÙee (Øeef›eâÙeelcekeâ
(d) Patient/OewÙe&Jeeve Yetefcekeâe) kesâ hetCe& nesves ceW Deehekeâer Yetefcekeâe nesieer~
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM Dele: efvecve ceW mes ve lees I ve ner II Skeâ efMe#ekeâ keâer Yetefcekeâe keâe
efnmmee nQ~
Ans. (c) : Úesšs yeÛÛeeW kesâ efMe#ekeâ keâes ¤ef{ Ì Jeeoer veneR nesvee ÛeeefnS
keäÙeeWefkeâ ¤ef{Ì Jeeoer efMe#ekeâ keâ#eeDeeW ceW ueQefiekeâ, meeceeefpekeâ, Oeeefce&keâ, 146. Which of the following is NOT one of the
attitude of the effective teacher?
peeleerÙe YesoYeeJe keâes yeÌ{eJee os mekeâlee nw pees efJeÅeeueÙe, efJeÅeeLeea Deewj efvecveefueefKele ceW mes keâewve ØeYeeJeer efMe#ekeâ kesâ Âef°keâesCe
meceepe hej vekeâejelcekeâ ØeYeeJe [euesiee~ Úesšs yeÛÛes keâÛÛes IeÌ[s kesâ meceeve ceW mes Skeâ veneR nw?
nesles nQ~ Ssmes yeÛÛeeW ceW efkeâmeer Yeer Øekeâej keâer vekeâejelcekeâlee Gvekesâ hetjs (a) Sensitively accepting diversity
peerJeve keâes ØeYeeefJele keâj mekeâleer nw~ FmeefueS FvnW efMeef#ele keâjves kesâ efueS mebJesoveMeerue ¤he mes efJeefJeOelee keâes mJeerkeâej keâjvee
efMe#ekeâ keâe ØeieefleMeerue meesÛe Jeeuee nesvee DeeJeMÙekeâ neslee nw~ (b) Fostering individualized instruction
144. Which of the following is not true about right JÙeefòeâiele efveoxMeve keâes yeÌ{eJee osvee
kind of EDUCATION? (c) Encouraging creativity
efvecveefueefKele ceW mes keâewve-mee keâLeve mener efMe#ekeâ kesâ yeejs jÛeveelcekeâlee keâes Øeeslmeeefnle keâjvee
ceW melÙe veneR nw? (d) Passing responsibility
(a) Must not let student make him their ideal. efpeccesoejer keâes otmejeW hej [euevee
efJeÅeeLeea keâes GvnW Dehevee DeeoMe& veneR yeveeves osvee DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
ÛeeefnS~ Ans. (d) : ØeYeeJeer efMe#ekeâ ceW efvecveefueefKele ceveesJe=efòeÙeeW keâe nesvee
(b) Must free himself from books and DeeJeMÙekeâ nw–
laboratories./hegmlekeâeW Deewj ØeÙeesieMeeueeDeeW mes Kego keâes • mebJesoveMeerue ™he mes efJeefJeOelee keâes mJeerkeâej keâjvee
cegòeâ keâjvee ÛeeefnS~ • JÙeefòeâiele efveoxMeve keâes yeÌ{eJee osvee
(c) Must not let students be engulfed in their • jÛeveelcekeâlee keâes Øeeslmeenve osvee
own self enclosing pursuit./Úe$eeW keâes Deheves mJeÙeb • GheÛeejelcekeâ efJeefOeÙeeW keâes Deheveevee
kesâ mebueive Keespe ceW mebueive veneR nesves osvee ÛeeefnS~ • menÙeesieelcekeâ JeeleeJejCe keâe efvecee&Ce keâjvee
(d) Must look the success of his students as own 147. Who is a true teacher?/meÛÛee efMe#ekeâ keâewve nw?
success./Deheves Úe$eeW keâer meheâuelee keâes Deheveer meheâuelee
(a) Who is free from compulsions of the society
kesâ ™he ceW osKevee ÛeeefnS~ pees meceepe keâer cepeyetefjÙeeW mes cegòeâ nes
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM (b) Who has built an impressive educational
Ans. (d) : Deheves Úe$eeW keâer meheâuelee keâes Deheveer meheâuelee kesâ ™he ceW organization
osKevee ÛeeefnS’ Ùen keâLeve Skeâ mener efMe#ekeâ kesâ yeejs ceW mener veneR nw~ efpevneWves Skeâ ØeYeeJeMeeueer Mewef#ekeâ mebie"ve yeveeÙee nw~
Teaching Aptitude 94 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) Who is bound to an ideal or a belief 150. Which of the following is a role that a teacher
pees efkeâmeer DeeoMe& Ùee efJeMJeeme mes yeBOee nes~ has to play?
(d) Who uses teaching as a means of acquiring I. Interactive role
position or authority/pees heo Ùee DeefOekeâej Øeehle II. Perspective role
keâjves kesâ meeOeve kesâ ™he ceW efMe#eCe GheÙeesie keâjlee nw~ FveceW mes keâewve-meer Yetefcekeâe Skeâ efMe#ekeâ keâes efveYeeveer
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM nesleer nw?
Ans. (a) : Skeâ meÛÛee efMe#ekeâ Jen nw pees meceepe keâer cepeyetefjÙeeW mes I. menYeeieer Yetefcekeâe
cegòeâ neslee nw~ II. heefjØes#Ùe keâer Yetefcekeâe
Skeâ DeeoMe& efMe#ekeâ keâes ceveg<Ùe keâe efvecee&lee, je°^efvecee&lee, efMe#ee (a) Both I and II/ oesveeW I Deewj II
heæefle keâer DeeOeejefMeuee, meceepe keâes ieefle Øeoeve keâjves Jeeuee Deeefo
meye kegâÚ ceevee peelee nw~ (b) Neither I nor II/ ve lees I ve ner II
148. Which of the following type of school (c) Only I/ kesâJeue I
environment will not make education more (d) Only II/ kesâJeue II
effective and will be conducive to learning? DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
efvecveefueefKele ceW mes keâewve-mee mketâue JeeleeJejCe efMe#ee keâes Ans. (a) : efMe#ekeâ efMe#eeefLe&ÙeeW kesâ JÙeJenej keâes {eueves ceW meyemes
DeefOekeâ ØeYeeJeer veneR yevee heeSiee Deewj meerKeves kesâ efueS cenòJehetCe& Yetefcekeâe efveYeeles nQ~ JÙeJenej kesâ Fme Deekeâej keâes Ùeespevee
Devegketâue veneR nesiee? Deewj mecehe&Ce kesâ ceeOÙece mes Øeehle efkeâÙee peelee nQ~ efMe#eCe kesâ ueeYeeW
(a) The teaching-learning materials are properly keâes DeefOekeâlece efkeâÙee peelee nw peye efMe#ekeâ Úe$eeW kesâ efueS Skeâ megefJeOee
stored and are available in plenty to children.
efMe#eCe-DeefOeiece meece«eer "erkeâ mes meb«enerle keâer peeleer nw kesâ ™he ceW keâeÙe& keâjles nQ~ menYeeieer Deewj heefjØes#Ùe keâer Yetefcekeâe Skeâ
Deewj yeÛÛeeW kesâ efueS heÙee&hle cee$ee ceW GheueyOe nesleer nw~ efMe#ekeâ keâes efveYeeveer nesleer nQ~
(b) The teacher is friendly and understanding efMe#eCe- DeefOeiece Øeef›eâÙee ceW efMe#ekeâ keâer menYeeieer Yetefcekeâe cegKÙe
efMe#ekeâ efceuevemeej Deewj mecePeoej neslee nw~ ™he mes meeLe&keâ meerKeves kesâ efueS meYeer Úe$eeW keâer meef›eâÙe Yeeieeroejer
(c) The classroom are spacious with adequate hej peesj osleer nQ~
space for free movement/keâ#ee cegòeâ DeeJeeieceve kesâ heefjØes#Ùe Yetefcekeâe keâer meneÙelee mes efMe#ekeâ efJeÅeeefLe&ÙeeW kesâ heefjØes#Ùe
efueS heÙee&hle peien kesâ meeLe efJeMeeue nesleer nw~ ceW efMe#eCe heæefle keâe GheÙeesie keâj mekeâlee nw~
(d) The light and ventilation in the classroom is
151. Which of the following statement is correct in
not adequate/keâ#ee ceW ØekeâeMe Deewj JeWefšuesMeve
the context of teacher multifarious role?
(nJeeoej) heÙee&hle JÙeJemLee veneR nw~
efMe#ekeâ keâer efJeefJeOe Yetefcekeâe kesâ meboYe& ceW efvecveefueefKele
DSSSB PRT 13/11/2019 Time- 4:30–6:30 PM
ceW mes keâewve mee keâLeve mener nw ?
Ans. (d) : keâ#ee ceW ØekeâeMe Deewj JeWefšuesMeve (nJeeoej) heÙee&hle
I. Teacher acts as a school- community bridge.
JÙeJemLee veneR nesvee efMe#ee keâes DeefOekeâ ØeYeeJeer veneR yevee heeSiee Deewj
I. efMe#ekeâ mketâue-mecegoeÙe mesleg kesâ ™he ceW keâeÙe& keâjlee nw~
meerKeves kesâ efueS Devegketâue veneR nesiee~
keâ#ee keâe JeeleeJejCe Ssmee nesvee ÛeeefnS efkeâ ØelÙeskeâ yeÛÛee menpe, II. Teacher also acts as head of administration
head in their district.
Deevebefole cenmetme keâjs Deewj meerKeves kesâ efueS Deheveer #ecelee keâe GheÙeesie
II. efMe#ekeâ Deheves efpeues ceW ØeMeemeve ØecegKe kesâ ™he ceW Yeer
keâjves kesâ efueS Øeeslmeeefnle nes~ Skeâ me#ece efMe#ekeâ JeeleeJejCe yeveeves kesâ
efueS, Deehekeâes Deheveer keâ#ee keâer ÙeLeesefÛele DeejeceoeÙekeâ Yeeweflekeâ keâeÙe& keâjlee nw~
efmLeefleÙeeW keâer leueeMe keâjves keâer DeeJeMÙekeâlee nQ~ (a) Only II/kesâJeue II
149. "To encourage children to become more (b) Only I/kesâJeue I
responsible for their own learning" is a part of (c) Neither I nor II/vee ner I vee ner II
which role?/‘‘yeÛÛeeW keâes mJeÙeb meerKeves kesâ efueS
(d) Both I and II/I leLee II oesveeW
DeefOekeâ efpeccesoej yeveves kesâ efueS Øeeslmeeefnle keâjvee’’
DSSSB PRT 25/03/2022 (Shift-II)
efkeâme Yetefcekeâe keâe Skeâ efnmmee nw?
Ans. (b) : [e@. jeOeeke=â<Ceve kesâ Devegmeej, ‘efMe#ekeâ je°^ kesâ YeeiÙe kesâ
(a) Affective Role/Demejoej Yetefcekeâe
ceeie&oMe&ve nQ~ Mewef#ekeâ yeewefækeâ hejchejeDeeW leLee lekeâveerkeâer keâewMeueeW keâes
(b) Interactive Role/FbšjSefkeäšJe Yetefcekeâe
heerÌ{er-oj-heerÌ{er nmleevlejCe keâjves ceW Oegjer keâe keâeÙe& keâjlee nw~ Jen
(c) Procedural Role/Øeef›eâÙeelcekeâ Yetefcekeâe
meYÙelee SJeb mebmke=âefle keâe mebj#ekeâ leLee heefjceepe&vekeâlee& nw~ Jen yeeuekeâ
(d) Behavioural Role/JÙeJenej Yetefcekeâe
keâe ner ceeie&oMe&ve veneR Jejved mechetCe& je°^ keâe ceeie&oMe&keâ nw~’’
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
Ans. (b) : yeÛÛeeW keâes mJeÙeb meerKeves kesâ efueS DeefOekeâ efpeccesoej yeveves
efMe#ekeâ keâer efJeefJeOe Yetefcekeâe–
kesâ efueS Øeeslmeeefnle keâjvee FbšjsefkeäšJe Yetefcekeâe Ùee Deble:Øeef›eâÙeelcekeâ 1. efMe#ekeâ nceejs YeefJe<Ùe kesâ mebj#ekeâ Deewj efvecee&lee nQ~
Yetefcekeâe keâe Skeâ efnmmee nw~ DeLee&led yeÛÛes mJeÙeb mes leYeer meerKe mekeâles 2. efMe#ekeâ mketâue-mecegoeÙe mesleg kesâ ™he ceW keâeÙe& keâjles nQ~
nQ peye Jes otmejeW mes mebJeeo Ùee Deble:Øeef›eâÙee mLeeefhele keâjWies~ Fmemes Jes 3. Úe$eeW kesâ Mewef#ekeâ SJeb Ûeeefjef$ekeâ efJekeâeme keâjvee~
Skeâ otmejs kesâ mecheke&â ceW DeeÙeWies Deewj ØelÙe#e DeefOeiece DevegYeJe Øeehle 4. keâ#ee keâe ØeyebOe SJeb mecegefÛele efMe#eCe osvee~
keâj mekeWâies~ 5. hee"Ÿehegmlekeâ–menieeceer ef›eâÙeeDeeW keâe mebbÛeeueve keâjles nQ~
Teaching Aptitude 95 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

152. What is the role of Teacher in learner-centered 154. Which of the following types of groups can be
approach? formed in multi-grade situation ?
efMe#eeLeea kesâefvõle Gheeiece ceW efMe#ekeâ keâer keäÙee Yetefcekeâe yeng-keâ#ee efmLeefle ceW efvecveefueefKele ceW mes efkeâme Øekeâej kesâ
nw? mecetn yeveeS pee mekeâles nQ?
I. Teacher must watch the behaviour and I. Grade- based grouping
activities of learners in and out of the I. «es[-DeeOeeefjle mecetnerkeâjCe
classroom.
II. Ability - based grouping
efMe#ekeâ keâes keâ#ee kesâ Devoj Deewj yeenj efMe#eeefLe&ÙeeW
II. ÙeesiÙelee DeeOeeefjle mecetnerkeâjCe
kesâ JÙeJenejeW Deewj ieefleefJeefOeÙeeW hej vepej jKeveer
(a) Only I/kesâJeue I
ÛeeefnS~
(b) Both I and II/I leLee II oesveeW
II. Teacher always need to look out for
occasions to help the learners while they (c) Only II/kesâJeue II
are engaged in learning. (d) Neither I nor II/vee ner I vee ner II
efMe#ekeâ keâes ncesMee efMe#eeefLe&ÙeeW keâer ceoo keâjves kesâ DSSSB PRT 25/03/2022 (Shift-I)
DeJemejeW keâer leueeMe keâjveer ÛeeefnS peye Jes meerKeves Ans. (b) : yengkeâ#ee efmLeefle ceW «es[-DeeOeeefjle leLee ÙeesiÙelee DeeOeeefjle
ceW ueies ngS neW~ oesveeW ner Øekeâej kesâ mecetn yeveeS pee mekeâles nQ~ Jen efmLeefle peneB Skeâ
(a) Neither I nor II/vee lees I vee ner II Ùee DeefOekeâ keâ#eeDeeW keâes efceueekeâj Skeâ ner keâ#ee ceW yew"eÙee peelee nw
(b) Only II/kesâJeue II Deewj Skeâ ner efMe#ekeâ Éeje heÌ{eÙee peelee nw, yengßesCeer keâ#ee keânueeleer
(c) Both I and II/I leLee II oesveeW nw~ yengkeâ#ee ceW oes Ùee oes mes DeefOekeâ keâ#eeDeeW kesâ yeÛÛeeW keâes Skeâ meeLe
(d) Only I/kesâJeue I heÌ{eves kesâ efueS Skeâ efMe#ekeâ keâer DeeJeMÙekeâlee nesleer nw~ Ùen yesnlej
DSSSB PRT 16/03/2022 (Shift-III) meerKeves keâer Øeef›eâÙee nw keäÙeeWefkeâ mecemÙee-meceeOeeve GÛÛe-mlejerÙe meesÛe
Ans. (c) : efMe#eeLeea kesâefvõle DeefOeiece ceW efMe#ekeâ keâer Skeâ cenlJehetCe& Deewj meerKeves kesâ lejerkeâeW keâe efJekeâeme Deemeeveer mes efkeâÙee pee mekeâlee nw~
Yetefcekeâe nesleer nw~ Jen keâ#ee kesâ Deboj leLee yeenj efJeÅeeefLe&ÙeeW kesâ Úe$eeW keâe ØeoMe&ve: mJemLe meeceeefpekeâ mecyevOeeW, mekeâejelcekeâ Âef°keâesCe
JÙeJenej Je ieefleefJeefOeÙeeW keâer osKe-jsKe keâjlee nw leLee efMe#eeLeea kesâefvõle Deewj GVele vesle=lJe megveves, meePee keâjves Deeefo kesâ efJekeâeme kesâ keâejCe
DeefOeiece ceW efMe#ekeâ meerKeves ceW ueies ngS efJeÅeeefLe&ÙeeW keâer ceoo keâjves kesâ yeÌ{lee nw~ FmeceW Gceü Deewj #eceleeDeeW keâe efceßeCe Úe$eeW keâes Skeâ otmejs
efueS ncesMee DeJemejeW keâer leueeMe keâjles jnles nQ SJeb GheÙegòeâ meneÙelee kesâ menÙeesie mes meerKeles nQ leLee Úesšs yeÛÛes yeÌ[s Gceü kesâ yeÛÛeeW mes
Éeje Gvekesâ DeefOeiece keâes mekeâejelcekeâ efoMee Øeoeve keâjles nW Dele: I meerKeles nw leLee Jes Gvemes meueen Yeer ues mekeâles nQ~
leLee II oesveeW mener nQ~ 155. Which of the following doesn't creates
153. When a teacher is –––––, it is better to make indiscipline in the class?
the students sit in a semi circle facing the efvecveefueefKele ceW mes keâewve-mee keâ#ee ceW DevegMeemevenervelee
teacher. hewoe veneR keâjlee nw?
peye efMe#ekeâ ––––– nes, lees yesnlej nesiee efkeâ Úe$eeW keâes (a) Students taking part in sports activities
efMe#ekeâ kesâ meeceves DeOe&Je=òeekeâej ™he ceW yew"eÙee peeS~ Úe$eeW keâe Kesue ketâo keâer ieefleefJeefOeÙeeW ceW Yeeie uesvee
I. Reciting Poems (b) Students talking among themselves during a
I. keâefJeleeSB heÌ{ jne lecture
II. Conducting Experiments JÙeeKÙeeve kesâ oewjeve Deeheme ceW Úe$eeW keâe Deeheme ceW yeele
II. ØeÙeesie keâj jne keâjvee
(a) OnlyI/kesâJeue I (c) Students making provocative gestures
(b) Both I and II/I leLee II oesveeW Úe$eeW keâe YeÌ[keâeT FMeejs keâjvee
(c) Only II/kesâJeue II (d) Students coming late to class
(d) Neither I nor II/vee ner I vee ner II Úe$eeW keâe keâ#ee ceW osjer mes Deevee
DSSSB PRT 07/03/2022 (Shift-II) DSSSB PRT 23/03/2022 (Shift-III)
Ans. (b) : Skeâ mekeâejelcekeâ meerKeves kesâ ceenewue keâes efJekeâefmele keâjves Ans. (a) : DevegMeemeve nervelee keâe efJeÛeej efveÙeceeW kesâ GuuebIeve Ùee
kesâ efueS kegâMeue keâ#e ceW yew"ves keâer JÙeJemLee DeeJeMÙekeâ nw leLee yew"ves DeeosMeeW Ùee efveoxMeeW keâe mecceeve veneR keâjves mes pegÌ[e ngDee nw~ Úe$e
keâe efveefMÛele hewšve& Úe$eeW Deewj efMe#ekeâeW oesveeW kesâ efueS DeeJeMÙekeâ nw~ keâ#ee ceW efJeefYeVe Øekeâej kesâ DevegMeemevenervelee JÙeJenej keâes efÛeef$ele keâjles
Dele: peye efMe#ekeâ keâefJeleeSB heÌ{ jne nes leLee ØeÙeesie keâj jne nes lees nw~ pewmes
yesnlej nesiee efkeâ Úe$eeW keâes efMe#ekeâ kesâ meeceves DeOe&Je=òeekeâej ™he ceW * JÙeeKÙeeve kesâ oewjeve Deeheme ceW Úe$eeW keâe yeele keâjvee~
yew"eÙee peeÙes~ * Úe$eeW keâe YeÌ[keâeGâ FMeejs keâjvee
DeOe&Je=òeekeâej IeesÌ[s keâer veeue kesâ Deekeâej keâe Jeeo - efJeJeeo keâ#e neslee * Úe$eeW keâe keâ#ee ceWs osjer mes Deevee
nw peneB ÛeÛee& keâjves Deewj Jeeo-efJeJeeo keâes hetCe& efkeâÙes peeves ceW Fmekeâe * efMe#ekeâeW keâer DeJe%ee~
ØeÙeesie efkeâÙee peelee nw~ * hee" keâe yeefn<keâej keâjvee,Deeefo~
Teaching Aptitude 96 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

156. All the given factors the cause multi-grade I. Engage students in a variety of tasks that
situation in the schools except________. are both challenging and interesting
......... keâes efoS ieS meYeer keâejkeâ ÚesÌ[keâj mketâueeW ceW yeng- Úe$eeW keâes efJeefYeVe keâeÙeeX ceW mebueive keâjvee pees
keâ#ee keâer efmLeefle hewoe keâjles nQ~ ÛegveewleerhetCe& Deewj efoueÛemhe oesveeW nQ~
(a) Delay in appointment of teacher II. Students must be provided with clear
efMe#ekeâ efveÙegefòeâ ceW osjer instructions to enable them to go ahead
(b) Shortage of required number of classrooms in with their work/Úe$eeW keâes mhe° efveoxMe Øeoeve
schools/mketâueeW ceW DeeJeMÙekeâ keâ#eeDeeW keâer mebKÙee ceW efkeâÙee peevee ÛeeefnS leeefkeâ Jes Deheves keâece kesâ meeLe
keâceer Deeies yeÌ{ mekeWâ
(c) Running of special intervention programmes III. Restrain from giving a long list of
in school/mketâue ceW efJeMes<e nmle#eshe keâeÙe&›eâce Ûeueevee prohibitions and restrictions expected to be
(d) Lack of proper communication system in maintained/efve<esOeeW Deewj ØeefleyebOeeW keâer Skeâ uecyeer
urban schools/Menjer efJeÅeeueÙeeW ceW GefÛele mebÛeej metÛeer osves mes jeskesâ, efpevnW Deehe yeveeÙes jKeves keâer
JÙeJemLee keâe DeYeeJe Gcceero keâjles nQ~
DSSSB PRT 23/03/2022 (Shift-III) (a) I and III/I Deewj III
Ans. (d) : ØeeLeefcekeâ efJeÅeeueÙeeW ceW peneB efMe#ekeâ keâe DeYeeJe neslee nw (b) I and II/I Deewj II
Ùee keâ#ee pÙeeoe Deewj efMe#ekeâ keâce nesles nw, Ssmes efJeÅeeueÙeeW ceW (c) II and III/II Deewj III
yengkeâ#ee- Ùee yengmlejerÙe efMe#eCe efJeefOe keâer DeeJeMÙekeâlee nesleer nw~ Fme (d) I, II and III/I, II Deewj III
efJeefOe ceW Skeâ ner keâ#ee ceW Skeâ mes pÙeeoe keâ#ee kesâ yeÛÛeW leLee Skeâ ner DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
keâ#ee kesâ Deueie-Deueie mlej kesâ yeÛÛes Skeâ meeLe yew"les nw~ mketâueeW ceW Ans. (d) : keâ#ee ceW DevegMeemeve nervelee keâes jeskeâves kesâ efueS Skeâ
yengkeâ#ee keâer efmLeefle hewoe keâjves kesâ efvecveefueefKele keâejCe nw pees Fme efMe#ekeâ Éeje efvecve jCeveerefleÙeeB DeheveeF& pee mekeâleer nQ–
Øekeâej nw~ • Úe$eeW keâes ÛegveewleerhetCe& Deewj Deekeâ<e&keâ keâeÙeeX ceW mebueive keâjvee~
* efMe#ekeâ efveÙegefòeâ ceW osjer • Úe$eeW keâes Deheves keâece kesâ meeLe Deeies yeÌ{ves kesâ efueS mhe° efveoxMe
* mketâueeW ceW DeeJeMÙekeâ keâ#eeDeeW keâer mebKÙee ceW keâceer~ osvee ÛeeefnS~
* mketâue ceW efJeMes<e nmle#eshe keâeÙe&›eâce Ûeueevee Deeefo~ • keâ#ee ceW efve<esOeelcekeâ keâeÙeeX keâes ØeefleyebefOele keâj osvee ÛeeefnS~
Dele: Ùen keân mekeâleW nw efkeâ Menjer efJeÅeeueÙeeW ceW GefÛele mebÛeej JÙeJemLee keâe • Úe$eeW Éeje efve<esOeelcekeâ keâeÙe& keâjves hej GvnW megOeejelcekeâ oC[ osvee
DeYeeJe, mketâueeW ceW yeng-keâ#ee keâer efmLeefle veneR hewoe keâjlee nw~ ÛeeefnS~
157. While introducing new vocabulary, what can a 159. _____ is found in a well conducted classroom
teacher do ? where the teacher uses a variety of routine and
veF& MeyoeJeueer keâe heefjÛeÙe osles meceÙe Skeâ efMe#ekeâ keäÙee instructional tips and the emphasis is on the
keâj mekeâlee nw ? students making the content meaningful.
I. Punish children for repeating a new word. ........... megÛee® ™he mes mebÛeeefuele nesves Jeeueer keâ#ee ceW
I. yeÛÛeeW keâes Skeâ veÙee Meyo oesnjeves kesâ efueS obef[le heeÙee peelee nw peneB DeOÙeehekeâ efJeefYeVe Øekeâej kesâ efvelÙe
keâjW~ keâce& leLee DevegosMeelcekeâ ÙegefòeâÙeeW keâe GheÙeesie keâjlee nw
II. Get children to color pictures of the new leLee yeue efJe<eÙeJemleg keâes DeLe&hetCe& yevee jns efJeÅeeefLe&ÙeeW
things they can name. hej nw~
II. yeÛÛeeW keâes Gve veF& ÛeerpeeW kesâ efÛe$e jbieves kesâ efueS keânW (a) Orderly friendly learning environment
efpevnW Jes veece os mekeâles nw~ JÙeJeefmLele efce$eJele DeefOeiece JeeleeJejCe
(a) Only II/kesâJeue II (b) Adequate classroom environment
(b) Both I and II/I leLee II oesveeW heÙee&hle keâ#ee JeeleeJejCe
(c) Only I/kesâJeue I (c) Dysfunctional classroom environment
(d) Neither I nor II/vee ner I vee ner II ogef<›eâÙee keâ#ee JeeleeJejCe
DSSSB PRT 07/03/2022 (Shift-III) (d) Systematically controlled learning
environment
Ans. (a) : veF& MeyoeJeueer keâe heefjÛeÙe osles meceÙe Skeâ efMe#ekeâ keâes
ÛeeefnS efkeâ Jes yeÛÛeeW keâes Gve veF& ÛeerpeeW kesâ efÛe$e jbieves kesâ efueS keânW JÙeJeefmLele efveÙebef$ele DeefOeiece JeeleeJejCe
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
efpevnW Jes veece os mekeâles nQ~ Fmemes yeÛÛeeW ceW me=peveelcekeâlee keâe efJekeâeme
neslee nw, peyeefkeâ yeÛÛeeW keâes Skeâ veÙee Meyo oesnjeves kesâ efueS obef[le Ans. (a) : JÙeJeefmLele efce$eJeled DeefOeiece JeeleeJejCe ceW efMe#ekeâ efJeefYeVe
keâjvee efMe#ekeâ keâe keâle&JÙe veneR nw keäÙeeWefkeâ Ùen JewOeeefvekeâ ™he mes Jeefpe&le Øekeâej kesâ efoveÛeÙee& Deewj DevegosMeelcekeâ ÙegefòeâÙeeW keâe ØeÙeesie keâjlee nw
nw~ Dele: kesâJeue II mener nw~ leeefkeâ efMe#eeLeea kesâ DeefOeiece keâes DeLe&hetCe& yeveeÙee pee mekesâ~ efce$eJele
DeefOeiece JeeleeJejCe ceW efMe#eeLeea efyevee efkeâmeer efnÛeefkeâÛeenš kesâ Deheves
158. Which strategy can be adopted by a teacher for
preventing indiscipline in the classroom? ef Me#ekeâ mes ØeMve hetÚ mekeâles Deewj efMe#ekeâ Gvekesâ ØeMveeW keâe lelkeâeue
keâ#ee ceW DevegMeemevenervelee keâes jeskeâves kesâ efueS efMe#ekeâ meceeOeeve Øemlegle keâjlee nw~ efce$eJele DeefOeiece JeeleeJejCe menÙeesieelcekeâ
Éeje keâewve-meer jCeveerefle DeheveeF& pee mekeâleer nw? nes lee nw ~
Teaching Aptitude 97 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

160. Which of the following is a role that a teacher III. Fostering reflective practice.
has to play? meefJece<e& DeYÙeeme keâes yeÌ{eJee osvee~
efvecveefueefKele ceW mes Jen Yetefcekeâe keâewve-meer nw pees Skeâ (a) I and II/I leLee II
efMe#ekeâ keâes efveYeeveer nesleer nQ? (b) I, II and III/I, II leLee III
I. Behavioural role/JÙeJeneefjkeâ Yetefcekeâe (c) Only III/kesâJeue III
II. Procedural role/Øeef›eâÙeelcekeâ Yetefcekeâe (d) Only I/kesâJeue I
(a) Only I/kesâJeue I DSSSB PRT 25/03/2022 (Shift-II)
(b) Only II/kesâJeue II Ans. (b) : Skeâ Úe$e kesâ %eeve kesâ efvecee&Ce ceW DeOÙeehekeâ keâer keâeheâer
(c) Neither I nor II/ve lees I ve ner II cenlJehetCe& Yetefcekeâe nesleer nw Jen Skeâ heLeØeoMe&keâ kesâ ™he ceW keâeÙe& keâjlee
(d) Both I and II/I leLee II oesveeW nw~ DeOÙeehekeâ keâes heefjefmLeefleÙeeW kesâ Devegmeej Deveskeâ keâeÙe& keâjves heÌ[les
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM nQ~ Gvekeâes Jen ueieve mes keâj mekeâlee nw DeLeJee Ghes#ee keâer Âef° mes,
Ans. (d) : JÙeJeneefjkeâ Yetefcekeâe Deewj Øeef›eâÙeelcekeâ Yetefcekeâe oesveeW ner efkeâvleg efMe#ekeâ mes Ùen DeeMee keâer peeleer nw efkeâ Jen efvecve keâeÙeeX keâes hetje
Yetefcekeâe Skeâ efMe#ekeâ keâes efveYeeveer ÛeeefnS~ efMe#ekeâ keâes keâYeer Yeer keâjves keâe ØeÙeeme keâjWies–
DeeosMekeâ pewmee JÙeJenej vener keâjvee ÛeeefnS~ Jen Skeâ ceeie&oMe&keâ, 1. Úe$eeW keâe Mewef#ekeâ SJeb Ûeeefjef$ekeâ efJekeâeme keâjvee~
Øesjkeâ DeeoMe& DeefYeYeeJekeâ neslee nw~ efMe#ekeâ ner JÙeefòeâ, meceepe, je°^ 2. ØeeceeefCekeâ keâeÙe& Øeoeve keâjvee~
SJeb efJeÕe keâe efvecee&Cekeâ SJeb efJekeâeme keâe ØecegKe DeeOeej nw~ efyevee 3. keâ#ee keâe ØeyebOe SJeb mecegefÛele efMe#eCe osvee~
efMe#ekeâ keâer meef›eâÙe menYeeefielee kesâ efkeâmeer je°^ keâe Jele&ceeve SJeb YeefJe<Ùe 4. GvnW yegefæceeve ØeMve hetÚves kesâ efueS Øeeslmeeefnle keâjvee~
efvecee&Ce efJekeâeme mecYeJe vener~
5. Úe$eeW keâe JÙeeJemeeefÙekeâ efJekeâeme keâjvee~
161. How the right kind of EDUCATION, seeing the
inward nature of freedom, helps each 6. meefJece<e& DeYÙeeme keâes yeÌ{eJee osvee~
individual student ? 7. meeceeefpekeâlee SJeb veeieefjkeâlee keâer efMe#ee osvee Deeefo~
mJeleb$elee kesâ Deebleefjkeâ mJe™he keâes osKekeâj mener Øekeâej 163. Which of the following statements is correct in
keâe efMe#ekeâ efkeâme Øekeâej ØelÙeskeâ efJeÅeeLeea keâer meneÙelee the context of teacher function ?
keâjlee nw? efMe#ekeâ keâeÙe& kesâ meboYe& ceW efvecveefueefKele ceW mes keâewve mee
I To observe and understand his/her own keâLeve mener nw ?
self-projected values and impositions. I. The Teacher effect the value consideration
Deheves mJeÙeb kesâ Devegceeefvele cetuÙeeW Deewj DeefOejesheCeeW of the member in the schools system.
keâe DeJeueeskeâve keâjvee Deewj mecePevee~ efMe#ekeâ mketâue ØeCeeueer ceW meomÙe kesâ cetuÙe efJeÛeej
II. To become aware of the conditioning keâes ØeYeeefJele keâjlee nw~
influences about him/her, and of his/her II. he/she inspires parents, students and
own desires. colleagues.
Gmekesâ yeejs ceW Deewj Gmekeâer Deheveer FÛÚeDeeW kesâ yeejs Jen ceelee-efhelee, Úe$eeW Deewj menkeâefce&ÙeeW keâes Øesefjle
ceW Devegketâueve ØeYeeJeeW mes DeJeiele nesvee~ keâjlee nw~
(a) Only I/kesâJeue I (a) Both I and II/I leLee II oesveeW
(b) Both I and II/I leLee II oesveeW (b) Only II/kesâJeue II
(c) Only II/kesâJeue II (c) Only I/kesâJeue I
(d) Neither I nor II/vee ner I vee ner II (d) Neither I nor II/vee ner I vee ner II
DSSSB PRT 20/03/2022 (Shift-I) DSSSB PRT 24/03/2022 (Shift-II)
Ans : (b) mJeleb$elee kesâ Deevleefjkeâ mJe™he keâes osKekeâj mener Øekeâej keâe Ans. (a) : yeeuekeâ kesâ meJeeËieerCe efJekeâeme ceW efMe#ekeâ keâes yeÌ[e ner
efMe#ekeâ efvecve Øekeâej mes ØelÙeskeâ efJeÅeeLeea keâer meneÙelee keâjlee nw– cenlJehetCe& keâeÙe& keâjvee heÌ[lee nw~ efMe#ekeâ ner JeemleJe ceW yeeuekeâ keâe
• Deheves mJeÙeb kesâ Devegceeefvele cetuÙeeW Deewj DeefOejesheCeeW keâe mecegefÛele Meejerefjkeâ, ceeveefmekeâ, yeewefækeâ, meeceeefpekeâ SJeb mebJesieelcekeâ
DeJeueeskeâve keâjkesâ leLee mecePekeâj Jen yeÛÛeeW keâes efMe#eCe oslee nw~ efJekeâeme keâj mekeâlee nw~ efJeÅeeueÙe-ØeeiebCe ceW Yeer efMe#ekeâ keâes Deefle
• Gmekesâ yeejs ceW Deewj Gmekeâer Deheveer FÛÚeDeeW kesâ yeejs ceW Devegketâueve cenlJehetCe& Yetefcekeâe efveYeeveer heÌ[leer nw~ DeÛÚer mes DeÛÚer efMe#eCe heæefle
ØeYeeJeeW mes DeJeiele neskeâj Jen yeÛÛeeW keâer meneÙelee keâjlee nw~ ØeYeeJejefnle nes peeleer nw Ùeefo efMe#ekeâ Gmes mener {bie mes ØeÙeesie ve keâjs~
Dele: I leLee II oesveeW mener nw~ efMe#ekeâ ner efJeÅeeueÙe peerJeve keâe ieefleoelee nw~ efMe#eCe keâeÙe& ceW efMe#ekeâ
162. Which of the following is the role of teacher in keâer efvecveebefkeâle Yetefcekeâe nesleer nw–
the construction of knowledge of a student? 1. efMe#ekeâ Skeâ meMeòeâ lelJe kesâ ™he ceW neslee nw~
efvecveefueefKele ceW mes keâewve meer Skeâ Úe$e kesâ %eeve kesâ 2. efMe#ekeâ mketâue ØeCeeueer ceW meomÙe kesâ cetuÙe efJeÛeej keâes ØeYeeefJele keâjlee nw~
efvecee&Ce ceW efMe#ekeâ keâer Yetefcekeâe nw ?
3. Skeâ efMe#ekeâ ØeeÙe: Úe$e kesâ efueS YeefJe<Ùe keâe mebj#ekeâ SJeb efvecee&lee
I. Providing authentic tasks.
neslee nw~
ØeeceeefCekeâ keâeÙe& Øeoeve keâjvee~
4. efMe#ekeâ ceelee-efhelee, Úe$eeW Deewj menkeâefce&ÙeeW keâes Øesefjle keâjlee nw~
II. Encouraging them to raise intelligent
questions. 5. efMe#ekeâ ØeeÙe: meceepe kesâ Deeo&MeeW, cetuÙeeW leLee Gmekeâer hejchejeDeeW
GvnW yegefæceeve ØeMve hetÚves kesâ efueS Øeeslmeeefnle keâes megjef#ele jKeves ceW cenlJehetCe& Yetefcekeâe efveYeelee nw~
keâjvee~ Dele: I leLee II oesveeW mener nw~
Teaching Aptitude 98 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

164. The teacher decides to play a game with the (a) Guide/ceeie&oMe&keâ
students where each of them will pick a (b) Instructor/ØeefMe#ekeâ
random piece of paper containing a social
(c) Playmaker/veeškeâkeâej
states, they have to give their opinion on the
same. The teacher conducts such an activity : (d) Evaluator/cetuÙeebkeâvekeâlee&
efMe#ekeâ Úe$eeW kesâ meeLe Skeâ Kesue Kesueves keâe Hewâmeuee DSSSB PRT 26/03/2022 (Shift-III)
keâjlee nw peneB GveceW mes ØelÙeskeâ Skeâ ÙeeÂefÛÚkeâ keâeie]pe Ans. (b) : Skeâ efMe#ekeâ keâer ØeefMe#ekeâ Yetefcekeâe efJeMes<e DeefOeiece kesâ
G"eSiee efpemeceW meeceeefpekeâ efmLeefle nesieer, GvnW Gmeer hej GösMÙeeW kesâ mecyevOe ceW Kesue heefjÂMÙe kesâ mece«e ue#ÙeeW keâer Ùeespevee
Deheveer jeÙe osveer nesieer~ efMe#ekeâ Ssmeer ieefleefJeefOe keâjlee nw: Deewj mebÛeej mes mecyeefvOele nw~ Skeâ ØeefMe#ekeâ keâer Yetefcekeâe cegKÙe ™he mes
(a) simulation to enrich learning JeemleefJekeâ SJeb ØelÙe#e ØeefMe#eCe mes mecyeefvOele nw efpemeceW ØeefMe#ekeâ
DevegkeâjCe (efmeceguesMeve) efMe#eCe keâes mece=æ keâjves kesâ efueS ueesieeW kesâ meerKeves ceW ceoo keâjves ØeefMe#egDeeW keâer DeeJeMÙekeâleeDeeW keâes
(b) summative assessment hetje keâjves leLee meerKeves kesâ efueS hee"Ÿe›eâce kesâ efvecee&Ce keâjles nQ~
Ùeesieelcekeâ cetuÙeebkeâve keâjves kesâ efueS 167. Which of the following is not a role of the
Caregiver ?
(c) to improve social skills
meeceeefpekeâ keâewMeue ceW megOeej keâjves kesâ efueS efvecveefueefKele ceW mes keâewve osKeYeeuekeâlee& keâer Yetefcekeâe veneR nw?
(a) Make them remember counting and alphabets
(d) playing a game with the students
with the help of black board./yuewkeâ yees[& keâer ceoo
kesâJeue ceveesjbpeve kesâ GösMÙe mes mes GvnW efieveleer Deewj De#ej Ùeeo efoueeSb
DSSSB PRT 27/03/2022 (Shift-III)
(b) Singing delightful lullabiesceveceesnkeâ ueesjer ieeSb
Ans. (c) : Skeâ keâ#ee ceW, efMe#ekeâ Úe$eeW kesâ meeLe Skeâ Kesue Kesueves (c) Keep their language simple
keâe Hewâmeuee ueslee nw, peneB GveceW mes ØelÙeskeâ Skeâ ÙeeÂefÛÚkeâ keâeie]pe Gvekeâer Yee<ee mejue jKeW
G"eÙesiee efpemeceW meeceeefpekeâ efmLeefle nesieer, GvnW Gmeer hej Deheveer jeÙe (d) Show toys and household objects to the
osveer nesieer~ efMe#ekeâ Ssmeer ieefleefJeefOeÙeeB FmeefueS keâjlee nw keäÙeeWefkeâ child./yeÛÛes keâes efKeueewves Deewj Iejsuet meeceeve efoKeeSb
Fmemes Úe$eeW kesâ Devoj meeceeefpekeâ keâewMeue ceW megOeej DeeÙesiee~ DSSSB PRT 29/03/2022 (Shift-II)
meeceeefpekeâ keâewMeue DeefOekeâ ØeYeeJeer Ì{bie mes Deewj kegâMeuelee mes mebJeeo Ans. (a) : yuewkeâ yees[& keâer ceoo mes GvnW efieveleer Deewj De#ej Ùeeo
keâjves ceW ceoo keâjlee nw, Deewj heefjCeece mJe™he menkeâefce&ÙeeW, «eenkeâeW
efoueeSb Ùen osKeYeeuekeâlee& keâer Yetefcekeâe veneR nw~ peyeefkeâ osKeYeeuekeâlee&
Deewj veÙes mechekeâeX kesâ meeLe mecyevOe yeveeÙes jKeves Deewj GvnW efJekeâefmele
keâer Yetefcekeâe yeÛÛeeW kesâ Meejerefjkeâ, YeeJeveelcekeâ, meebmke=âeflekeâ Deewj
keâjves ceW Deehekeâer meneÙelee Yeer keâjles nwb~
meeceeefpekeâ pe™jleeW keâes hetje keâjvee neslee nw~
165. In order to sensitize students with 'Swachh Skeâ osKeYeeuekeâlee& keâes ceveceesnkeâ ueesjer ieeves leLee yeÛÛes keâes efKeueewveeW
Bharat Abhiyan', which of the following Deewj Iejsuet meeceeve efoKeevee ÛeeefnS efpememes Jees ØemeVeefÛele nes mekesâ~
method would a teacher adopt ?
‘mJeÛÚ Yeejle DeefYeÙeeve’ kesâ Øeefle efJeÅeeefLe&ÙeeW keâes 168. In which of the following approach does the
teacher facilitate collaborative learning,
mebJesoveMeerue yeveeves kesâ efueS, Skeâ efMe#ekeâ efvecveefueefKele manage information, application, etc?
ceW mes keâewve-mee lejerkeâe DeheveeSiee? efvecveefueefKele ceW mes efkeâme Gheeiece ceW efMe#ekeâ
(a) Essay writing competition menÙeesieelcekeâ DeefOeiece keâer megefJeOee Øeoeve keâjlee nw -
efveyebOe uesKeve ØeefleÙeesefielee metÛevee keâe ØeyebOeve keâjlee nw, DevegØeÙeesie Deeefo keâjlee nw?
(b) Reading the policy/veerefle heÌ{vee (a) Knowledge creation approach
(c) Poster making competition %eeve me=peve Âef<škeâesCe
heesmšj jÛevee ØeefleÙeesefielee (b) Software development approach
(d) Cleanliness of classroom/keâ#ee keâer meHeâeF& mee@HeäšJesÙej efJekeâeme Âef<škeâesCe
DSSSB PRT 27/03/2022 (Shift-III) (c) Technology literacy approach
Ans. (d) : ‘‘mJeÛÚ Yeejle DeefYeÙeeve’’ kesâ Øeefle efJeÅeeefLe&ÙeeW keâes ØeewÅeesefiekeâer mee#ejlee Âef<škeâesCe
mebJesoveMeerue yeveeves kesâ efueS, Skeâ efMe#ekeâ Úe$eeW keâes ‘‘keâ#ee keâer (d) Knowledge deepening approach
meheâeF&’’ keâjves keâer ieefleefJeefOe kesâ lejerkeâeW keâes DeheveeSiee~ keäÙeeWefkeâ %eeve ienve Âef<škeâesCe
mJeÛÚ Yeejle DeefYeÙeeve mJeÛÚlee mes mecyeefvOele DeefYeÙeeve nw~ pees DSSSB PRT 29/03/2022 (Shift-II)
2Dekeäštyej 2014 mes ØeYeeJeer ngDee nw leLee efpemekeâe GösMÙe ieefueÙeeW, Ans. (d) : %eeve ienve Âef °keâesCe Gheeiece ceW efMe#ekeâ menÙeesieelcekeâ
meÌ[keâeW, leLee DeefOemebjÛevee keâes meeheâ-megLeje keâjvee nw~ Deef O eiece keâer meg e f JeOee Øeoeve keâjlee nw, metÛevee keâe ØeyebOeve keâjlee nw
166. Which role of a teacher concerns planning and Deveg Ø eÙees i e Deeef o keâjlee nw ~
communication of the overall goals of a game 169. Which of the following roles of a teacher
scenario in relation to particular learning similar to the roles and responsibilities of a
objective? manager in an organization?
Skeâ efMe#ekeâ keâer keâewve-meer Yetefcekeâe efJeMes<e DeefOeiece kesâ Skeâ efMe#ekeâ keâer efvecveefueefKele ceW mes keâewve meer Yetefcekeâe
GösMÙe kesâ mebyebOe ceW Kesue heefjÂMÙe kesâ mece«e ue#ÙeeW keâer Skeâ mebie"ve ceW ØeyebOekeâ keâer YetefcekeâeDeeW Deewj
Ùeespevee Deewj mebÛeej mes mebyebefOele nw? efpeccesoeefjÙeeW kesâ meceeve nw ?
Teaching Aptitude 99 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

I. Giving priority to maintain discipline in 171. Which one of the following is the key behaviour
the classroom. in effective teaching?
keâ#ee ceW DevegMeemeve yeveeS jKeves keâes ØeeLeefcekeâlee efvecveefueefKele ceW mes keâewve-mee ØeYeeJeer efMe#eCe ceW ØecegKe
osvee~ JÙeJenej nw?
II. Providing feedback to students about their (a) Dictating answers/peJeeye efueKeJeevee
performance (b) Instructional variety/efveoxMeelcekeâ efJeefYeVelee
Úe$eeW keâes Gvekesâ ØeoMe&ve kesâ yeejs ceW Øeefleef›eâÙee Øeoeve (c) Using student ideas and contribution/
keâjvee~ Úe$e efJeÛeejeW Deewj Ùeesieoeve keâe GheÙeesie keâjvee
(a) Only I/kesâJeue I (d) Questioning/hetÚleeÚ
(b) Both I and II/I leLee II oesveeW DSSSB PRT 25/03/2022 (Shift-III)
(c) Neither I nor II/vee ner I vee ner II Ans. (b) : ØeYeeJeer efMe#eCe keâer heefjYee<ee ceW yeesefjÛe ves yeleeÙee nw efkeâ
(d) Only II/kesâJeue II efMe#ekeâeW keâes ‘‘Skeâ DeÛÚe JÙeefòeâ-Skeâ DeeoMe& JÙeefòeâ nesvee ÛeeefnS, pees
DSSSB PRT 24/03/2022 (Shift-II) Skeâ DeÛÚs veeieefjkeâ, DeÛÚs ceelee-efhelee Deewj DeÛÚs keâce&Ûeejer kesâ efueS
Ans. (b) : efJeÅeeueÙe ØeMeemeve kesâ Devleie&le jepÙe Éeje pees efveÙece, DeeoMe& mecegoeÙe mes efceuelee nes~’’ Ùen heefjYee<ee ogye&ue heÌ[ ieF& Deewj
DeeosMe leLee DeOÙeeosMe Øeehle nesles nQ Gvekeâe Devegheeueve efJeÅeeueÙe keâes Fmes DevÙe heefjYee<ee mes heefjJeefle&le efkeâÙee ieÙee pees Skeâ DeÛÚs efMe#ekeâ
keâjvee neslee nw~ efJeÅeeueÙe ceW ØeMeemeve mebyebOeer keâeÙeeX kesâ mebÛeeueve ceW keâer ceveesJew%eeefvekeâ efJeMes<eleeDeeW keâes henÛeeveves kesâ efueS meb«eefnle efkeâÙee
efpeve efMe#ekeâeW keâes ØeYeejer kesâ ™he ceW efveÙegòeâ efkeâÙee peelee nw~ Jen meYeer ieÙee : JÙeefòeâòJe, Âef°keâesCe, DevegYeJe Deewj ÙeesiÙelee/GheueefyOe~ yeesefjÛe
ØeMeemeefvekeâ Yetefcekeâe keâe efveJe&nve keâjles nw~ efJeÅeeueÙe ØeMeemeve kesâ yeleeles nQ efkeâ ØeYeeJeer efMe#eCe yeveeves Jeeues heeBÛe ØecegKe JÙeJenej nQ :
cenlJehetCe& keâeÙeeX ceW efMe#ekeâ keâer YetefcekeâeSB efvecveJeled nw– 1. hee" keâer mhe„lee 2. efveoxMeelcekeâ efJeefJeOelee/efJeefYeVelee 3. efMe#ekeâ
• efJeÅeeueÙe keâer efMe#ee JÙeJemLee ceW efMe#ekeâ keâer Yetefcekeâe~ keâeÙe& DeefYeefJevÙeeme 4. DeefOeiece Øeef›eâÙee ceW JÙemlelee 5. Úe$e keâer
• keâ#ee ceW DevegMeemeve yeveeS jKeves keâes ØeeLeefcekeâlee osvee~ meHeâuelee oj
• hee"Ÿe›eâceeW mes mecyeefvOele meeOeveeW SJeb megefJeOeeDeeW keâer keâ#ee, efMe#ekeâ ⇒ efveoxMeelcekeâ efJeefYeVelee ØeYeeJeer efMe#eCe ceW ØecegKe JÙeJenej nQ~
Ùee efJeMes<e%e efJeÅeeueÙe ceW JÙeJemLee keâjvee~ efJeefYeVe Øekeâej kesâ efMe#eCe GhekeâjCe (lekeâveerkeâ, meece«eer, ieefleefJeefOeÙeeB,
• Úe$eeW keâes Gvekesâ ØeoMe&ve kesâ yeejs ceW Øeefleef›eâÙee Øeoeve keâjvee~ mLeeve Deewj ØeoMe&ve) keâe GheÙeesie keâjs~ DeeJeepe Deewj neJeYeeJe,
• cetuÙeebkeâve Ùee efveÙeb$eCe ceW efMe#ekeâ keâer Yetefcekeâe~ hegjmkeâej Deewj megÂÌ{erkeâjCe ceW efYeVelee keâe GheÙeesie keâjW~
Dele: I leLee II oesveeW mener nw~ 172. Teacher education programmes need to be
170. What different methods can teachers use to help reformulated so that ........
children remember new things all the time? efMe#ekeâ efMe#ee keâeÙe&›eâceeW ceW hegveefve&efce&le keâjves keâer
yeÛÛeeW keâes nj meceÙe veF& ÛeerpeW Ùeeo jKeves ceW ceoo keâjves DeeJeMÙekeâlee nw leeefkeâ ______.
kesâ efueS efMe#ekeâ efkeâve efJeefYeVe lejerkeâeW keâe GheÙeesie keâj (a) Teachers become supportive
mekeâles nQ? efMe#ekeâ menÙeesieer yeveles nQ~
I. Guessing / Devegceeve (b) All of the given options/efoS ieS meYeer efJekeâuhe
II. Classifying/ JeieeakeâjCe (c) Teachers cater to individual needs of
III. Retribution/Øeeflekeâej learners/efMe#ekeâ-efMe#eeefLe&ÙeeW keâer JÙeefòeâiele ]pe™jleeW keâes
(a) II and III/II leLee III hetje keâjles nQ~
(d) Teachers become encouraging
(b) I and II/I leLee II
efMe#ekeâ Øeeslmeenkeâ yeveles nw~
(c) I, II and III/I, II leLee III
DSSSB PRT 25/03/2022 (Shift-III)
(d) I and III/I leLee III
Ans. (b) : efMe#ekeâ efMe#ee keâeÙe&›eâce (Teacher education
DSSSB PRT 24/03/2022 (Shift-II)
programmes) hetJe& mesJee keâeÙe&›eâce nw, pees ceeOÙeefcekeâ /Jeefj‰ (GÛÛe)
Ans. (b) : yeÛÛeeW keâes nj meceÙe veF& Ûeer]pes Ùeeo jKeves ceW ceoo keâjves ceeOÙeefcekeâ mlej kesâ mketâueeW kesâ efueS efMe#ekeâeW keâes lewÙeej keâjlee nQ~
kesâ efueS efMe#ekeâ yeÛÛeeW keâes Devegceeve ueieeves leLee Jeieeake=âle keâjves keâer efMe#ekeâ efMe#ee keâeÙe&›eâce ceW megOeej keâjves keâer DeeJeMÙekeâlee nw, leeefkeâ-
#ecelee efJekeâefmele keâjkesâ GvnW ÙeesiÙe yevee mekeâlee nw~ DeOÙeehekeâ efMe#eCe 1) efMe#ekeâ meneÙekeâ yeve mekeWâ (Supportive)
Øeef›eâÙee keâe Skeâ cenlJehetCe& Debie nw~ DeOÙeehekeâ kesâ efyevee efMe#ee keâer
2) efMe#ekeâ, efMe#eeefLe&ÙeeW keâer JÙeefkeäleiele DeeJeMÙekeâleeDeeW keâes
Øeef›eâÙee meheâue ™he mes veneR Ûeue mekeâleer~ DeOÙeehekeâ ve kesâJeue Úe$eeW
keâes efMe#ee Øeoeve keâjkesâ ner Deheves oeefÙelJe mes cegefòeâ hee ueslee nw Jejved hetje keâjW, leLee
Gmekeâe GòejoeefÙelJe lees Flevee DeefOekeâ Deewj cenlJehetCe& nw efkeâ ØelÙeskeâ 3) efMe#ekeâ Øeeslmeenkeâ yeve mekeWâ (Encouraging)
JÙeefòeâ GvnW hetCe& keâjves ceW meceLe& veneR nw~ efMe#ekeâ keâer ef›eâÙee Deewj Note – ÙeneB efMe#ekeâ efMe#ee keâeÙe&›eâce ceW megOeej kesâ efueS GheÙeg&keäle
JÙeJenej keâe ØeYeeJe Gmekesâ efJeÅeeefLe&ÙeeW, efJeÅeeueÙe Deewj meceepe hej leerveeW ner keâLeve melÙe nw Dele: ÙeneB hej efJekeâuhe (b) mener Gòej nesiee~
heÌ[lee nw~ Fme Âef° mes keâne peelee nw efkeâ DeOÙeehekeâ je°^ keâe efvecee&lee 173. Recognition and reflection of feelings by
neslee nw~ DeOÙeehekeâ Deheves Úe$e keâes veF& Ûeer]pes meerKeves keâer hetCe& Yetefcekeâe teacher helps the child in ____.
keâ#ee ceW yeveeS jKelee nw leeefkeâ Jen Deheves Úe$e keâes veF& Ûeer]pes efmeKee efMe#ekeâ Éeje YeeJeveeDeeW keâer henÛeeve Deewj Øeefleefyebye yeÛÛes
mekesâ~ Dele: kesâJeue I leLee II mener nw~ keâes ....... ceW ceoo keâjlee nw~
Teaching Aptitude 100 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

DSSSB , KVS, CTET, EMRS,
Join Telegram NVS , BPSC ,For
- @TeachingExam RPSC
Kvs, Nvs
UPTET , AEES
DSSSB , AWES ,
EMRS
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS
 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

I. Gaining insight 175. In case a student is not performing well, what

DebleÂ&ef<š Øeehle keâjves should a teacher do?
II. Reminding responsibilites Ùeefo keâesF& Úe$e DeÛÚe ØeoMe&ve veneR keâj jne nw, lees
efpeccesoeefjÙeeW keâes Ùeeo jKeves efMe#ekeâ keâes keäÙee keâjvee ÛeeefnS?
(a) Only I/kesâJeue I (a) Not give importance to the child
yeÛÛes keâes cenlJe ve osvee
(b) Neither I nor II/vee ner I vee ner II
(b) Delete the difficult chapters for the student
(c) Only II/kesâJeue II Úe$e kesâ efueS keâef"ve DeOÙeeÙe nševee
(d) Both I and II/I leLee II oesveeW (c) Counselling/hejeceMe&
DSSSB PRT 16/03/2022 (Shift-II) (d) Give less homework to the whole class
Ans. (a) : efMe#ekeâ Éeje YeeJeveeDeeW keâer henÛeeve Deewj Øeefleefyebye yeÛÛes hetjer keâ#ee keâes keâce ie=nkeâeÙe& osvee
keâes DebleÂ&ef° Øeehle keâjves ceW ceoo keâjles nw~ Ùeefo Skeâ DeeoMe& efMe#ekeâ DSSSB PRT 27/03/2022 (Shift-I)
yeÛÛeeW kesâ yeejs ceW hetCe& peevekeâejer jKelee nw DeLee&le Gmes efkeâmeceW ™efÛe Ans. (c) : Ùeefo keâesF& Úe$e DeÛÚe ØeoMe&ve veneR keâj jne nw, lees
nw, keâewve mee efJe<eÙe Gmes hemebo nw, efkeâme Øekeâej keâer iewj hee"Ÿe›eâce efMe#ekeâ keâes hejeceMe& osvee ÛeeefnS efpemekeâe GösMÙe Úe$eeW keâes Gvekeâer
ieefleefJeefOe ceW Jen Deheveer menYeeefielee efoKeelee nw, lees Fmemes yeÛÛeeW keâer ØelÙe#e mecemÙeeDeeW keâes otj keâjves ceW meneÙelee keâjvee Deewj GvnW Deeieeceer
keâeÙe&efJeefOe leLee metPe DeÛÚs mes efJekeâefmele nesieer~ Skeâ efMe#ekeâ keâer mecemÙeeDeeW keâe meecevee keâjves kesâ efueS lewÙeej keâjvee nw~
Yetefcekeâe Úe$eeW kesâ meeLe Deewj Gvekeâer keâ#eeDeeW ceW efJeefYeVe heefjCeeceeW keâes 176. A teacher left the activity with observtions, she
Øeehle keâjves kesâ efueS DeYÙeeme keâs yeejs ceW metefÛele Deewj yegefæceeve efveCe&Ùe didnot properly conclude it. How does affect
uesvee ÛeeefnS~ Úe$e kesâ DeefOeiece keâer ieefle Ùee efve<heeove keâe mlej this students learning?
efMe#ekeâ keâer ieefleefJeefOeÙeeW mes DelÙeefOekeâ ØeYeeefJele neslee nw~ efMe#ekeâ keâe Skeâ efMeef#ekeâe ves ieefleefJeefOe keâes efšhheefCeÙeeW kesâ meeLe yebo
GösMÙe Úe$e kesâ mece«e JÙeefòeâlJe keâes efJekeâefmele keâjvee nw~ efMe#ekeâ Skeâ keâj efoÙee, Gmeves Fmes "erkeâ mes meceehle veneR efkeâÙee~ Ùen
DevJes<ekeâ, ef›eâÙeelcekeâ MeesOekeâlee&, Ùeespeveekeâej, ØeyebOekeâ, meece«eer Øeoelee, Úe$eeW kesâ DeefOeiece keâes kewâmes ØeYeeefJele keâjlee nw?
veslee, menefvecee&lee Deeefo pewmes efJeefJeOe Yetefcekeâe keâes efveYeelee nw~ (a) Students can conclude it by themselves
174. Which of the following is correctly matched in Úe$e Fmes mJeÙeb meceehle keâj mekeâles nQ
context of teaching in classroom ? (b) Students will not be able to relate activity to
keâ#ee ceW efMe#eCe kesâ meboYe& ceW efvecveefueefKele ceW mes keâewve learning/Úe$e ieefleefJeefOe keâes DeefOeiece mes veneR peesÌ[
mee mener {bie mes cesue Keelee nw? heeSbies~
I. A question from teacher – Initiation (c) This will not affect at all
I. efMe#ekeâ Éeje Skeâ ØeMve – meceejcYeve Ùen efyeukegâue ØeYeeefJele veneR keâjsiee
II. An answer from child – Response (d) It will not provide any written material to
II. yeÛÛes mes Gòej – Øeefleef›eâÙee them/Ùen GvnW keâesF& efueefKele meece«eer Øeoeve veneR keâjsiee~
III. Feedback from the teacher – Follow – up DSSSB PRT 30/03/2022 (Shift-I)
III. efMe#ekeâ mes heâer[yewkeâ – DevegJele&ve Ans. (b) : Deiej Skeâ efMeef#ekeâe-efkeâmeer ieefleefJeefOe keâes efšhheefCeÙeeW kesâ
(a) I and II/I leLee II meeLe yebo keâj efoÙee leLee efšhheCeer keâes hetjer lejn meceehle veneR efkeâÙee,
(b) II and III/II leLee III
lees Fmemes Úe$e ieefleefJeefOe keâes DeefOeiece mes veneR peesÌ[ heeSbies keäÙeeWefkeâ
efkeâmeer Yeer ieefleefJeefOe keâes Ùeefo efMe#ekeâ keâ#ee ceW hetCe& veneR keâjsieW lees Jen
(c) I, II and III/I, II leLee III
Úe$e Deheves owefvekeâ peerJeve mes Gmes veneR peesÌ[ heeSiee efpememes DeefOeiece
(d) Only I/kesâJeue I keâer ef›eâÙee hetCe& veneR nes heeSieer~ Skeâ ieefleefJeefOe DeefOeiece keâ#ee ceWs
DSSSB PRT 16/03/2022 (Shift-II) efMe#ekeâ keâes Fme yeele mes DeJeiele nesvee ÛeeefnS efkeâ Gvekesâ Úe$eeW keâes
Ans. (c) : keâ#ee ceW efMe#eCe kesâ meboYe& ceW GheÙegòeâ leerveeW efyebog mener keäÙee keâjvee ÛeeefnS Deewj Ùen peeBÛevee ÛeeefnS efkeâ Úe$e ncesMee Gve
™he ceW megcesefuele nw~ keâ#ee Skeâ Ssmee mLeeve nw peneB efJeefYeVe keâeÙeeX kesâ yeejs ceW mhe° nQ pees GvnW efoS ieS nQ~ keâ#ee kesâ oewjeve cegKÙe
ieefleefJeefOeÙeeB nesleer nQ, peneB Devle: ef›eâÙeeSB nesleer nQ, meeceeefpekeâ efyevogDeeW hej efMe#ekeâ keâes meÛesle ™he mes Úe$e keâe OÙeeve Deekeâef<e&le keâjves
efmLeefleÙeeW keâes yeÌ{eÙee peelee nw Deewj Devleefve&efnle efveoxMeelcekeâ keâer DeeJeMÙekeâlee nesleer nw~ pewmes-pewmes ÛeÛee& mecetn Deheveer yeeleÛeerle hetjer
heefjefmLeefleÙeeW ceW ceeveoC[ yeveeÙes peeles nw~ efMe#ekeâ keâes Dekeämej efMe#eCe- keâjles nQ, Gvekesâ cenlJehetCe& efveoxMe Útšves keâer mebYeeJevee nesleer nw~ keâ#ee
DeefOeiece Øeef›eâÙee keâe ØeyebOekeâ ceevee peelee nw~ Jen efMe#eCe-DeefOeiece mes henues, efMe#ekeâ keâes efveÙeesefpele ieefleefJeefOeÙeeW kesâ efueS efveoxMe lewÙeej
mebmeeOeveeW keâes JÙeJeefmLele keâjves keâe ØeÙeeme keâjles nQ~ efMe#eCe-DeefOeiece keâjvee ÛeeefnS~ GvnW cegKÙe efveoxMeeW keâes Øemlegle keâjves Deewj GvnW mhe°
keâe cegKÙe GösMÙe efMe#ekeâ Éeje ØeMve hetÚvee (meceejcYeve), yeÛÛes mes ™he mes oesnjeves hej efJeÛeej keâjvee ÛeeefnS leeefkeâ Ùen megefveefMÛele nes
Gòej peevevee (Øeefleef›eâÙee) leLee efMe#ekeâ Éeje yeÛÛeeW keâes Heâer[yew[ Øeoeve mekesâ efkeâ meYeer mecetn keâece keâj jns nQ~
keâjvee neslee nw leeefkeâ Úe$e DeefOekeâ Glheeokeâ efJeefOe mes meerKeW Deewj 177. What is the role of an instructor in equal status
efJekeâefmele neW~ Skeâ efMe#ekeâ kesâ efueS cenlJehetCe& nw efkeâ Jen keâ#ee ceW interactions?
Ssmeer heefjefmLeefleÙeeB yeveeSB peneB Úe$e meerKeves kesâ efueS JeebÚveerÙe meceeve opex kesâ mebÛeej ceW ØeefMe#ekeâ keâer keäÙee Yetefcekeâe
heefjefmLeefleÙeeB mecePes~ nesleer nw?
Teaching Aptitude 101 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) To help them writing /GvnW efueKeves ceW ceoo keâjvee (a) Asking his peers not to talk to him and leave
(b) To dictate the text written in the text book him alone/Deheves meeefLeÙeeW keâes Gmemes yeele ve keâjves Deewj
hee"Ÿehegmlekeâ ceW efueKes ieS hee" keâes efueKeJeevee Gmes Dekesâuee ÚesÌ[ves kesâ efueS keânvee~
(c) To check students treat each other with (b) Giving him to write 1000 times not to repeat
respect /Úe$eeW keâes Skeâ otmejs kesâ meeLe mecceeve kesâ meeLe his mistake/Gmes Deheveer ieueleer ve oesnjeves kesâ efueS
JÙeJenej keâjves keâer peeBÛe keâjvee 1000 yeej efueKeves kesâ efueS osvee~
(d) Do not supervise and let students do the task (c) By making him aware of his emotions and
on their own./heÙe&Jes#eCe ve keâjW Deewj Úe$eeW keâes mJeÙeb feelings. Try to gain insight into how and why
keâeÙe& keâjves oW does he feel so./Gmes Gmekeâer mebJesieveeDeeW Deewj Snmeeme
DSSSB PRT 30/03/2022 (Shift-I) mes DeJeiele keâjekeâj~ Jen Ssmee kewâmes Deewj keäÙeeW cenmetme
Ans. (c) : meceeve opex kesâ mebÛeej Ùen mebosMe oslee nw efkeâ otmeje ceveg<Ùe keâjlee nw, Fme yeejs ceW DebleÂ&ef° Øeehle keâjves keâe ØeÙeeme
cetuÙeJeeve SJeb ÙeesiÙe nwb~ megheerefjÙej Yee<ee mheerkeâj kesâ DeefÉleerÙe keâewMeue keâjvee~
Ùee efJeMes<e%elee hej p] eesj osleer nw efpememes megveves Jeeues keâes cenlJenerve (d) By punishing him in front of the whole school
cenmetme neslee nw~ meceevelee hej DeeOeeefjle mebÛeej ßeeslee keâes ØeeÙe: meMeòeâ hetjs efJeÅeeueÙe kesâ meeceves Gmes oefC[le keâjkesâ~
yeveelee nw Deewj Gvekesâ Ùeesieoeve keâes cenlJe oslee nw~ meceeve mebÛeej ceW DSSSB PRT 30/03/2022 (Shift-II)
Skeâ ØeefMe#ekeâ keâer cenlJehetCe& Yetefcekeâe nesleer nw~ Jen Úe$eeW kesâ yeerÛe Ans. (c) : $e+legjepe pees 10JeeR keâ#ee ceW nw, Gmes kegâÚ iegmmes keâer
meceeve mebÛeej keâes mLeeefhele keâjves keâer keâesefMeMe keâjles nQ leeefkeâ Úe$e mecemÙee nw, Jen Dekeämej Deheves meeefLeÙeeW kesâ meeLe ceewefKekeâ Deewj
Skeâ-otmejs keâes meceeve ™he mes mecceeve osles ngS JÙeJenej keâjW~ Fmemes Meejerefjkeâ leke&â-efJeleke&â ceW efuehle heeÙee peelee nw, Skeâ efMe#ekeâ Gmekeâer
Úe$eeW ceW meceevelee keâe Øee™he lewÙeej nes peelee nw pees GvnW YeefJe<Ùe ceW Fme mecemÙee kesâ efveJeejCe kesâ efueS- Gmes Gmekeâer mebJesieveeDeeW Deewj
Fmemes Øesefjle neskeâj otmejeW keâes Ssmes JÙeJenej keâjves ceW me#ece yeveeves keâer Snmeeme mes DeJeiele keâjeÙesiee leLee yeÛÛee Ssmee kewâmes, keäÙeeW cenmetme
Deesj De«emej keâjlee nw~ keâjlee nw, Fme yeejs ceW DebleÂ&ef° Øeehle keâjves keâe ØeÙeeme keâjsiee~
178. How can a teacher prevent children from 180. Due to less participation in physical activities,
having unsafe food in school?
children are leading inactive life, as a teacher
Skeâ efMe#ekeâ yeÛÛeeW keâes efJeÅeeueÙe ceW Demegjef#ele Yeespeve you would refrain from________Choose the
keâjves mes kewâmes jeskeâ mekeâlee nw? less effective option.
(a) Educating them on healthy foods and their Meejerefjkeâ ieefleefJeefOeÙeeW ceW keâce Yeeieeroejer kesâ keâejCe
benefits and Encouraging handwashes before yeÛÛes efveef<›eâÙe peerJeve peer jns nQ, Skeâ efMe#ekeâ kesâ ™he ceW
lunch break/GvnW mJemLe Deenej Deewj Gvekesâ ueeYeeW kesâ Deehe_______mes hejnspe keâjWies~ keâce ØeYeeJeer efJekeâuhe keâe
yeejs ceW efMeef#ele keâjvee Deewj YeespeveeJekeâeMe mes henues neLe ÛeÙeve keâjW~
Oeesves keâes Øeeslmeeefnle keâjvee~
(a) Promoting healthy competition among
(b) Allowing children to eat in canteen./keQâšerve ceW students during the playing activity/Kesue
yeÛÛeeW keâes Keeves keâer Devegceefle osvee ieefleefJeefOe kesâ oewjeve Úe$eeW kesâ yeerÛe mJemLe ØeeflemheOee& keâes
(c) Encouraging handwashes before lunch break./ yeÌ{eJee osvee~
YeespeveeJekeâeMe mes henues neLe Oeesves keâes Øeeslmeeefnle keâjvee (b) Taking them to the gaming zone and let the
(d) Educating them on healthy foods and their children play their own/GvnW iesefcebie peesve ceW ues
benefits./GvnW mJemLe Deenej Deewj Gvekesâ ueeYeeW kesâ yeejs
peeSb Deewj yeÛÛeeW keâes mJeÙeb Kesueves oW~
ceW efMeef#ele keâjvee (c) Organizing the class and explain to students
DSSSB PRT 30/03/2022 (Shift-I) the importance of recreational and outdoor
Ans. (a) : Skeâ efMe#ekeâ yeÛÛeeW keâes mJemLe Deenej Deewj Gvekesâ ueeYeeW activities/keâ#ee keâe DeeÙeespeve keâjvee Deewj Úe$eeW keâes
kesâ yeejs ceW efMeef#ele keâjvee Deewj YeespeveeJekeâeMe mes henues YeueerYeebefle neLe ceveesjbpekeâ Deewj yeenjer ieefleefJeefOeÙeeW kesâ cenlJe kesâ yeejs ceW
Oeesves keâes Øeeslmeeefnle keâjles nQ leeefkeâ yeÛÛes mJeemLÙe Deewj mJeÛÚlee kesâ mecePeevee
yeejs ceW Yeueer Øekeâej peeve mekeWâ~ Jen efJeÅeeueÙe kesâ meeLe-meeLe Deheves (d) Organizing Camp/efMeefJej keâe DeeÙeespeve~
IejeW ceW Yeer Ùen ef›eâÙee keâes keâjles nQ~ efMe#ekeâeW keâes KeeÅe-meece«eer mebyebOeer DSSSB PRT 30/03/2022 (Shift-II)
keäÙee Keeves ÙeesiÙe nw, efkeâmeceW heewef<škeâ Deenej nw, keâewve meer KeeÅe-
meece«eer mJeemLÙe kesâ efueS neefvekeâejkeâ nw Ùen meYeer keâer efMe#ee Øeoeve Ans. (b) : Meejer e f j keâ ieef leef JeefOeÙeeW ceW keâce Yeeieeroejer kesâ keâejCe yeÛÛes
keâjvee ÛeeefnS efpememes Jen mJeÙeb Fmekesâ Øeefle peeie™keâ neW~ ef v eef < ›eâÙe peer Jeve peer jns nQ , Skeâ efMe#ekeâ kesâ ™he ceW Deehe GvnW iesefcebie
peesve ceW ues peeves Deewj yeÛÛeeW keâes mJeÙeb Kesueves osveW mes hejnspe keâjWies
179. Rituraj who is in class 10th has some anger
issues, he is often found to be engaged in an keäÙeeWefkeâ Ùen keâce ØeYeeJeer lejerkeâe nesiee~
oral and physical argument with his peers, how Meejerefjkeâ ieefleefJeefOeÙeeW ceW Yeeieeroejer keâes yeÌ{eJee osves kesâ efueS Kesue
would a teacher cope with it? ieefleefJeefOe kesâ oewjeve Úe$eeW keâs yeerÛe mJemLe ØeeflemheOee& keâes yeÌ{evee
$e+legjepe pees 10JeeR keâ#ee ceW nw, Gmes kegâÚ iegmmes keâer ÛeeefnS, keâ#ee keâe DeeÙeespeve keâjvee Deewj Úe$eeW keâes ceveesjbpekeâ Deewj
mecemÙee nw, Jen Dekeämej Deheves meeefLeÙeeW kesâ meeLe ceewefKekeâ yeenjer ieefleefJeefOeÙeeW kesâ cenlJe kesâ yeejs ceW mecePeevee ÛeeefnS leLee efMeefJejeW
Deewj Meejerefjkeâ leke&â-efJeleke&â ceW efuehle heeÙee peelee nw, Skeâ keâe DeeÙeespeve keâjvee ÛeeefnS efpememes Úe$e Deheveer Meejerefjkeâ ieefleefJeefOeÙeeW
efMe#ekeâ Fmemes kewâmes efvehešsiee? ceW DeefOekeâ Yeeieeroejer efoKee mekeWâ~
Teaching Aptitude 102 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

181. As a teacher how to build healthy habits in I. Leadership – Set policy and Strategy
children affecting them emotionally and vesle=lJe – veerefle Deewj jCeveerefle efveOee&efjle keâjW
socially? II. Management – Establish parameters and
Skeâ efMe#ekeâ kesâ ™he ceW mebJesieveelcekeâ Deewj meeceeefpekeâ controls
™he mes ØeYeeefJele keâjves Jeeues yeÛÛeeW ceW mJemLe DeeoleeW keâe ØeyevOeve – hewjeceeršj Deewj efveÙeb$eCe mLeeefhele keâjW~
efvecee&Ce kewâmes keâjW? (a) Both I and II/I Deewj II oesveeW
(a) By dividing children on the basis of their (b) Only I/kesâJeue I
mental health /yeÛÛeeW keâes Gvekesâ ceeveefmekeâ mJeemLÙe kesâ (c) Only II/kesâJeue II
DeeOeej hej efJeYeeefpele keâjkesâ~ (d) Neither I nor II/vee ner I vee ner II
(b) By teaching the importance of positive self-
DSSSB PRT 23/03/2022 (Shift-II)
esteem, effective communication and writing
their thoughts in journal./mekeâejelcekeâ Deelce- Ans : (c) efMe#ekeâ kesâ mevoYe& ceW–
mecceeve, ØeYeeJeer mebÛeej kesâ cenlJe keâes efmeKeekeâj Deewj vesle=lJe (Leadership):– Skeâ veslee Jen neslee nw pees Skeâ efveef§ele
peve&ue ceW Deheves efJeÛeej efueKekeâj~ ue#Ùe keâes hetje keâjves kesâ efueS ueesieeW Ùee efkeâmeer JÙeefòeâ kesâ mecetn keâes
(c) By Always talking about mental illness, efveoxefMele Deewj Øesefjle keâjlee nw~ vesle=lJe kesâ Debleie&le veerefleÙeeB Deewj
pointing out children affected by it/ncesMee jCeveerefleÙeeW keâes yeveeves keâe keâeÙe& veneR efkeâÙee peelee nw yeefukeâ FmeceW
ceeveefmekeâ yeerceejer keâer yeele keâjkesâ, Fmemes ØeYeeefJele yeÛÛeeW JÙeefòeâ Ùee mecetn keâes efveoxefMele efkeâÙee peelee nw Je GvnW keâeÙe& keâjves kesâ
keâer Deesj FMeeje keâjvee~ efueS Øesefjle efkeâÙee peelee nw~
(d) By openly addressing about the personal ØeyevOeve (Management):– ØeyevOeve keâece keâjves kesâ lejerkeâes keâes
problem of the child/yeÛÛes keâer JÙeefòeâiele mecemÙee kesâ efveOee&efjle Je efveÙeb$eCe keâjlee nw, leLee mebie"ve kesâ ue#ÙeeW keâes Øeehle keâjves
yeejs ceW Keguekeâj yeele keâjles ngS~ kesâ efueS ßeefcekeâeW kesâ ØeÙeemeeW keâe mecevJeÙe Yeer keâjlee nw~ Dele: keâLeve
DSSSB PRT 30/03/2022 (Shift-II) II mener nw~
Ans. (b) : ØelÙeskeâ yeeuekeâ ceW mebJesieMeeruelee keâer oMee Gmekesâ mJeemLÙe 184. How can a teacher help adolescents?
Deewj JeeleeJejCe mecyevOeer ØeYeeJeeW pewmes keâejkeâeW hej efveYe&j jnves kesâ Skeâ efMe#ekeâ efkeâMeesjeW keâer efkeâme Øekeâej meneÙelee keâj
keâejCe meceÙe-meceÙe hej heefjJeefle&le nesleer jnleer nw~ Skeâ efMe#ekeâ kesâ ™he mekeâlee nw?
ceW mebJesieelcekeâ Deewj meeceeefpekeâ ™he mes ØeYeeefJele keâjves Jeeues yeÛÛeeW ceW (a) By establishing peer-pressure in their
mJemLe DeeoleeW keâe efvecee&Ce keâjves kesâ efueS-yeeuekeâ ceW mekeâejelcekeâ environment/Deheves JeeleeJejCe ceW menkeâceea-oyeeJe
Deelce-mecceeve, ØeYeeJeer mebÛeej kesâ cenlJe keâes efmeKeekeâj Deewj heef$ekeâe mLeeefhele keâjkesâ
(peve&ue) ceW Deheves efJeÛeej efueKekeâj efkeâÙee pee mekeâlee nw~ (b) By discouraging them to talk on certain
182. As a teacher/educator below are the ways to topics/kegâÚ efJe<eÙeeW hej yeele keâjves kesâ efueS GvnW
challenge oneself/the teaching except. nleeslmeeefnle keâjkesâ~
Skeâ efMe#ekeâ/ieg® kesâ ™he ceW veerÛes efoS ieS lejerkesâ mJeÙeb (c) By expressing respect, care and love to
keâes/efMe#eCe keâes Ûegveewleer osves kesâ lejerkesâ nQ, efmeJeeÙe: them/Gvekesâ Øeefle mecceeve, ueieeJe Deewj Øesce JÙeòeâ keâjkesâ~
(a) Evaluate your teaching (d) By being capricious to them/Gvekesâ Øeefle Goej
Deheves efMe#eCe keâe cetuÙeebkeâve keâjvee~ neskeâj
(b) Take risks/peesefKece uesvee~ DSSSB PRT 27/03/2022 (Shift-II)
(c) Relying on book methods Ans. (c) : Skeâ efMe#ekeâ efkeâMeesjeW kesâ Øeefle mecceeve, ueieeJe Deewj Øesce
hegmlekeâ efJeefOeÙeeW hej efveYe&j jnvee~ JÙeòeâ keâjkesâ Gvekeâer meneÙelee keâj mekeâlee nw~
(d) Try blended learning ÛetBefkeâ efkeâMeesjeJemLee ‘‘letheâeve keâer DeJemLee’’ ceeveer peeleer nw DeLee&led Fme
efceefßele DeefOeiece keâe ØeÙeeme keâjvee~ DeJemLee ceW Deveskeâ Øekeâej mes efkeâMeesjeW ceW Meejerefjkeâ Je ceeveefmekeâ
DSSSB PRT 30/03/2022 (Shift-II) heefjJele&ve osKeves keâes efceuelee nw, efpememes efkeâMeesjeW ceW efJeefYeVe Øekeâej kesâ
Ans. (c) : Skeâ efMe#ekeâ /ieg™ kesâ ™he ceW mJeÙeb keâes /efMe#eCe keâes Gleej-ÛeÌ{eJe Deeles nQ, Gvekeâe meceeOeeve, efMe#ekeâ Ùeefo Øesce, mecceeve Je
Ûegveewleer osves kesâ lejerkeâeW ceW- Deheves efMe#eCe keâe cetuÙeebkeâve keâjvee, ueieeJe kesâ meeLe keâjsiee lees Úe$e/efkeâMeesj Yeer Gvekesâ Øeefle Deekeâ<e&keâ neWies~
peesefKece uesvee leLee efceefßele DeefOeiece keâe ØeÙeeme keâjvee Deeefo, Meeefceue
185. efJeÅeeefLe&ÙeeW ceW Jew%eeefvekeâ DeefYeJe=efòe keâe efJekeâeme keâjves kesâ
efkeâÙee pee mekeâlee nw~
efkeâvleg efmehe&â hegmlekeâ efJeefOeÙeeW hej efveYe&j jnkeâj, efMe#ekeâ mJeÙeb keâes efueS Skeâ efJe%eeve DeOÙeehekeâ keâes ÛeeefnS efkeâ Jen veneR
efMeef#ele veneR keâj mekeâlee nw keäÙeeWefkeâ efMe#ee keâe #es$e JÙeehekeâ nw pees keâjs–
efmehe&â hegmlekeâeW lekeâ ner meerefcele veneR nw~ (a) efMe#ekeâ–kesâefvõle efMe#eCe efJeefOeÙeeW keâe ØeÙeesie
183. Which of the following pairs is correctly (b) hee"dÙe–menieeceer ef›eâÙeeDeeW keâe DeeÙeespeve
matched in the context of Teacher? (c) efMe#eCe keâer veJeeÛeej efJeefOeÙeeW keâe ØeÙeesie
efMe#ekeâ kesâ meboYe& ceW efvecveefueefKele ceW mes keâewve-mee Ùegice (d) efJeÅeeefLe&ÙeeW keâer Glmegkeâlee keâes Meevle keâjvee
mener megcesefuele nw? PRT Post Code 71/09 & 101/12, 25.08.2013
Teaching Aptitude 103 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) efJeÅeeefLe&ÙeeW ceW Jew%eeefvekeâ DeefYeJe=efòe keâe efJekeâeme keâjves kesâ 189. efvecveefueefKele ceW mes mketâueer mebmke=âefle keâe keâewve–mee
efueS Skeâ efJe%eeve DeOÙeehekeâ keâes efMe#ekeâ–kesâefvõle efMe#eCe efJeefOeÙeeW keâe ceeveob[ efMe#ekeâ %eeve Deewj iegCeeW ceW Meeefceue heefjJele&veeW
ØeÙeesie veneR keâjvee ÛeeefnS keäÙeeWefkeâ efMe#ekeâ kesâefvõle efMe#eCe efJeefOeÙeeW ceW keâes megiece yeveelee nw?
Úe$e efveef<›eâÙe jnles nQ, Gvekeâer DeeJeMÙekeâleeDeeW Deewj ceveesJew%eeefvekeâ (a) DelÙeefOekeâ GcceeroW, ØeÙeesie, menMeemeve, ØeMebmee, efveCe&Ùe
he=‰Yetefce hej efyeukegâue Yeer OÙeeve veneR efoÙee peelee nw leLee Ùen efMe#eCe uesves Deewj osKeYeeue ceW Yeeieeroejer
mce=efle mlej hej neslee nw Deewj Fvekesâ ceeOÙece mes kesâJeue %eeveelcekeâ (b) ØeÙeesie, "esme meceLe&ve, %eeve kesâ DeeOeej hej efpe›eâ,
GösMÙeeW keâer Øeeefhle keâer peeleer nw~ menMeemeve, DelÙeefOekeâ Gcceero Deewj Yejesmee Deewj efJeMJeeme
186. yeeuekeâeW kesâ meeLe keâer ieF& ef›eâÙeeSB ØeYeeJeer nesieer, Ùeefo– (c) ØeMebmee, cenòJehetCe& ÛeerpeeW keâer megj#ee, DelÙeefOekeâ GcceeroW,
(a) DeOÙeeefhekeâe veneR peeveleer efkeâ Jen Fmes keäÙeeW keâj jner nw~ efveCe&Ùe uesvee, osKeYeeue Deewj nemÙe Deewj efJeMJeeme Deewj
(b) DeOÙeeefhekeâe Deheveer ‘hee" Ùeespevee’ keâes hetCe& keâjves kesâ efueS DeelceefJeMJeeme
GvnW mebÛeeefuele keâjleer nw~ (d) ØeMebmee, cenòJehetCe& ÛeerpeeW keâer megj#ee, DelÙeefOekeâ GcceeroW,
(c) ØeOeeveeOÙeehekeâ Éeje ef›eâÙee ØeOeeve DeefOeiece kesâ efueS efoS ØeÙeesie, "esme meceLe&ve, %eeve kesâ DeeOeej hej efpe›eâ
ieS efveoxMeeW keâer Devegheeuevee keâjves nsleg DeOÙeeefhekeâe Gve PRT Post Code 70/09 02.02.2014
ef›eâÙeeDeeW keâes keâjleer nw~ Ans : (b) ØeÙeesie, "esme meceLe&ve, %eeve kesâ DeeOeej hej efpe›eâ,
(d) Jen ceeveleer nQ efkeâ ef›eâÙee ØeOeeve efMe#ee yeeuekeâ keâes menMeemeve, DelÙeefOekeâ Gcceero, Yejesmee Deewj efJeMJeeme pewmes mketâueer
mebkeâuhevee (Concept) mecePeves ceW meneÙelee keâjsieer~ mebmke=âefle kesâ ceeveoC[ Deheveekeâj efMe#ekeâ %eeve Deewj iegCeeW ceW Meeefceue
PRT Post Code 71/09 & 101/12, 25.08.2013 heefjJele&veeW keâes megiece yeveelee nw~ Jele&ceeve ØeieefleMeerue efMe#ee kesâ meboYe& ceW
Ans : (d) yeeuekeâeW kesâ meeLe keâer ieÙeer ef›eâÙeeSB ØeYeeJeer neWieer Ùeefo Jen %eeve keâes yeenjer ogefveÙee mes peesÌ[ves hej yeue efoÙee pee jne nw~ yeÛÛee pees
ceeveleer nw efkeâ ef›eâÙee ØeOeeve efMe#ee yeeuekeâ keâes mebkeâuhevee mecePeves ceW meneÙelee kegâÚ efJeÅeeueÙe ceW meerKelee nQ Jen Gmekeâe ØeÙeesie Deheves JÙeeJeneefjkeâ
keâjleer nw~ yeÛÛes ef›eâÙee DeeOeeefjle ieefleefJeefOeÙeeW kesâ ceeOÙece mes yesnlej {Ì bie mes peerJeve ceW keâj heeÙes Fmekesâ efueS Gmes mecePe Deewj ef›eâÙee DeeOeeefjle %eeve
meerKeles nQ~ FmeefueS efJe<eÙe–Jemleg keâer mebkeâuheveeDeeW keâes mecePeeves kesâ efueS Øeoeve keâjves kesâ efueS efMe#ekeâ Éeje heefjefmLeefle keâe efvecee&Ce efkeâÙee peelee
GvnW ef›eâÙee DeeOeeefjle ieefleefJeefOeÙeeW ceW Meeefceue keâjvee ÛeeefnS~ nw~ efMe#ekeâ yeÛÛeeW mes Ùen Dehes#ee jKelee nw efkeâ Jes Deheves %eeve keâe
187. efJeÅeeLeea keâes mener/GheÙegòeâ %eeve kewâmes efoÙee peelee nw?
efvecee&Ce mJeÙeb keâjWies pees Gvekesâ peerJeve keâes megiece yeveeÙeWies~ Fmekesâ efueS
Jen Deheves efMe#eeefLe&ÙeeW ceW efJeMJeeme jKeles ngS me=peveMeerue efMe#eCe–
(a) hee" keâes Ùeeo keâjkesâ
DeefOeiece heefjefmLeefle keâe efvecee&Ce keâjlee nw~
(b) hee" keâes mecePeekeâj
190. ................ menpe DeJeOeejCeeDeeW hej Úe$eeW kesâ DeefOe«enCe
(c) efJeÅeeLeea keâes mJe–DeOÙeÙeve Éeje
keâe heefjCeece nw, Deewj ............... Jew%eeefvekeâ
(d) ®efÛekeâj lejerkesâ mes efMe#eCe oskeâj
DeJeOeejCeeDeeW hej Gvekesâ DeefOe«enCe keâe heefjCeece nw~
PRT (SPECIAL EDUCATION)
Post Code 01/13, 28.04.2013 (a) mewæebeflekeâ DevegYeJepevÙe (b) JÙeeJeneefjkeâ mewæebeflekeâ
(c) DevegYeJepevÙe, mewæebeflekeâ (d) FveceW mes keâesF& veneR
Ans : (c) efJeÅeeLeea keâes mener/GheÙegòeâ %eeve GvnW mJe–DeOÙeÙeve kesâ
efueS Øesefjle keâjkesâ efoÙee pee mekeâlee nw~ mJe–DeOÙeÙeve Skeâ DeeJeMÙekeâ PRT Post Code 70/09 02.02.2014
peerJeve keâewMeue nw efpemekeâe ueeYe GvnW efMe#ee ceW ner veneR, Deefheleg peerJeve Ans : (c) Deveg Y eJepevÙe menpe DeJeOeejCeeDeeW hej Úe$eeW kesâ DeefOe«enCe
kesâ efkeâmeer Yeer #es$e ceW efceuelee nw~ mJe DeOÙeÙeve Úe$e keâes mJeeJeuebyeer keâe heef j Ceece nw , Deew j mew æ eef v lekeâ DeOÙeÙeve Jew%eeefvekeâ DeJeOeejCeeDeeW hej
yeveelee nw Deewj Gmekesâ Yeerlej mJeÙeb efMe#eCe «enCe keâjves keâer FÛÚe keâes Gvekes â DeefO e«enCe keâe heef j Ceece nw ~ DeLee&led DevegYeJepevÙe DeJeOeejCeeSB
peeie=le keâjlee nw~ mJe–DeOÙeÙeve veJeeÛeej keâe cetue GösMÙe Yeer Ùen nw efJeÅeeLeea menpeleehetJe&keâ Deheves Deeme–heeme kesâ JeeleeJejCe mes Øeehle keâjles
efkeâ Úe$e Deheves JeemleefJekeâ keâewMeue Deewj #ecelee keâes henÛeeves, efpe%eemeg nQ peyeefkeâ mewæeefvlekeâ DeJeOeejCeeDeeW kesâ efueS GvnW efkeâmeer DeewheÛeeefjkeâ
yeves Deewj mJeÙeb heÌ{ves kesâ efueS Øesefjle nes~ mebmLee keâer meneÙelee uesveer heÌ[leer nw~
188. Úe$e keâes efJe%eeve efJe<eÙe kewâmes meerKevee ÛeeefnS? 191. ceesnve efKeueewveeW kesâ IeškeâeW kesâ DevJes<eCe kesâ efueS GvnW
(a) ØeMve–Gòej os keâj leesÌ[keâj Deueie–Deueie keâj oslee nw~ Deehe keäÙee keâjWies?
(b) ØeÙeesie efoKeekeâj (a) ceesnve keâes keâYeer efKeueewveeW mes veneR Kesueves oWies~
(c) Úe$eeW Éeje ØeÙeesie keâjJee keâj (b) meowJe keâÌ[er vepej jKeWies~
(d) ®efÛekeâj lejerkesâ mes (c) Gmekesâ mJeYeeJe keâes Øeeslmeeefnle keâjles ngS Gmekeâer Tpee& keâes
PRT (SPECIAL EDUCATION) mener efoMee Øeoeve keâjWies~
Post Code 01/13, 28.04.2013 (d) Gmes mecePeeSBies efkeâ efKeueewves veneR leesÌ[ves ÛeeefnS
Ans : (c) Úe$eeW keâes efJe%eeve efJe<eÙe Gvemes ØeÙeesie keâjJeekeâj efmeKeevee PRT POST CODE 70/90 29.12.2013 (Cancelled)
ÛeeefnS~ Fme Øekeâej efMe#eCe keâer ØeÙeesieMeeuee efJeefOe keâes efJe%eeve efMe#eCe Ans : (c) Ùeefo ceesnve efKeueewveeW kesâ IeškeâeW kesâ DevJes<eCe kesâ efueS GvnW
ceW meJee&efOekeâ GheÙegòeâ ceevee peelee nw~ Fme efJeefOe ceW efJeÅeeLeea mJeÙeb leesÌ[keâj Deueie–Deueie keâj oslee nw lees nceW Gmekesâ mJeYeeJe keâes
ØeÙeesie keâjlee nw, efvejer#eCe keâjlee nw leLee efve<keâ<e& Øeoeve keâjlee nw~ Øeeslmeeefnle keâjles ngS Gmekeâer Tpee& keâes mener efoMee Øeoeve keâjveer ÛeeefnS
efJeÅeeefLe&ÙeeW keâer ef›eâÙeeMeeruelee keâes yeveeÙes jKevee, Úe$eeW ceW JewÙeefòeâkeâ keäÙeeWefkeâ yeÛÛes pevcepeele efpe%eemeg ØeJe=efòe kesâ nesles nQ~ Gvekeâer Ùen
iegCeeW keâe efJekeâeme keâjvee, DevegYeJepeefvele mLeeÙeer %eeve Øeoeve keâjvee Fme efpe%eemee Gvekesâ DeefOeiece ceW meneÙekeâ nesleer nw leLee GvnW meerKeves kesâ
efJeefOe keâer kegâÚ cenòJehetCe& efJeMes<eleeSB nQ~ efueS Øesefjle keâjleer nw~
Teaching Aptitude 104 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

192. efMe#eeLeea pees meerKe Ûegkesâ nQ, Gmes oesnjeves DeLeJee Ùeeo Ans : (c) GheÙeg&òeâ GoenjCe %eeve kesâ efvecee&Ce Gheeiece hej DeeOeeefjle nw~
keâjves ceW meneÙelee keâjvee cenòJehetCe& nw keäÙeeWefkeâ– Fme Gheeiece keâes jÛeveeJeeoer Gheeiece Yeer keânles nQ~ keâ#ee ceW Skeâ
(a) efkeâmeer Yeer keâ#ee DevegosMe nsleg Ùener megefJeOeepevekeâ Meg®Deele nw jÛeveeJeeoer efMe#ekeâ mecemÙeeSB Úe$eeW kesâ mece#e Øemlegle keâjlee nw Deewj Úe$eeW
(b) hetJe&%eeve keâes veF& peevekeâejer mes pees[ Ì vee DeefOeiece keâes kesâ DevJes<eCe keâer efveiejeveer keâjlee nw, GvnW mener efoMee ceW efveoxefMele keâjlee
yeÌ{elee nw nw Deewj veÙes lejerkesâ mes meesÛe keâes yeÌ{eJee oslee nw~ Fmemes keâ#ee ceW Úe$eeW keâes
(c) hegjeves hee"eW keâes oesnjeves keâe Ùener ØeYeeJehetCe& lejerkeâe nw Keespe keâjkesâ efveCe&Ùe uesves keâer mJeleb$elee oer peeleer nw Fmemes Úe$e Deheves hetJe&
(d) Ùen efMe#eeLeea keâer mce=efle keâes yeÌ{elee nw Deewj Fmemes
DevegYeJe kesâ DeeOeej hej %eeve keâe efvecee&Ce keâjles nQ~
DeefOeiece keâes meMeòeâ yeveeves ceW ceoo efceuelee nw 196. Skeâ efMeef#ekeâe Deheves–Deehe mes keâYeer Yeer ØeMveeW kesâ Gòej
PRT POST CODE 70/90 29.12.2013 (Cancelled) veneR osleer~ Jen Deheves efJeÅeeefLe&ÙeeW keâes Gòej osves kesâ efueS,
Ans : (b) efMe#eeLeea pees meerKe Ûegkesâ nQ, Gmes oesnjeves DeLeJee Ùeeo mecetn ÛeÛee&Sb Deewj menÙeesieelcekeâ DeefOeiece Deheveeves kesâ
keâjves ceW meneÙelee keâjvee cenòJehetCe& nw keäÙeeWefkeâ hetJe&%eeve keâes veF& efueS Øeeslmeeefnle keâjleer nw~ Ùen Gheeiece ............... kesâ
peevekeâejer mes peesÌ[vee DeefOeiece keâes yeÌ{elee nw~ efMe#eCe DeefOeiece Øeef›eâÙee efmeæeble hej DeeOeeefjle nw~
kesâ oewjeve efMe#ekeâ hee" keâes heÌ{eves mes henues yeÛÛeeW mes ØemleeJeveelcekeâ (a) DeÛÚe GoenjCe Øemlegle keâjvee Deewj Yetefcekeâe Øeefle™he yevevee
ØeMve keâjlee nw leeefkeâ Gvekesâ hetJe& %eeve keâes veJeerve %eeve mes peesÌ[les ngS (b) meerKeves keâer lelhejlee
Øemlegle keâjlee nw~ Fme Øeef›eâÙee mes yeÛÛes veJeerve %eeve keâe menpeleehetCe& (c) meef›eâÙe Yeeieeroeefjlee
DeefOeiece keâj uesles nQ~ (d) DevegosMeveelcekeâ meece«eer kesâ GefÛele mebie"ve
193. ‘‘yeÛÛes ogefveÙee kesâ yeejs ceW Deheveer mecePe keâe meef›eâÙelee mes PRT POST CODE 70/90 29.12.2013 (Cancelled)
efvecee&Ce keâjles nQ’’ Ùen keâLeve nw– Ans : (c) GheÙeg&òeâ GoenjCe meef›eâÙe Yeeieeroeefjlee kesâ efmeæeble hej
(a) efheÙeepes (b) heeJeueesJe DeeOeeef jle nw~ Fme efmeæeble kesâ Devegmeej meerKeves kesâ efueS efMe#ekeâ leLee
(c) keâesnueyeie& (d) efmkeâvej
ef JeÅeeef L e&ÙeeW keâer meef›eâÙe menYeeefielee DeeJeMÙekeâ nw~ Jemlegle: Ùeefo efMe#eCe
Je DeOÙeÙeve kesâ meceÙe efMe#ekeâ Je efMe#eeLeea meef›eâÙe veneR nesles nQ lees
PRT POST CODE 70/90 29.12.2013 (Cancelled)
efMe#eCe–DeefOeiece kesâ GösMÙe mecegefÛele {bie mes Øeehle veneR nes heeles nQ~
Ans : (a) efheÙeepes kesâ Devegmeej ‘‘yeÛÛes ogefveÙee kesâ yeejs ceW Deheveer FmeerefueS efMeef#ekeâe efMe#eCe DeefOeiece Øeef›eâÙee ceW efJeÅeeefLe&ÙeeW keâer meef›eâÙe
mecePe keâe meef›eâÙelee mes efvecee&Ce keâjles nQ~’’ Fme yeele keâes ØeceeefCele menYeeefielee nsleg efJeÅeeefLe&ÙeeW keâes Gòej osves mecetn ÛeÛee&SB keâjves Deewj
keâjves kesâ efueS FvneWves meb%eeveelcekeâ efveefce&leJeeo keâer DeJeOeejCee keâe menÙeesieelcekeâ DeefOeiece Deheveeves kesâ efueS Øeeslmeeefnle keâjleer nw~
Øeefleheeove efkeâÙee~ Fme DeJeOeejCee kesâ Devegmeej FmeceW DeefOeiecekeâlee& 197. ‘meceJeÙemkeâeW kesâ %eeve Deewj heebef[lÙe (knowledge and
Deheves efJekeâemeelcekeâ mlej SJeb DeefOeiece lejerkeâeW mes mecePe efJekeâefmele
wisdom of peers) kesâ cenòJe keâes mecePeves’ keâes efkeâme
keâjlee nw~ ÙeneB hej DeefOeiecekeâlee& keâer meef›eâÙelee cenòJehetCe& nesleer nw~
heefjhes#Ùe ceW cenòJe efoÙee ieÙee nw?
efheÙeepes ves meb%eeveelcekeâ efJekeâeme keâe efmeæeble efoÙee Lee~
(a) jÛeveeJeeoer (b) meb%eeveelcekeâ
194. Úesšs efMe#eeefLe&ÙeeW keâes keâ#ee–keâ#e ceW meceJeÙemkeâeW kesâ
(c) mebJesieelcekeâ (d) JÙeJenejJeeoer
meeLe Deble:ef›eâÙee keâjves kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS DSSSB TGT 2016
efpememes–
Ans : (a) ‘meceJeÙemkeâeW kesâ %eeve Deewj heebef[lÙe (knowledge and
(a) hee"dÙe›eâce keâes yengle peuoer hetje efkeâÙee pee mekesâ wisdom of peers) kesâ cenòJe keâes mecePeves’ keâes jÛeveeJeeoer heefjØes#Ùe
(b) Jes heÌ{ves kesâ oewjeve meeceeefpekeâ keâewMeue meerKe mekesâ ceW cenòJe efoÙee ieÙee nw~ jÛeveeJeeoer JeeFieeslmekeâer kesâ Devegmeej yeeuekeâ
(c) efMe#ekeâ keâ#ee–keâ#e keâes yesnlej lejerkesâ mes efveÙebef$ele keâj mekesâ Skeâ JeÙemkeâ Ùee menkeâceea pees Gmekeâer leguevee ceW DeefOekeâ mecePe jKelee
(d) Jes Skeâ–otmejs mes ØeMveeW kesâ Gòej meerKe mekeWâ nw, kesâ menÙeesie mes meerKelee nw~
PRT POST CODE 70/90 29.12.2013 (Cancelled) 198. Úe$eeW ceW ßece (cesnvele) keâer YeeJevee efJekeâefmele keâjves kesâ
Ans : (b) Úesšs efMe#eeefLe&ÙeeW keâes keâ#ee–keâ#e ceW meceJeÙemkeâeW kesâ meeLe efueS Skeâ efMe#ekeâ keâes keäÙee keâjvee ÛeeefnS?
Deble:ef›eâÙee keâjves kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS efpememes Jes heÌ{ves kesâ (a) cesnvele keâjves Jeeues ueesieeW keâe GoenjCe osvee ÛeeefnS
oewjeve meeceeefpekeâ keâewMeue meerKe mekeWâ~ JeeFieeslmekeâer keâe Yeer ceevevee nw (b) efMe#ekeâ keâes cesnvele kesâ keâece ceW ueieevee ÛeeefnS
efkeâ meceJeÙemkeâeW kesâ meeLe Deble:Øeef›eâÙee mes yeÛÛes Deheves %eeve keâe efvecee&Ce (c) cesnvele kesâ cenòJe hej efJemle=le JÙeeKÙeeve osvee ÛeeefnS
keâjles nQ leLee meeceeefpekeâ keâewMeue meerKeles nQ~ (d) Úe$eeW keâes ØeeÙe: cesnvele keâjves kesâ ceewkesâ osves ÛeeefnS
195. Skeâ efMeef#ekeâe hee"dÙe–Jemleg Deewj heâue–meefypeÙeeW kesâ PRT KVS 04–10–2015
kegâÚ efÛe$eeW keâe ØeÙeesie keâjleer nw Deewj Deheves efJeÅeeefLe&ÙeeW Ans : (d) Úe$eeW ceW cesnvele keâer YeeJevee efJekeâefmele keâjves kesâ efueS Skeâ
mes ÛeÛee& keâjleer nw~ efJeÅeeLeea Fme peevekeâejer keâes Deheves hetJe& efMe#ekeâ keâes Úe$eeW keâes ØeeÙe: cesnvele keâjves keâe ceewkeâe osvee ÛeeefnS leeefkeâ
%eeve mes peesÌ[les nQ Deewj hees<eCe keâer mebkeâuhevee keâes meerKeles Jes ßece kesâ cetuÙe keâes mJeÙeb DevegYeJe keâj mekeWâ~
nQ~ Ùen Gheeiece ................ hej DeeOeeefjle nw~ 199. efMe#ekeâ keâe cegKÙe GösMÙe keäÙee nesvee ÛeeefnS?
(a) hegveye&ueve kesâ efmeæeble (a) Úe$eeW keâes hejer#ee heeme keâjves kesâ efueS lewÙeej keâjvee
(b) DeefOeiece kesâ meef›eâÙe DevegyebOeve (b) DeÛÚs veesš yeesuekeâj efueKeJeevee
(c) %eeve kesâ efvecee&Ce (c) efJe<eÙe mes mebyebefOele Dehesef#ele metÛevee GheueyOe keâjevee
(d) DeefOeiece kesâ MeeŒeerÙe DevegyebOeve (d) Úe$eeW keâer meesÛeves keâer Meefòeâ efJekeâefmele keâjvee
PRT POST CODE 70/90 29.12.2013 (Cancelled) PRT KVS 04–10–2015
Teaching Aptitude 105 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (d) efMe#ekeâ keâe cegKÙe GösMÙe Úe$eeW keâer meesÛeves keâer Meefòeâ Ans. (c) : yeÛÛeeW keâes ØeoMe&ve lekeâveerkeâ Éeje heÌ{eles Deewj efmeKeeles
efJekeâefmele keâjvee neslee nw~ efMe#ekeâ efJeefYeVe efMe#eCe DeefOeiece meceÙe Skeâ efMe#ekeâ keâes efvecve yeeleeW keâe OÙeeve jKevee ÛeeefnS-
heefjefmLeefleÙeeW kesâ ceeOÙece mes yeÛÛeeW ceW mecemÙee-meceeOeeve #ecelee, (i) Úe$eeW kesâ efnle keâes Øeeslmeeefnle keâjves kesâ efueS efÛebleveMeerue ØeMve
me=peveelcekeâlee, keâuheveeMeeruelee, pewmes keâewMeueeW keâe efJekeâeme keâjlee nw~ hetÚveW ÛeeefnS~
200. Fme mecekeâeueerve heefjJesMe ceW, Jener efMe#ekeâ meheâue nw, pees– (ii) ØeoMe&ve mejue Deewj Úe$eeW kesâ ceeveefmekeâ mlej kesâ Devegmeej nes~
(a) Jeie&KeC[ ceW DeeOegefvekeâ JeŒe henvekeâj Deeles nw (iii) ØeoMe&ve ceW mhe°lee nes leLee keâce KeÛeeauee nes~
(b) Jeie&KeC[ ceW meceeÛeej he$e Ùee ceesyeeFue heâesve ueskeâj Dele: keâLeve I Deewj II oesveeW mener nw~
Deeles nQ 203. What are the points that a teacher should keep
in mind while displaying children's work?
(c) Jeie&KeC[ ceW kegâÚ heÌ{eles meceÙe efmLeefle keâe efvecee&Ce
(I) Try to arrange the work at children's eye-
keâjlee nw level to encourage them to look at it.
(d) Úe$eeW kesâ meeLe Demejkeâejkeâ mecheke&â kesâ keâewMeue yeveelee nw
(II) Titles and lettering should be large and
PRT (SPECIAL EDUCATION) Post Code 01/13, attractive
28.04.2013 yeÛÛeeW kesâ keâece keâes ØeoefMe&le keâjles meceÙe Skeâ
Ans : (c) Fme mecekeâeueerve heefjJesMe ceW, Jener efMe#ekeâ meheâue nw, pees efMe#ekeâ keâes efkeâve efyevogDeeW keâes OÙeeve ceW jKevee
Jeie&KeC[ ceW kegâÚ heÌ{eles meceÙe efmLeefle keâe efvecee&Ce keâjlee nw~ Jele&ceeve ÛeeefnS?
efMe#eCe JÙeJemLee ceW jÛeveelcekeâlee keâes efJeMes<e cenòJe efoÙee pee jne nw~ (I) yeÛÛeeW keâer DeeBKeeW kesâ mlej hej keâece keâes JÙeJeefmLele
jÛeveelcekeâ keâ#ee keâ#e ceW efMe#ekeâ Ssmes DeefOeiece heefjefmLeefle keâe efvecee&Ce keâjves keâer keâesefMeMe keâjW leeefkeâ Jes Fmes osKe mekeWâ~
keâjlee nw efpemeceW Úe$e mJeÙeb meef›eâÙe neskeâj Deheves hetJe& DevegYeJeeW keâe (II) šeFšue Deewj uesšefjbie yeÌ[s Deewj Deekeâ<e&keâ nesves
ØeÙeesie keâjles ngS DeefOeiece DevegYeJe Øeehle keâjles nQ~ ÛeeefnS~
(a)
201. Skeâ efMe#ekeâ Fme Øekeâej keâe Gòespeve os mekeâlee nw, efpememes Only II/kesâJeue II
(b)
yeeuekeâ ..................... veewefmeefKeÙee yeve mekeâlee nw~ Only I/kesâJeue I
(a) iegCeer (c)
(b) meeceeefpekeâ Both I and II/I Deewj II oesveeW
(d) Neither I nor II/ve lees I Deewj ve ner II
(c) efoueÛemhe (d) ef›eâÙeeMeerue
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
PRT–KVS Post Code 150/14, 19–10–2014
Ans. (c) : keâ#ee ceW yeÛÛeeW kesâ meeceves efkeâmeer Yeer Øekeâej kesâ keâeÙe& keâes
Ans : (d) Skeâ efMe#ekeâ Fme Øekeâej keâe Gòespeve os mekeâlee nw efpememes
ØeoefMe&le keâjles meceÙe efMe#ekeâ keâes yeÛÛeeW keâer DeeBKeeW kesâ mlej hej keâeÙe&
yeeuekeâ ef›eâÙeeMeerue veewefmeefKeÙee yeve mekeâlee nw~ Jele&ceeve jÛeveelcekeâ keâes JÙeJeefmLele keâjvee ÛeeefnS leeefkeâ Jes Fmes Deemeeveer mes osKe mekeWâ Deewj
keâ#ee keâ#e ces efMe#ekeâ Ssmes DeefOeiece heefjefmLeefle keâe efvecee&Ce keâjlee nw ØeoefMe&le keâeÙe& keâe šeFšue Ùee Meer<e&keâ leLee efueKeeJeš yeÌ[e Deewj
efpemeceW efJeÅeeLeea mJeÙeb meef›eâÙe neskeâj DeefOeiece DevegYeJe Øeehle keâjlee nw~ Deekeâef<e&le nesvee ÛeeefnS~ Fmemes ØeoMe&ve efJeefOe Éeje efMe#eCe meeLe&keâ
FmeefueS Jele&ceeve ceW Skeâ efMe#ekeâ keâer Yetefcekeâe megueYekeâlee& Ùee megefJeOee nesiee Deewj meYeer FmeceW menYeeefielee keâj mekeWâies~ Dele: keâLeve I Deewj II
Øeoelee keâer nes ieÙeer nw~ oesveeW mener nw~
202. What should you as a teacher take care of, 204. As a classroom teacher, which of the following
while using demonstration method of teaching steps you are advised to consider while
and learning? following the problem solving method of
(I) Ask reflective questions to stimulate the teaching?
interest of the students. (I) Generate alternative solutions.
(II) Ensure that demonstration is simple and (II) Anticipate or identify problems
according to the mental level of the (III) Establish criteria for evaluating
students. effectiveness of a solution or decision.
efMe#ee ceW heÌ{eves Je meerKeves kesâ ØeoMe&ve kesâ lejerkesâ keâe Skeâ keâ#ee efMe#ekeâ kesâ ™he ceW, efMe#eCe keâer mecemÙee
Fmlesceeue keâjles ngS Skeâ efMe#ekeâ kesâ ™he ceW Deehekeâes keäÙee meceeOeeve efJeefOe keâe heeueve keâjles meceÙe Deehekeâes
OÙeeve jKevee ÛeeefnS ? efvecveefueefKele ceW mes efkeâme ÛejCe hej efJeÛeej keâjves keâer
(I) Úe$eeW kesâ efnle keâes Øeeslmeeefnle keâjves kesâ efueS
meueen oer peeleer nw ?
(I) Jewkeâefuhekeâ meceeOeeve GlheVe keâjW~
efÛebleveMeerue ØeMve hetÚW~
(II) mecemÙeeDeeW keâes henÛeeveW~
(II) megefveef§ele keâjW efkeâ ØeoMe&ve mejue nw Deewj Úe$eeW kesâ
(III) meceeOeeve Ùee efveCe&Ùe keâer ØeYeeJeMeeruelee kesâ
ceeveefmekeâ mlej kesâ Devegmeej nQ~ cetuÙeebkeâve kesâ efueS ceeveob[ mLeeefhele keâjW~
(a) Only I/ kesâJeue I (a) I and III/ I Deewj III
(b) Only II/ kesâJeue II (b) II and III/ II Deewj III
(c) Both I and II/ I Deewj II oesveeW (c) I, II and III/ I, II Deewj III
(d) Neither I nor II/ ve lees I Deewj ve ner II (d) I and II/ I Deewj II
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
Teaching Aptitude 106 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : efMe#eCe ceW mecemÙee-meceeOeeve efJeefOe keâe ØeÙeesie keâjles meceÙe Skeâ keâer JÙemlelee keâes DeefOekeâlece keâjves kesâ efueS Úe$eeW keâes keâ#ee keâer oerJeejeW
keâ#ee efMe#ekeâ keâes efvecve ÛejCeeW hej efJeÛeej keâjves keâer meueen oer peeleer nw- kesâ meeQoÙeeakeâjCe nsleg Øeeslmeeefnle keâjvee ÛeeefnS leLee Ùen megefveef§ele keâjvee
(1) mecemÙee keâes henÛeevevee (2) meesÛe efJeÛeejkeâj mecemÙee keâes heefjYeeef<ele ÛeeefnS efkeâ keâ#ee Meg™ nesves mes henues keâ#ee mJeÛÚ nes~ Dele: keâLeve I
keâjvee Deewj Øeemebefiekeâ metÛevee keâes ÚeBšvee (3) efJeefYeVe Jewkeâefuhekeâ Deewj II oesveeW mener nw~
meceeOeeveeW keâes {tB{vee (4) jCeveerefleÙeeW hej keâeÙe& keâjvee (5) ef›eâÙeekeâueeheeW
207. Which of the following things a teacher should
kesâ ØeYeeJe keâe cetuÙeebkeâve keâjvee~ consider while creating individual learning
situation in the classroom?
Dele: keâLeve I, II Deewj III meYeer mener nw~ (I) Communication of assignments clearly
205. What is the role of a teacher in Problem (II) Monitoring students work
Solving method of teaching learning process? (III) Providing appropriate feedback
I. Create a fear-free atmosphere in the class keâ#ee ceW JÙeefòeâiele meerKeves keâer efmLeefle yeveeles meceÙe
II. Help the student in analyzing the problem efMe#ekeâ keâes efvecveefueefKele ceW mes efkeâve yeeleeW hej efJeÛeej
III. Help students to develop critical thinking,
open mindedness and spirit of enquiry and
keâjvee ÛeeefnS?
discovery. (I) mhe° ™he mes DemeeFveceWš keâe mebÛeej
efMe#eCe-DeefOeiece keâer Øeef›eâÙee keâer mecemÙee meceeOeeve (II) Úe$eeW kesâ keâece keâer efveiejeveer keâjvee
efJeefOe ceW efMe#ekeâ keâer Yetefcekeâe keäÙee nw ? (III) GefÛele Øeefleef›eâÙee osvee
I. keâ#ee ceW YeÙecegòeâ JeeleeJejCe yeveeSb~ (a) I and II/ I Deewj II
II. mecemÙee keâe efJeMues<eCe keâjves ceW Úe$e keâer ceodo keâjW~ (b) I, II and III/ I, II Deewj III
III. cenlJehetCe& meesÛe, Kegueer ceeveefmekeâlee Deewj peeBÛe Deewj (c) I and III/ I Deewj III
Keespe keâer YeeJevee efJekeâefmele keâjves ceW Úe$eeW keâer (d) II and III/ II Deewj III
ceoo keâjW~ DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
(a) I and III/I Deewj III Ans. (b) : keâ#ee ceW JÙeefòeâiele efMe#eCe kesâ meceÙe Skeâ efMe#ekeâ keâes
(b) I and II/I Deewj II efvecve yeeleeW hej efJeÛeej keâjvee ÛeeefnS-
(c) II and III/II Deewj III • keâ#ee ceW mhe° ™he mes SmeeFveceWš Ùee keâeÙeeX keâe mebÛeej nes~
(d) I, II and III/I, II Deewj III • Úe$eeW kesâ keâeÙeeX keâer efveiejeveer keâjvee~
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM • GefÛele Øeefleef›eâÙee osvee~
Ans. (d) : efMe#eCe-DeefOeiece keâer Øeef›eâÙee keâer mecemÙee meceeOeeve efJeefOe • DeefOeiece ceW Deeves Jeeueer mecemÙeeDeebs keâe efveoeve SJeb GheÛeej keâjvee~
ceW efMe#ekeâ keâer cegKÙe Yetefcekeâe keâ#ee ceW YeÙecegòeâ JeeleeJejCe keâes yeveeÙes • ØelÙeskeâ efMe#eeLeea keâer menYeeefielee keâes megefveef§ele keâjvee~
jKevee, mecemÙee keâe efJeMues<eCe keâjves ceW Úe$e keâer ceoo keâjvee nw Fmekesâ Dele: keâLeve I, II Deewj III meYeer mener nw~
DeueeJee Úe$eeW ceW cenlJehetCe& meesÛe, Kegueer ceeveefmekeâlee Deewj peeBÛe Deewj 208. Deehekeâer keâ#ee ceW Deeheves osKee efkeâ Gvekesâ efheÚues %eeve ceW
Keespe keâer YeeJevee efJekeâefmele keâjves ceW ceodo keâjvee nw~ Dele: keâLeve I, Devlej nesves kesâ keâejCe kegâÚ efJeÅeeefLe&ÙeeW keâes Skeâ efJe<eÙe
II Deewj III meYeer mener nw~ mecePe ceW veneR Dee jne nw~ Deehe keäÙee keâjWies?
206. A teacher plays which of the following roles in (a) Gvekeâer meneÙelee kesâ efueS Deefleefjòeâ keâ#eeDeeW keâe DeeÙeespeve
enhancing physical climate of the classroom? efkeâÙee peeÙesiee~
keâ#ee kesâ Yeeweflekeâ JeeleeJejCe keâes yeÌ{eves ceW Skeâ efMe#ekeâ (b) Gvekesâ ceelee–efhelee keâes Iej ceW meneÙelee keâjves keâes keâne peeÙesiee
efvecveefueefKele ceW mes keâewve meer Yetefcekeâe efveYeelee nw? (c) Deheveer keâ#ee Ûeeuet jKeer peeÙesieer
I. Encouraging students for beautification of (d) efØebefmeheue keâer meneÙelee ueer peeÙesieer
the classroom walls. PRT–KVS Post Code 150/14, 19–10–2014
keâ#ee keâer oerJeejeW kesâ meeQoÙeeakeâjCe kesâ efueS Úe$eeW Ans : (a) Ùeefo keâ#ee ceW kegâÚ efJeÅeeefLe&ÙeeW kesâ efheÚues %eeve ceW Deblej nesves kesâ
keâes Øeeslmeeefnle keâjvee~ keâejCe Gvekeâes efkeâmeer efJe<eÙe keâes mecePeves ceW keâef"veeF& Dee jner nw lees Skeâ
II. Ensure that the classroom is clean before efMe#ekeâ keâes Gvekeâer meneÙelee kesâ efueS Deefleefjòeâ keâ#ee keâe DeeÙeespeve efkeâÙee
the class begins. peevee ÛeeefnS leeefkeâ Gvekeâes Deefleefjòeâ DevegoMs eve kesâ ceeOÙece mes veÙes efJe<eÙe
megefveef§ele keâjW efkeâ keâ#ee Meg™ nesves mes henues keâ#ee keâes meerKeves ceW meneÙelee efkeâÙee pee mekesâ leLee Ssmeer efMe#eCe meeceef«eÙeeW keâe
mJeÛÚ nes~ ÛeÙeve keâjvee ÛeeefnS pees efJeÅeeefLe&ÙeeW kesâ Devegketâue neW~
(a) Both I and II/I leLee II oesveeW 209. efMe#ekeâ kesâ efueS DelÙeefOekeâ cenòJehetCe& keäÙee nw?
(b) Neither I nor II/vee ner I vee ner II (a) keäueeme ceW DevegMeemeve yeveeÙes jKevee
(c) Only II/kesâJeue II (b) keäueeme ceW meceÙeefve‰ jnvee
(d) Only I/kesâJeue I
(c) efJeÅeeefLe&ÙeeW keâer keâef"veeFÙeeB otj keâjvee
DSSSB PRT 23/03/2022 (Shift-II)
(d) DeÛÚe Jeòeâe nesvee
Ans : (a) keâ#ee keâe Yeeweflekeâ JeeleeJejCe, efkeâmeer efoS ieS keâ#ee Deewj
KVS ASSISTANT TEACHER NURSERY
Gmekesâ efMe#eCe kesâvõeW kesâ mece«e ef[peeFve Deewj uesDeeGš (efJevÙeeme) keâes 31.08.2014
meboefYe&le keâjlee nQ~ efMe#ekeâeW keâes meerKeves kesâ DeJemejeW Deewj ØelÙeskeâ yeÛÛes PRT–KVS Post Code 150/14, 19–10–2014
Teaching Aptitude 107 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (c) efMe#ekeâ kesâ efueS DelÙeefOekeâ cenòJehetCe& efJeÅeeefLe&ÙeeW keâer 213. Which parenting style value self-expression
keâef"veeFÙeeB otj keâjvee nw~ efJeÅeeLeea DeefOeiece keâjles meceÙe $egefšÙeeB keâjles and self-regulation?
nQ~ efMe#ekeâ keâe keâeÙe& nw Fve $egefšÙeeW kesâ keâejCeeW keâer henÛeeve keâjvee leLee keâewve meer hejJeefjMe Mewueer Deelce-DeefYeJÙeefòeâ Deewj mJe-
GheÛeejer efMe#eCe kesâ ceeOÙece mes Fve $egefšÙeeW keâes meHeâueleehetJe&keâ otj keâjvee nw~ efveÙeceve keâes cenlJe osleer nw ?
meeLe ner efMe#ekeâ Skeâ megueYekeâlee& Yeer neslee nw~ Jen efMe#eCe DeefOeiece Øeef›eâÙee (a) Permissive/Deveg%eelcekeâ
ceW Deeves Jeeueer keâef"veeFÙeeW keâes Yeer efvejvlej otj keâjlee nw~ (b) Authoritative/ØeeefOeke=âle
210. meercee nj hee" keâes Deefle leer›e ieefle mes meerKeleer nw efkebâleg (c) Authoritarian/meòeeJeeoer
ueervee keâes GvnW meerKeves ceW DeefOekeâ meceÙe ueielee nw~ Ùen (d) Uninvolved Neglectful/Demebyeæ
efJekeâemeelcekeâ efmeæeble keâes oMee&lee nw– DSSSB PRT 07/03/2022 (Shift-II)
(a) Devlej–mebyebOeeW keâes Ans. (a) : Deveg%eelcekeâ Mewueer - Fme Mewueer ceW yeeuekeâ keâes mJeleb$e
(b) efvejblejlee keâes jKee peelee nw leLee mJeleb$elee kesâ meeLe-meeLe yeeuekeâ keâer mJeeÙeòee keâes Yeer
(c) meeceevÙe mes efJeMes<e keâer Deesj DeefOekeâ cenlJe efoÙee peelee nw~ Fme hejJeefjMe Mewueer kesâ Devleie&le ceelee-
(d) JewÙeefòeâkeâ DeblejeW keâes efhelee Deheves yeÛÛeeW mes pÙeeoe Dehes#eeSB leLee DeeMeeSB veneR jKeles nw; ob[
PRT POST CODE 70/90 29.12.2013 (Cancelled) osvee Yeer Fme Mewueer kesâ Devleie&le pÙeeoe GefÛele veneR ceevee peelee nw leLee
Ans : (d) meercee nj hee" keâes Deefle leer›e ieefle mes meerKeleer nw efkeâvleg yeÛÛeeW hej ceelee-efhelee keâe keâce ner efveÙeb$eCe jnlee nw keäÙeeWefkeâ ceelee-efhelee
ueervee keâes GvnW meerKeves ceW DeefOekeâ meceÙe ueielee nw Ùen efJekeâemeelcekeâ JÙemle jnles nQ~
efmeæeble JewÙeefòeâkeâ DeblejeW keâes oMee&lee nw~ ØelÙeskeâ yeÛÛes Deheveer ieefle SJeb Deepeeoer keâer Jepen mes yeÛÛes Dekeämej efyeieÌ[ peeles nQ Fmeer efueS Fme
Deheves {bie mes efJeefYeVe #es$eeW ceW Deheveer Je=efæ Je efJekeâeme keâjlee nw~ Skeâ Mewueer keâes ‘vece& Mewueer’ Yeer keâne peelee nw~
ner DeeÙeg kesâ oes yeeuekeâeW Ùee oes yeeefuekeâeDeeW ceW Meejerefjkeâ, ceeveefmekeâ, Dele: Deveg%eelcekeâ Mewueer Deelce-DeefYeJÙeefòeâ Deewj mJeefveÙeceve keâes cenlJe
meeceeefpekeâ, Ûeeefjef$ekeâ leLee DeefOeiece Mewueer Deeefo ceW efJeefYeVelee keâe nesvee osleer nw~
JewÙeefòeâkeâ DeblejeW keâes Fbefiele keâjlee nw~ 214. yeeuekeâ ceW efJeÛeej ie"ve (Concept of Process) keâer
211. yeeuekeâ kesâ efJekeâeme kesâ efmeæeble keâes mecePeves mes efMe#ekeâ Øeef›eâÙee ØeejcYe nesleer nw, peye Jen–
keâes ceoo efceueleer nw– (a) GöerhekeâeW ceW efJeYeso keâjves ÙeesiÙe nes peelee nw
(a) efMe#eeLeea keâer meeceeefpekeâ efmLeefle keâer henÛeeve keâjves ceW (b) Yee<ee keâe DeÛÚe %eeve Øeehle keâj ueslee nw
(b) efMe#eeLeea keâer DeeefLe&keâ he=‰Yetefce keâer henÛeeve keâjves ceW (c) 5 Je<e& keâer DeeÙeg hetCe& keâj ueslee nw
(c) efMe#eeLeea keâes keäÙeeW heÌ{eÙee peevee ÛeeefnS, Ùen Ùegefòeâmebiele (d) GheÙeg&òeâ meYeer
efmeæ keâjves ceW PRT Post Code 71/09 & 101/12, 25.08.2013
(d) efMe#eeefLe&ÙeeW keâer Deueie–Deueie DeefOeiece Mewueer kesâ Devegmeej Ans : (d) yeeuekeâ ceW efJeÛeej ie"ve keâer Øeef›eâÙee ØeejcYe nes peeleer nw,
ØeYeeJehetCe& {bie mes heÌ{eves kesâ efueS peye Jen–
PRT POST CODE 70/90 29.12.2013 (Cancelled) GöerhekeâeW ceW efJeYeso keâjves ÙeesiÙe nes peelee nw~
Ans : (d) yeeuekeâ kesâ efJekeâeme kesâ efmeæeble keâes mecePeves mes efMe#ekeâ keâes Yee<ee keâe DeÛÚe %eeve Øeehle keâj ueslee nw~
efMe#eeefLe&ÙeeW keâer Deueie–Deueie DeefOeiece Mewueer kesâ Devegmeej ØeYeeJehetCe& 5 Je<e& keâer DeeÙeg hetCe& keâj ueslee nw~
{bie mes heÌ{eves ceW ceoo efceueleer nw~ ØelÙeskeâ yeeuekeâ kesâ efJekeâeme ceW efheÙeepes kesâ Devegmeej cetle& mebef›eâÙee DeJemLee mes ØeeCeer ceW efJeÛeej
efYeVelee nesleer nw Deewj Ùen efYeVelee Gmekesâ JÙeJenej Je DeefOeiece keâes ie"ve Øeef›eâÙee Meg™ nes peelee nw leLee DeewheÛeeefjkeâ mebef›eâÙee DeJemLee
ØeYeeefJele keâjleer nw~ FmeefueS peye efMe#ekeâ efJeÅeeefLe&ÙeeW kesâ efJekeâeme kesâ ceW efJeÛeej ie"ve Øeef›eâÙee keâe efJekeâeme Deheveer heefjhekeäJelee keâer
efmeæebleeW, Gvekeâer JewÙeefòeâkeâ efYeVelee Deeefo keâes mecePe peelee nw lees Jen DeJemLee keâes Øeehle keâj ueslee nw~
ØelÙeskeâ efJeÅeeLeea kesâ JewÙeefòeâkeâ efYeVelee kesâ Devegmeej efMe#eCe keâeÙe& keâjves
kesâ efueS Øesefjle nesles nQ~ 215. meYeer yeÛÛeeW mes Skeâ pewmee Gòej Øeehle keâjves hej peesj osves
212. The child observes the environment around
kesâ keäÙee efJehejerle ØeYeeJe nes mekeâles nQ?
him in following _____ (a) Ùen yeÛÛeeW keâes Skeâ otmejs mes vekeâue keâjves kesâ efueS
yeÛÛee efvecve ceW Deheves Deeme-heeme kesâ JeeleeJejCe ceW Øeeslmeeefnle keâjsiee~
osKelee nQ– (b) Ùen yeÛÛeeW keâes efMe#ekeâeW keâer yeele megveves kesâ Øeefle Øeeslmeeefnle
(a) Separate way/Deueie lejerkesâ mes keâjsiee~
(b) Classify science and society (c) yeÛÛes keâ#ee ceW yeesueves mes efnÛekeWâies~
efJe%eeve Deewj meceepe ceW JeieeakeâjCe keâjvee (d) yeÛÛeeW keâer Deheveer mecePe Deewj keâuhevee kesâ efJekeâeme ceW
(c) Holistic approach/mece«e lejerkeâe yeeOee heÌ[sieer
(d) Sorted way/›eâceyeæ lejerkeâe NVS, TGT 18–09–2019
DSSSB PRT 26/03/2022 (Shift-III) Ans : (d) meYeer yeÛÛeeW mes Skeâ pewmee Gòej Øeehle keâjves hej peesj osves
Ans. (c) : yeÛÛee mece«e lejerkeâe Deheves Deeme-heeme kesâ JeeleeJejCe ceW hej yeÛÛeeW keâer Deheveer mecePe Deewj keâuhevee kesâ efJekeâeme ceW yeeOee heÌ[sieer~
osKelee nw keäÙeeWefkeâ Skeâ yeÛÛes keâe efJekeâeme Deewj JeeleeJejCe Skeâ otmejs mes FmeefueS yeÛÛeeW mes cegòeâ Gòejer ØeMve hetÚs peeles nQ leeefkeâ yeÛÛes Deheveer
pegÌ[s nesles nQ~ JeeleeJejCe keâer mece«e Øeke=âefle yeÛÛes kesâ efJekeâeme Deewj keâuhevee, mecePe Deewj DevegYeJeeW keâe GheÙeesie keâjles ngS ØeMve keâe Gòej
DeefOeiece kesâ meYeer DeeJeMÙekeâ henuegDeeW ceW megefveef§ele keâjleer nw~ os mekeWâ~
Teaching Aptitude 108 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

216. DevJes<eCe DeefOeiece keâer Øeef›eâÙee ceW, Úe$e Kego keâes

............... ceeveles
nQ~ (iii) efMe#eCe keâes ØeYeeefJele keâjves Jeeues keâejkeâ
(a) Keespekeâlee& (b) megefJeOee Øeoelee (Factors affecting teaching)
(c) efMe#ekeâ (d) Jew%eeefvekeâ
NVS, PGT 17–09–2019 1. Which one of the following factors may badly
Ans : (d) DevJes<eCe DeefOeiece keâer Øeef›eâÙee ceW, Úe$e Kego keâes Jew%eeefvekeâ affect learning?
ceeveles nQ~ DevJes<eCe veerefle Gmekeâes keânles nQ efpemeceW Úe$e Meejerefjkeâ leLee efvecveebefkeâle cebs mes, efkeâmemes DeefOeiece yegjer lejn ØeYeeefJele
ceeveefmekeâ ™he mes meef›eâÙe jnles ngS %eeve keâer Keespe keâjles nQ DeLee&led nes mekeâlee nw?
mJeÙeb meerKeles nQ~ Fme efJeefOe ceW efMe#ekeâ Ssmes JeeleeJejCe keâe efvecee&Ce (a) Noisy surroundings/MeesjÙegòeâ heefjJesMe
keâjlee nw efkeâ Úe$eeW kesâ meeceves mecemÙee GlheVe nes peeÙes~ meYeer Úe$e (b) Bad social circles/yegjer meeceeefpekeâ mebieefle
mecemÙee kesâ mecyevOe ceW efÛebleve leLee efvejer#eCe keâjles nQ leLee Deble ceW (c) Small classroom /Úesšs keâ#ee-keâ#e
efveCe&Ùe efvekeâeueles nQ~
(d) Discomfortable furniture/iewj-Deejeceosn HeâveeaÛej
217. In learning centred approach to learning,
according to Weimer, the content facilitates KVS PRT 25/02/2023 (Shift-II)
students to ––––––. Ans. (b) : yegjer meeceeefpekeâ mebieefle mes DeefOeiece yegjer lejn ØeYeeefJele nes
Jeercej kesâ Devegmeej, DeefOeiece kesâ efueS kesâefvõle Âef°keâesCe mekeâlee nw keäÙeeWefkeâ yeeuekeâ kesâ Meejerefjkeâ, ceeveefmekeâ Je meeceeefpekeâ
meerKeves ceW meece«eer Úe$eeW keâes ......... keâer megefJeOee osleer nw~ efJekeâeme hej Gmekesâ Deeme-heeme kesâ JeeleeJejCe keâe yengle ØeYeeJe heÌ[lee nw~
I. Build an appreciation for the value of Ùeefo yeeuekeâ mekeâejelcekeâlee mes heefjhetCe& ceenewue ceW jnlee nw lees Jen Skeâ
content.
efJe<eÙe kesâ cetuÙe kesâ efueS ØeMebmee keâe efvecee&Ce keâjvee~ kegâMeue, yeewefækeâ efJekeâeme mes heefjhetCe& JÙeefòeâlJe Jeeuee yevelee nw hejvleg
II. Practice using inquiry or ways of thinking
Ùeefo yeeuekeâ keâer mebieefle yegjer nw lees GmeceW vekeâejelcekeâlee keâe efJekeâeme
in the discipline./DevegMeemeve Ùee meesÛe kesâ lejerkeâeW neslee nw Deewj Gmekeâe DeefOeiece yegjer lejn ØeYeeefJele neslee nw~
keâe GheÙeesie keâjkesâ DeYÙeeme keâjvee~ 2. What would affect learning in classroom?
III. Develop a way to learn through content keâ#ee ceW DeefOeiece ØeYeeefJele nesiee:
and make meaning out of content. (a) Good time table/Gòece meceÙe meejCeer
meece«eer kesâ ceeOÙece mes meerKeves Deewj meece«eer mes DeLe& (b) Properly designed curriculum
efvekeâeueves keâe Skeâ lejerkeâe efJekeâefmele keâjvee~
efJeefOeJele DeefYekeâefuhele hee"ŸeÛeÙee& mes
(a) II and III/II Deewj III
(c) Good Principal/Gòece ØeOeeveeÛeeÙe& mes
(b) I, II and III/I, II Deewj III
(c) I and II/I Deewj II (d) A.C. Classroom/Jeeleevegketâefuele keâ#ee mes
(d) I and III/I Deewj III KVS PRT 22/02/2023 (Shift-II)
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM Ans. (b) : keâ#ee ceW Deef O eiece efJeefOeJele DeefYekeâefuhele hee"ŸeÛeÙee& mes
Ans. (b) : Jeercej kesâ Devegmeej, meerKeves kesâ efueS kesâefvõle Âef°keâesCe ceW ØeYeeefJele nesiee keäÙeeWefkeâ meerKeves hej meerKeer peeves Jeeueer efJe<eÙe Jemleg SJeb
Úe$eeW keâes Øeoeve keâer peeves Jeeueer hee"dÙe meece«eer kesâ efueS efJeefveÙeesie meerKeves keâer efJeefOe keâe meerOee ØeYeeJe heÌ[lee nw~ Ùeefo efJe<eÙe Je
efveefce&le keâjves, hee"dÙe›eâce ceW efJeefYeVe Øekeâej mes meesÛeves keâe DeYÙeeme hee"ŸeÛeÙee& yeeuekeâeW kesâ Deveg™he ef[peeFve keâer ieÙeer nw lees Jen Gvekesâ
keâjves leLee DeefOeiece kesâ veÙes jemles Keespeves keâer Deesj De«emej keâjleer nw~ efueS meeLe&keâ leLee GheÙeesieer jnleer nw efpemekeâe Jes lelkeâeefuekeâ ueeYe G"e
Dele: keâLeve I, II Deewj III meYeer mener nw~ heeles nQ~ hee"ŸeÛeÙee& keâes ef[peeFve keâjles meceÙe efJeefYeVe efMe#eCe efJeefOeÙeeW
218. efJeÅeeefLe&ÙeeW kesâ DeJeebÚveerÙe JÙeJenej ceW yeoueeJe ueeves kesâ keâes Meeefceue keâjves mes Gvekeâe DeefOeiece meeLe&keâ Je ØeYeeJeer neslee nw~
efueS meyemes meceLe& heæefle nw– 3. Why present day teacher finds difficult to
(a) efJeÅeeLeea keâes obef[le keâjvee sustain interest among children in school?
(b) ceelee–efhelee keâes metefÛele keâjvee Jele&ceeve heefjÂMÙe ceW DeOÙeehekeâ keâes mketâue kesâ yeeuekeâeW ceW
(c) DeJeebÚveerÙe JÙeJenej kesâ keâejCeeW keâes peevevee Deewj Gvekeâe ‘DeefYe®efÛe’ keâes efvejblej yeveeS jKeves ceW keäÙeeW keâef"veeF&
GheeÙe yeleevee nesleer nw?
(d) vepej Deboepe keâjvee (a) Defective Curriculum
PRT (SPECIAL EDUCATION) oes<ehetCe& hee"dÙeÛeÙee&
Post Code 01/13, 28.07.2013
(b) Flip learning by child
Ans : (c) efJeÅeeefLe&ÙeeW kesâ DeJeebÚveerÙe JÙeJenej ceW yeoueeJe ueeves kesâ
efueS meyemes meceLe& heæefle DeJeebÚveerÙe JÙeJenej kesâ keâejCeeW keâes peevevee yeeuekeâ Éeje Peškesâ ceW kegâÚ DeefOeiece
Deewj Gvekeâe efvejekeâjCe keâjvee nw~ efJeÅeeefLe&ÙeeW keâe JÙeJenej keâF& keâejCeeW (c) The distractive forces outweigh the teaching
mes ØeYeeefJele neslee nw pewmes– meeceeefpekeâ JeeleeJejCe, efMe#eCe–DeefOeiece methods in class/keâ#ee ceW efMe#eCe efJeefOe keâer Dehes#ee
Øeef›eâÙee ceW ®efÛe ve nesvee, meerKeves kesâ efueS ØesjCee keâe DeYeeJe efJeIešvekeâejer lelJe DeefOekeâ Øeyeue nes peeles nQ~
hee"ŸeJemleg leLee efMe#eCe meeceef«eÙeeW keâe GefÛele ØeÙeesie ve nesvee Deeefo~ (d) Children are undermotivated
efMe#ekeâ Fve keâejCeeW keâe helee ueieekeâj Gvekesâ JÙeJenej ceW JeebÚveerÙe yeeuekeâ ceW DeefYeØesjCee keâce nes peeleer nw~
heefjJele&ve ueeves keâe ØeÙeeme efveÙeefcele ™he mes keâjlee nw~ KVS PRT 21/02/2023 (Shift-II)
Teaching Aptitude 109 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : Jele&ceeve heefjÂMÙe ceW DeOÙeehekeâ keâes mketâue kesâ yeeuekeâeW ceW (a) Frequent PTA meetings
‘DeefYe™efÛe’ keâes efvejblej yeveeS jKeves ceW keâef"veeF& FmeefueS nesleer nw keäÙeeWefkeâ peuoer-peuoer heeršerS ceerefšbie keâe
keâ#ee ceW efMe#eCe efJeefOe keâer Dehes#ee efJeIešvekeâejer lelJe DeefOekeâ Øeyeue nes (b) Teacher is given freedom to use innovative
peeles nQ efpememes yeeuekeâ Dehevee OÙeeve kesâefvõle veneR keâj heeles nQ Dele: methods/DeOÙeehekeâ keâes veF&-efMe#eCe efJeefOeÙeeB ØeÙeesie
efMe#eCe keâes JeemleefJekeâ ogefveÙee mes JeemleefJekeâ GoenjCeeW keâe GheÙeesie keâjvee keâjves keâer mJeleb$elee osves keâe
ÛeeefnS efpememes Úe$e henues mes ner heefjefÛele nes efpememes efkeâ Úe$e GoenjCeeW (c) Practising corporal punishment
mes peg[Ì heeÙeWies Deewj DeefOeiece ceW ™efÛe ues mekeWâies~ efMe#ekeâ kesâ efueS Meejerefjkeâ ob[ osves keâe
DeeJeMÙekeâ nw efkeâ Jes efMe#eCe kesâ oewjeve efJeefYeVe efMe#eCe meece«eer keâe ØeÙeesie (d) Children's motivation to write for wall
keâjW efpememes yeeuekeâeW keâe OÙeeve efkeâmeer Yeer efJeIešvekeâejer lelJe Éeje ve YeškeWâ magazine/Jee@ue-cewipeerve ceW efueKeves kesâ efueS yeeuekeâ keâes
Deewj Gvekeâer DeefYe™efÛe efJeÅeeueÙe kesâ Øeefle yeveer jns~ DeefYeØesefjle keâjves keâe
4. While asking a problem question in a class KVS Principal 08/02/2023 (Shift-I)
which of the following can effect the response KVS Vice Principal 09/02/2023 (Shift-I)
adversely/keâ#ee ceW mecemÙee ØeMve hetÚles meceÙe Ans. (c) : efJeÅeeueÙe ceW efMe#eCe JeeleeJejCe hej Meejerefjkeâ ob[ osves keâe
efvecveefueefKele ceW mes keäÙee Gòej hej Øeefleketâue ØeYeeJe [eue Øeefleketâue ØeYeeJe heÌ[ mekeâlee nw keäÙeeWefkeâ Ùen Úe$eeW keâes ceeveefmekeâ Je
mekeâlee nw? Meejerefjkeâ ™he mes ØeYeeefJele keâjlee nw peyeefkeâ peuoer-peuoer heer] šer] S]
(a) Clear intent/mhe° GösMÙe ceerefšbie keâe DeeÙeespeve, veJeerve Deewj hee"Ÿeslej ieefleefJeefOeÙeeW pewmes, Je[&
(b) Use of double negative Jee@ue cewiepeerve keâe efvecee&Ce, Skeämešscheesj ØeefleÙeesefielee, Deeefo keâjves kesâ
oesnjer vekeâejelcekeâlee keâe ØeÙeesie efueS Øesefjle keâjvee leLee efMe#ekeâ keâes veJeerve efMe#eCe efJeefOeÙeeW keâe ØeÙeesie
(c) Questions with correct answer keâjves keâer mJeleb$elee osvee efpememes efMe#eeLeea ieefleefJeefOeÙeeB efJeÅeeueÙe ceW
mener Gòej kesâ meeLe ØeMve efMe#eCe JeeleeJejCe hej mekeâejelcekeâ Je Devegketâue ØeYeeJe [eueleer nw~
(d) Having no previous material to refer to 7. Which of the following is NOT one of those
meboYe& kesâ efueS efkeâmeer hetJe& meece«eer keâe ve nesvee important factors which have been identified
KVS PRT 28/02/2023 (Shift-II) by a psychologist that influence creativity?
Ans. (b) : keâ#ee ceW mecemÙee ØeMve hetÚles meceÙe oesnjer vekeâejelcekeâlee efvecveefueefKele ceW mes keâewve Gve cenlJehetCe& keâejkeâeW ceW mes
Jeeues ØeMve keâe GheÙeesie Gòej hej Øeefleketâue ØeYeeJe [euelee nw keäÙeeWefkeâ Ùes Skeâ vener nw efpevnW Skeâ ceveesJew%eeefvekeâ Éeje henÛeevee ieÙee
ve lees mhe° GösMÙe Jeeues nesles nQ Deewj ve ner Fvekeâe Skeâ mener Gòej nw pees jÛeveelcekeâlee keâes ØeYeeefJele keâjles nQ ?
neslee nw Dele: yeÛÛee Yeüefcele neskeâj Fvekeâe mener Gòej henÛeeve veneR heelee (a) Creative problem approach
nw efpememes efkeâ Jen Gòej osves ceW meceLe& veneR nes heelee nw Deewj Ùen Gmekesâ jÛeveelcekeâ mecemÙee Âef°keâesCe
DeefOeiece hej Øeefleketâue ØeYeeJe [euelee nw~ (b) Creative person approach
5. The school children are likely to suffer the jÛeveelcekeâ JÙeefòeâ Âef°keâesCe
worst effects educationally from a teacher who: (c) Creative product approach
efJeÅeeueÙe kesâ yeÛÛes Skeâ Ssmes DeOÙeehekeâ mes Mewef#ekeâ ™he jÛeveelcekeâ Glheeo Âef°keâesCe
mes meJee&efOekeâ ØeYeeefJele nesles nQ pees: (d) Creative process approach
(a) is an emotionally immature person jÛeveelcekeâ Øeef›eâÙee Âef°keâesCe
YeeJeveelcekeâ ™he mes DeheefjhekeäJe nes DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
(b) has partial understanding of her/his subject Ans. (a) : jÛeveelcekeâlee Jen Iešvee nw efpememes keâuheveeMeerue Deewj cetue
Gmes Deheves efJe<eÙe keâer DeebefMekeâ mecePe nes efJeÛeej JeemleefJekeâlee ceW yeoue peeles nQ~ Ùen Dehemeejer meesÛe mes mecyebefOele
(c) is weak in organizing her/his subject logically nw pees Skeâ mes DeefOekeâ Âef°keâesCeeW Éeje mecemÙeeDeeW keâes nue keâjves kesâ
Jen Deheves efJe<eÙe keâes leke&âmebiele Ì{bie mes DeeÙeesefpele keâjves lejerkeâeW keâes meboefYe&le keâjleer nw~ Ûeej cegKÙe keâejkeâ nw, efpevnW
ceW keâce]peesj nes jÛeveelcekeâlee keâe 4P keâne peelee nw~ Ùes 4P nQ– JÙeefòeâ (Person),
(d) feels it difficult to integrate the subject matter Glheeo (Product), oyeeJe (Pressure), Øeesmesme (Process)~
efJe<eÙe-Jemleg keâes mecesefkeâle keâjves ceW keâef"veeF& cenmetme keâjs~
Fme Øekeâej mhe° nw efkeâ jÛeveelcekeâ mecemÙee Âef°keâesCe Gve cenlJehetCe&
KVS Principal 08/02/2023 (Shift-I)
keâejkeâeW ceW mes Skeâ veneR nw efpevnW ceveesJew%eeefvekeâeW Éeje henÛeevee ieÙee nw
Ans. (a) : efJeÅeeueÙe kesâ yeÛÛes Skeâ Ssmes DeOÙeehekeâ mes Mewef#ekeâ ™he
pees jÛeveelcekeâlee keâes ØeYeeefJele keâjles nw~
mes meJee&efOekeâ ØeYeeefJele nesles nQ pees efkeâ YeeJeveelcekeâ ™he mes DeheefjhekeäJe
nes keäÙeeWefkeâ Ùeefo efMe#ekeâ YeeJeveelcekeâ ™he mes DeheefjhekeäJe nw lees GmeceW 8. A child who can understand multiple languages
shows the importance of ....... factor influencing
heefjefmLeefleÙeeW hej Øeefleef›eâÙee osves, Deheveer YeeJeveeDeeW keâes efveÙebef$ele keâjves learning.
Deewj otmejeW kesâ mener GefÛele JÙeJenej keâjves ceW mecemÙee nesleer nw efpemekeâe Skeâ yeÛÛee pees keâF& Yee<eeDeeW keâes mecePe mekeâlee nw,
meerOee og<ØeYeeJe yeÛÛeeW kesâ DeOÙeÙeve hej heÌ[lee nw~ meerKeves keâes ØeYeeefJele keâjves Jeeues _________ keâejkeâ kesâ
6. Teaching environment in the school can be cenlJe keâes oMee&lee nw~
adversely affected by:
efJeÅeeueÙe ceW efMe#eCe JeeleeJejCe hej efkeâmekeâe Øeefleketâue (a) Environmental factor/heÙee&JejCeerÙe keâejkeâ
ØeYeeJe heÌ[ mekeâlee nw? (b) Age-factor/DeeÙeg keâejkeâ

Teaching Aptitude 110 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) Socio-cultural factor/meeceeefpekeâ-meebmke=âeflekeâ keâejkeâ 11. Úesšs yeÛÛeeW keâer DeefOeiece Øeef›eâÙee ceW DeefYeYeeJekeâeW keâes
(d) Psychological factor/ceveesJew%eeefvekeâ keâejkeâ ............ Yetefcekeâe efveYeeveer ÛeeefnS
DSSSB PRT 27/03/2022 (Shift-II) (a) vekeâejelcekeâ (b) mekeâejelcekeâ
Ans. (c) : Skeâ yeÛÛee pees keâF& Yee<eeDeeW keâes mecePe mekeâlee nw, meerKeves (c) menevegYeteflehetCe& (d) lešmLe
keâes ØeYeeefJele keâjves Jeeues keâejkeâ kesâ cenlJe keâes oMee&lee nw Jen nw- PRT POST CODE 70/90 29.12.2013 (Cancelled)
meeceeefpekeâ-meebmke=âeflekeâ keâejkeâ~ Ans : (b) Úesšs yeÛÛeeW keâer DeefOeiece Øeef›eâÙee ceW DeefYeYeeJekeâeW keâes
DeLee&led Skeâ yeÛÛes keâer Yee<ee ner Gmes meceepe Deewj mebmke=âefle mes peesÌ[leer nQ mekeâejelcekeâ Yetefcekeâe efveYeeveer ÛeeefnS~ DeefYeYeeJekeâ yeÛÛeeW kesâ ØeLece
Deewj JeneR mes Fmes %eeve Øeeefhle Yeer nesleer nw~ Fmekeâe leelheÙe& nw efkeâ peye efMe#ekeâ nesles nQ leLee yeÛÛes Deheves DeefYeYeeJekeâeW kesâ JÙeJenejeW keâe
Yee<ee meerKeer peeleer nw leye Gmes meeceeefpekeâ-meebmke=âeflekeâ heefjJesMe keâes Yeer DevegkeâjCe keâjles nQ~ Dele: DeefYeYeeJekeâeW keâes Ssmes JÙeJenej ØeoefMe&le
OÙeeve ceW jKevee ÛeeefnS efpemeceW Jen osKeer pee jner nw Deewj %eeve keâes Yeer keâjves ÛeeefnS pees DevegkeâjCeerÙe nes leLee efpememes yeÛÛes meerKeves kesâ efueS
Gmeer mes peesÌ[vee ÛeeefnS~ Øesefjle neW~
9. In which of the following approaches of 12. All of the following can be done to nurture
learning and teaching, the classroom positive self concept of a child, except:
environment is democratic?
Skeâ yeÛÛes keâer mekeâejelcekeâ Deelce-DeJeOeejCee keâes
DeefOeiece Deewj efMe#eCe kesâ efvecveefueefKele GheeieceeW ceW mes
efkeâme Âef°keâesCe ceW keâ#ee keâe JeeleeJejCe ueeskeâleebef$ekeâ heesef<ele keâjves kesâ efueS efvecveefueefKele meYeer efkeâS pee
neslee nw? mekeâles nQ? efmeJeeÙe :
(a) Provide them with opportunities for
I. Learner-centered approach.
success./GvnW meHeâuelee kesâ DeJemej Øeoeve keâjW~
I. efMe#eeLeea keWâefõle Âef°keâesCe
(b) Set reasonable rules and enforce them with
II. Constructivist approach.
loving kindness./GefÛele efveÙece efveOee&efjle keâjW Deewj
II. jÛeveeJeeoer Âef°keâesCe
GvnW ØesceceÙelee mes ueeiet keâjW~
III. Teacher centered approach.
(c) Show chidlren that you have faith in their
III. efMe#ekeâ keWâefõle Âef°keâesCe
goodness and in their abilities./yeÛÛeeW keâes efoKeeSB
(a) Only III/kesâJeue III efkeâ Deehekeâes Gvekeâer DeÛÚeF& Deewj Gvekeâer #eceleeDeeW ceW
(b) I and II/I Deewj II efJeMJeeme nw~
(c) I, II and III/I, II Deewj III (d) Tell them that they are 'lazy' or 'naughty'
(d) I and III/I Deewj III when they behave badly./GvnW yeleeSB efkeâ peye Jes
DSSSB PRT 23/03/2022 (Shift-II) yegje JÙeJenej keâjles nQ lees Jes ‘Deeuemeer’ Ùee ‘Mejejleer’ nesles
Ans : (b) DeefOeiece Deewj efMe#eCe kesâ efMe#eeLeea kesâefvõle Gheeiece leLee nQ~
jÛeveeJeeoer Gheeiece ceW keâ#ee keâe JeeleeJejCe ueeskeâleebef$ekeâ neslee nw~ DSSSB PRT 27/03/2022 (Shift-I)
efMe#eeLeea kesâefvõle Gheeiece (Learner-centered approach):– Ans. (d) : Skeâ yeÛÛes keâer mekeâejelcekeâ Deelce-DeJeOeejCee keâes heesef<ele
Skeâ efMe#eeLeea kesâefvõle Âef°keâesCe, efMe#eee|LeÙeeW keâes meef›eâÙe SpeWš kesâ ™he keâjves kesâ efueS efMe#ekeâ keâes ÛeeefnS efkeâ GvnW meHeâuelee kesâ DeJemej Øeoeve
ceW osKelee nw Jes Deheves mJeÙeb kesâ %eeve efheÚues DevegYeJe, efMe#ee Deewj keâjW, GefÛele efveÙece efveOee&efjle keâjW Deewj GvnW ØesceceÙelee mes ueeiet keâjW
efJeÛeej ueeles nQ leLee Ùen ØeYeeefJele keâjlee nw efkeâ Jes veF& peevekeâejer keâes leLee yeÛÛeeW keâes efoKeeSB efkeâ Deehekeâes Gvekeâer DeÛÚeF& Deewj Gvekeâer
kewâmes «enCe keâjles nw Deewj meerKeles nQ~ Dele: Ùen Mewef#ekeâ efJeefOeÙeeW keâes #eceleeDeeW ceW efJeMJeeme nw~ peyeefkeâ Skeâ yeÛÛes keâer mekeâejelcekeâ Deelce-
osKeves, meesÛeves Deewj Gve hej keâeÙe& keâjves keâe Skeâ veÙee lejerkeâe nw~ DeJeOeejCee keâes heesef<ele keâjves kesâ efueS Ùen OeejCee veneR Deheveevee
jÛeveeJeeoer Âef°keâesCe (Constructivist Approach):– ÛeeefnS efkeâ GvnW yeleeSB efkeâ peye Jes yegje JÙeJenej keâjles nQ lees Jes
jÛeveeJeeo, Skeâ keâ#ee JeeleeJejCe yeveekeâj meeceeefpekeâ Deewj mebÛeej ‘Deeuemeer’ Ùee ‘Mejejleer’ nesles nQ~
keâewMeue keâes yeÌ{eJee oslee nw pees menÙeesie Deewj efJeÛeejeW kesâ Deeoeve-Øeoeve 13. Which among them is not the factor of child
hej peesj oslee nQ~ Dele: FmeceW Úe$e meef›eâÙe ™he mes Dehevee %eeve jÛeles maltreatment ?
nw Deewj yeveeles nQ~ FveceW mes keâewve-mee yeeue kegâJÙeJenej keâe keâejkeâ veneR nw?
10. efJekeâeme keâes meekeâej keâjves Jeeues heÙee&JejCeerÙe keâejkeâ ceW (a) Books/hegmlekeWâ
efvecveefueefKele ceW mes efkeâmekesâ DeueeJee meYeer Meeefceue nQ? (b) Caregiver/osKeYeeue keâjves Jeeuee
(a) mebmke=âefle (b) efMe#ee keâer iegCeJeòee (c) Parents/ceelee-efhelee
(c) Meejerefjkeâ meew‰Je (d) hees<eCe keâer iegCeJeòee (d) Society/meceepe
PRT POST CODE 70/90 29.12.2013 (Cancelled) DSSSB PRT 26/03/2022 (Shift-I)
Ans : (c) efJekeâeme keâes meekeâej keâjves Jeeues heÙee&JejCeerÙe keâejkeâeW ceW Ans. (a) : yeeuekeâ keâe kegâJÙeJenej JeeleeJejCe mes ØeYeeefJele neslee nw
Meejerefjkeâ meew‰Je kesâ DeueeJee mebmke=âefle, efMe#ee keâer iegCeJeòee, hees<eCe keâer ef p emeceW ceelee-ef h elee, osKeYeeue keâjves Jeeuee leLee meceepe Deeefo keâejkeâ,
iegCeJeòee, heefjJeej Deewj heeme–heÌ[esme keâe JeeleeJejCe, mebÛeej ceeOÙece, efJeefYeVe ™he mes yeeuekeâ kesâ JÙeJenej keâes ØeYeeefJele keâjles nw~ peyeefkeâ
meceepe Deeefo meYeer Meeefceue nesles nQ~ Meejerefjkeâ meew‰Je pewefJekeâ keâejkeâ hegmlekeWâ yeeuekeâ kesâ kegâJÙeJenej keâes keâYeer Yeer ØeYeeefJele veneR keâjsieer
nw pees JÙeefòeâ kesâ efJekeâeme keâes ØeYeeefJele keâjleer nw~ keäÙeeWefkeâ hegmlekeWâ lees %eeve Øeoeve keâjves keâe keâeÙe& keâjleer nw~
Teaching Aptitude 111 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

14. _____mebmke=âefleÙeeW Deewj meceepeeW kesâ Yeerlej yeÌ[s hewceeves kesâ (c) efJeÅeeefLe&ÙeeW ceW efÛevleve Meefòeâ keâe efJekeâeme keâjvee
yeue nQ pees efJeÛeejeW, YeeJeveeDeeW Deewj JÙeJenej keâes (d) efyevee lewÙeejer kesâ efJeÅeeefLe&ÙeeW keâe cetuÙeebkeâve keâjvee
ØeYeeefJele keâjleer nQ~ NVS PGT 2016
(a) ceveesJew%eeefvekeâ keâejkeâ Ans : (c) efJeÅeeefLe&ÙeeW ceW efÛebleve Meefòeâ keâe efJekeâeme keâjves kesâ efueS
(b) meeceeefpekeâ-meebmke=âeflekeâ keâejkeâ keâ#ee–keâ#e ceW efJeÅeeefLe&ÙeeW keâes Kegueer hegmlekeâ DeYÙeeme keâjJeevee meJee&efOekeâ
(c) ueeskeâleebef$ekeâ keâejkeâ
GheÙegòeâ nesiee~ Kegueer hegmlekeâ DeYÙeeme kesâ meboYe& ceW ceevÙelee Ùen nw efkeâ
Úe$eeW ceW %eeve mebÛeÙe kesâ hejchejeiele mebkegâefÛele Âef°keâesCe keâes meceehle keâj
(d) meeceeefpekeâ-ueeskeâleebef$ekeâ keâejkeâ yeesOe, efÛebleve, ceveve, efJeMues<eCe, leke&â leLee GÛÛe mlejerÙe ceeveefmekeâ
DSSSB PRT 30/03/2022 (Shift-III) ÙeesiÙelee keâe efJekeâeme keâjvee efMe#ee keâe ue#Ùe nes~ Fmemes Úe$eeW ceW jšves
Ans. (b) : meeceeefpekeâ-meebmke=âeflekeâ keâejkeâ mebmke=âefleÙeeW Deewj meceepeeW kesâ keâer ØeJe=efòe keâes nleeslmeeefnle efkeâÙee pee mekeâlee nw Deewj efJeÅeeefLe&ÙeeW ceW
Yeerlej yeÌ[s hewceeves kesâ yeue nQ pees efJeÛeejeW, YeeJeveeDeeW Deewj JÙeJenej keâes GÛÛemlejerÙe ceewefuekeâ efÛebleve keâer ÙeesiÙelee keâes yeÌ{eJee efceue mekeâlee nw~
ØeYeeefJele keâjleer nw~ JÙeefòeâÙeeW kesâ efJekeâeme Deewj keâeÙe&ØeCeeueer ceW 18. efMe#eCe keâeÙe& DeLe&nerve nes peelee nw, Ùeefo–
meeceeefpekeâ-meebmke=âeflekeâ keâejkeâ cenlJehetCe& Yetefcekeâe efveYeeles nw~ %eeve (a) keâece ceW keâesF& heefjJele&ve ve nes
peerJeve keâe DeeOeej nw efpemes Øeehle keâjves keâer Øeef›eâÙee ner JeemleJe ces efMe#ee nw~ (b) keâesF& veJeeÛeej ve nes
JÙeefòeâ peneB Skeâ Deesj Deheves Meejerefjkeâ he#e kesâ osKeYeeue kesâ efueS Yeespeve hej (c) efkeâmeer yeele keâe ØeefMe#eCe ve nes
efveYe&j jnlee nw, Jener otmejer Deesj Jen Deheveer lejn kesâ otmejs JÙeefòeâÙeeW kesâ (d) DevegMeemeve ve nes
meeLe ieefleMeerue mebyebOeeW keâer Skeâ ØeCeeueer efJekeâefmele keâjlee nw~ Ùen Gmekesâ PRT KVS 15–12–2013
meeceeefpekeâ-meebmke=âeflekeâ keâejkeâ kesâ ™he ceW henÛeeveer peeleer nw~ efMe#eCe keâeÙe& DeLe&nerve nes peelee nw Ùeefo keâesF& veJeeÛeej ve
Ans : (b)
15. keâewve–mee efJeÅeeefLe&ÙeeW keâes meerKeves ceW keâef"veeF&ÙeeW keâe nes~ veJeeÛeej keâe DeLe& efkeâmeer Glheeo, Øeef›eâÙee Ùee mesJee ceW LeesÌ[e Ùee
GoenjCe veneR nw? kegâÚ yeÌ[e heefjJele&ve ueeves mes nw~ veJeeÛeej kesâ Debleie&le kegâÚ veÙee Deewj
(a) kegâÚ meceÙe kesâ efueS OÙeeve ve os heevee GheÙeesieer DeheveeÙee peelee nw~ ÙeneB efMe#eCe keâeÙe& ceW veJeeÛeej keâe celeueye
(b) meeceevÙe meerKeves keâer ØesjCee nw- JÙeJenej ceW yeoueeJe Ùee heefjJele&ve~ FmeefueS efMe#eCe keâeÙe& leye lekeâ
(c) mebef#ehle mebkeâuhevee keâes mecePeves ceW keâef"veeF& DeLe&hetCe& veneR ceevee peelee nw peye lekeâ efkeâ yeÛÛeeW kesâ JÙeJenej ceW
heefjceepe&ve Ùee heefjJele&ve ve nes~
(d) mecemÙee meguePeeves ceW keâcepeesj
19. yengkeâ#ee efMe#eCe keâer meyemes yeÌ[er keâceer nesleer nw–
KVS–PRT Post Code 16/17, 29–10–2017
(a) Ùen DeOÙesleeDeeW kesâ oeefÙelJe ceW Je=efæ keâjleer nw
Ans : (b) meerKeves keâer keâef"veeFÙeeW kesâ efvecveefueefKele GoenjCe nw–
(b) Fmemes DevegMeemevenervelee hevehe mekeâleer nw
(i) kegâÚ meceÙe kesâ efueS OÙeeve ve os heevee~
(c) FmeceW JÙeefòeâiele OÙeeve keâer Øeef›eâÙee ceW keâceer Deeleer nw
(ii) mebef#ehle mebkeâuhevee keâes mecePeves ceW keâef"veeF&
(d) Ùen efMe#ekeâeW keâes efveef<›eâÙe yeveeleer nw
(iii) mecemÙee meguePeeves ceW keâcepeesj~ PRT–KVS, 16–12–2017
(iv) Meejerefjkeâ ™he mes De#ece nesvee~ Ans : (c) peye Skeâ efMe#ekeâ Skeâ ner meceÙe ceW Skeâ meeLe Deueie–Deueie
(v) efvecve yeewefækeâ ef›eâÙee~ keâ#eeDeeW kesâ yeÛÛeeW kesâ efueS efMe#eCe keâeÙe& keâjlee nw lees Jen yeng–keâ#ee
meeceevÙe meerKeves keâer ØesjCee, efJeÅeeefLe&ÙeeW keâes meerKeves ceW keâef"veeF& keâe efMe#eCe keâer efmLeefle nesleer nw~ yengkeâ#ee efMe#eCe ceW efMe#ekeâeW hej DeefOekeâ keâeÙe&
GoenjCe veneR nw~ yeesPe kesâ keâejCe Gvekesâ efueS efJeÅeeefLe&ÙeeW hej JÙeefòeâiele OÙeeve osvee leLee
16. Skeâ meele meeue keâe efJeÅeeLeea keäueeme mlej kesâ efnmeeye mes DeefOeiece nsleg GvnW DeefYeØesefjle keâjvee mebYeJe veneR nes heelee nw~
veneR heÌ{ mekeâlee nw~ efMe#ekeâ keâes– 20. For education in school to be effective, the
environment needs to be conducive to learning.
(a) efvecve mlej hej heÌ{ves keâe DeYÙeeme osvee ÛeeefnS This stimulating learning environment can be
(b) ceelee–efhelee keâes Keyej osveer ÛeeefnS created in which of the following ways?
(c) Gmes keäueeme ceW jeskeâ uesvee ÛeeefnS (I) Effective classroom organization
(d) efJeMes<e%e keâer meneÙelee ueskeâj keâejCe peeveves keâe ØeÙelve (II) Interactive and whole school displays
(III) Climate of innovation
keâjvee ÛeeefnS mketâue ceW efMe#ee ØeYeeJeer nesves kesâ efueS, JeeleeJejCe keâes
PRT–KVS Post Code 150/14, 19–10–2014
DeefOeiece kesâ Devegketâue nesvee ÛeeefnS~ Ùen Øesjkeâ efMe#eCe
Ans : (d) Ùeefo Skeâ meele meeue keâe efJeÅeeLeea keäueeme mlej kesâ efnmeeye heefjJesMe efvecveefueefKele ceW mes efkeâme lejerkesâ mes yeveeÙee pee
mes veneR heÌ{ mekeâlee nw, lees Skeâ efMe#ekeâ keâes efJeMes<e%e keâer meneÙelee mekeâlee nw ?
ueskeâj keâejCe peeveves keâe ØeÙelve keâjvee ÛeeefnS leLee Gmekeâe GefÛele 1. ØeYeeJeer keâ#ee mebie"ve
meceeOeeve keâjves keâe ØeÙeeme keâjvee ÛeeefnS~ efMe#ekeâ keâes ÛeeefnS efkeâ 2. hejmhej mebJeeoelcekeâ Deewj hetCe& mketâue keâe ØeoMe&ve
keâ#ee-keâ#e ceW YeÙecegòeâ JeeleeJejCe GlheVe keâjkesâ Ssmes efJeÅeeefLe&ÙeeW keâes 3. veJeeÛeej keâer Øeke=âefle
menpe ™he mes mJeerkeâej keâjW~
(a) I and III/ I Deewj III
17. keâ#ee–keâ#e ceW efJeÅeeefLe&ÙeeW keâes Kegueer hegmlekeâ DeYÙeeme (b) I, II and III/I, II Deewj III
keâjJeeves kesâ GefÛele keâejCe keâes ÛegefveS (c) I and II/ I Deewj II
(a) hee"dÙe Yee<ee kesâ ØeÙeesie keâes Øeeslmeeefnle keâjvee (d) II and III/ II Deewj III
(b) hee" keâes efJemle=le ™he mes Ùeeo keâjvee DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
Teaching Aptitude 112 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : mketâue ceW efMe#ee keâes ØeYeeJeer yeveeves kesâ efueS, JeeleeJejCe
keâes DeefOeiece kesâ Devegketâue nesvee ÛeeefnS, efpememes efJeÅeeefLe&ÙeeW keâes efMe#eCe (iv) efMe#eCe efJeefOeÙeeB
Deewj DeefOeiece keâer Øeef›eâÙee kesâ meeLe Deble:ef›eâÙee keâjves kesâ efueS peien Deewj (Methods of Teaching)
meceÙe efceue mekesâ~ Øesjkeâ efMe#eCe JeeleeJejCe yeveevee Deewj yeveeS jKevee
ØeYeeJeer keâ#ee mebie"ve, hejmhej mebJeeoelcekeâ Deewj hetjs mketâue kesâ ØeoMe&ve Deewj 1. A teacher first gives some examples related to
veJeeÛeej keâer Øeke=âefle kesâ ceeOÙece mes Øeehle efkeâÙee pee mekeâlee nw~ the concept and then asks about the
rule/principle governing it. She/he is adopting:
21. Which of the following factors influence the Skeâ DeOÙeehekeâ henues mebkeâuhevee kesâ yeejs ceW kegâÚ GoenjCe
actual teaching-learning processes and
practices. oslee nw Deewj efHeâj Fmemes mebyebefOele efveÙece/efmeæevle kesâ
I. Role of teachers yeejs ceW hetÚlee nw~ Jen Dehevee jne nw–
II. Beliefs and assumption (a) Inductive approach/Deeieceveelcekeâ Gheeiece
III. Modes of evaluation (b) Deductive approach/efveieceveelcekeâ Gheeiece
IV. Processes of classroom interaction. (c) Investigatory approach/DevegmebOeeveelcekeâ Gheeiece
efvecveefueefKele ceW mes keâewve-mes keâejkeâ JeemleefJekeâ
(d) Explanatory approach/efJeJejCeelcekeâ Gheeiece
efMe#eCe-DeefOeiece Øeef›eâÙeeDeeW Deewj ØeLeeDeeW keâes
KVS TGT Maths 14/02/2023 (Shift-I)
ØeYeeefJele keâjles nQ~
Ans. (a) : Deeieceveelcekeâ Gheeiece Skeâ ceveesJew%eeefvekeâ efJeefOe nw efpemeceW
I. efMe#ekeâeW keâer Yetefcekeâe
efJeefMe° DevegYeJeeW Deewj GoenjCeeW kesâ ceeOÙece mes meeceevÙe efveÙeceeW keâe
II. efJeÕeeme Deewj OeejCee
efvecee&Ce efkeâÙee peelee nw~ Fmekesâ Éeje yeÛÛes mejue mecØelÙeÙeeW kesâ
III.cetuÙeebkeâve kesâ lejerkesâ meneÙelee mes veJeerve %eeve keâe mebÛeej keâjles nw~
IV. keâ#ee ceW yeeleÛeerle keâer Øeef›eâÙeeSB * Fmes efJeMues<eCe ØeCeeueer kesâ veece mes Yeer peevee peelee nw~
(a) II, III and IV /II, III Deewj IV * GoenjCe kesâ ceeOÙece mes efveÙece Ùee efmeæeble yeveeles nw~
(b) I, II, III and IV /I, II, III Deewj IV * Ùen efMe#eCe efJeefOe efJeefMe° mes meeceevÙe keâer Deesj, mLetue mes met#ce keâer
(c) I, II and III /I, II Deewj III Deesj, cetle& mes Decetle& keâer Deesj, heefjefÛele mes DeheefjefÛele (%eele mes
(d) I, III and IV /I, III Deewj IV De%eele) keâer Deesj, mejue mes keâef"ve keâer Deesj kesâ efmeæeble hej keâeÙe&
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM keâjleer nw~
Ans. (b) : efMe#ekeâeW keâer Yetefcekeâe, efJeÕeeme Deewj OeejCee, cetuÙeebkeâve kesâ 2. Employing Project method is not suitable
lejerkesâ, keâ#ee ceW yeeleÛeerle keâer Øeef›eâÙeeSB Deeefo meYeer keâejkeâ JeemleefJekeâ when:
efMe#eCe-DeefOeiece Øeef›eâÙeeDeeW Deewj ØeLeeDeeW keâes ØeYeeefJele keâjles nQ~ heefjÙeespevee efJeefOe keâe ØeÙeesie leye GheÙegòeâ veneR neslee nw
22. Which of the following factors does NOT affect peye-
development of attitude in children? (a) real life experiences are considered
efvecveefueefKele ceW mes keâewve-mee keâejkeâ yeÛÛeeW ceW Âef°keâesCe important./ JeemleefJekeâ peerJeve DevegYeJeeW keâes cenlJehetCe&
kesâ efJekeâeme keâes ØeYeeefJele veneR keâjlee nw? mecePee peelee nQ~
(a) Peer group/meeefLeÙeeW kesâ mecetn (b) teacher finds it difficult to ensure
(b) Home/Iej participation of all students in it./DeOÙeehekeâ FmeceW
(c) National institutions/je°^erÙe mebmLeeve meYeer efJeÅeeefLe&ÙeeW keâer Yeeieeroejer megefveef§ele keâjves ceW keâef"veeF&
(d) School/efJeÅeeueÙe cenmetme keâjs~
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM (c) development of self confidence among
Ans. (c) : meeefLeÙeeW keâe mecetn, Iej, heefjJeej, mecegoeÙe, mebÛeej ceeOÙece, students is a priority./efJeÅeeefLe&ÙeeW ceW Deelce efJeÕeeme
efJeÅeeueÙe, efMe#ekeâ, heeme-heÌ[esme Ùes meYeer yeÛÛes kesâ Âef°keâesCe Ùee ceveesJe=efòe efJekeâefmele nesves keâes ØeeLeefcekeâlee oer peeleer nw~
keâes ØeYeeefJele keâjves Jeeues ØecegKe DeefYekeâjCe nQ~ peyeefkeâ je°^erÙe Ùee (d) no external persuasion is needed to attract the
Debleje&°^erÙe mebmLeeSB yeÛÛeeW kesâ ceveesJe=efòe keâes ØeYeeefJele veneR keâjleer nw~ students toward learning./efJeÅeeefLe&ÙeeW keâes DeefOeiece
keâer Deesj Deekeâef<e&le keâjves kesâ efueS efkeâmeer yeenjer DevegveÙe
23. JeeFieeslmekeâer yeÛÛeeW kesâ meerKeves ceW efvecveefueefKele ceW mes
keâer DeeJeMÙekeâlee ve nes~
efkeâme keâejkeâ keâer cenòJehetCe& Yetefcekeâe hej yeue osles nQ? KVS TGT Maths 14/02/2023 (Shift-I)
(a) veweflekeâ (b) Meejerefjkeâ Ans. (b) : heefjÙeespevee efJeefOe keâe ØeÙeesie leye GheÙegòeâ vener neslee nw
(c) meeceeefpekeâ (d) DeevegJeebefMekeâ peye DeOÙeehekeâ FmeceW meYeer efJeÅeeefLe&ÙeeW keâer Yeeieeroejer megefveef§ele keâjves ceW
PRT POST CODE 70/90 29.12.2013 (Cancelled) keâef"veeF& cenmetme keâjs~ FmeceW efMe#eeLeea (Úe$eeW) keâer Yeeieeroejer keâes
Ans : (c) JeeFieeslmekeâer yeÛÛeeW kesâ meerKeves ceW meeceeefpekeâ keâejkeâ keâer F°lece leLee henuekeâejer yeveeÙee peelee nw~
Yetefcekeâe keâes cenòJehetCe& ceeveles nQ~ Jemlegle: JeeFieeslmekeâer ves yeeuekeâ kesâ heefjÙeespevee efJeefOe kesâ ØeJele&keâ pee@ve [ŸetJeer kesâ efMe<Ùe [yuÙet] SÛe]
meb%eeveelcekeâ efJekeâeme ceW meceepe SJeb Gmekesâ meebmke=âeflekeâ mebyebOeeW kesâ yeerÛe efkeâuehewefš^keâ Les~ Fme efJeefOe ceW Úe$eeW kesâ peerJeve mes mecyeefvOele mecemÙeeDeeW
mebJeeo keâes Skeâ cenòJehetCe& DeeÙeece Ieesef<ele efkeâÙee~ FmeerefueS keâes JeemleefJekeâ ™he ceW Øemlegle efkeâÙee peelee nw leLee Úe$eeW Éeje ner FmeceW
JeeFieeslmekeâer kesâ efmeæeble keâes meeceeefpekeâ efveefce&leJeeo keâne peelee nw~ mecemÙee meceeOeeve keâer Ùeespevee lewÙeej keâer peeleer nw~
Teaching Aptitude 113 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

3. Which is not true about Demonstration method? Ans. (a) : Úe$e efnlew<eer efJeefOe kesâ Devleie&le oesveeW ner Øekeâej keâer
ØeoMe&ve efJeefOe kesâ yeejs ceW keâewve mee melÙe veneR nw ? efJeefOeÙeeB Meeefceue nw–
(a) Spontaneous clearing of doubts of students (1) Kesue efJeefOe (Play way method)– Fme heæefle ceW yeeuekeâ
Úe$eeW keâer MebkeâeDeeW keâe menpe meceeOeeve efJeefYeVe Øekeâej kesâ GhekeâjCeeW mes Kesuekeâj De#ejeW DebkeâieefCele, jsKeeieefCele
(b) Expensiveness/cenBieeheve Deeefo keâe %eeve Øeehle keâjlee nw~ Dele: Kesue efJeefOe Gvekeâer efJeefYeVe
(c) Reduction of distractions/efJekeâ<e&CeeW ceW keâceer %eevesefvõÙeeW keâes ØeefMeef#ele keâjves keâe keâeÙe& keâjleer nw~
(d) Opportunity for students to ask questions (2) mecemÙee meceeOeeve efJeefOe (Problem solving method)–
Úe$eeW keâes ØeMve hetÚves keâe DeJemej efMe#eCe keâer mecemÙee meceeOeeve efJeefOe Skeâ ØeÛeefuele efJeefOe nw~ Fme efJeefOe
KVS TGT English 2023 keâe ØeÙeesie Úe$eeW ceW mecemÙee keâes nue keâjves keâer #ecelee efJekeâefmele keâjves
Ans. (c) : ØeoMe&ve efJeefOe ceW efMe#ekeâ keâ#ee ceW Ûeeš&, cee@[ue keâe kesâ efueS efkeâÙee peelee nw Deewj Úe$eeW mes Ùen Dehes#ee keâer peeleer nw efkeâ Jes
DeeÙeespeve keâjkesâ mebyebefOele efJe<eÙeJemleg keâe mhe°erkeâjCe keâjlee nw~ Fme mJeÙeb Deheveer mecemÙeeDeeW keâes ØeÙeemeeW Éeje nue keâjW~
efJeefOe ceW DeefOeiece kesâ meceÙe yeeuekeâeW keâer Âef° Jeb FefvõÙeeb DeefOekeâ 6. Which one of the following is not a role of
meef›eâÙe jnleer nw~ Úe$eeW keâer efvejer#eCe, leke&â SJeb efJeÛeej Meefòeâ keâe teacher in play way method?
efJekeâeme neslee nw~ Fme efJeefOe ceW keâYeer-keâYeer efMe#eCe Éeje ØeÙeesie meHeâue ef vecveefueefKele ceW mes Kesue (hues Jes) efJeefOe ceW DeOÙeehekeâ keâer
veneR neslee nw, efpemekeâer Jepen mes Úe$eeW kesâ ceve ceW Gme efJe<eÙe kesâ Øeefle Yet efcekeâe keäÙee veneR nw?
Deveskeâ YeübeefleÙeeB GlheVe nes peeleer nw~ Fme Øekeâej efJekeâuhe (c) ØeoMe&ve (a) Creating learning environment
efJeefOe kesâ yeejs ceW melÙe veneR nw~ DeefOeiece JeeleeJejCe me=efpele keâjvee
4. A teacher first tells the rule and principle and (b) Arranging relevant activities from simple to
then cite examples to explain the concept, complex/Øeemebefiekeâ ieefleefJeefOeÙeeW keâes mejue mes peefšue
she/he is adopting. lekeâ JÙeJeefmLele keâjvee
Skeâ DeOÙeehekeâ henues efveÙece Deewj efmeæevle kesâ yeejs ceW (c) Arranging learning activities from simple to
yeleelee nw Deewj efheâj mebkeâuhevee keâes mhe° keâjves kesâ efueS complex/DeefOeiece ef›eâÙeekeâueeheeW keâes mejue mes peefšue
kegâÚ GoenjCe oslee nw~ Jen keâewve mee Gheeiece Dehevee jne keâer Deesj JÙeJeefmLele keâjvee
nw? (d) Evaluating the students through play way
activities/Kesue ef›eâÙeekeâueeheeW kesâ ceeOÙece mes Úe$eeW keâe
(a) Explanatory approach/efJeJejCeelcekeâ Gheeiece
cetuÙeebkeâve keâjvee
(b) Investigatory approach/DevJes<eCeelcekeâ Gheeiece KVS TGT Sanskrit 14/02/2023 (Shift-II)
(c) Deductive approach/efveieceveelcekeâ Gheeiece Ans. (c) : Kesue ØeCeeueer keâe pevceoelee øeâesyesue keâes ceevee peelee nw~
(d) Inductive approach/Deeieceveelcekeâ Gheeiece hejvleg Kesue efJeefOe (hues Jes) kesâ DeeOegefvekeâ JÙeJeefmLele DeelceØesefjle pevekeâ
KVS TGT Sanskrit 14/02/2023 (Shift-II) nsvejer keâeu[Jesue kegâkeâ nQ~ Fme efJeefOe ceW DeOÙeehekeâ keâer Yetefcekeâe
EVS Principal 08/02/2023 (Shift-I) DeefOeiece ef›eâÙeekeâueeheeW keâes mejue mes peefšue keâer Deesj JÙeJeefmLele keâjves
Ans. (c) : Skeâ DeOÙeehekeâ henues efveÙece Deewj efmeæevle kesâ yeejs ceW keâer vener nw keäÙeeWefkeâ Fme efJeefOe kesâ ØeÙeesie mes yeeuekeâ peefšue keâeÙe& keâes
yeleelee nw Deewj efHeâj mebkeâuhevee keâes mhe° keâjves kesâ efueS kegâÚ GoenjCe Yeer DeelceØesefjle, ®efÛehetCe& SJeb JÙeJeneefjkeâ {bie mes mejuelee mes meerKe
oslee nw~ Fme Øekeâej Jen efveieceveelcekeâ Gheeiece keâe GheÙeesie keâj jne heeves ceW me#ece nesles nQ~ Kesue efJeefOe Éeje yeeuekeâ pees Yeer keâeÙe& keâjlee
nw~ efveieceveelcekeâ efJeefOe efMe#eCe DeOÙeÙeve Je leke&â keâer efJeefOe keânueeleer nw, Jen efkeâmeer kesâ oyeeJe ceW veneR yeefukeâ mJesÛÚe mes keâjlee nw, Fmemes
nw, efpemeceW Úe$e meeceevÙe efmeæevle kesâ efJeefMe° DevegØeÙeesie keâer Deesj veerjme keâeÙe& Yeer DeevebooeÙekeâ nes peelee nw Deewj yeeuekeâ keâes ØemeVelee keâe
De«emej nesles nQ Deewj efve<keâ<eeX kesâ efueS JewOelee ØeoefMe&le nesleer nw~ DevegYeJe neslee nw~
5. Which of the following is the example of 7. Under which condition the demonstration
student friendly methods ? method is not suitable?
efvecveefueefKele ceWs mes keâewve-mee Úe$e efnlew<eer efJeefOeÙeeW keâe efkeâme efmLeefle ceW ØeoMe&veefJeefOe keâe ØeÙeesie keâjvee GheÙegòeâ
GoenjCe nw? veneR nQ?
I. Play way method (a) Lesson is to be introduced as a problem
I. Kesue efJeefOe hee" keâes Skeâ mecemÙee kesâ ™he ceW Øemlegle efkeâÙee peevee nes
II. Problem solving method (b) Sufficient materials are available for
individual experimentation
II. mecemÙee meceeOeeve efJeefOe
JewÙeefòeâkeâ ØeÙeesie kesâ efueS heÙee&hle meece«eer GheueyOe nes
(a) Both I and II/I leLee II oesvees (c) Experiment is time consuming
(b) Only II/kesâJeue II ØeÙeesie keâjves ceW meceÙe ueielee nw
(c) Only I/kesâJeue I (d) Teacher centered approach is to be practised
(d) Neither I nor II/vee ner I vee ner II DeOÙeehekeâ-kesâefvõle Gheeiece keâes ØeÙeesie efkeâÙee peevee nes
DSSSB PRT 07/03/2022 (Shift-III) KVS TGT Sanskrit 14/02/2023 (Shift-II)
Teaching Aptitude 114 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (a) : ØeoMe&ve Meyo keâe DeLe& nw [scees osvee Ùee ieefleefJeefOe keâjvee~ 11. Which of the methods involves reflective thinking,
ØeoMe&ve efJeefOe ceW efMe#ekeâ Deheves efJeÅeeefLe&ÙeeW keâes ›eâceyeæ SJeb ÛejCeyeæ reasoning and results from the achievement of
lejerkesâ mes ØeoMe&ve efJeefOe keâe GheÙeesie keâjkesâ heÌ{elee nw~ hee" keâes Skeâ certain abilities, skills and attitude?
mecemÙee kesâ ™he ceW Øemlegle efkeâÙee peevee ØeoMe&ve efJeefOe ceW GheÙegòeâ veneR keâewve-meer efJeefOe ceW keâefleheÙe ÙeesiÙeleeDeeW, keâewMeueeW Deewj
keäÙeeWefkeâ efJeÅeeefLe&ÙeeW keâes efJe<eÙe kesâ yeejs ceW Deheveer DeJeOeejCee Deewj DeefYeJe=efòe keâer Øeeefhle mes efJeceMe&keâ, efÛevleve, leke&âmebieefle
keâef"veeFÙeeW keâes mhe° keâjves kesâ efueS efMe#ekeâeW mes ØeMve hetÚves keâe ceewkeâe Deewj heefjCeece Meeefceue nesles nQ?
efoÙee peevee ÛeeefnS~ (a) Project Method/heefjÙeespevee efJeefOe
8. The constructive method of teaching and (b) Discovery Method/Keespe efJeefOe
learning would empower ___________.
efMe#eCe Deewj DeefOeiece keâer jÛeveelcekeâ efJeefOe mes –––––– (c) Problem Solving Method/mecemÙee meceeOeeve efJeefOe
meyeueerkeâjCe neslee nw? (d) Play way Method/Kesue (hues Jes) efJeefOe
(a) Teacher/DeOÙeehekeâ (b) The child/yeeuekeâ KVT TGT Hindi 13/02/2023 (Shift-II)
(c) Principal/ØeeÛeeÙe& (d) Librarian/ueeFyeÇsefjÙeve Ans. (c) : mecemÙee meceeOeeve efJeefOe ceW keâefleheÙe ÙeesiÙeleeDeeW, keâewMeueeW
KVS TGT Science 12/02/2023 (Shift-II) Deewj DeefYeJe=efòe keâer Øeeefhle mes efJeceMe&keâ, efÛevleve, leke&â-mebieefle Deewj
Ans. (b) : efMe#eCe Deewj DeefOeiece keâer jÛeveelcekeâ efJeefOe mes yeeuekeâ heefjCeece Meeefceue nesles nQ~ FmeceW Úe$e kesâ mece#e Ssmeer mecemÙeelcekeâ
keâe meyeueerkeâjCe neslee nw~ yeeuekeâ keâ#ee ceW meef›eâÙe DeefOeiecekeâlee& nesles heefjefmLeefleÙeeB GlheVe keâer peeleer nw, efpeveceW Jen mJeÙeb efÛevleve, leke&â leLee
nw, FmeefueS keâ#ee keâe JeeleeJejCe yeeuekeâeW keâer DeeJeMÙekeâleeDeeW Deewj efvejer#eCe kesâ ceeOÙece mes mecemÙee keâe nue {tb{ mekesâ~
™efÛeÙeeW hej DeeOeeefjle nesvee ÛeeefnS~ 12. Observational learning may not be promoted
9. To arouse scientific temper among the children by:
what teacher do in classroom? DeJeueeskeâveelcekeâ DeefOeiece keâes efkeâmekesâ Éeje yeÌ{eJee veneR
yeeuekeâeW ceW Jew%eeefvekeâ Âef°keâesCe keâe ØeeogYee&Je keâjves kesâ efoÙee pee mekeâlee nw?
efueS DeOÙeehekeâ keâes keâ#ee ceW keäÙee keâjvee ÛeeefnS?
(a) Providing reward/hegjmkeâej Øeoeve keâjkesâ
(a) Group discussion/mecetn ceW efJeceMe&
(b) Discussing outcomes of such learning with
(b) Conduction experiment in class
the students/efJeÅeeefLe&ÙeeW kesâ meeLe Ssmes DeefOeiece kesâ
keâ#ee ceW ØeÙeesie keâjvee
(c) Lecture method/JÙeeKÙeeve efJeefOe
hejerCeece hej ÛeÛee& keâjkesâ
(d) reading the text/hee"Ÿehegmlekeâ heÌ{vee (c) Avoiding rehearsals/DeYÙeeme keâjves mes yeÛekesâ
KVS TGT Science 12/02/2023 (Shift-II) (d) Encouraging students for self assessment
Ans. (b) : yeeuekeâeW ceW Jew%eeefvekeâ Âef°keâesCe keâe ØeeogYee&Je keâjves kesâ efJeÅeeefLe&ÙeeW keâes mJe-Deekeâueve nsleg Øeeslmeeefnle keâjkesâ
efueÙes DeOÙeehekeâ keâes keâ#ee ceW ØeÙeesie keâjves ÛeeefnS~ Ùen Úe$eeW keâes Ùen KVT TGT Hindi 13/02/2023 (Shift-II)
meerKeves ceW ceoo keâjlee nw, efkeâ kewâmes DeefOekeâ mecePeoej Deewj efpe%eemeg
DeJeueeskeâveelcekeâ DeefOeiece keâes DeYÙeeme keâjves mes yeÛekesâ
Ans. (c) :
yeves~ Fmekesâ Éeje Úe$e ØeMve hetÚvee meerKeles nQ, MeesOe kesâ efueÙes veÙes
yeÌ{eJee vener efoÙee pee mekeâlee nw keäÙeeWefkeâ DeJeueeskeâveelcekeâ DeefOeiece leye
jemles leueeMeles nQ leLee efkeâmeer ØeMve keâe Gòej osves Ùee mecemÙee Ùee
neslee nw peye keâesF& Úe$e otmejeW kesâ JÙeJenej keâes osKekeâj Ùee Gmeer keâeÙe&
meceeOeeve keâjves kesâ veS lejerkesâ Keespeles nw~ keâes oesnjeves kesâ ceeOÙece mes meerKelee nw~ Fmekesâ ceeOÙece mes yeeuekeâ veJeerve
10. For teaching geometrical theorem to class VIII keâewMeue meerKe mekeâles nw~
students, which one of the following methods
would be most desirable? 13. A teacher taught the concept of photosynthesis
keâ#ee-Dee" kesâ Úe$eeW keâes pÙeeefceleerÙe ØecesÙe heÌ{eves kesâ to the students. The teacher wants to ensure
efueS efvecveefueefKele ceW mes keâewve-meer efJeefOe meJee&efOekeâ that complete learning on the part of the
students has taken place and it can be verified
JeebÚveerÙe nesieer? if the students are able to:
(a) Project Method/heefjÙeespevee efJeefOe Skeâ DeOÙeehekeâ Úe$eeW keâes ØekeâeMe mebMues<eCe keâer mebkeâuhevee
(b) Analytic-Synthetic method
keâes heÌ{elee nw~ DeOÙeehekeâ Ùen megefveef§ele keâjvee Ûeenlee nw efkeâ
efJeMues<eCe-mebMues<eCe efJeefOe
Úe$eeW ves hetCe& DeefOeiece Øeehle efkeâÙee nw Deewj Fmekeâe melÙeeheve
(c) Deductive method/efveieceveelcekeâ efJeefOe
(d) Lecture-cum Demonstration method
efkeâÙee pee mekeâlee nw Ùeefo Úe$e Ùen keâj heeSb :
JÙeeKÙeeve-men-ØeoMe&ve efJeefOe (a) define the process of photosynthesis.
KVT TGT Hindi 13/02/2023 (Shift-II) ØekeâeMe-mebMues<eCe keâer Øeef›eâÙee keâes heefjYeeef<ele keâj heeSB~
Ans. (b) : keâ#ee-Dee" kesâ Úe$eeW keâes pÙeeefceleerÙe ØecesÙe heÌ{eves kesâ efueS (b) explain the process of photosynthesis
efJeMues<eCe-mebMues<eCe efJeefOe keâe ØeÙeesie meJee&efOekeâ JeebÚveerÙe nesiee~ Fme diagrammatically./ØekeâeMe-mebMues<eCe keâer Øeef›eâÙee keâes
efJeefOe keâe GheÙeesie keâjves ceW heefjCeece ØeYeeJeMeeueer jnles nw keäÙeeWefkeâ efÛe$e keâer meneÙelee mes mecePee heeSB~
efJeMues<eCe efJeefOe mecePeves ceW Deewj mebMues<eCe efJeefOe Ùeeo keâjves ceW (c) describe the social implication of
meneÙekeâ nw~ otmejs MeyoeW ceW efJeMues<eCe efJeefOe veÙee Meer<e&keâ Ùee mecØelÙeÙe photosynthesis that is the need of plantation.
mecePeves ceW Deewj Gmekeâes peesÌ[ves ceW keâece Deeleer nw peyeefkeâ pees nceves ØekeâeMe-mebMues<eCe kesâ meeceeefpekeâ efveefnleeLe& keâe JeCe&ve keâj
mecePee nw Gmes Ùeeo keâjves ceW mebMues<eCe efJeefOe meneÙekeâ nw~ heeSB pees yeeieeve keâer DeeJeMÙekeâlee nw~
Teaching Aptitude 115 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(d) differenciate between autotrophic (c) Sharing of knowledge and experience is

(photosynthesis) and heterotrophic mode of easier/%eeve Deewj Deveg›eâce keâes meePee keâjvee Deemeeve nw
nutrition./hees<eCe kesâ Dee@šesš^esefheâkeâ (ØekeâeMe-mebMues<eCe) (d) Student does assignment in her/his own
Deewj nsšsjesš^esefheâkeâ lejerkesâ kesâ yeerÛe Deblej keâj heeSB~ pace/efJeÅeeLeea Deheveer ieefle mes efoÙee ieÙee keâece
KVT TGT Hindi 13/02/2023 (Shift-II) (SmeeFveceWš) keâjles nQ
Ans. (c) : Skeâ DeOÙeehekeâ Úe$eeW keâes ØekeâeMe mebMues<eCe keâer mebkeâuhevee KVS PRT 28/02/2023 (Shift-II)
keâes heÌ{elee nw~ DeOÙeehekeâ Ùen megefveef§ele keâjvee Ûeenlee nw efkeâ Úe$eeW ves KVS Principal 08/02/2023(Shift-I)
hetCe& DeefOeiece Øeehle efkeâÙee nw Deewj Fmekeâe melÙeeheve efkeâÙee pee mekeâlee nw Ans. (d) : mecet n Deef O eiece ceW Deehemeer menÙeesie mes keâeÙe& hetje efkeâÙee
Ùeefo Úe$e ØekeâeMe mebMues<eCe kesâ meeceeefpekeâ efveefnleeLe& keâe JeCe&ve keâj peelee nQ, Fmemes Úe$e ceW menÙeesie keâer YeeJevee keâe pevce neslee nQ~ Úe$e
heeSB pees yeeieeve keâer DeeJeMÙekeâlee nw~ mecetn ceW efyeukegâue mJelev$e jnkeâj keâeÙe& keâjles nQ~ efpememes Jes efJeÛeejeW
14. The purpose of classroom observation is :
keâes efkeâmeer YeÙe kesâ jKe mekeâles nQ efpememes keâeÙe& Yeefue-YeeBefle mecheVe
keâ#ee keâ#e ceW Øes#eCe keâe ØeÙeespeve nw : efkeâÙee pee mekeâlee nw~ Fme Øekeâej, efJeÅeeLeea Deheveer ieefle mes efoÙee ieÙee
keâece (SmeeFveceWš) keâjles nw- Ùen mecetn DeefOeiece keâer efJeMes<elee veneR nw~
(a) To evaluate teacher's performance
17. 'Problem-solving' approach is normally
DeOÙeehekeâeW kesâ keâeÙe&efve<heeove keâe cetuÙeebkeâve attributed to:
(b) To improve teaching and learning ‘mecemÙee-meceeOeeve Gheeiece’ meeceevÙele: keânueelee nw:
DeOÙeeheve Deewj DeefOeiece ceW megOeej ueevee (a) Experimentalism/ØeÙeesieJeeo
(c) To measure learning levels
(b) cognitivism/meb%eeveelcekeâleeJeeo
DeefOeiece kesâ mlejeW keâe ceeheve
(c) connectivism/mebmeòeâJeeo
(d) To fulfil administrative requirement
(d) constructivism/jÛeveeJeeo
ØeMeemeefvekeâ Dehes#eeSb hetje keâjvee
KVS PRT 26/02/2023 (Shift-II)
KVS PRT 21/02/2023 (Shift-II)
Ans. (b) : ‘mecemÙee-meceeOeeve Gheeiece’ meeceevÙele: meb%eeveelcekeâleeJeeo
Ans. (b) : keâ#ee keâ#e ces DeJeueeskeâve/Øes#eCe, efMe#ee keâe Skeâ
keânueelee nw~ mecemÙee meceeOeeve ceefmle<keâ keâer Skeâ meb%eeveelcekeâ Øeef›eâÙee
cenlJehetCe& efnmmee nw~ Ùen megefveef§ele keâjlee nw, efkeâ efMe#ekeâ Úe$e keâes nw, pees efkeâmeer oer ieÙeer mecemÙee keâe meceeOeeve Keespeleer nw Ùee efkeâmeer efoS
meblees<epevekeâ meerKeves keâe DevegYeJe Øeoeve keâj jns nQ Deewj keâcepeesefjÙeeW ieS ue#Ùe lekeâ hengBÛeves keâe jemlee {tb{leer nw~
keâer henÛeeve keâjles nQ~ efpevnW meceeÙeespeve Deewj ØeefMe#eCe Éeje otj
efkeâÙee pee mekeâlee nw~ Dele: mhe° nw efkeâ keâ#ee keâ#e ces Øes#eCe keâe 18. Which one of the following could be the best
method of learning?
ØeÙeespeve DeOÙeeheve Deewj DeefOeiece ceW megOeej ueevee nw~ efvecveebefkeâle ceW mes keäÙee DeefOeiece keâer meJeexòece efJeefOe nes
15. The project method is based on:/heefjÙeespevee efJeefOe mekeâleer nw?
efvecveebefkeâle ceW mes efkeâme hej DeeOeeefjle nw? (a) Visual learning/ÂMÙeceeve DeefOeiece
(a) Exploration/DevJes<eCe (b) Auditory learning/ßeJÙe DeefOeiece
(b) Experimentation/ØeÙeesie (c) Experiential learning/DeevegYeefJekeâ DeefOeiece
(c) Learning by doing (d) Natural learning/vewmeefie&keâ DeefOeiece
keâeÙe&-efve<heeove kesâ ceeOÙece mes DeefOeiece KVS PRT 26/02/2023 (Shift-II)
(d) Collection of data/oòe mebkeâueve Ans. (c) : DevegYeJeelcekeâ DeefOeiece Úe$eeW keâes Gvekeâer mecemÙee meceeOeeve
KVS PRT 22/02/2023 (Shift-I) keâewMeue efJekeâefmele keâjves ceW ceoo keâjves keâe Skeâ ØeYeeJeer lejerkeâe nes
Ans. (c) : heefjÙeespevee efJeefOe keâeÙe&-efve<heeove kesâ ceeOÙece mes DeefOeiece mekeâlee nw~ DevegYeJeelcekeâ DeefOeiece, keâjkesâ meerKeves keâer Øeef›eâÙee nw~
hej DeeOeeefjle nw~ heefjÙeespevee efJeefOe meerKeves keâes ÙeLee&LeJeeoer Deewj DevegYeJeelcekeâ efMe#eCe ieefleefJeefOeÙeeW ceW JÙeeJeneefjkeâ ØeÙeesieMeeuee ØeÙeesie,
ØeÙeesieelcekeâ yeveeleer nw~ FmeceW yeeuekeâ keâes mJeÙeb DeJeueeskeâve keâe ceeheve JÙeeJeneefjkeâ DeYÙeeme, #es$e DeYÙeeme Deeefo Meeefceue nes mekeâles nw~
Deeefo kesâ DeJemej efceueles nQ, efpememes GvnW efmLeefle Deewj leLÙeeW keâe ØelÙe#e 19. How 'learning' could be enhanced in classroom?
DevegYeJe Øeehle neslee nw~ yeeuekeâ mJeÙeb ‘keâjkesâ meerKeles’ nQ, efpememes Úe$eeW ceW keâ#ee ceW ‘DeefOeiece’ keâe efJekeâeme kewâmes efkeâÙee pee mekeâlee nw?
efJe<eÙe kesâ Øeefle DeefOekeâ ™efÛe, Glmeen Deewj Deelce efJeÕeeme GlheVe neslee nw~ (a) Lecture method/JÙeeKÙeeve efJeefOe
Fmekesâ Éeje Deefpe&le %eeve mLeeÙeer yevee jnlee nw~ (b) Modern ICT tools
16. Which one of the following is not a feature of DeeOegefvekeâ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer GhekeâjCe
group learning/efvecveefueefKele ceW mes keäÙee mecetn (c) Demonstration/ØeoMe&ve
DeefOeiece keâer Skeâ efJeMes<elee veneR nw? (d) Group discussion/meecetefnkeâ efJeceMe&
(a) More and variety of ideas are generated KVS PRT 26/02/2023 (Shift-II)
through brain storming/yeewefækeâ efÛevleve kesâ ceeOÙece Ans. (b) : DeeOegefvekeâ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer GhekeâjCe kesâ
ØeÙeesie mes keâ#ee ceW ‘DeefOeiece’ keâe efJekeâeme efkeâÙee pee mekeâlee nw~ keâ#ee-
mes DeefOekeâ Deewj efJeefYeVe Øekeâej kesâ efJeÛeej GlheVe nesles nQ~
(b) Errors are being identified and corrected efMe#eCe ceW meerKeves-efmeKeeves keâer Øeef›eâÙee keâes ØeYeeJeer yeveeves kesâ efueS
easily/ieueefleÙeeW keâer henÛeeve keâer pee jner nw Deewj GvnW DeeF&] meer] šer] GhekeâjCe (Øeespeskeäšj, FbšjwefkeäšJe yees[&, šsueerefJepeve, Dees]
Deemeeveer mes megOeeje pee jne nw SÛe] heer]) keâe keâeHeâer Ùeesieoeve nw~
Teaching Aptitude 116 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

20. While teaching the concept of a 'circle', which (C) Student shares the ideas with
one of the following would be the best way to others./efJeÅeeLeea Deheves efJeÛeej otmejeW kesâ meeLe
do it ? meePee keâjles nQ~
Skeâ ‘Je=òe’ keâer DeJeOeejCee keâes heÌ{eles meceÙe (D) Students are achieving wide range of
efvecveefueefKele ceW mes meJeexòece lejerkeâe keâewve-mee nesiee? educational objectives./efJeÅeeLeea JÙeehekeâ
(a) Present pictures of circles and ellipses Mew#eefCekeâ GösMÙe Øeehle keâj jns nQ~
Je=òeeW Deewj oerIe&Je=òeeW keâe efÛe$e ØeoefMe&le keâjvee Out of these which statements is true about
(b) Present a picture of circle individualized learning?/Fve keâLeveeW ceW mes keâewve-mee
Je=òe keâe efÛe$e ØeoefMe&le keâjvee keâLeve JÙewefòeâkeâ DeefOeiece kesâ yeejs ceW mener nw?
(c) Present a pictures of circles and polygons (a) (A) (b) (B)
Je=òeeW Deewj yengYegpeeW keâe efÛe$e ØeoefMe&le keâjvee (c) (C) (d) (D)
(d) Present pictures of circles of various sizes KVS PRT 25/02/2023 (Shift-I)
efJeefYeVe Deekeâej kesâ Je=òeeW keâe efÛe$e ØeoefMe&le keâjvee JÙeefòeâiele DeefOeiece yeeuekeâeW keâer meerKeves keâer ieefleefJeefOeÙeeW
Ans. (b) :
KVS PRT 26/02/2023 (Shift-I) keâes JÙeefòeâiele Úe$eeW keâer efJeefJeOe DeeJeMÙekeâleeDeeW keâes hetje keâjves kesâ
Ans. (d) : Skeâ ‘Je=òe’ keâer DeJeOeejCee keâes heÌ{eles meceÙe, efMe#ekeâ efueS DeefYekeâefuhele efkeâÙee ieÙee nw~ Fme DeefOeiece ceW efJeÅeeLeea DeOÙeehekeâ
Éeje efJeefYeVe Deekeâej kesâ Je=òeeW keâe efÛe$e ØeoefMe&le keâjvee, DeefOeiece keâe kesâ DevegosMeeW keâe meeJeOeeveer hetJe&keâ heeueve keâjles ngS DeJeOeejCee keâer
meJeexòece lejerkeâe nw~ Ssmee keâjves mes Úe$eeW keâes Je=òe kesâ Deekeâej, Gmekeâer mecePe efJekeâefmele keâjles nQ~
ef$epÙee, JÙeeme leLee heefjefOe keâes mecePeves ceW menpelee nesieer~ 23. The learner develops knowledge by building
21. Which one of the following is not a blocks of information could be attributed to:
characteristic of Discovery method ? keâesF& DeefOeiecekeâlee& metÛevee kesâ DeeOeeefjle efvecee&$eer lelJe
efvecveefueefKele ceW mes keäÙee Keespe Ùee DevJes<eCe efJeefOe keâer (efyeefu[bie yuee@keâ) kesâ ceeOÙece mes %eeve ceW DeefYeJe=efæ
Skeâ efJeMes<elee veneR nw? keâjlee nw~ Fmes keäÙee keâne pee mekeâlee nw?
(a) Each child is made to feel responsible for (a) Experimentalism/ØeÙeesieJeeo
finding out something for herself/himself.
(b) Constructivism/jÛeveeJeeo
ØelÙeskeâ yeeuekeâ keâes Deheves efueS kegâÚ Keespeves nsleg efpeccesoej
cenmetme keâjeÙee peelee nw~ (c) Connectivism/mebmeòeâJeeo
(b) As many questions as possible should be (d) Behaviorism/JÙeJenejJeeo
allowed to arise from children's own KVS TGT Social Science 12/02/2023 (Shift-I)
observations. /yeeuekeâ kesâ mJeÙeb kesâ DeJeueeskeâve mes Ans. (b) : jÛeveeJeeo Jen efmeæevle nw pees Ùen keânlee nw efkeâ efMe#eeLeea
ÙeLeemebYeJe DeefOekeâeefOekeâ ØeMve GlheVe nesves keâer Devegceefle oer kesâJeue efveef<›eâÙe ™he mes peevekeâejer uesves kesâ yepeeÙe mJeÙeb %eeve keâe efvecee&Ce
peeS~ keâjles nQ~ pewmes- pewmes Jes ogefveÙee keâe DevegYeJe keâjles nQ, Deewj Gve DevegYeJeeW
(c) Students cannot seek guidance from the hej efJeÛeej keâjles nQ, Jes Dehevee mJeÙeb keâe ØeefleefveefOelJe yeveeles nQ Deewj Deheves
teacher./Úe$e DeOÙeehekeâ mes ceeie&oMe&ve keâer ceebie veneR keâj henues mes ceewpeto %eeve (mkeâercee) ceW veF& peevekeâejer Meeefceue keâjles nQ~
mekeâles nQ~ 24. What is significance of study tour in School
(d) Each child tries to acquire information about Education?
the problem from different sources./ØelÙeskeâ mketâueer efMe#ee ceW DeOÙeÙeve oewjs keâer keäÙee meeLe&keâlee nw?
yeeuekeâ efJeefYeVe ŒeesleeW mes mecemÙee kesâ yeejs ceW peevekeâejer (a) Breaks monotony/
Øeehle keâjves keâe ØeÙelve keâjlee nw~ Fmemes Skeâeblelee keâe YeeJe meceehle neslee nw~
KVS PRT 26/02/2023 (Shift-I) (b) Promotes collaborative attitude/
Ans. (c) : Keespe Ùee DevJes<eCe efJeefOe keâe leelheÙe& yeeuekeâeW keâes keâce mes keâce Fmemes menYeeefieleelcekeâ DeefYeJe=efòe keâes yeÌ{eJee efceuelee nw~
yeleeves Deewj GvnW mJeÙeb DeefOekeâ mes DeefOekeâ Keespekeâj melÙe keâes henÛeeveves kesâ (c) Entertainment value/Fmekeâe ceveesjbpekeâ cenlJe nw~
efueÙes Øesefjle keâjves mes nw~ FmeceW yeeuekeâeW kesâ mJeÙeb kesâ DeJeueeskeâve mes (d) Fulfills the project work requirement/FmeceW
ÙeLeemebYeJe DeefOekeâeefOekeâ ØeMve GlheVe nesves keâer Devegceefle leLee ØelÙeskeâ yeeuekeâ heefjÙeespevee keâeÙe& keâer Dehes#ee hetefle& hej yeue efoÙee peelee nw~
efJeefYeVe ŒeeWleeW mes mecemÙee kesâ yeejs ceW peevekeâejer Øeehle keâjves keâe ØeÙelve keâjlee KVS TGT Social Science 12/02/2023 (Shift-I)
nw~ Úe$e DeOÙeehekeâ mes ceeie&oMe&ve keâer ceebie veneR keâj mekeâles nQ- Ùen Keespe Ans. (b) : mketâueer efMe#ee ceW DeOÙeÙeve oewjs (Mewef#ekeâ Ùee$eeSB), Úe$eeW
Ùee DevJes<eCe efJeefOe keâer Skeâ efJeMes<elee veneR nw~ keâes efkeâmeer efJeMes<e mLeeve Ùee efJe<eÙe kesâ yeejs ceW DeefOekeâ heejmheefjkeâ leLee
22. Read the following :/efvecveefueefKele keâes heefÌ{S Š ienve lejerkesâ mes meerKeves keâe ceewkeâe Øeoeve keâjleer nw leLee Fmemes
(A) Students does assignment in her/his own menYeeefieleelcekeâ DeefYeJe=efòe keâes yeÌ{eJee efceuelee nw~
pace./efJeÅeeLeea Deheveer ieefle mes efoÙee ieÙee keâeÙe& 25. A student visiting forest to observe different
(SmeeFveceWš) keâjles nQ~ types of trees is classical example of:
(B) Student follows the instructions of teacher keâes F& efJeÅeeLeea efJeefYeVe Øekeâej kesâ Je=#eeW keâe DeJeueeskeâve
carefully./efJeÅeeLeea DeOÙeehekeâ kesâ DevegosMeeW keâe keâjves kesâ efueS pebieue ceW peelee nw, Ùen efvecveebefkeâle ceW mes
meeJeOeeveerhetJe&keâ heeueve keâjles nQ~ efkeâmekeâe ßes‰ GoenjCe nw?
Teaching Aptitude 117 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Self exploration/Deelce-meceer#ee Ans. (d) : menYeeieer YeeJevee Skeâ Ssmeer Øeef›eâÙee nw efpemeceW Skeâ ue#Ùe
(b) Scientific temper/Jew%eeefvekeâ Âef°keâesCe keâes Øeehle keâjves kesâ efueS ueesieeW keâe Skeâ mecetn menÙeesieelcekeâ ™he mes
(c) Experiential learning/ØeÙeesieelcekeâ DeefOeiece keâeÙe& keâjlee nw~ ÙeneB, Skeâ šerce ceW ØelÙeskeâ JÙeefòeâ Deheveer FÛÚe mes
(d) Project mode of teaching yesnlej efveCe&Ùe uesves kesâ efueS Deheves efJeÛeej Deewj GösMÙe meePee keâjlee
DeOÙeeheve keâer heefjuesKeve efJeefOe nw~ FmeceW menceefle Øeehle keâjvee, efJejefòeâ GlheVe keâjvee leLee menef›eâÙee
KVS Vice Principal 09/02/2023 (Shift-I) JÙeòeâ keâjvee Meeefceue nw peyeefkeâ meecetefnkeâ Ûeslevee lewÙeej keâjves hej Ùen
Ans. (c) : keâesF& efJeÅeeLeea efJeefYeVe Øekeâej kesâ Je=#eeW keâe DeJeueeskeâve efJeÛeej veneR keâjlee~
keâjves kesâ efueS pebieue ceW peelee nw, Ùen ØeÙeesieelcekeâ DeefOeiece keâe ßes‰ 29. Developing scientific attitude among students
GoenjCe nw keäÙeeWefkeâ FmeceW efJeÅeeLeea mJeÙeb ØelÙe#e ™he mes meef›eâÙe jnkeâj can be best accomplished through:
DeefOeiece DevegYeJe Øeehle keâjlee nw, Fme Øekeâej DeefOeiece ™efÛehetCe& Je ef JeÅeeefLe&ÙeeW ceW ‘Jew%eeefvekeâ Âef°keâesCe’ efJekeâefmele keâjves kesâ
mLeeÙeer neslee nw~ ue#Ùe keâes efvecveebefkeâle ceW efkeâme ceeOÙece mes Øeehle efkeâÙee
pee mekeâlee nw?
26. How can school head impart behavioristic
method in learning? (a) Teaching of sciences/efJe%eeve keâe DeOÙeeheve
DeefOeiece ceW efJeÅeeueÙe kesâ ØeOeeveeOÙeehekeâ keâer (b) accepting what science teachers tell/efJe%eeve kesâ
JÙeJenejJeeoer efJeefOe efkeâme ™he ceW ØeÙegòeâ nes mekeâleer nw? efMe#ekeâeW Éeje keâner ieF& yeeleeW keâes mJeerkeâej keâjvee
(a) Discovery method/Keespe efJeefOe (c) accepting facts only after examining and
verifying/leLÙeeW keâer peebÛe Deewj melÙeeheve kesâ he§eele ner
(b) Drill and practice/JÙeeÙeece Deewj DeYÙeeme GvnW mJeerkeâej keâjvee
(c) Self exploration/Deelce-heefjÛeÙe (d) visiting scientific installations
(d) Visual tools/ÂMÙe meeOeve (GhekeâjCe) Jew%eeefvekeâ mebmLeeveeW keâes oewje
KVS Vice Principal 09/02/2023 (Shift-I) KVS Principal 08/02/2023 (Shift-I)
Ans. (c) : DeefOeiece ceW efJeÅeeueÙe kesâ ØeOeeveeOÙeehekeâ keâer JÙeJenejJeeoer Ans. (c) : Jew%eeefvekeâ Âef°keâesCe efkeâmeer veJeerve Ùee mecemÙee«emle efmLeefle
efJeefOe Deelce heefjÛeÙe ™he ceW ØeÙegòeâ nes mekeâleer nw~ Ùen mJeÙeb keâes yesnlej hej kegâÚ efveef§ele lejerkeâeW mes ueieeleej Øeefleef›eâÙee keâjves keâer keâF& DeeoleeW
{bie mes mecePeves kesâ GösMÙe mes Deheves cetuÙeeW, efJeÕeemeeW, efJeÛeejeW Deewj Ùee YeeJeveeDeeW Deewj ØeJe=efòeÙeeW keâe efceßeCe nw~ efJeÅeeefLe&ÙeeW ceW Jew%eeefvekeâ
YeeJeveeDeeW keâer peeBÛe keâjves keâe DeYÙeeme nw~ Âef°keâesCe efJekeâefmele keâjves kesâ efueS efkeâÙes peeves Jeeues keâeÙe& :
27. The class room teacher resorts the following to * Úe$eeW keâes leLÙeeW keâer peeBÛe mJeÙeb keâjveer ÛeeefnS Deewj Deheves efmeæeble
adopt constructivism: ceW pees meerKee nw Gmekeâer meÛÛeeF& keâe helee ueieekesâ melÙeeheve kesâ
Jeie& efMe#ekeâ jÛeveeJeeo keâes Debieerkeâej keâjves kesâ efueS he§eele ner GvnW mJeerkeâej keâjvee ÛeeefnS~
efvecveebefkeâle ceW mes efkeâmekeâe DeeßeÙe ueslee nw? * Jew%eeefvekeâ Âef°keâesCe keâe DeYÙeeme keâjves mes Úe$eeW keâes henues mes
(a) Collaborative ground work Deefpe&le Âef°keâesCe keâes cepeyetle keâjves keâe ceewkeâe efceuelee nw~
menÙeesieelcekeâ DeeOeeefjle keâeÙe& 30. To make all students interested in homework, it
(b) MCQ test/yeng efJekeâuhe DeeOeeefjle hejer#eCe should be:
(c) Lecture/JÙeeKÙeeve ef JeÅeeefLe&ÙeeW ceW ie=nkeâeÙe& kesâ Øeefle DeefYe™efÛe GlheVe keâjves
(d) Self directed guest for content kes â efueS, ie=n keâeÙe&:
efJe<eÙe-Jemleg keâer mJe-efveÙeesefpele Keespe (a) only from the book/hegmlekeâ mes ner nesves ÛeeefnS
KVS Vice Principal 09/02/2023 (Shift-I) (b) of equal level/meceeve mlej keâe nesvee ÛeeefnS
Ans. (d) : keâ#ee (Jeie&) efMe#ekeâ jÛeveeJeeo keâes Debieerkeâej keâjves kesâ (c) according to ability of the student
efueS efJe<eÙe-Jemleg keâer mJe-efveÙeesefpele Keespe keâe DeeßeÙe ueslee nw~ Fmekesâ efJeÅeeefLe&ÙeeW keâer ÙeesiÙelee kesâ Deveg™he nesvee ÛeeefnS
Éeje %eeve meef›eâÙe ™he mes efveefce&le neslee nw Deewj DeefOeiece keâes meef›eâÙe (d) out of the book/hegmlekeâ kesâ yeenj mes nesvee ÛeeefnS~
Keespe keâer Øeef›eâÙee kesâ ™he ceW Øemlegle efkeâÙee peelee nw~ efJe<eÙe Jemleg keâer KVS Principal 08/02/2023 (Shift-I)
mJe-efveÙeespeve Éeje ØelÙeskeâ Úe$e Deueie-Deueie lejerkeâeW mes peevekeâejer keâer Ans. (a) : efJeÅeeefLe&ÙeeW ceW ie=nkeâeÙe& kesâ Øeefle DeefYe™efÛe GlheVe keâjves kesâ
JÙeeKÙee keâjlee nw~ efueS, ie=n keâeÙe& hegmlekeâ mes ner nesves ÛeeefnS~ ie=nkeâeÙe& osvee efJeefYeVe
28. Which one of the following may not be Mewef#ekeâ DeeJeMÙekeâleeDeeW keâes hetje keâjlee nw~ Ùen Skeâ yeewefækeâ
considered as a reason for setting goals DevegMeemeve kesâ ™he ceW keâeÙe& keâjlee nw, mJe DeOÙeÙeve keâer DeeoleeW keâes
collaboratively? mLeeefhele keâjlee nw~ Ùen Úe$eeW meerKes ieÙes DeefOeiece keâes yesnlej lejerkesâ mes
menYeeieer YeeJevee mes ue#Ùe efveOee&efjle keâjves kesâ efueS meerKeves ceW ceoo keâjlee nw~
keâejCe kesâ ™he ceW efkeâme hej efJeÛeej veneR efkeâÙee peelee nw? 31. Jew%eeefvekeâ DeJeOeejCeeDeeW keâes yeÌ{eves keâer keâewve–meer efJeefOe
(a) To gain agreement/menceefle Øeehle keâjves kesâ efueS meJee&efOekeâ keâce ØeYeeJeer nesieer?
(b) To create disengagement/efJejefòeâ GlheVe keâjvee (a) Skeâ yeÌ[s DeOÙeeheve keâ#e keâes JÙeeKÙeeve osvee
(c) To manifest synergy/menef›eâÙee JÙeòeâ keâjvee (b) Skeâ Úesšs mecetn keâes Jew%eeefvekeâ efveÙeceeW keâe oMe&ve osvee
(d) To set collective consciousness (c) efJeÅeeefLe&ÙeeW Éeje efkeâS ieS ØeÙeesieMeeueerÙe ØeÙeesie
meecetefnkeâ Ûeslevee lewÙeej keâjvee (d) efJe%eeve heefjÙeespeveeSB
KVS Principal 08/02/2023 (Shift-I) KVS–PRT Post Code 16/17, 29–10–2017
Teaching Aptitude 118 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) Skeâ yeÌ[s DeOÙeeheve keâ#e keâes JÙeeKÙeeve osvee, Jew%eeefvekeâ Ans : (c) efMe#eCe kesâ kegâÚ meeceevÙe met$e nw, efpevekesâ Devegmeej efMe#eCe
DeJeOeejCeeDeeW keâes yeÌ{eves kesâ efueS meJee&efOekeâ keâce ØeYeeJeer efJeefOe nesieer~ keâeÙe& keâjves mes yeÛÛeeW keâes meerKeves ceW mejuelee, megiecelee Deewj mLeeefÙelJe
keäÙeeWefkeâ JÙeeKÙeeve efJeefOe ceW yeÛÛes efveef<›eâÙe ßeeslee cee$e yeves jnWies peyeefkeâ Øeehle neslee nw pewmes– efJeefMe° mes meeceevÙe, %eele mes De%eele SJeb cetle& mes
Jew%eeefvekeâ DeJeOeejCeeDeeW kesâ efJekeâeme kesâ efueS efJeÅeeefLe&ÙeeW Éeje mJeÙeb Decetle& keâer Deesj; Ùen efMe#eCe keâer Deeieceveelcekeâ efJeefOe nw~ peyeefkeâ
%eeve keâer Keespe keâjvee DeeJeMÙekeâ nw~ Decetle& mes cetle&, meeceevÙe mes efJeefMe°, De%eele mes %eele keâer Deesj; Ùen
32. Fme Gheeiece keâe GheÙeesie meeceeefpekeâ efJe%eeve, efJeMes<e keâj efMe#eCe keâer efveieceveelcekeâ efJeefOe nw~ efveieceve efJeefOe Deeieceve efJeefOe kesâ
Fefleneme heÌ{eves ceW efkeâÙee peelee nw~ Ùen Skeâ efyeukegâue efJehejerle nw~
keâeueeveg›eâefcekeâer {ebÛee Øeoeve keâjlee nw efpemekesâ Yeerlej
35. Who supports the inductive approach?
IešveeDeeW Deewj GoIešveeSb keâes opee& efoÙee pee mekeâlee nw~
Fme Âef°keâesCe keâes henÛeevesW~ Deeieceveelcekeâ Gheeiece keâe meceLe&ve keâewve keâjlee nw?
(a) mebkesâefõle Gheeiece (b) mebÛeÙeer Gheeiece (a) Naturalists/Øeke=âefleJeeoer
(c) keâeueeveg›eâefcekeâ Gheeiece (d) meefhe&ue Gheeiece (b) Pragmatists/ØekeâeÙe&Jeeoer
DSSSB PRT 30/03/2022 (Shift-III) (c) Constructivists/jÛeveeJeeoer
Ans. (c) : keâeueeveg›eâefcekeâ Gheeiece keâe GheÙeesie meeceeefpekeâ efJe%eeve, (d) Behaviourists/JÙeJenejJeeoer
efJeMes<ekeâj Fefleneme heÌ{eves ceW efkeâÙee peelee nw~ Ùen keâeueeveg›eâefcekeâer DSSSB PRT 29/03/2022 (Shift-II)
{ebÛee Øeoeve keâjlee nw efpemekesâ Yeerlej IešveeDeeW Deewj GoIešveeDeeW keâes
Ans. (c) : Deeieceveelcekeâ Gheeiece keâe meceLe&ve jÛeveeJeeoer keâjlee nw
opee& efoÙee pee mekeâlee nw~ Fme Gheeiece ces Fefleneme keâe Skeâ meceÙe mes
jÛeveeJeeoer Âef°keâesCe meb%eeveelcekeâ DeefOeiece mes mecyevOe jKelee nw~
otmejs meceÙe lekeâ keâe DeOÙeÙeve efkeâÙee peelee nw~ Fmekeâe celeueye Ùen nw
jÛeveeJeeo kesâ Devegmeej, DeefOeiece Skeâ meef›eâÙe Øeef›eâÙee nw, peneB %eeve
efkeâ Skeâ Fefleneme Jeie& 200 meeue kesâ Decesefjkeâer Ùee efJeÕe Fefleneme keâes
keâer jÛevee nesleer nw, %eeve Deefpe&le veneR efkeâÙee peelee nw~
keâJej keâj mekeâlee nw peyeefkeâ otmeje Jeie& hee<eeCe Ùegie mes ceOÙeÙegieerve
jÛeveeJeeoer heefjØes#Ùe ceW efJeÅeeefLe&ÙeeW keâer meceeueesÛeveelcekeâ efÛebleve Je
keâeue lekeâ n]peejeW Je<eeX keâes keâJej keâj mekeâlee nw~
33. Name the approach that proceeds from
DeefYeØesjCee keâes efJekeâefmele keâj GvnW mJeleb$e DeefOeiecekeâlee& kesâ ™he ceW
abstract to concrete, from general rule to heef jJeefle&le efkeâS peeves hej peesj efoÙee peelee nw~
particular or specific instances, and from 36. In which of the following aspect does the child
formula to examples, from unknown to known. fail to understand the true relationships
Gme Gheeiece keâe veece yeleeFS pees Decetle& mes "esme keâer between cause and effect?
Deesj, meeceevÙe efveÙece mes efJeMes<e Ùee efJeefMe„ GoenjCeeW efvecveefueefKele ceW mes efkeâme henuet ceW yeÛÛee keâejCe Deewj
keâer Deesj, Deewj met$e mes GoenjCeeW keâer Deesj, De%eele mes ØeYeeJe kesâ yeerÛe kesâ meÛÛes mebyebOeeW keâes mecePeves ceW efJeHeâue
%eele keâer Deesj yeÌ{lee nw~ jnlee nw~
(a) Synthetic approach/efmebLesefškeâ Âef„keâesCe
(a) Inductive reasoning/efJeJesÛeveelcekeâ leeefke&âkeâlee
(b) Analytic approach/efJeMues<eCeelcekeâ Gheeiece
(b) Deductive reasoning/efveieceveelcekeâ leke&â
(c) Deductive approach/efveieceveelcekeâ Gheeiece
(c) Conservatism/™efÌ{Jeeo
(d) Inductive approach/Deeieceveelcekeâ Gheeiece
DSSSB PRT 29/03/2022 (Shift-III) (d) Transductive reasoning/š^ebme[efkeäšJe jerpeefvebie
Ans. (c) : efveieceveelcekeâ Gheeiece Jen Gheeiece nw pees Decetle& mes "esme DSSSB PRT 29/03/2022 (Shift-II)
keâer Deesj, meeceevÙe efveÙece mes efJeMes<e Ùee efJeefMe° GoenjCeeW keâer Deesj heejieceve
Ans. (d) : leke&â (Transductive Reasoning) ceW yeÛÛee
Deewj met$e mes GoenjCeeW keâer Deesj, De%eele mes %eele keâer Deesj yeÌ{lee nw~keâejCe Deewj ØeYeeJe kesâ yeerÛe kesâ meÛÛes mebyebOeeW keâes mecePeves ceW efJeheâue
Fme Gheeiece Éeje meeceevÙe efveÙeceeW keâes DeeOeej ceevekeâj Gvekeâe efJeMes<ejnlee nQ~ š^ebme[efkeäšJe jerpeefvebie Skeâ Øekeâej keâe $egefšhetCe& leke&â nw
heefjefmLeefleÙeeW ceW GheÙeesie keâj mecemÙee keâe meceeOeeve efkeâÙee peelee nw~
efpemekeâe GheÙeesie Deeceleewj hej yengle Úesšs yeÛÛeeW Éeje Gve IešveeDeeW kesâ
34. Which of the following is correctly matched? yeerÛe DeLe& peesÌ[ves kesâ efueS efkeâÙee peelee nw~ peneB keâesF& mecyevOe veneR
efvecveefueefKele ceW mes keâewve mee mener {bie mes megcesefuele nw? nw~ GoenjCe kesâ efueS Skeâ yeÛÛee keân mekeâlee nw efkeâ yeenj nJee Ûeue
Specific to general–Inductive method of jner nw keäÙeeWefkeâ keâesF& yengle peesj mes GÌ[ jne nw~ Dele: DemeeceefÙekeâ
teaching meesÛe keâes š^ebme[efkeäšJe jerpeefvebie Éeje Jeieeake=âle efkeâÙee peelee nw~
I. efJeefMe° mes meeceevÙe-efMe#eCe keâer Deeieceveelcekeâ efJeefOe
37. Deductive approach is _______?
II. Abstract to concrete–Deductive method of
teaching efveieceveelcekeâ Gheeiece ......... nw?
II. Decetle& mes cetle&-efMe#eCe keâer efveieceveelcekeâ efJeefOe (a) Child centered/yeeue kesâefvõle
(a) Neither I nor II/vee ner I vee ner II (b) Teacher and parent centered
(b) Only I/kesâJeue I efMe#ekeâ Deewj DeefYeYeeJekeâ kesâefvõle
(c) Both I and II/I leLee II oesveeW (c) Parent centered/ceelee-efhelee kesâefvõle
(d) Only II/kesâJeue II (d) Teacher centered/efMe#ekeâ kesâefvõle
DSSSB PRT 20/03/2022 (Shift-I) DSSSB PRT 26/03/2022 (Shift-I)
Teaching Aptitude 119 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (d) : efveieceveelcekeâ Gheeiece–efMe#ekeâ kesâefvõle (teacher 40. The Mental method of teaching generally
centred) nQ~ includes:-
efMe#ekeâ kesâefvõle Gheeiece ceW efMe#ekeâ Skeâ Jeòeâe keâer Yetefcekeâe efveYeeles nQ efMe#eCe keâer ceeveefmekeâ heæefle ceW Deeceleewj hej Meeefceue
pees Gve Úe$eeW keâes efJe<eÙe Jemleg Øeoeve keâjles nw efpevemes metÛevee keâes nQ–
efveef<›eâÙe ™he mes DeJeMeesef<ele keâjves keâer Dehes#ee keâer peeleer nw~ DeLee&led (a) Inductive reasoning/Deeieceveelcekeâ leke&â
FmeceW efMe#ekeâ keâ#ee JÙeeKÙeelee keâer heefjefÛele Yetefcekeâe ceW keâeÙe& keâjlee nw, (b) Traditional approach/hejbhejeiele Gheeiece
Deewj Úe$eeW keâes peevekeâejer Øemlegle keâjlee nw~ (c) Textbooks/hee"ŸehegmlekeWâ
38. Students actively construct their own (d) Rote learning/jšvee
knowledge in the constructivist approach of DSSSB PRT 27/03/2022 (Shift-I)
learning. Which of the following processes are Ans. (a) : efMe#eCe keâer ceeveefmekeâ heæefle ceW Deeceleewj hej
aimed at the construction of knowledge ? Deeieceveelcekeâ leke&â Meeefceue nw~ leke&â keâer efpeme Øeef›eâÙee ceW Skeâebkeâer
Úe$e DeefOeiece kesâ jÛeveeJeeoer Gheeiece ceW meef›eâÙe ™he mes Øes#eCeeW kesâ %eele leLÙeeW keâes pees[Ì keâj DeefOekeâ JÙeehekeâ keâLeve efveefce&le
Deheves mJeÙeb kesâ %eeve keâe efvecee&Ce keâjles nQ~ efvecveefueefKele efkeâÙee peelee nw, Deeieceveelcekeâ leke&â keânueelee nw~
ceW mes keâewve-meer Øeef›eâÙeeSB %eeve kesâ efvecee&Ce hej ue#Ùe 41. efvecveefueefKele ceW mes keâewve–mee Deehe Deheveer keâ#ee ceW
meeOeleer nw ? meceJeÙemkeâ (peer) DeefOeiece kesâ efueS DevegMebefmele keâjWies?
I. Asking questions to one another.
(a) MeesOe ØeÙeesieMeeueeDeeW ceW YeüceCe
I. Skeâ otmejs mes ØeMve hetÚvee
(b) veeškeâ
II. Making sense of the story
II. keâneveer keâe DeLe& efvekeâeuevee (c) keâchÙetšj menÙeesieer DeefOeiece
(d) kesâJeue jespeceje& keâer ieefleefJeefOeÙeeW ceW Yeeieeroeefjlee
(a) Neither I nor II/vee ner I vee ner II
DSSSB TGT 2016
(b) Only II/kesâJeue II
Ans : (b) Skeâ efMe#ekeâ keâes meceJeÙemkeâ DeefOeiece kesâ efueS veeškeâ
(c) Only I/kesâJeue I
keâes DevegMebefmele keâjvee ÛeeefnS~ meceJeÙemkeâ DeefOeiece ceW Úe$e Skeâ otmejs
(d) Both I and II/I leLee II oesveeW mes ef›eâÙeeDeeW, DevegYeJeeW Deewj Debleef›eâÙee kesâ Éeje meerKeles nQ~ meceJeÙemkeâ
DSSSB PRT 16/03/2022 (Shift-II) DeefOeiece kesâ efueS veeškeâ yesnlej FmeefueS nesiee keäÙeeWefkeâ Fmemes keâce mes
Ans. (d) : Úe$e DeefOeiece kesâ jÛeveeJeeoer Gheeiece ces meef›eâÙe ™he mes Deheves keâce leerve GösMÙeeW keâer Øeeefhle nes mekeâleer nw–
mJeÙeb kesâ %eeve keâe efvecee&Ce keâjles nQ~ GheÙegòeâ oesveeW ner keâLeve Fme (i) Mewef#ekeâ GheueefyOe nsleg
ef›eâÙee/ue#Ùe keâes meeOeleer nw~ jÛeveeJeeoer efMe#eCe jÛeveeJeeo kesâ efmeæevle hej (ii) efJeefYeVelee keâer mJeerke=âefle nsleg
DeeOeeefjle nw pees ceevelee nw efkeâ DeefOeiece keâes ncesMee Gme %eeve hej yeveeÙee (iii) meeceeefpekeâ keâewMeue keâe efJekeâeme nsleg
peelee nw pees Skeâ Úe$e henues mes peevelee nw~ peye Úe$e DeefOeiece keâer Øeef›eâÙee
ceW meef›eâÙe ™he mes mebueive neslee nw, lees meerKevee DeefOekeâ ØeYeeJeer neslee nw~ Ùes leerveeW GösMÙe meceJeÙemkeâ DeefOeiece kesâ ØecegKe ue#Ùe nQ~
FmeceW Úe$e Skeâ-otmejs mes ØeMve hetÚles nw, keâneveer keâe DeLe& efvekeâeueles nw leLee 42. efvecve keâ#eeDeeW ceW efMe#eCe keâer Kesue–efJeefOe heæefle
ieefCeleerÙe mecemÙee keâes nue keâjves ceW me#ece nes peeles nw~ DeeOeeefjle nw?
39. In which type of teaching method, teacher's (a) Meejerefjkeâ efMe#ee keâeÙe&›eâce kesâ efmeæeble hej
role is all pervasive and student's role is limited (b) efMe#eCe heæefle kesâ efmeæebleesb hej
to obedience only ? (c) efJekeâeme kesâ ceveesJew%eeefvekeâ efmeæeble hej
efkeâme Øekeâej keâer efMe#eCe efJeefOe ceW efMe#ekeâ keâer Yetefcekeâe (d) efMe#eCe kesâ meceepeMeeŒeerÙe efmeæebleeW hej
JÙeehekeâ nesleer nw Deewj Úe$e keâer Yetefcekeâe kesâJeue PRT POST CODE 70/90 29.12.2013 (Cancelled)
Dee%eekeâeefjlee lekeâ ner meerefcele nesleer nw? Ans : (c) efvecve keâ#eeDeeW ceW efMe#eCe keâer Kesue efJeefOe efvecveefueefKele
(a) Command method/efveoxMe efJeefOe efmeæebleeW hej DeeOeeefjle nw–
(b) Demonstration method/ØeoMe&ve efJeefOe Deble:MeefòeâÙeeW keâe DeefYeJÙeefòeâkeâjCe keâe efmeæeble
(c) Mirror Method/ohe&Ce efJeefOe vewmeefie&keâ mJeYeeJe keâe efmeæeble
(d) Whole-Part-Whole-Method hetCe& mJeleb$elee keâe efmeæeble
mebhetCe&-Keb[-mebhetCe&-efJeefOe Je=efæ Deewj efJekeâeme kesâ ceveesJew%eeefvekeâ efmeæeble
DSSSB PRT 16/03/2022 (Shift-II) ef›eâÙeekeâueehe keâe efmeæeble
Ans. (a) : efveoxMe efJeefOe efMe#ee keâer Jen heæefle nw efpemeceW efMe#ekeâ keâer FÛÚehetefle& keâe efmeæeble
Yetefcekeâe JÙeehekeâ nesleer nw Deewj Úe$e keâer Yetefcekeâe kesâJeue Dee%eekeâeefjlee Deevevo keâe efmeæeble
lekeâ ner meerefcele nesleer nw~ FmeceW efMe#ekeâ keâer Yetefcekeâe Ssmeer nesveer ÛeeefnS me=peveelcekeâ keâe efmeæeble
Deheveer Úe$eeW keâe hetCe&™he Mewef#ekeâ efJekeâeme nes mekesâ~ Skeâ efMe#ekeâ keâ#ee efpeccesoejer keâe efmeæeble
keâes peuoer lejn efveÙebef$ele, JÙeJeefmLele, cetuÙeebkeâve Deewj mebkesâle os mekeâlee 43. GÛÛe ØeeLeefcekeâ mlej hej yeerpeieefCele (Algebra) keâer
nw~ mJeeceer efJeJeskeâevebo ves Yeer efMe#ee oMe&ve ceW ieg™ keâes keâeHeâer cenlJehetCe& meyemes GheÙegòeâ efMe#eCe efJeefOe nw–
yeleeÙee nw GvneWves efMe#ee «enCe keâjves kesâ efueS Úe$eeW keâes ieg™ kesâ ie=n ceW (a) ØeeÙeesefiekeâ efJeefOe (b) Deeieceve efJeefOe
jnkeâj Gvekesâ DeeosMe keâe Dee%eeheeueve keâjles ngS efMe#ee Øeehle keâjves keâes (c) meceerkeâjCe efJeefOe (d) Kesue efJeefOe
keâne nw~ PRT Post Code 71/09 & 101/12, 25.08.2013
Teaching Aptitude 120 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (c) GÛÛe ØeeLeefcekeâ mlej hej yeerpeieefCele keâe meyemes GheÙegòeâ (c) Jen ceveesJew%eeefvekeâ lejerkeâe nw
efMe#eCe efJeefOe meceerkeâjCe efJeefOe nw~ yeerpeieefCele mes efJeÅeeefLe&ÙeeW keâe ØeLece (d) %eeve keâes ›eâefcekeâ lejerkesâ mes veneR Øeehle efkeâÙee peelee
heefjÛeÙe GÛÛe ØeeLeefcekeâ mlej hej ner keâjeÙee peelee nw~ Fme mlej hej KVS Assistant Teacher (Nursery) 31–08–2014
efJeÅeeLeeaieCe mebKÙee yeesOe mes mebKÙee hewšve& keâer Deesj Ûeueles ngS, Ans : (b) Ùeespevee heæefle mes efJe%eeve heÌ{eF& ceW ØecegKe keâefceÙeeW ceW mes Skeâ
mebKÙeeDeeW ceW hejmhej mecyevOe keâes mecePeles ngS Deewj meeceevÙeerkeâjCe keâes
Ùen nw efkeâ Fme efJeefOe ceW efJe<eÙeJemleg keâer ›eâceyeælee keâe DeYeeJe jnlee nw Deewj
cenmetme keâjles ngS, yeerpeieefCeleerÙe meJe&meefcekeâeDeeW mes heefjÛeÙe keâer Deesj
Fmekesâ efueS DeefOekeâ mebmeeOeveeW keâer DeeJeMÙekeâlee nesleer nw FmeefueS efJeÅeeLeea
De«emej nesles nQ~ yeerpeieefCele kesâ DeOÙeÙeve mes efJeÅeeefLe&ÙeeW keâes ieefCele keâer
keâes Deefleefjòeâ ceeveefmekeâ Deewj owefnkeâ keâece keâjvee heÌ[lee nw~
Decetle& Øeke=âefle kesâ yeejs ceW peevekeâejer efceueleer nw~ 48. Skeâ DeOÙeeefhekeâe ves #es$eefceefle heÌ{evee ØeejcYe keâjles meceÙe
44. mecemÙee meceeOeeve efJeefOe kesâ pevceoelee nQ– meyemes henues meYeer met$e MÙeeceheó hej efueKe efoS~ Fmemes
(a) pee@ve [er.Jeer. (b) keâeue& ceekeäme& helee ueielee nw efkeâ Jen DevegmejCe keâj jner nw–
(c) efJeefueÙece S[ce (d) megkeâjele SJeb mesvš Lee@ceme
(a) Deeieceve Gheeiece keâe (b) efveieceve Gheeiece keâe
NCERT PRT 30/07/2017 (c) ØeeÙeesefiekeâ Gheeiece keâe (d) JÙeJeneefjkeâ Gheeiece keâe
PRT Post Code 71/09 & 101/12, 25.08.2013
PRT Post Code 71/09 & 101/12, 25.08.2013
Ans : (d) mecemÙee–meceeOeeve efJeefOe kesâ pevceoelee megkeâjele SJeb meWš
Lee@ceme ceeves peeles nQ~ Fme efJeefOe ceW efkeâmeer Yeer Mewef#ekeâ mecemÙee keâes Ans : (b) Skeâ DeOÙeeefhekeâe ves #es$eefceefle heÌ{evee ØeejcYe keâjles meceÙe
henÛeeve keâj JÙeJeefmLele ™he mes efJeefYeVe keâewMeueeW keâe GheÙeesie keâjles ngS meyemes henues meYeer met$e MÙeeceheó hej efueKe efoÙes nw lees Fmemes helee
Gmekeâe meceeOeeve Øeehle efkeâÙee pee mekeâlee nw~ Fmekesâ Ûeej ØecegKe ÛejCe nQ– ueielee nw efkeâ Jen efveieceve Gheeiece keâe DevegmejCe keâj jner nw~ efveieceve
(i) mecemÙee keâes mecePevee Gheeiece ceW ‘meeceevÙeerkeâjCe mes efJeefMe° keâer Deesj’ leLee ‘met#ce mes mLetue
keâer Deesj’ efMe#eCe met$eeW keâe ØeÙeesie efkeâÙee peelee nw~ Fme Gheeiece ceW
(ii) efJeefYeVe mecemÙeeDeeW keâes henÛeevevee
henues efveÙece yeleeÙes peeles nQ efheâj Gmemes mebyebefOele GoenjCeeW keâes Øemlegle
(iii) metÛeveeDeeW keâe SkeâerkeâjCe, hejer#eCe SJeb melÙeeheve
efkeâÙee peelee nw~ Fme Gheeiece keâe ØeÙeesie meeceevÙele: TBÛeer keâ#eeDeeW kesâ
(iv) efJeMues<eCe SJeb efve<keâ<e& efvekeâeuevee efueS efkeâÙee peelee nw~
45. efMe#eCe efJeefOe, pees efkeâ GÛÛe ØeeLeefcekeâ keâ#eeDeeW ceW 49. Deeieceve efJeefOe ceW ØeÙegòeâ nesves Jeeuee efMe#eCe met$e nw–
efJe%eeve heÌ{eves kesâ efueS GheÙegòeâ veneR nw–
(a) De%eele mes %eele keâer Deesj (b) Decetle& mes cetle& keâer Deesj
(a) ØeoMe&ve efJeefOe (b) ef›eâÙee DeeOeeefjle efJeefOe
(c) meeceevÙe mes efJeefMe° keâer Deesj (d) %eele mes De%eele keâer Deesj
(c) JÙeeKÙeeve efJeefOe (d) Deeieceve efJeefOe
PRT Post Code 71/09 & 101/12, 25.08.2013
PRT Post Code 71/09 & 101/12, 25.08.2013
Ans : (d) Deeieceve
efJeefOe ceW ØeÙegòeâ nesves Jeeuee efMe#eCe met$e nw– %eele mes
Ans : (c) efMe#eCe keâer JÙeeKÙeeve efJeefOe GÛÛe ØeeLeefcekeâ keâ#eeDeeW ceW
De%eele keâer Deesj, cetle& mes Decetle& keâer Deesj, efJeefMe° mes meeceevÙe keâer Deesj~
efJe%eeve heÌ{eves kesâ efueS GheÙegòeâ veneR ceeveer peeleer nw, keäÙeeWefkeâ Fme efJeefOe
Deeieceve efJeefOe kesâ Éeje efkeâmeer mecemÙee keâes nue keâjves kesâ efueS henues mes
ceW efMe#ekeâ mecemle efJe<eÙe–Jemleg keâes keâ#ee ceW mJeÙeb ner mebØesef<ele keâjlee
%eele leLÙeeW Ùee efveÙeceeW keâe meneje veneR efueÙee peelee nw yeefukeâ efJeÅeeefLe&ÙeeW
nw~ efJeÅeeLeea kesâJeue ßeeslee cee$e ner nesles nQ~ Fme efJeefOe ceW efJeÅeeLeea keâes
keâes kegâÚ GoenjCe Øemlegle efkeâÙes peeles nQ, efpememes Jen Deheveer metPe–yetPe
leke&â SJeb efÛebleve keâe DeJemej veneR efceue heelee nw~ meeLe ner Ùen
yeeuekesâefvõle efmeæeble kesâ efJehejerle Yeer neslee nw~ leLee leke&â Meefòeâ keâe ØeÙeesie keâjles ngS Fve GoenjCeeW kesâ cetle& leLÙeeW keâe
meeceevÙeerkeâjCe keâjles ngS efkeâmeer efveÙece Ùee efmeæeble lekeâ hengBÛeles nQ~
46. Úe$eeW keâes Mewef#ekeâ–YeüceCe kesâ efueS ues peeles nQ, FmeefueS
50. meeceeefpekeâ DeOÙeÙeve efJe<eÙe keâer Skeâ DeOÙeeefhekeâe keâ#ee
efkeâ–
Dee" kesâ efJeÅeeefLe&ÙeeW keâes ‘celeoeve Øeef›eâÙee’ kesâ yeejs ceW
(a) DeOÙeÙeve yeesPe kesâ ™he ceW veneR mecePee peeÙes
heÌ{evee Ûeenleer nQ~ meyemes GheÙegòeâ efJeefOe, efpemekeâe
(b) Úe$eesb kesâ ceelee–efhelee keâes mebleg° efkeâÙee peelee nw
GheÙeseie efkeâÙee peevee ÛeeefnS–
(c) Úe$e Fmemes %eeve Øeehle keâj mekeâles nQ
(a) Deeieceve–efveieceve efJeefOe (b) hee"dÙe–hegmlekeâ efJeefOe
(d) Úe$e Deevevo ues mekeâles nQ
(c) ØeeÙeespevee efJeefOe (d) [eušve efJeefOe
PRT (SPECIAL EDUCATION)
Post Code 01/13, 28.04.2013 PRT Post Code 71/09 & 101/12, 25.08.2013
Ans : (c) Úe$eeW keâes Mewef#ekeâ–YeüceCe kesâ efueS ues peeles nQ, FmeefueS efkeâ Ans : (c) Ùeefo meeceeefpekeâ DeOÙeÙeve efJe<eÙe keâer Skeâ DeOÙeeefhekeâe keâ#ee
Úe$e Fmemes ØelÙe#e, cetle& Je JÙeJeneefjkeâ %eeve Øeehle keâj mekeâles nQ~ ØelÙe#e Dee" kesâ efJeÅeeefLe&ÙeeW keâes ‘celeoeve Øeef›eâÙee’ kesâ yeejs ceW heÌ{evee Ûeenleer nw
%eeve Øeehle keâjvee efJeÅeeefLe&ÙeeW kesâ efueS meowJe mepeerJe, Deekeâ<e&keâ leLee ÙeLeeLe& lees meyemes GheÙegòeâ efJeefOe ØeeÙeespevee efJeefOe nesieer~ ØeeÙeespevee efJeefOe kesâ
neslee nw~ ØelÙe#e DevegYeJeeW Éeje Deefpe&le %eeve ve kesâJeue mLeeÙeer neslee nw Jejved ceeOÙece mes Jen yeÛÛeeW keâes celeoeve keâjves, celeoeve ceW ØeÙegòeâ meece«eer,
keâuhevee kesâ efJekeâeme ceW cenòJehetCe& Ùeesieoeve Øeoeve keâjlee nw~ celeoeve kesâ keâeÙe&keâueeheeW Deeefo JeemleefJekeâ heefjefmLeefle ceW meef›eâÙe
47. Ùeespevee heæefle (Project Method) mes efJe%eeve heÌ{eF& ceW menYeeefielee kesâ ceeOÙece mes efmeKee mekeâleer nw~
ØecegKe keâefceÙeeW ceW mes Skeâ nw– 51. ØeeLeefcekeâ mlej hej Fefleneme heÌ{eves keâer meyemes cenòJehetCe&
(a) efJeefYeVe efJe<eÙeeW keâer mebkeâuheveeDeeW keâe meefcceefuele ™he Je ØeYeeJeer efMe#eCe efJeefOe nw–
neefmeue efkeâÙee pee mekeâlee nw (a) keâneveer keâLeve efJeefOe (b) JÙeeKÙeeve efJeefOe
(b) efJeÅeeefLe&ÙeeW keâes Deefleefjòeâ ceeveefmekeâ Deewj owefnkeâ keâece (c) heefjÛeÛee& efJeefOe (d) ØeMveesòej efJeefOe
keâjvee heÌ[lee nw PRT Post Code 71/09 & 101/12, 25.08.2013
Teaching Aptitude 121 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) ØeeLeefcekeâ mlej hej Fefleneme heÌ{eves keâer meyemes cenòJehetCe& Je Ans : (a) Deeieceve efJeefOe ceW–
ØeYeeJeer efMe#eCe efJeefOe keâneveer keâLeve efJeefOe nw~ keâneveer kesâ Éeje yeeuekeâ efJeefMe° mes meeceevÙe keâer Deesj,
keâer ve kesâJeue keâuhevee Meefòeâ keâe efJekeâeme neslee nw Jejved Jes iecYeerj mes cetle& mes Decetle& keâer Deesj, leLee
iecYeerj efJeÛeejeW Je mecemÙeeDeeW keâes jesÛekeâ lejerkesâ mes menpelee mes mecePe ØelÙe#e mes DeØelÙe#e keâer Deesj efMe#eCe met$eeW keâes DeheveeÙee peelee nw~
uesles nQ~ keâneveer mes efJe<eÙe–Jemleg yeesOeiecÙe nes peeleer nw~ GÛÛe keâ#eeDeeW Deeieceve efJeefOe ceW Deveskeâ efJeefMe° GoenjCeeW kesâ DeeOeej hej
ceW Yeer Fmekeâe ØeÙeesie mecYeJe nes mekeâlee nw~ meeceevÙeerkeâjCe keâjves keâe ØeÙeeme efkeâÙee peelee nw~
52. Skeâ DeOÙeeefhekeâe keâ#ee ceW ‘jeceeÙeCe’ heÌ{evee Ûeenleer nw~ 56. Devegceeveer efMe#eCe efJeefOe kesâ efueS keâewve–mee melÙe veneR
Gmekesâ Éeje DeheveeF& peeves Jeeueer efJeefOe nesveer ÛeeefnS– nw?
(a) åÙetefjefmškeâ efJeefOe (b) #es$e–YeüceCe efJeefOe (a) mJe–DevegYeJe Éeje meerKevee
(c) keâneveer efJeefOe (d) JÙeeKÙeeve efJeefOe (b) efMe#ee kesâ ØeeLeefcekeâ mlej hej GheÙeesieer
PRT Post Code 71/09 & 101/12, 25.08.2013 (c) mecemÙee meceeOeeve Meeefceue keâjlee nw
Ans : (c) Ùeefo keâesF& DeOÙeeefhekeâe keâ#ee ceW ‘jeceeÙeCe’ heÌ{evee Ûeenleer (d) efJeÅeeLeea mebhetCe& he"ve ef›eâÙee kesâ oewjeve meef›eâÙe nesles nQ
nw lees Gmekesâ Éeje DeheveeÙeer peeves Jeeueer meJee&efOekeâ GefÛele efJeefOe nesieer– KVS–PRT Post Code 16/17, 29–10–2017
keâneveer efJeefOe~ keâneveer efJeefOe ceW efkeâmeer efJe<eÙe–Jemleg keâes keâneveer kesâ Ans : (b) Devegceeveer efMe#eCe efJeefOe keâer efvecveefueefKele efJeMes<eleeSB nQ–
ceeOÙece mes heÌ{eÙee peelee nw leLee yeÛÛeeW keâes meef›eâÙe jKeves kesâ efueS (i) mJe–DevegYeJe Éeje meerKevee~
yeerÛe–yeerÛe ceW ØeMve hetÚe peelee nw~ ÛetBefkeâ jeceeÙeCe mes mecyeefvOele hee$eeW (ii) mecemÙee meceeOeeve Meeefceue keâjvee nw~
kesâ yeejs ceW meYeer Úe$e kegâÚ ve kegâÚ DeJeMÙe peeveles jnles nQ FmeefueS (iii) efJeÅeeLeea mechetCe& he"ve ef›eâÙee kesâ oewjeve meef›eâÙe nesles nQ~
jeceeÙeCe keâes keâneveer kesâ ceeOÙece mes heÌ{eÙee pee mekeâlee nw~ Devegceeveer efMe#eCe efJeefOe ØeeLeefcekeâ mlej hej GheÙeesieer veneR nw~
53. Skeâ DeOÙeehekeâ keâes keâ#ee meele ceW ‘heg<he keâer mebjÛevee’ 57. JÙeeKÙeeve efJeefOe kesâ kegâÚ DeJeiegCe ................ Éeje otj
(Structure of Flower) heÌ{evee nw~ meyemes GheÙegòeâ efkeâS pee mekeâles nQ~
efJeefOe, pees efkeâ Skeâ efJe%eeve kesâ DeOÙeehekeâ keâes Fme 1. JÙeeKÙeeve keâer DeJeefOe yeÌ{ekeâj
ØekeâjCe keâes heÌ{eves kesâ efueS Deheveeveer ÛeeefnS– 2. efJe<eÙe keâes mebieef"le lejerkesâ mes Øemlegle keâjkesâ
(a) JÙeeKÙeeve efJeefOe (b) mecemÙee meceeOeeve efJeefOe 3. ÂMÙe–ßeJÙe Gheeoeve ØeÙeesie keâjkesâ
(c) ØeoMe&ve efJeefOe (d) cetuÙeebkeâve Gheeiece efJeefOe 4. efJeÅeeLeea DevegMeemeve megefveefMÛele keâjkesâ
PRT Post Code 71/09 & 101/12, 25.08.2013 (a) 1 Deewj 2 (b) 2 Deewj 3
Ans : (c) Ùeefo DeOÙeehekeâ keâes keâ#ee meele ceW heg<he keâer mebjÛevee heÌ{evee (c) 3 Deewj 4 (d) 2, 3 Deewj 4
nw, lees meyemes GheÙegòeâ efJeefOe, pees efkeâ Skeâ efJe%eeve kesâ DeOÙeehekeâ keâes KVS–PRT Post Code 16/17, 29–10–2017
Fme ØekeâjCe keâes heÌ{eves kesâ efueS Deheveeveer ÛeeefnS Jen nw ØeoMe&ve efJeefOe Ans : (d) JÙeeKÙeeve efJeefOe kesâ kegâÚ DeJeiegCe efvecveefueefKele keâeÙeeX
keäÙeeWefkeâ ØeoMe&ve efJeefOe ceW efMe#ekeâ efJeÅeeefLe&ÙeeW kesâ mece#e ØeÙeesie keâe Éeje otj efkeâÙes pee mekeâles nQ–
ØeoMe&ve keâjlee nw Deewj mecyeefvOele leLÙeeW keâer JÙeeKÙee Yeer keâjlee nw~ 1. efJe<eÙe keâes mebieef"le lejerkesâ mes Øemlegle keâjkesâ~
efMe#ekeâ ØeÙeesie mes mecyeefvOele ØeMve Yeer hetÚlee jnlee nw SJeb 2. ÂMÙe–ßeJÙe Gheeoeve ØeÙeesie keâjkesâ~
DeeJeMÙekeâleevegmeej efJeÅeeefLe&ÙeeW mes ØeoMe&ve keâeÙe& ceW menÙeesie Yeer ueslee 3. efJeÅeeLeea DevegMeemeve megefveefMÛele keâjkesâ~
jnlee nw efpememes efJeÅeeLeea keâ#ee ceW meef›eâÙe yeves jnles nQ~ 58. ................. ØeCeeueer kesâ GheÙeesie mes meheâue efMe#eCe
54. ‘‘ieefle keâe le=leerÙe efveÙece’’ heÌ{eves kesâ efueS meyemes GheÙegòeâ lejerkesâ efJekeâefmele ngS nw~
efJeefOe nw– (a) meeÂMÙecetue (b) Jew%eeefvekeâ
(a) efveieceve efJeefOe (b) ØeoMe&ve efJeefOe (c) ÙeLeeLe& (d) lekeâveerkeâer
(c) JÙeeKÙeeve efJeefOe (d) Deeieceve efJeefOe PRT–KVS Post Code 150/14, 19–10–2014
PRT Post Code 71/09 & 101/12, 25.08.2013 Ans : (b) Jew%eeefvekeâ ØeCeeueer kesâ GheÙeesie mes meheâue efMe#eCe lejerkesâ
Ans : (d) ‘ieefle keâe le=leerÙe efveÙece’ heÌ{eves kesâ efueS meyemes GheÙegòeâ efJekeâefmele ngS nQ~ Jele&ceeve ceW ceveesJew%eeefvekeâ efJeefOeÙeeW kesâ ØeÙeesie mes
efJeefOe Deeieceve efJeefOe nw~ Deeieceve efJeefOe ceW efJeÅeeefLe&ÙeeW kesâ meeceves kegâÚ efMe#eCe DeefOekeâ ØeYeeJeer leLee efJeÅeeLeea kesâefvõle yeve heeÙeer nw~ Deye
GoenjCe Øemlegle efkeâÙes peeles nQ, efpememes Jen Deheveer metPeyetPe leLee efMe#eCe keâer hejchejeiele efJeefOeÙeeW keâe mLeeve jÛeveelcekeâlee ves ues efueÙee nw
leke&âMeefòeâ keâe ØeÙeesie keâjles ngS Fve GoenjCeeW kesâ cetle& leLÙeeW keâe pees DeefOeiece DevegYeJe Øeehle keâjves keâes DeefOekeâ JÙeJeneefjkeâ menpe Je
meeceevÙeerkeâjCe keâjles ngS efkeâmeer efveÙece Ùee efmeæeble lekeâ hengBÛeles nQ~ Fme ØeYeeJeer yeveelee nw~
Øekeâej Ùen efJeefOe heÙee&hle mebKÙee ceW mLetue GoenjCeeW mes keâesF& heâecet&uee, 59. Ùeespevee efJeefOe keâe henuee heo keäÙee nw?
efveÙece Ùee efmeæeble efvekeâeueves keâer efJeefOe nw~ (a) ieefleefJeefOeÙeeW keâe efveOee&jCe
55. efJeefMe° mes meeceevÙe keâer Deesj efkeâme efJeefOe ceW yeÌ{les nQ? (b) GösMÙeeW keâe efveOee&jCe
(a) Deeieceve efJeefOe ceW (b) efveieceve efJeefOe ceW (c) ieefleefJeefOeÙeeW keâe DeeÙeespeve
(c) DeYÙeeme efJeefOe ceW (d) efJeÛeej–efJeceMe& efJeefOe ceW (d) keâeÙe& efJelejCe
NCERT PRT 30–07–2017 NCERT PRT 30–07–2017
Teaching Aptitude 122 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (b) Ùeespevee efJeefOe keâe henuee heo GösMÙeeW keâe efveOee&jCe keâjvee keâjles nQ DeLee&led mJeÙeb meerKeles nQ~ FmeceW efMe#ekeâ Ssmes JeeleeJejCe keâe
neslee nw~ hee" Ùeespevee yeveeles meceÙe efMe#ekeâ hee"dÙe–Jemleg mes Øeehle nesves efvecee&Ce keâjlee nw efkeâ Úe$eeW kesâ meeceves mecemÙee GlheVe nes peeÙes~ meYeer
Jeeues GösMÙeeW keâe efveOee&jCe keâjlee nw, lelheMÛeeled Úe$eeW kesâ hetJe& DevegYeJeeW Úe$e mecemÙee kesâ mecyevOe ceW efÛebleve leLee efvejer#eCe keâjles nQ leLee Devle
Ùee hetJe& %eeve keâer peevekeâejer Øeehle keâjves kesâ efueS ØemleeJeveelcekeâ ØeMveeW ceW efveCe&Ùe efvekeâeueles nQ~ meb#eshe ceW Fmekesâ Debleie&le–
keâe efvecee&Ce keâjlee nw~ 1. efMe#ekeâ Úe$eeW kesâ meeceves mecemÙee GlheVe keâjlee nw~
60. efMe#ee keâer [e@ušve ØeCeeueer .................. Éeje efJekeâefmele 2. mecemÙeeDeeW keâes meguePeeves kesâ efueS GheÙegòeâ meece«eer Øemlegle keâjlee
keâer ieF& nw~ nw~
(a) ceeefjÙee cee@všsmejer (b) pee@ve [erJeer 3. DeeJeMÙekeâlee heÌ[ves hej heLe–ØeoMe&keâ keâe keâeÙe& keâjlee nw efpememes Jes
(c) nsuesve heeke&ândmš (d) šer. jsceesvš Deheveer ®efÛe kesâ Devegmeej DevJes<ekeâ kesâ ™he ceW hegmlekeâeW leLee
KVS–PRT Post Code 16/17, 29–10–2017 meeOeveeW Éeje mecemÙee keâes meguePeekeâj veJeerve %eeve keâer Keespe keâjW~
Ans : (c) efMe#ee keâer [eušve ØeCeeueer nsuesve heeke&ândmš Éeje efJekeâefmele 64. JÙeeKÙeeve efJeefOe efkeâme efmLeefle ceW meJee&efOekeâ GheÙegòeâ
keâer ieF& nw~ meved 1912 ceW Decesefjkeâe keâer efMe#eeMeeefŒeCeer kegâceejer nsuesve efJeefOe nesieer?
heeke&ândmš ves 8 mes 12 Je<e& kesâ yeerÛe keâer DeJemLee Jeeues yeeuekeâeW kesâ (a) DeefYe®efÛe kesâ efJekeâeme Deewj hee"dÙe meece«eer kesâ mebhetjkeâ kesâ
efueS Skeâ veF& efMe#ee Ùeespevee yeveeF&~ Fme ØeÙeesieMeeuee Ùeespevee kesâ oes ™he ceW
cegKÙe efmeæeble nQ– (b) peye hee"dÙe meece«eer keâe hetCe& ™he mes Øeefleheeove keâjvee nes
(i) efJeefYeVe efJe<eÙeeW kesâ efueS efveefMÛele IebšeW Deewj meceÙemeejCeer kesâ (c) peye efJeJeeoemheo efJe<eÙeeW keâes heÌ{evee nes
keâ"esj yebOeveeW keâes ve° keâjkesâ yeÛÛes keâes mJeleb$eleehetJe&keâ keâece keâjves (d) GheõJeer keâ#ee keâe OÙeeve Deeke=â° keâjves kesâ efueS
keâer megefJeOee osvee~ TGT–KVS, 08–01–2017
(ii) yeeuekeâ keâer ®efÛe efpeme efJe<eÙe ceW DeefOekeâ nes Gmes Gme efJe<eÙe keâes Ans : (a) JÙeeKÙeeve efJeefOe DeefYe®efÛe kesâ efJekeâeme Deewj hee"dÙe meece«eer
efpeleveer osj lekeâ Jen Ûeens DeOÙeÙeve keâjves osvee~ kesâ mebhetjkeâ kesâ ™he ceW meJee&efOekeâ GheÙegòeâ efJeefOe nesieer~ JÙeeKÙeeve efJeefOe
61. JÙeeKÙeeve efJeefOe keâe Skeâ ueeYe nw efkeâ– mes DeefOekeâ efJe<eÙe Jemleg keâes keâce meceÙe ceW heÌ{eÙee pee mekeâlee nw~
(a) mecemÙee meguePeeves keâes megiece yeveelee nw 65. ––––––– Skeâ Ssmeer lekeâveerkeâ nw efpemeceW efpe%eemee Deewj
(b) efJeÅeeefLe&ÙeeW ceW GÛÛe DeefYe«ee¢elee nesleer nw jÛeveelcekeâlee Meeefceue nesleer nw ?
(c) Skeâ ueIeg DeJeefOe ceW leLÙeelcekeâ metÛevee keâe yeÌ[e Yeeie (a) DeJeueeskeâve (b) ØeoMe&ve
Øekeâš keâjlee nw (c) JÙeeKÙeeve efJeefOe (d) hee$e DeefYeveÙe (jesue hues)
(d) GheÙeg&òeâ meYeer DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
KVS–PRT Post Code 16/17, 29–10–2017 Ans. (d) : hee$e DeefYeveÙe (jesue hues) Skeâ Ssmeer lekeâveerkeâ nw efpemeceW
Ans : (c) JÙeeKÙeeve efJeefOe keâe Skeâ ueeYe nw efkeâ Skeâ ueIeg DeJeefOe ceW efpe%eemee Deewj jÛeveelcekeâlee Meeefceue nesleer nw~ Fmemes Úe$eeW keâer ™efÛe,
leLÙeelcekeâ metÛevee keâe yeÌ[e Yeeie Øekeâš keâjlee nw~ DeefYe™efÛe leLee DeefYeJe=efòe ceW heefjJele&ve ueeÙee pee mekeâlee nw~ hee$e-
62. efkebâ[jieeš&ve mketâue meyemes henues keâneB mLeeefhele efkeâS ieS? DeefYeveÙe lekeâveerkeâ Éeje Úe$eeW keâes Deheves ceve keâer YeeJeveeDeeW Deewj
(a) ÙetSmeS (b) Ùetkesâ mebJesieeW keâes JÙeòeâ keâjves keâe ceewkeâe efceuelee nw~ Fmekesâ efJehejerle
(c) pece&veer (d) [sveceeke&â DeJeueeskeâve Skeâ hejer#eCe lekeâveerkeâ nw leLee ØeoMe&ve SJeb JÙeeKÙeeve efJeefOe
KVS–PRT Post Code 16/17, 29–10–2017 meòeecekeâ efMe#eCe veerefleÙeeB nw efpeveceW efMe#ekeâ cenlJehetCe& ceevee peelee nw~
Ans : (c) efkebâ[jieeš&ve mketâue meyemes henues pece&veer ceW mLeeefhele efkeâS 66. veerÛes efoS ieS keâLeve I Deewj II heÌ{W Deewj mener efJekeâuhe
ieS~ efkebâ[jieeš&ve Úesšs yeÛÛeeW kesâ efueS efMe#ee keâe Skeâ ™he nw pees ÛegveW:
Iejsuet efMe#ee mes yeoue keâj DeefOekeâ DeewheÛeeefjkeâ mketâueer efMe#ee ceW keâLeve I : efJeMues<eCe efJeefOe ceW nce De%eele mes %eele lekeâ
meb›eâefcele nes ieÙee nw~ efkebâ[jieeš&ve ceW yeÛÛeeW keâes jÛeveelcekeâ Kesue Deewj peeles nQ~
meeceeefpekeâ yeeleÛeerle kesâ ceeOÙece mes %eeve efoÙee peelee nw Deewj GveceW keâLeve II : mebMues<eCe efJeefOe ceW nce %eele mes De%eele keâer
yegefveÙeeoer kegâMeueleeDeeW keâe efJekeâeme efkeâÙee peelee nw~ Deesj yeÌ{les nQ~
63. Skeâ keâ#eekeâ#e ceW efJeÅeeefLe&ÙeeW keâes kegâÚ veneR yeleeÙee (a) henuee keâLeve melÙe nw~ (b) oesveeW keâLeve melÙe nQ~
peelee nw Deewj GvnW meeJeOeeveerhetJe&keâ yeveeS ieS ØeMveeW kesâ (c) oesveeW keâLeve ieuele nQ~ (d) otmeje keâLeve melÙe nw~
ceeOÙece mes nue lekeâ hengBÛeeÙee peelee nw~ Jes heeme ceW DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
GheueyOe hegmlekeâeW Deewj DevÙe meece«eer ØeÙeesie ceW uee mekeâles Ans. (b) : efoÙes ieÙes ØeMve keâLeveeW ceW oesveeW keâLeve mener nQ~
nQ– ØeÙeesie ceW ueeF& ieF& efMe#eCe efJeefOe nw– efJeMues<eCe Meyo keâe DeLe& nw ÛeerpeeW keâes Úesšs-Úesšs efnmmees ceW leesÌ[vee
(a) ØeÙeesieMeeuee efJeefOe (b) ¢etefjefmškeâ efJeefOe FmeceW nce mecemÙee keâes nue keâjves kesâ efueS Gmes mejue efnmmeeW ceW leesÌ[
(c) meceeOeeve efJeefOe (d) Øeespeskeäš efJeefOe osles nQ~ Fme efJeefOe ceW nce De%eele mes %eele keâer Deesj De«emej nesles nQ Ùee
PRT–KVS, 16–12–2017 keân mekeâles nw efkeâ nce efve<keâ<e& mes keâuhevee keâer Deesj peeles nQ peyeefkeâ
Ans : (b) GheÙeg&òeâ ØeMve ceW ØeÙeesie ceW ueeÙeer ieÙeer efMe#eCe efJeefOe mebMues<eCe efJeefOe efJeMues<eCe efJeefOe kesâ efJehejerle nw Deewj FmeceW nce %eele
¢etefjefmškeâ efJeefOe nw~ Fme efJeefOe keâe meyemes henues ØeÙeesie Øees. Deece&mš^ebie mes De%eele keâer Deesj Ûeueles nQ~ mebMues<eCe keâe DeLe& nw oes Deueie KeC[eW
ves efkeâÙee Lee~ Fmes DevJes<eCe Ùee Keespe efJeefOe Yeer keâne peelee nw~ FmeceW keâes efHeâj mes peesÌ[vee~ Ùen efJeefOe efoÙee ngDee mes DeejcYe neskeâj pees efmeæ
Úe$e Meejerefjkeâ leLee ceeveefmekeâ ™he mes meef›eâÙe jnles ngS %eeve keâer Keespe keâjvee nw Gmekeâer lejHeâ yeÌ{leer nw~
Teaching Aptitude 123 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

67. efvecve ceW mes efkeâmes ‘Devegceeveer heæefle’ Yeer keâne peelee nw? Ans. (b) : heefjÙeespevee efJeefOe Decesefjkeâer efMe#eeefJeo efkeâue hewefš^keâ kesâ
(a) Keespe heæefle (b) heefjÙeespevee heæefle efJeÛeej hej DeeOeeefjle nw~ heefjÙeespevee efJeefOe efMe#ee oMe&ve kesâ Skeâ ØecegKe
(c) mecemÙee efveJeejCe heæefle (d) JÙeeKÙeeve heæefle efJeÛeejOeeje ØeÙeespeveJeeo hej DeeOeeefjle nw~ Fme efJeefOe ceW yeeuekeâ Deheves
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM DevegYeJe kesâ DeeOeej hej meerKeles nQ, GvnW mJeleb$e ™he mes meesÛeves
Ans. (c) : mecemÙee efveJeejCe heæefle keâes Devegceeveer heæefle Yeer keâne efJeÛeejves keâe DeJemej Øeehle neslee nw leLee Gvekeâe Meejerefjkeâ SJeb ceeveefmekeâ
peelee nw~ ¢etefjefmškeâ efJeefOe keâes DevegmebOeeve efJeefOe Ùee mJeÙeb %eeve efJeefOe efJekeâeme neslee nw~
kesâ veece mes Yeer peevee peelee nQ~ ¢etefjefmškeâ Ùee Keespe efJeefOe keâe H.E. 71. Which of the following is based on the
Armstrong ves Øeefleheeove efkeâÙee Lee~ discovery method of learning?/Keespe Éeje
68. Which of the following is/are the principles of DeefOeiece efJeefOe efvecveefueefKele ceW mes efkeâme efmeæevle hej
play-way method of teaching? DeeOeeefjle nw?
efMe#eCe keâer hues Jes efJeefOe kesâ efvecve ceW mes keâewve-mes I. Principle of activity/meef›eâÙelee keâe efmeæeble
efmeæevle nQ? II. Principle of logical thinking
I. Principle of fulfillment of desires leke&âhetCe& efÛebleve keâe efmeæevle
FÛÚe keâer hetefle& keâe efmeæevle III. Principle of purposeful
II. Principle of unfolding innate potentials GösMÙehetCe& DevegYeJeeW keâe efmeæevle
pevcepeele mecelee keâe Kegueemee keâjves keâe efmeæevle IV. Principle of discovering for alternatives
III. Principle of natural instincts efJekeâuheeW keâer Keespe keâe efmeæevle
Øeeke=âeflekeâ ØeJe=efòe keâe efmeæevle (a) I, II and III/ I, II leLee III
IV. Principle of responsibility/efpeccesoejer keâe efmeæevle (b) I, II, III and IV/I, II, III leLee IV
(a) I, II, III and IV/I, II, III leLee IV (c) I, III and IV/ I, III leLee IV
(b) I, II and III/I, II leLee III (d) II, III and IV/ II, III leLee IV
(c) II, III and IV/II, III leLee IV DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
(d) I, II and IV/I, II leLee IV Ans. (b) : Keespe DeefOeiece hetÚleeÚ-DeeOeeefjle efveoxMe keâer Skeâ heæefle
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM nw Keespe DeefOeiece mecemÙee meceeOeeve efmLeefleÙeeW ceW nesleer nw peneb Úe$e
Ans. (a) : efMe#eCe keâer hues-Jes efJeefOe kesâ efvecve ØecegKe efmeæevle nQ- Deheves mJeÙeb kesâ DevegYeJe Deewj hetJe& %eeve keâes Deekeâef<e&le keâjlee nw~ Ùen
(i) FÛÚe keâer hetefle& keâe efmeæevle ef JeefOe efvecveefueefKele efmeæebleeW hej DeeOeeefjle nQ-
(ii) pevcepeele mecelee keâe Kegueemee keâjves keâe efmeæevle/ pevcepeele * meef›eâÙelee/ieefleefJeefOe kesâ efmeæeble
mecYeeJeveeDeeW keâes Øekeâš keâjves keâe efmeæeble * leeefke&âkeâ/leke&âhetCe& efÛebleve keâe efmeæeble
(iii) Øeeke=âeflekeâ ØeJe=efòe keâe efmeæevle * %eele mes De%eele keâer Deesj yeÌ{ves keâe efmeæeble
(iv) efpeccesoejer keâe efmeæeble Deeefo~ * GösMÙehetCe& DevegYeJe keâe efmeæeble
69. In which method of teaching, students are put * efJekeâuheeW keâer Keespe keâe efmeæeble
in place of the explorer or inventor ? 72. Who defined Heuristic method as a method of
efMe#eCe keâer efkeâme efJeefOe ceW, efJeÅeeefLe&ÙeeW keâes Keespekeâlee& teaching which involves placing of children as
Ùee DeeefJe<keâejkeâ kesâ mLeeve hej jKee peelee nw? far as possible in the attitude of a discoverer?
(a) Heuristic method/¢etefjefmškeâ efJeefOe efkeâmeves ¢etefjefmškeâ heæefle keâes efMe#eCe keâer Skeâ efJeefOe kesâ
(b) Play-way method/Kesue ketâo efJeefOe ™he ceW heefjYeeef<ele efkeâÙee efpemeceW Úe$e keâes Keespekeâlee& kesâ
(c) Problem solving method/mecemÙee meceeOeeve efJeefOe
™he ceW osKee peevee Meeefceue nw?
(a) Prof. Henry Edward Armstrong
(d) Project method/Øeespeskeäš efJeefOe
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
nsvejer S[Je[& Deece&mš^ebie
(b) Paulo Friere/heGuees øesâjs
Ans. (a) : efMe#eCe keâer ¢etefjefmškeâ efJeefOe (DevJes<eCe efJeefOe) ceW,
(c) B.F. Skinner/yeer.Sheâ.efmkeâvej
efJeÅeeefLe&ÙeeW keâes Keespekeâlee& Ùee DeeefJe<keâejkeâ kesâ mLeeve jKee peelee nw~
(d) John Alford Stevenson/pee@ve Deuheâes[& mšerJesvmeve
¢etefjefmškeâ efJeefOe kesâ Øeefleheeokeâ Deece&mš^ebie nw Fme efJeefOe ceW Úe$e keâes
PRT Post Code 71/09&101/12, 25/08/2013
Keespekeâlee& kesâ ™he ceW Gmes Keespeves kesâ efueS Øeeslmeeefnle keâjles nQ~
KVS-PRT Post Code 16/17, 29/10/2017
70. heefjÙeespevee efJeefOe efkeâme Decesefjkeâer efMe#eeefJeo kesâ efJeÛeej DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
hej DeeOeeefjle nQ? Ans. (a) : nsvejer S[Je[& Deece&mš^ebie ves åÙetefjefmškeâ heæefle keâes
(a) pee@ve [tF& efMe#eCe keâer Skeâ efJeefOe kesâ ™he ceW heefjYeeef<ele efkeâÙee efpemeceW Úe$e keâes
(b) efJeefueÙece efkeâuehewefš^keâ Keespekeâlee& kesâ ™he ceW osKee peevee Meeefceue nw~ Ùen Skeâ Ssmeer efJeefOe nw
(c) DeeLe&j meer efyeefvebie Deewj [sefJe[ SÛe efyeefvebie efpemeceW yeÛÛes mJeÙeb JemlegDeeW keâer Keespe Deewj DevJes<eCe keâjles nQ~
(d) Deej.Sue. mšerJeWmeve 73. Which of the following are mental rules of
PRT Post Code 71/09&101/12, 25/08/2013 thumb that permit us to make decisions and
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM judgements in a rapid and efficient manner?
Teaching Aptitude 124 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

efvecveefueefKele ceW mes keâewve-mes Debiet"s kesâ ceeveefmekeâ efveÙece 76. In Demonstration method of teaching, during
nQ pees nceW efveCe&Ùe uesves keâer Devegceefle osles nQ Deewj Skeâ lespe demonstration, a student gets opportunities for
..............
Deewj kegâMeue lejerkesâ mes efveCe&Ùe efueÙes pee mekeâles nQ?
ØeoMe&ve kesâ oewjeve efMe#eCe heæefle ceW, Skeâ Úe$e keâes
(a) Critical thinking/DeeueesÛeveelcekeâ meesÛe .............. kesâ DeJemej efceueles nQ~
(b) Elaboration/efJemleej
I. Observation/DeJeueeskeâve
(c) Heuristics/¢etefjefmškeâ II. Note making/veesš yeveevee
(d) Framing/øesâeEceie III. Questioning/ØeMve
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM IV. Drawing/efÛe$ekeâejer
Ans. (c) : ¢etefjefmškeäme (Keespe/Devegceeveer) Debiet"s kesâ ceeveefmekeâ efveÙece (a) II, III and IV/II, III Deewj IV
nQ, pees nceW lespeer mes Deewj ØeYeeJeer {bie mes efveCe&Ùe uesves Deewj hewâmeues (b) I, II, III and IV/I, II, III Deewj IV
keâjves ceW meneÙelee keâjles nQ~ ¢etefjefmškeäme efheÚues DevegYeJeeW mes GlheVe (c) I, III and IV/I, III Deewj IV
efkeâS peeles nQ Deewj peuoer ØeYeeJeer {bie mes keâeheâer DeÛÚs efJekeâuhe yeveeves
(d) I, II and III/I, II Deewj III
ceW meneÙekeâ nw~
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
74. Which of the following is/are elements of a
Ans. (b) : ØeoMe&ve keâer efMe#eCe efJeefOe ceW ØeoMe&ve kesâ oewjeve Skeâ Úe$e
game in "Play-way method" of teaching ?
efvecveefueefKele ceW mes keäÙee efMe#eCe kesâ ‘‘hues-Jes efJeefOe’’ ceW keâes DeJeueeskeâve keâjves keâe, veesšdme yeveeves keâe, ØeMve hetÚves leLee efÛe$e
Skeâ Kesue kesâ lelJe nw/nQ? yeveeves keâe DeJemej efceuelee nw~
Fme efJeefOe mes Úe$eeW keâer efvejer#eCe, leke&â SJeb efJeÛeej Meefòeâ keâe efJekeâeme
I. Cooperation and Collaboration
menÙeesie Deewj menYeeefielee neslee nw meeLe ner Fme efJeefOe mes Øeehle %eeve mLeeÙeer neslee nw~
77. Demonstration method of teaching is a ............ .
II. Intrinsic Motivation /Deevleefjkeâ ØesjCee
efMe#eCe keâer ØeoMe&ve efJeefOe Skeâ .......... nw~
III. Working without fear
(a) Learner centered method/efMe#eeLeea kesâefvõle efJeefOe
efyevee efkeâmeer [j kesâ keâece keâjvee
(b) Competency based method
IV. Self-imposed discipline
ÙeesiÙelee DeeOeeefjle efJeefOe
mJe-ueieeÙee ngDee DevegMeemeve
(c) Subject centered method/efJe<eÙe kesâefvõle efJeefOe
(a) I, II and III /I, II Deewj III
(d) Teacher centered method/efMe#ekeâ kesâefvõle efJeefOe
(b) I, II, III and IV/I, II, III Deewj IV
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
(c) I, III and IV/I, III Deewj IV
Ans. (d) : efMe#eCe keâer ØeoMe&ve efJeefOe, JÙeeKÙeeve efJeefOe, ØeoMe&ve
(d) I, II and IV/I, II Deewj IV JÙeeKÙeeve efJeefOe Deeefo efMe#ekeâ kesâefvõle efJeefOeÙeeB nQ, peyeefkeâ Kesue efJeefOe,
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM Øeespeskeäš efJeefOe, mecemÙee-meceeOeeve efJeefOe, DevJes<eCe efJeefOe Deeefo efJeÅeeLeea
Ans. (b) : hues Jes efJeefOe ceW Kesue kesâ efvecve lelJe Ùee Ieškeâ nesles nQ- kesâefvõle efMe#eCe efJeefOeÙeeB nQ~
(i) menÙeesie Deewj menYeeefielee (vi) DeveewheÛeeefjkeâ JeeleeJejCe 78. In which of the following method, we proceed
(ii) Deebleefjkeâ ØesjCee (vii) mJeŠ ef›eâÙee from what is given to proving what is required?
(iii) YeÙenerve keâeÙe& keâjvee (viii) ÛegveewleerhetCe& keâeÙe& (I) Analytic method
(iv) mJe efveOee&efjle DevegMeemeve (ix) ®efÛehetCe& (II) Synthetic method
(v) keâeÙe& ceW hetCe& mJeleb$elee
ef v ecveef ueefKele ceW mes efkeâme heæefle ceW, nce ‘‘keäÙee efoÙee
ieÙee nw’’ mes ‘‘keäÙee DeeJeMÙekeâ nw’’ kesâ efueS Deeies yeÌ{les
75. .............method of teaching is also known as
'Inquiry method'. nw ?
............ efMe#eCe efJeefOe keâes ‘hetÚleeÚ efJeefOe’ kesâ ™he ceW (I) efJeMues<eCeelcekeâ efJeefOe
Yeer peevee peelee nw~ (II) mebMues<eCe efJeefOe
(a) Inductive and Deductive method (a) Only II/kesâJeue II
Deeieceveelcekeâ Deewj efveieceveelcekeâ efJeefOe (b) Both I and II/oessveeW I Deewj II
(b) Discovery method/Keespe efJeefOe (c) Only I/kesâJeue I
(c) Problem solving method (d) Neither I nor II/ve lees I Deewj ve ner II
mecemÙee meceeOeeve efJeefOe DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
(d) Lecture method/JÙeeKÙeeve efJeefOe Ans. (a) : mebMues<eCe (efmebLesefškeâ) efJeefOe ceW nce Ùen meeefyele keâjves kesâ
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM efueS Deeies yeÌ{les nQ efkeâ keäÙee DeeJeMÙekeâ nw? Fme efJeefOe ceW ‘%eele mes
Ans. (b) : Keespe efJeefOe keâes ‘hetÚleeÚ efJeefOe’ kesâ ™he ceW peevee De%eele keâer Deesj’ efMe#eCe met$e keâe ØeÙeessie efkeâÙee peelee nw~ mebMues<eCe
peelee nw~ Fme efJeefOe ceW %eeve keâer Øeeefhle hej DeefOekeâ yeue efoÙee peelee keâe DeLe& neslee nw efkeâ Deueie-Deueie YeeieeW keâes peesÌ[keâj efkeâmeer efve<keâ<e&
nw~ DevJes<eCe efJeefOe efMe#eCe keâer Jen efJeefOe nw, efpemeceW Skeâ yeeuekeâ hej hengBÛevee~ FmeceW efJeÅeeLeea Øeoòe meece«eer kesâ DeeOeej hej Gme Deesj
keâes Skeâ DeÛÚs DevegmebOeevekeâlee& Ùee Keespeer kesâ ™he ceW osKee peelee nw~ yeÌ{lee nw pees efmeæ keâjvee nw~
Teaching Aptitude 125 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

79. What are the following steps involved in I. Ùen meerKeves keâes Øeeslmeeefnle keâjlee nw Deewj Úe$eeW kesâ
problem-solving method of teaching-learning ™efÛe keâes yeveeS jKeves keâe ØeÙeeme keâjlee nw
process?
II. Ùen JÙeekegâuelee keâes keâce keâjlee nw Deewj Úe$eeW kesâ
(I) Analysis of the problem
(II) Stating clearly the relationships between
yeerÛe efvejblej OÙeeve keâes yeÌ{eJee oslee nw Deewj
different concepts. GheÙeesieer efMe#ee kesâ efueS ceeie& ØeMemle keâjlee nw
(III) Testing hypothesis III. ØeoMe&ve kesâ oewjeve, efMe#ekeâ Éeje Úe$eeW keâer MebkeâeDeeW
efMe#eCe-DeefOeiece keâer Øeef›eâÙee keâer mecemÙee meceeOeeve keâe meceeOeeve efkeâÙee peelee nw~
heæefle ceW Meeefceue efvecve keâoce keäÙee nw? (a) II and III/II Deewj III
(I) mecemÙee keâe efJeMues<eCe (b) I and III/I Deewj III
(II) mhe° ™he mes efJeefYeVe DeJeOeejCeeDeeW kesâ yeerÛe (c) I, II and III/I, II Deewj III
mecyevOeeW keâes yeleeles ngS~ (d) I and II/I Deewj II
(III) hejer#eCe heefjkeâuhevee DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
(a) I and III/ I Deewj III Ans. (c) : ØeoMe&ve efJeefOe meerKeves keâes Øeeslmeeefnle keâjlee nw Deewj Úe$eeW
(b) I, II and III/ I, II Deewj III kes â ef n le keâes yeveeÙes jKelee nw, Ùen Úe$eeW keâer JÙeekegâuelee keâes keâce keâjlee
(c) II and III/ II Deewj III
nw Deew j Úe$eeW kes â ceOÙe efvejblej OÙeeve keâes yeÌ{eJee oslee nw leLee GheÙeesieer
efMe#ee kesâ efueS ceeie& ØeMemle keâjlee nw~ Fmekesâ DeueeJee Fme efJeefOe ceW
(d) I and II/ I Deewj II
ØeoMe&ve kesâ oewjeve ner Úe$eeW kesâ mebosn keâes Jener lelkeâeue efMe#ekeâ Éeje
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
meeheâ/otj keâj efoÙee peelee nw~
Ans. (b) : efMe#eCe-DeefOeiece Øeef›eâÙee keâer mecemÙee-meceeOeeve heæefle ceW ØelÙe#e %eeve keâe DeJeueeskeâve keâjvee, ™efÛe Je Glmegkeâlee ceW Je=efæ keâjvee
efvecve meesheeve Meeefceue nQ- leLee efvejer#eCe keâjves keâer ÙeesiÙelee keâe efJekeâeme keâjvee ØeoMe&ve efJeefOe keâer
(i) mecemÙee keâe efJeMues<eCe meJee&efOekeâ cenlJehetCe& efJeMes<elee nw~
(ii) efJeefYeVe DeJeOeejCeeDeeW kesâ yeerÛe mebyebOeeW keâes Keespevee 82. ……method is considered as the means of
(iii) heefjkeâuhevee keâe hejer#eCe discovering the proof.
Fmekeâes efvecve JeieeX ceW Yeer efJeYeeefpele efkeâÙee pee mekeâlee nw- ......efJeefOe keâes ØeceeCe keâer Keespe keâe meeOeve ceevee peelee nw~
(i) mecemÙee keâe ÛeÙeve (ii) mecemÙee keâe ØemlegleerkeâjCe (a) Inductive/Øesjkeâ
(iii) leLÙeeW keâe Skeâ$eerkeâjCe (iv) heefjkeâuhevee keâe efvecee&Ce (b) Project/heefjÙeespevee
(v) meceeOeeveelcekeâ efve<keâ<e& hej hengBÛevee~ (vi) cetuÙeebkeâve (c) Synthetic/mebMues<eCeelcekeâ
(vii) keâeÙe& keâe DeeuesKeve (d) Analytic/efJeMues<eCeelcekeâ
80. Who developed the technique of DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
'Brainstorming'? Ans. (d) : efJeMues<eCeelcekeâ efJeefOe keâes ØeceeCe keâer Keespe keâe meeOeve ceevee
yeÇsvemše@efceËie keâer lekeâveerkeâ efkeâmeves efJekeâefmele keâer? peelee nw~ DeLee&led efJeMues<eCeelcekeâ efJeefOe ceW De%eele mes %eele keâer Deesj Ûeuee
(a) Alex Osborn/Sueskeäme Deesmeyeesve& peelee nw~ Fme efJeefOe ceW mecemÙee keâes efJeefYeVe KeC[eW ceW efJeYeeefpele keâjkesâ
(b) Covington/keâesefJebiešve Gvekesâ yeerÛe kesâ Debleme&yebOeeW keâe hejer#eCe efkeâÙee peelee nw~
(c) Edward de Bono/S[Je[& [er yeesvees 83. Which of the following is/are the characteristics
of an effective method of teaching and
(d) Cropley/›eâesheueer learning?
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM I. Matches the mental ability and needs of the
Ans. (a) : yeÇsvemše@efceËie keâer lekeâveerkeâ Sueskeäme Deesmeyeve& ves efJekeâefmele students.
keâer Leer~ Deesmeyeve& ves jÛeveelcekeâ meesÛe hej keâF& efkeâleeyeW efueKeer Leer~ II. Develops critical thinking of the children
Deheveer 1942 keâer hegmlekeâ ‘neT št efLebkeâ Dehe’ ceW GvneWves yeÇsvemšeefceËie III. Provides a scope for development of life
skills in children.
lekeâveerkeâ Øemlegle keâer Leer~
efvecveefueefKele ceW mes keâewve meer efMe#eCe Deewj DeefOeiece keâer
81. Which of the following is/are the advantages of
demonstration method of teaching?
Skeâ ØeYeeJeer efJeefOe keâer efJeMes<eleeSB nw/nQ?
I. It stimulates learning and attempts to I. Úe$eeW keâer ceeveefmekeâ #ecelee Deewj pe™jleeW mes cesue
retain students interest Keelee nw~
II. It reduces distraction and promotes II. yeÛÛeeW keâer DeeueesÛeveelcekeâ meesÛe efJekeâefmele keâjlee
sustained attention among the students and nw~
paves way for useful learning
III. yeÛÛeeW ceW peerJeve keâewMeue kesâ efJekeâeme keâer iegbpeeFMe
III. During the demonstration, the doubts of
the students are cleared by the teacher Øeoeve keâjlee nw~
then and there (a) II and III/II Deewj III (b) I and II /I Deewj II
efvecveefueefKele ceW mes keâewve–mee/mes efMe#eCe keâer ØeoMe&ve (c) I and III/I Deewj III (d) I, II and III/I, II Deewj III
efJeefOe keâe/kesâ ueeYe nw/nw? DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
Teaching Aptitude 126 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (d) : efMe#eCe Deewj DeefOeiece keâer Skeâ ØeYeeJeer efJeefOe keâer efJeMes<elee (a) Only I/kesâJeue I
Ùen nw efkeâ Jen Úe$eeW keâer ceeveefmekeâ #ecelee Deewj pe™jleeW mes cesue Keelee nw, (b) Neither I nor II/vee ner I vee ner II
yeÛÛeeW keâer DeeueesÛeveelcekeâ meesÛe keâes efJekeâefmele keâjlee nw leLee yeÛÛeeW ceW peerJeve (c) Both I and II/I leLee II oesveeW
keâewMeue kesâ efJekeâeme keâer iegbpeeFMe Øeoeve keâjlee nw~ (d) Only II/kesâJeue II
84. Which of the following method provides the DSSSB PRT 07/03/2022 (Shift-III)
proof of the problems? Ans. (d) : ØeoMe&ve efJeefOe ceW DeOÙeehekeâ keâ#ee ceW Ûeeš&, cee@[ue keâe
efvecveefueefKele ceW mes keâewve-meer efJeefOe mecemÙee keâe ØeceeCe DeeÙeespeve keâjkesâ mecyeefvOele efJe<eÙe Jemleg keâe mhe°erkeâjCe keâjlee nw~ Fme
Øeoeve keâjleer nw~ efJeefOe ceW Úe$e FbefõÙeeW keâer meneÙelee mes peefšue Øeef›eâÙee keâe mejuelee mes
(a) Project method/heefjÙeespevee efJeefOe yeesOe keâjles nQ~ Fme efJeefOe Éeje efMe#eCe keâjves hej cetle& mes Decetle&
(b) Analytic method/efJeMues<eCeelcekeâ efJeefOe efMe#eCe keâe DevegmejCe efkeâÙee peelee nw leLee ØeoMe&ve kesâ oewjeve Úe$e keâer
(c) Inductive method/Deeieceveelcekeâ efJeefOe efpe%eemee keâes peerefJele jKee peelee nw~ peyeefkeâ Ùeespevee yeveevee yeeefOele ue#Ùe
(d) Synthetic method/mebMues<eCeelcekeâ efJeefOe Øeehle keâjves kesâ efueS DeeJeMÙekeâ ieefleefJeefOeÙeeW kesâ yeejs ceW meesÛeves keâer
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM Øeef›eâÙee nw~ FmeceW keâeÙe& keâye, kewâmes, keâneB, keäÙeeW keâjvee nw Deeefo
Ans. (d) : efmebLesefškeâ efJeefOe mecemÙee keâe ØeceeCe Øeoeve keâjleer nw~
Meeefceue neslee nw~ Dele: kesâJeue II mener nw~
efmebLesefškeâ efJeefOe efJeMues<eCe efJeefOe kesâ efJehejerle nw Deewj FmeceW %eele mes 87. Which method of teaching is about taking the
most appropriate approach to achieve the
De%eele keâer Deesj peeles nw~ mebMues<eCe (efmebLesefškeâ) keâe DeLe& nw- oes learning objective?
Deueie-Deueie KeC[eW keâes efheâj mes pees[Ì vee~ efMe#eCe keâer keâewve-meer efJeefOe DeefOeiece GösMÙe keâes Øeehle
Ùen efJeefOe efoÙee ngDee mes DeejcYe mes neskeâj pees efmeæ keâjvee nw Gmekeâer keâjves kesâ efueS meyemes GheÙegòeâ lejerkeâe {t{BÌ ves kesâ yeejs ceW nw?
lejheâ yeÌ{lee nw~ oer ngF& heefjefmLeefleÙeeW Ùee leLÙeeW keâes peesÌ[vee neslee nw (a) Lecture method/JÙeeKÙeeve efJeefOe
Deewj Fme lejn pegÌ[s ngS leLÙe nceW JeneB lekeâ hen@gbÛeeles nw peneB mes De%eele (b) Project method/Øeespeskeäš efJeefOe
peevekeâejer mener nes peeleer nw Deewj efve<keâ<e& efvekeâue Deelee nw~ (c) Problem solving method/mecemÙee meceeOeeve efJeefOe
85. Which method of teaching is also known as (d) Sports method/Kesue ketâo efJeefOe
'Heuristic method' ?
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
efMe#eCe keâer efkeâme efJeefOe keâes ‘¢etefjefmškeâ efJeefOe’ kesâ ™he
ceW Yeer peevee peelee nw ? Ans. (c) : efMe#eCe keâer mecemÙee-meceeOeeve efJeefOe meceeOeeve Keespeves hej
DeeOeeefjle efMe#eCe efJeefOe nw~ Fme efJeefOe ceW efMe#ekeâ Úe$eeW kesâ meeceves keâesF&
(a) Discovery method/ef[mkeâJejer efJeefOe
mecemÙee Øemlegle keâjlee nw, efpemekeâe meceeOeeve Úe$eeW keâes mJeÙeb Keespevee
(b) Lecture method/JÙeeKÙeeve efJeefOe neslee nw~ Ùen Skeâ yeeue kesâefvõle efMe#eCe DeefOeiece Øeef›eâÙee nw, efpemeceW
(c) Play-way method/hues-Jes efJeefOe Úe$e meef›eâÙe ™he mes Yeeie uesles nQ Deewj efMe#ekeâ Skeâ hejeceMe&oelee Je
(d) Project method/heefjÙeespevee efJeefOe megiecekeâlee& keâer Yetefcekeâe ceW neslee nw~ Fme Øekeâej mecemÙee meceeOeeve efJeefOe
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM DeefOeiece GösMÙe keâes Øeehle keâjves kesâ efueS meyemes GheÙegòeâ efJeefOe nw~
Ans. (a) : efMe#eCe keâer ef[mkeâJejer Ùee DevJes<eCe efJeefOe keâes ¢eetfjefmškeâ 88. The lecture method can be used successfully ––
efJeefOe kesâ ™he ceW peevee peelee nw~ ––––––.
¢eetfjefmškeâ (Heuristic) Meyo Ùetveeveer Yee<ee Heurisco mes yevee nw JÙeeKÙeeve efJeefOe keâe .......... meheâueleehetJe&keâ GheÙeesie
efpemekeâe leelheÙe& nw ‘‘-ceQ mJeÙeb Keespe keâjlee n@tb’’ Fme Øekeâej mhe° nw efkeâ efkeâÙee pee mekeâlee nw~
¢eetfjefmškeâ efJeefOe mJeÙeb Keespe keâjkesâ Ùee Deheves Deehe meerKeves keâer efJeefOe I. Providing Factual information
nw~ ¢eetfjefmškeâ efJeefOe keâes DevJes<eCe efJeefOe Yeer keânles nw~ Fme efJeefOe ceW leLÙeelcekeâ peevekeâejer Øeoeve keâjves
Úe$e mJeÙeb keâjkesâ veS leLÙe SJeb iegCeeW keâes meerKeles nw~ II. Abbreviation and repetition of specific
themes in higher classes/GÛÛe keâ#eeDeeW ceW
86. In the context of demonstration method, which
of the following step is correctly matched ?
ef JeefMe° ØemebieeW keâe mebef#ehleerkeâjCe leLee hegvejeJe=efòe
ØeoMe&ve efJeefOe kesâ meboYe& ceW, efvecveefueefKele ceW mes keâewve mee III. Explain theoretical things that can not be
demonstrated
ÛejCe mener megcesefuele nw ? mewæeefvlekeâ ÛeerpeeW keâer JÙeeKÙee keâjvee efpemes ØeoefMe&le
I. Planning- motivate the students to arose veneR efkeâÙee pee mekeâlee nw
interest in observing the experiment keenly
and to accept new concepts after the (a) I, II and III/I, II leLee III (b) Only III/kesâJeue III
demonstration. (c) Only I/kesâJeue I (d) I and III/I leLee III
Ùeespevee yeveevee-Úe$eeW keâes ØeÙeesie keâes OÙeeve mes osKeves DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
Deewj ØeoMe&ve kesâ yeeo veF& DeJeOeejCeeDeeW keâes mJeerkeâej Ans. (a) : JÙeeKÙeeve efJeefOe keâe ØeÙeesie leLÙeelcekeâ peevekeâejer Øeoeve
keâjves ceW ®efÛe hewoe keâjves kesâ efueS Øesefjle keâjvee~ keâjves, GÛÛe keâ#eeDeeW ceW efJeefMe° ØemebieeW keâe mebef#ehleerkeâjCe leLee
II. Demonstration __ keep the curiosity of the hegvejeJe=efòe keâjves, mewæebeflekeâ ÛeerpeeW keâer JÙeeKÙee keâjves, efpemes keâ#ee ceW
student alive during the demonstration. ØeoefMe&le veneR efkeâÙee pee mekeâlee Skeâ ner meceÙe ceW Úe$eeW kesâ yeÌ[s mecetn
ØeoMe&ve-ØeoMe&ve kesâ oewjeve Úe$e keâer efpe%eemee keâes keâes efMe#eCe Øeoeve keâjves Deewj keâce meceÙe ceW DeefOekeâ peevekeâejer Øeoeve
peerefJele jKevee~ keâjves kesâ efueS efkeâÙee peelee nw~
Teaching Aptitude 127 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

89. ______ is a type of teaching that encourages efMe#eCe keâer Øeespeskeäš efJeefOe keâe/kesâ ueeYe nw/nQ?
students to play a more active role in their I. Øeespeskeäš ef›eâÙeekeâueeheeW kesâ efueS ®efÛe leLee ØesjCee
learning process by solving problems designed
to answer a general concept or answering a
mJele: GlheVe efkeâÙes peeles nQ leLee efJeÅeeefLe&ÙeeW keâes
series of questions. DeefOeiece kesâ Øeefle ceesefnle keâjves kesâ efueS efkeâme yee¢e
.......... Skeâ Øekeâej keâe efMe#eCe nw pees Úe$eeW keâes Skeâ yeue Ùee DevegveÙe-efJeveÙe keâer DeeJeMÙekeâlee veneR
meeceevÙe DeJeOeejCee keâes hesMe keâjves kesâ efueS ef[peeFve keâer heÌ[leer nw~
ieÙeer mecemÙeeDeeW keâes nue keâjves Ùee ØeMveeW keâer Skeâ II. Ùen efJeÅeeefLe&ÙeeW keâes Gvekesâ YeefJe<Ùe kesâ peerJeve keâer
ëe=bKeuee keâe peJeeye osves kesâ Éeje Deheveer DeefOeiece keâer lewÙeejer ceW ceoo keâjleer nw~
Øeef›eâÙee ceW DeefOekeâ meef›eâÙe Yetefcekeâe efveYeeves kesâ efueS (a) Both I and II/I leLee II oesveeW
Øeeslmeeefnle keâjlee nw~ (b) Neither I nor II/ve lees I ve ner II
(a) Exploration approach/DevJes<eCe Gheeiece (c) Only I/kesâJeue I
(b) Inquiry approach/hetÚleeÚ Gheeiece (d) Only II/kesâJeue II
(c) Lecture method/JÙeeKÙeeve heæefle DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(d) Expository approach/JeCe&veelcekeâ Gheeiece Ans. (a) : efMe#eCe keâer Øeespeskeäš efJeefOe kesâ Devleie&le Øeespeskeäš
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM ef ›eâÙeekeâueehees kesâ efueS Úe$eeW ceW ®efÛe leLee ØesjCee mJele: GlheVe efkeâÙes
Ans. (b) : hetÚleeÚ Gheeiece (Inquiry Approach) Skeâ Øekeâej keâe
peeles nQ leLee FmeceW Úe$eeW keâes DeefOeiece kesâ Øeefle ceesefnle keâjves kesâ efueS
efkeâmeer Jee¢e yeue Ùee DevegveÙe-efJeveÙe keâer DeeJeMÙekeâlee vener nesleer meeLe
efMe#eCe nw pees Úe$eeW keâes Skeâ meeceevÙe DeJeOeejCee keâes hesMe keâjves kesâ
ner Ùen efJeefOe Úe$eeW keâes Gvekesâ YeefJe<Ùe kesâ peerJeve keâer lewÙeejer ceW ceoo
efueS ef[peeFve keâer ieF& mecemÙeeDeeW keâes nue keâjves Ùee ØeMveeW keâer Skeâ keâjleer nw~ Fme efJeefOe ceW Úe$eeW Éeje mJeÙeb Ùeespevee yeveeves leLee Gmekeâe
ëe=bKeuee keâe peJeeye osves kesâ Éeje Deheveer DeefOeiece keâer Øeef›eâÙee ceW ef›eâÙeevJeÙeve keâjves kesâ keâejCe GveceW keâeÙe& keâjves keâer lelhejlee jnleer nw
DeefOekeâ meef›eâÙe Yetefcekeâe efveYeeves kesâ efueS Øeeslmeeefnle keâjlee nw~ pees ØeYeeJeer DeefOeiece kesâ efueS Deefle DeeJeMÙekeâ nw~ Fme efJeefOe kesâ
90. Which of the following is/are characteristics of Øeefleheeokeâ efJeefueÙece efkeâuehewefš^keâ nQ~
lecture method?
I. The lecturers give lectures or instructions 92. According to the brain storming technique,
which one of the following is not one of the four
on a subject throughout the period.
principles of 'suffusion state' ?
II. The text is presented in its entirety and
students learn through listening and
yeÇsvemšesefceËie lekeâveerkeâ kesâ Devegmeej efvecveefueefKele ceW mes
memorisation. keâewve-mee ‘ØelÙeÙeve DeJemLee’ kesâ Ûeej efmeæevleeW ceW mes
efvecveefueefKele ceW mes keäÙee JÙeeKÙeeve efJeefOe keâer efJeMes<eleeSB Skeâ veneR nw?
nw/nQ? (a) Hitchhiking is allowed
I. DeOÙeehekeâ mechetCe& heerefjÙe[ ceW Skeâ efJe<eÙe-Jemleg hej efueHeäš uesves (efnÛeneFefkebâie) keâer Devegceefle nw
JÙeeKÙeeve Ùee efveoxMe osles nQ~ (b) Creative situations develop
jÛeveelcekeâ efmLeefleÙeeW keâe efJekeâeme neslee nw
II. hee"ŸeJemleg keâes mechetCe& ™he mes Øemlegle efkeâÙee peelee nw
(c) Criticism is avoided/DeeueesÛevee mes yeÛee peelee nw
leLee efJeÅeeLeea megvekeâj leLee Ùeeo jKeves kesâ ceeOÙece
(d) Force on being feverish
mes meerKeles nQ~ cegòeâ ™he mes efJe£ue nesves hej yeue
(a) Neither I nor II/ve lees I ve ner II DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(b) Only I/kesâJeue I Ans. (b) : yeÇsvemšeefceËie (yegefæcebLeve) Jen efJeefOe nw efpemekeâe GheÙeesie
(c) Only II/kesâJeue II meerceeDeeW kesâ efyevee efJeÛeej yeveeves kesâ efueS efkeâÙee peelee nw~ Fmekeâes Ùen
(d) Both I and II/I leLee II oesveeW veece FmeefueS efoÙee ieÙee keäÙeeWefkeâ Ùen Skeâ letHeâeve keâer lejn mecemÙeeDeeW
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM (efJeÛeejeW kesâ meeLe) hej OeeJee yeesuelee nw~ yeÇsvemše@efceËie Ûeej cenlJehetCe&
Ans. (d) : JÙeeKÙeeve efJeefOe ceW efMe#ekeâ keâer Yetefcekeâe ØecegKe nesleer nw~ efveÙeceeW Éeje Meeefmele nw -
Ùen efJeefOe mce=efle mlej keâe efMe#eCe keâjleer nw~ Fme efJeefOe ceW efMe#ekeâ (1) DeeueesÛevee efveef<eæ nw
mechetCe& heerefjÙe[ kesâ oewjeve Skeâ efJe<eÙeJemleg hej JÙeeKÙeeve Ùee efveoxMe (2) ‘øeâerJnsefuebie’ mJeeiele ÙeesiÙe nw~
osles nQ leLee hee"ŸeJemleg keâes mechetCe& ™he mes Øemlegle efkeâÙee peelee nw leLee (3) DeefOekeâ cee$ee keâer ceeBie
efJeÅeeLeea megvekeâj leLee Ùeeo jKeves kesâ ceeOÙece mes meerKeles nw~ (4) mebÙeespeve SJeb megOeej keâer ceeBie keâer peeleer (efueHeäš uesves)~
91. What is/are the benefit of the project method of efueHeäš uesves (efnÛeneFefkebâie) keâe DeLe& nw efkeâmeer kesâ efJeÛeej keâes otmejs kesâ
teaching ? meeLe peesÌ[vee~
I. Interest and motivation for project
93. In which stage of project method, identification
activities are generated automatically and
of sources and tools for the project is noted?
no external force or persuasion is required
to entice the students towards learning. heefjÙeespevee heæefle keâer efkeâme DeJemLee ceW, heefjÙeespevee kesâ
II. It helps students prepare for their future efueS œeesleeW Deewj GhekeâjCeeW keâer henÛeeve ope& keâer peeleer
life. nQ?
Teaching Aptitude 128 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Activity stage/ieefleefJeefOe ÛejCe 96. cee@[ue yeveevee Deewj DeJeueeskeâve keâjvee, keâeie]pe ceesÌ[vee,
(b) Post-activity stage/he§e-ieefleefJeefOe ÛejCe keâeie]pe keâešvee, pÙeeefceefle ceW efvecee&Ce keâeÙe&, ieefCele kesâ
(c) Planning/Ùeespevee efMe#eCe ceW GheÙeesie keâer peeves Jeeueer efkeâme heæefle kesâ
(d) Pre-activity stage/hetJe&-ieefleefJeefOe ÛejCe GoenjCe nQ?
DSSSB PRT 29/03/2022 (Shift-III) (a) mebëues<eCe efJeefOe (b) mecemÙee meceeOeeve efJeefOe
Ans. (a) : heefjÙeespevee heæefle kesâ ieefleefJeefOe ÛejCe ceW, heefjÙeespevee kesâ (c) ØeÙeesieMeeuee efJeefOe (d) efJeëues<eCeelcekeâ efJeefOe
efueS ŒeesleeW Deewj GhekeâjCeeW keâer henÛeeve ope& keâer peeleer nw leLee efveef§ele DSSSB PRT 30/03/2022 (Shift-III)
DeJeefOe ceW Gme heefjÙeespeve keâes hetje keâjves keâe keâeÙe&›eâce yeveeÙee peelee nw~Ans. (c) : ØeÙeesieMeeuee efJeefOe ceW cee@[ue yeveevee Deewj DeJeueeskeâve
Skeâ heefjÙeespevee heæefle efveoxMe keâe Skeâ ceeOÙece nw peneB Úe$eeW keâes keâF& keâjvee, keâeie]pe ceesÌ[vee, keâeie]pe keâešvee, pÙeeefceefle ceW efvecee&Ce keâeÙe&,
heefjÙeespeveeSB (Ùee) efmLeefleÙeeB oer peeleer nQ, Úe$e Deheveer efmLeefle mJeÙeb ieefCele kesâ efMe#eCe ceW GheÙeesie keâer peeves Jeeueer efJeefOe nw~ efJe%eeve keâer
Ûegveles nQ Deewj efHeâj meecetefnkeâ ™he mes heefjÙeespevee keâes efve<heeefole keâjvesefMe#ee JeemleJe ceW ØeÙeesieMeeuee ceW ner mecYeJe nw~ FmeefueS DeeOegefvekeâ
efMe#ee ØeCeeueer ceW ØeeÙeesefiekeâ keâeÙe& hej efJeMes<e yeue efoÙee ieÙee nw~
keâer Ùeespevee yeveeles nQ~ efMe#eCe keâer Fme Mewueer ceW efMe#ekeâ Skeâ leeveeMeen
ØeeÙeesefiekeâ efJeefOe ceW efJe%eeve efJe<eÙe mes mebyebefOele GhekeâjCeeW, DeeJeMÙekeâ
veneR yeefukeâ Skeâ keâeÙe&keâejer meeLeer kesâ ™he ceW Skeâ ceeie&oMe&keâ kesâ ™he JemlegDeeW Deeefo keâer meneÙelee mes efJe%eeve kesâ efveÙeceeW, efmeæevleeW SJeb
ceW keâeÙe& keâjlee nw~ DeJeOeejCeeDeeW keâe ØeeÙeesefiekeâ melÙeeheve efkeâÙee peelee nw~ Fme efJeefOe ceW
94. Class room corollary of the command style is efJeÅeeLeea JÙeefòeâiele ™he mes menÙeesie ØeÙeesie keâj ØelÙe#e DevegYeJe Øeehle
known as the ____. keâjles nQ~ ØeÙeesieMeeuee efJeefOe ceW ‘keâjkesâ meerKevee’, ‘efvejer#eCe keâjkesâ
keâceeb[ mšeFue kesâ keäueeme ™ce keâesjesuejer keâes _____ kesâ meerKevee’, ‘%eele mes De%eele’ pewmes- cenlJehetCe& efmeæevleeW keâe GheÙeesie
™he ceW peevee peelee nw~ efkeâÙee peelee nw, pees meerKeves ceW meneÙekeâ nesles nQ~
(a) Circuit Method/meefke&âš efJeefOe 97. keâewve meer efJeefOe efueefKele Deewj ceewefKekeâ hee" kesâ DevegJeeo
(b) Demonstration Method/ØeoMe&ve efJeefOe kesâ efJe®æ nw Deewj ef›eâÙee, ØeoMe&ve Ùee JeemleefJekeâ JemlegDeeW
(c) Lecture Method/JÙeeKÙeeve efJeefOe kesâ ceeOÙece mes MeyoeW kesâ DeLe& yeleeves hej keWâefõle nw?
(d) Reciprocal Method/heejmheefjkeâ efJeefOe (a) ceewefKekeâ Gheeiece (b) JÙeekeâjCe-DevegJeeo efJeefOe
DSSSB PRT 29/03/2022 (Shift-III) (c) Dee@ef[Ùees-Yee<eeF& efJeefOe (d) ØelÙe#e efJeefOe
Ans. (c) : keâceeb[ mšeFue kesâ keäueeme ™ce keâesjesuejer keâes JÙeeKÙeeve DSSSB PRT 30/03/2022 (Shift-III)
efJeefOe kesâ ™he ceW peevee peelee nw~ Ùen yeÛÛeeW keâes Meejerefjkeâ efMe#ee Ans. (d) : ØelÙe#e efJeefOe ceW efueefKele Deewj ceewefKekeâ hee" kesâ DevegJeeo
efmeKeeves keâer Skeâ efJeefOe nw pees efkeâ Úe$ees keâes ØeMve hetÚves, peeBÛe keâjves kesâ efJe™æ nw Deewj ef›eâÙee, ØeoMe&ve Ùee JeemleefJekeâ JemlegDeeW kesâ ceeOÙece
kesâ heÙee&hle DeJemej osleer nw~ JÙeeKÙeeve efJeefOe ceW efMe#ekeâ Éeje efvejer#eCe mes MeyoeW kesâ DeLe& yeleeves hej kesâefvõle nw~ Fme efJeefOe keâe cegKÙe efmeæevle
mes keâ#ee kesâ JeeleeJejCe hej hetCe& efveÙeb$eCe yevee jnlee nw~ Ùen nw efkeâ efpeme Øekeâej yeeuekeâ ßeJeCe SJeb DevegkeâjCe Éeje ceele=Yee<ee
95. Which of the following is a teaching learning meerKe ueslee nw, Gmeer Øekeâej Jen otmejer Yee<ee Yeer meerKe mekeâlee nw~ Fme
method related to work education ? efJeefOe ceW DevÙe Yee<ee keâes mJeleb$e SJeb he=Lekeâ Yee<ee kesâ ™he ceW heÌ{eÙee
efvecveefueefKele ceW mes keâewve-meer keâeÙe& efMe#ee mebyebOeer peelee nw~ ØelÙe#e efJeefOe ceW DevÙe Yee<ee kesâ DeOÙeÙeve kesâ meceÙe DevÙe
ieefleefJeefOeÙeeW kesâ efueS meerKeves keâer heæefle nw ? Yee<ee ceW ner DeeosMe-efveoxMe efoS peeles nQ Deewj Gmeer ceW efJeÛeejeW keâer
I. Observation method
DeefYeJÙeefòeâ keâer peeleer nw~ peye keâesF& yeele yeesuekeâj keâner peeleer nw lees
I. DeJeueeskeâve efJeefOe
Gmes Yee<eCe keânles nQ, DeLe&eled Skeâ JÙeefòeâ Éeje Deheves efJeÛeejeW SJeb
YeeJeveeDeeW keâes otmejs JÙeefòeâ DeLeJee JÙeefòeâÙeeW kesâ mecetn lekeâ hengBÛeeves keâer keâuee
II. Demonstration method
Yee<eCe keânueeleer nQ~ peye keâesF& JÙeefòeâ efkeâmeer Yee<ee keâes meerKeles meceÙe Deheves
II.ØeoMe&ve efJeefOe
efJeÛeejeW keâes Gmeer Yee<ee ceW JÙeòeâ keâjlee nw lees Jen ceewefKekeâ Yee<ee efMe#eCe keâer
(a) Only I/kesâJeue I ØelÙe#e efJeefOe keâe ØeÙeesie keâjlee nw~ ØelÙe#e efJeefOe ceW ØeoMe&ve Ùee JeemleefJekeâ
(b) Neither I nor II/vee ner I vee ner II JemlegDeeW kesâ ceeOÙece mes Yeer Yee<ee Depe&ve efkeâÙee peelee nw~
(c) Both I and II/I leLee II oesveeW 98. Which method of teaching can bring a positive
(d) Only II/kesâJeue II change in the boring classes session ?
DSSSB PRT 25/03/2022 (Shift-I) ef Me#eCe keâer keâewve meer efJeefOe keâ#eeDeeW kesâ GyeeT me$eeW ceW
Ans. (c) : DeJeueeskeâve efJeefOe leLee ØeoMe&ve efJeefOe oesveeW ner keâeÙe& efMe#ee mekeâejelcekeâ heefjJele&ve uee mekeâleer nw?
mecyevOeer ieefleefJeefOeÙeeW kesâ efueS meerKeves keâer heæefle nQ~ ØeoMe&ve efJeefOe (a) Aggressive method/Dee›eâecekeâ lejerkeâe
ceW, efMe#eCe-DeefOeiece keâer Øeef›eâÙee keâes JÙeJeefmLele lejerkesâ mes mebÛeeefuele (b) Tour method/YeüceCe efJeefOe
efkeâÙee peelee nw~ ØeoMe&ve ØeeÙe: leye neslee nw peye efJeÅeeLeea efmeæevleeW keâes (c) Worksheet method/keâeÙe&he$ekeâ efJeefOe
JeemleefJekeâ heefjÂMÙe mes veneR peesÌ[ heeles nQ DeLeJee peye Úe$e efmeæevleeW (d) Long method/uebyeer efJeefOe
kesâ DevegØeÙeesieeW keâes mecePeves ceW DemeceLe& nesles nQ~ DeJeueeskeâve DeOÙeÙeve DSSSB PRT 24/03/2022 (Shift-I)
keâer Jen efJeefOe nw efpemeceW DeOÙeÙeve efJe<eÙe SJeb Iešvee keâe Deefle met#ce Ans. (b) : efMe#eCe keâer YeüceCe efJeefOe keâ#eeDeeW kesâ GyeeT me$eeW ceW
leLee ienve DeOÙeÙeve efkeâÙee peelee nw~ FmeceW IešveeDeeW keâer JeemleefJekeâ mekeâejelcekeâ heefjJele&ve uee mekeâleer nw~ Fme efJeefOe ceW Úe$e ncesMee meef›eâÙe
Øeke=âefle, Gvekeâer iecYeerjlee, efJemleej SJeb hejmhej mecyevOeeW keâe met#ce jnles nQ~ Fme efJeefOe ceW yeÛÛeeW ceW DeJeueeskeâve, keâuhevee, leke&â, efšhheCeer
DeJeueeskeâve keâjkesâ ner JeemleefJekeâ leLÙeeW keâe mebkeâueve efkeâÙee peelee nw~ SJeb efvejer#eCe #ecelee pewmes keâewMeueeW keâe efJekeâeme neslee nw~
Teaching Aptitude 129 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

99. Arrange the given steps involved in the DeOÙeehekeâ kesâJeue yeeuekeâeW kesâ mece#e mecemÙeeÙeW jKe oslee nw efpevekeâeW Jen
demonstration method of teaching in the hegmlekeâeW Deewj Ùev$eeW keâer meneÙelee mes mJeÙeb kesâ ØeÙelveeW kesâ Éeje nue keâjles nQ~
correct order and select the correct DeeJeMÙekeâlee heÌ[ves hej Jen efMe#ekeâeW mes hejeceMe& keâj mekeâles nw~
combination.
efMe#eCe keâer ØeoMe&ve heæefle ceW Meeefceue efoS ieS ÛejCeeW ØeoMe&ve efJeefOe– Fme efJeefOe ceW DeOÙeehekeâ hee" efJe<eÙe kesâ JÙeeKÙeeve kesâ
keâes mener ›eâce ceW JÙeJeefmLele keâjW leLee mener mebÙeespeve keâe meeLe-meeLe hee" efJe<eÙe mes mebyebefOele DeeJeMÙekeâ ØeÙeesie DeOÙeehekeâ mJeÙeb
ÛeÙeve keâjW~ keâjkesâ Úe$eeW keâes efoKeeles nQ~ efkeâmeer Jemleg kesâ yeejs ceW heÌ{eves hej Gme
Jemleg keâes ØeoefMe&le keâjkesâ Gme Jemleg keâer jÛevee SJeb keâeÙe& ØeCeeueer keâe
A. Introduction/heefjÛeÙe
JeemleefJekeâ ™he mes %eeve keâjelee nw~
B. Blackboard usage/MÙeeceheš GheÙeesie
Dele: GheÙeg&òeâ JÙeeKÙee kesâ DeeOeej hej nce Ùen keân mekeâles nw efkeâ
C. Concepts of compilation/DeJeOeejCeeDeeW keâe meb«en mecemÙee meceeOeeve efJeefOe, heefjÙeespevee efJeefOe, Keespe efJeefOe Úe$e efnlew<eer
D. Planning/Ùeespevee efMe#eCe kesâ lejerkesâ nw leLee ØeoMe&ve efJeefOe Úe$e efnlew<eer efMe#eCe kesâ lejerkesâ
E. Demonstration/ØeoMe&ve kesâ Devleie&le Meeefceue veneR nw~
(a) DAEBC (b) BECDA 101. Which of the following is known as the Socratic
(c) CDABE (d) ADECB method ?
DSSSB PRT 25/03/2022 (Shift-II) efvecveefueefKele ceW mes efkeâmes mee@›esâefškeâ efJeefOe kesâ ™he ceW
Ans. (a) : efMe#eCe keâer ØeoMe&ve heæefle Jen efMe#eCe heæefle nw efpemeceW peevee peelee nw?
efkeâmeer mebjÛevee, keâeÙe& ØeCeeueer, leLÙe leLee ÂMÙe keâes mhe° efkeâÙee pee (a) Nationalist approach/je„^Jeeoer Gheeiece
mekeâlee nw~ Fme efJeefOe ceW Úe$e FbefõÙeeW keâer meneÙelee mes peefšue Øeef›eâÙee (b) Post modernist approach/Gòej DeeOegefvekeâleeJeeoer
keâe mejuelee mes yeesOe keâjles nQ~ Fme efJeefOe Éeje efMe#eCe keâjves hej cetle& Gheeiece
mes Decetle& efMe#eCe keâe DevegmejCe efkeâÙee peelee nw~ efMe#eCe keâer ØeoMe&ve (c) Dialectical approach/ÉbÉelcekeâ Gheeiece
heæefle ceW Meeefceue ÛejCeeW keâe ›eâce efvecveebefkeâle neslee nw– (d) Scientific approach/Jew%eeefvekeâ Gheeiece
1. Ùeespevee
DSSSB PRT 29/03/2022 (Shift-II)
2. heefjÛeÙe
Ans. (c) : ÉbÉelcekeâ Gheeiece mee@›esâefškeâ efJeefOe kesâ ™he ceW peevee peelee
3. ØeoMe&ve nw~ mee@›esâefškeâ efJeefOe Ùee megkeâjeleer heæefle JÙeefòeâÙeeW kesâ yeerÛe menkeâejer
4. MÙeeceheš GheÙeesie leke&âhetCe& mebJeeo keâe Skeâ ™he nw, pees cenlJehetCe& meesÛe keâes Øeeslmeeefnle
5. DeJeOeejCeeDeeW keâe meb«en~ keâjves Deewj efJeÛeejeW Deewj Debleefve&efnle hetJe&OeejCeeDeeW keâes efvekeâeueves kesâ
100. Which of the following is not a student friendly efueS ØeMve hetÚves Deewj Gòej osves hej DeeOeeefjle nw~
method of teaching ? 102. If a farmer estimates the yield of a particular
efvecveefueefKele ceW mes keâewve-mee efMe#eCe keâe lejerkeâe Úe$e crop, he uses considerable skills in estimation,
efnlew<eer veneR nw ? approximation and optimisation, then he is
using which method ?
(a) Problem-solving method/mecemÙee-meceeOeeve efJeefOe
Ùeefo keâesF& efkeâmeeve efkeâmeer efJeMes<e Heâmeue keâer Ghepe keâe
(b) Project method/heefjÙeespevee efJeefOe
Devegceeve ueieelee nw, Jen Devegceeve,meefVekeâšve Deewj
(c) Discovery method/DevJes<eCe efJeefOe
Devegketâueve ceW keâeHeâer keâewMeue keâe GheÙeesie keâjlee nw, lees
(d) Demonstration method/ØeoMe&ve efJeefOe
Jen efkeâme efJeefOe keâe GheÙeesie keâj jne nw ?
DSSSB PRT 24/03/2022 (Shift-I)
(a) Heuristic method/¢etefjefmškeâ efJeefOe
Ans. (d) : mecemÙee meceeOeeve efJeefOe– Ùen efMe#eCe keâer Skeâ (b) Lecture method/JÙeeKÙeeve efJeefOe
ØeeÛeerve efJeefOe nQ~ FmeceW Úe$eeW kesâ meeceves keâesF& mecemÙee jKeer peeleer nw~
(c) Project method/heefjÙeespevee efJeefOe
Fmekesâ yeeo Úe$e efJeefOe kesâ ÛejCeeW keâes Deheveeles ngS Gmes nue keâjves keâe
(d) Field trips/DeOÙeÙeve-Ùee$ee
ØeÙeeme keâjles nw~ efMe#ekeâ meceÙe-meceÙe hej Úe$eeW keâer meneÙelee Je peeBÛe
keâjles nQ~ Fmecebs Úe$eeW keâer efÛevleve Meefòeâ, efvejer#eCe Meefòeâ, Keespe keâjves DSSSB PRT 25/03/2022 (Shift-III)
keâer Meefòeâ keâe efJekeâeme neslee nw~ Ùen Skeâ JÙeJeneefjkeâ efJeefOe nw~ Fmekesâ Ans. (a) : ¢etefjefmškeâ efJeefOe kesâ pevekeâ nsvejer S[Je[& Deece&mš^beie nQ~
DeOÙeÙeve mes YeefJe<Ùe ceW Deeves Jeeueer mecemÙeeDeeW keâes ÛejCeyeæ lejerkesâ mes Fme efJeefOe keâe DeeMeÙe mJeÙeb Keespe keâjkesâ Ùee Deheves Deehe meerKeves keâer
nue keâjvee meerKeles nQ~ efJeefOe mes nQ Fmes DevJes<eCe efJeefOe Yeer keânles nQ~ Ùeefo keâesF& efkeâmeeve
heefjÙeespevee efJeefOe– Fme efJeefOe keâe cetue DeeOeej heefjÙeespeveeJeeo nw~ efkeâmeer efJeMes<e heâmeue keâer Ghepe keâe Devegceeve ueieelee nQ, Jen Devegceeve
FmeceW Úe$eeW kesâ meeceves Ssmes DeJemej ueeves ÛeeefnS, efpeveceW Jes Deheves meefvvekeâšve Deewj Devegketâueve ceW keâeheâer keâewMeue keâe GheÙeesie keâjlee nQ,
meeefLeÙeeW keâer meneÙelee mes efveCe&Ùe keâj mekeWâ efkeâ GvnW efkeâme meercee lekeâ lees keâne peeÙesiee efkeâ Jen ¢etefjefmškeâ efJeefOe keâe GheÙeesie keâj jne nQ~
keäÙee heÌ{vee nw~ Fme efJeefOe ceW yeeuekeâ Deheves DevegYeJe kesâ DeeOeej hej 103. Soma wants to teach about 'EQUITY' in her
meerKeles nQ~ GvnW mJeleb$e ™he mes meesÛeves efJeÛeejves keâe DeJemej Øeehle class room. Choose the most suitable method of
neslee nw leLee Gvekeâe Meejerefjkeâ Deewj ceeveefmekeâ efJekeâeme neslee nw~ teaching for her.
Keespe efJeefOe– Fme efJeefOe keâe leelheÙe& yeeuekeâeW keâes keâce mes keâce yeleeves meescee Deheveer keâ#ee ceW ‘‘FefkeäJešer’’ kesâ yeejs ceW heÌ{evee
Deewj GvnW mJeÙeb DeefOekeâ mes DeefOekeâ Keespekeâj melÙe keâes henÛeeveves kesâ Ûeenleer nw~ Gmekesâ efueS efMe#eCe kesâ meyemes GheÙegòeâ lejerkesâ
efueÙes Øesefjle keâjves mes nQ~ Fme efJeefOe ceW DeOÙeehekeâ yengle keâce yeleelee nQ keâe ÛeÙeve keâjW~
Teaching Aptitude 130 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Question-Answer method/ØeMve-Gòej efJeefOe

(a) Ans. (d) : ue#Ùe Øeehle keâjves kesâ efueS efMe#eeLeea heæefle ceW JÙeJeneefjkeâ
Chalk and Talk method/Ûeekeâ Deewj še@keâ efJeefOe
(b) ™he mes keâeÙe& keâjvee, JÙeeJeneefjkeâ efJeefOe kesâ Devleie&le Deelee nw~
Project method/heefjÙeespevee efJeefOe
(c) JÙeeJeneefjkeâ efJeefOe keâe ØeÙeesie ceeveJeerÙe mecemÙeeDeeW keâes meguePeeves ceW
Assigning field work/#es$e keâeÙe& meeQhevee
(d) efkeâÙee peelee nw~
DSSSB PRT 27/03/2022 (Shift-II) DeLee&led ceeveJe peerJeve kesâ efJeefYeVe #es$eeW ceW JÙeeJeneefjkeâ efJeefOe Gmekeâer
Ans. (d) : meescee Deheveer keâ#ee ceW ‘‘FefkeäJešer’’ (meceevelee) kesâ yeejs ceW mecemÙeeDeeW keâe meceeOeeve keâjves SJeb Gmekesâ keâuÙeeCe kesâ efueS efkeâÙee peelee nw
heÌ{evee Ûeenleer nw~ Gmekesâ efueS Gmes efMe#eCe kesâ meyemes GheÙegòeâ lejerkesâ kesâ leLee ceeveJe ef›eâÙeeDeeW keâe JeCe&ve, YeefJe<Ùe keâLeve Deewj Gmekeâer ef›eâÙeeDeeW hej
™he ceW ‘‘#es$e-keâeÙe& meewhevee’’ efJeefOe keâe ÛeÙeve keâjvee ÛeeefnS~ keäÙeeWefkeâ efveÙeb$eCe keâjvee,JÙeeJeneefjkeâ efJeefOe keâe ue#Ùe ceevee peelee nw~
Fme efJeefOe mes meescee meYeer Úe$eeW keâes yejeyej-yejeyej efnmmeeW ceW keâeÙeex keâes 107. Which of the following is not a feature of the
yeeBškeâj, DeOÙeÙeve keâes meheâue yeveeves keâe ØeÙeeme keâj mekeâleer nw~ heuristic/discovery method ?
104. The silent way technique is used in which efvecveefueefKele ceW mes keâewve mee Keespe efJeefOe keâe Skeâ
method ? DeefYeue#eCe veneR nw?
meeFueWš Jes lekeâveerkeâ keâe ØeÙeesie efkeâme efJeefOe ceW efkeâÙee I. A problem with its objective mentioned
peelee nw ? clearly is assigned to the class and each
(a) Inductive - Deductive method/ child is made to feel responsible for finding
Deeieceveelcekeâ - efveieceveelcekeâ efJeefOe out something for himself/herself.
(b) Direct method/ØelÙe#e efJeefOe mhe° ™he mes GuuesefKele GösMÙe kesâ meeLe Skeâ
(c) Functional method/keâeÙee&lcekeâ efJeefOe mecemÙee keâ#ee keâes meeQheer peeleer nw Deewj ØelÙeskeâ yeÛÛes
(d) Structural method/mebjÛeveelcekeâ efJeefOe keâes Deheves efueS kegâÚ Keespeves kesâ efueS efpeccesoej
DSSSB PRT 27/03/2022 (Shift-I) cenmetme keâjeÙee peelee nw~
Ans. (b) : meeFueWš Jes lekeâveerkeâ keâe ØeÙeesie ØelÙe#e efJeefOe ceW efkeâÙee II. Help is provided when ever the students
peelee nw~ meeFueWš Jes keâeuesye iewšsivees Éeje yeveeF& ieF& Skeâ Yee<ee- feel the need. However, the teacher should
efMe#eCe Âef°keâesCe nw pees Skeâ efMe#eCe heæefle kesâ ™he ceW ceewve keâe try to get everything out of the students by
inductive method.
JÙeehekeâ GheÙeesie keâjlee nw Deewj keâce mebKÙee ceW keâeÙee&lcekeâ Deewj
peye Yeer Úe$eeW keâes DeeJeMÙekeâlee cenmetme nesleer nw,
yengcegKeer MeyoeW keâes heÌ{eves hej keWâefõle nw~
lees meneÙelee Øeoeve keâer peeleer nw~ neueeBefkeâ, efMe#ekeâ
105. Observation method used in teaching does not
form the basis for: keâes Deeieceveelcekeâ efJeefOe Éeje Úe$eeW mes meye kegâÚ
efMe#eCe ceW ØeÙeesie keâer peeves Jeeueer Øes#eCe heæefle efvecve kesâ Øeehle keâjves keâe ØeÙeeme keâjvee ÛeeefnS~
efueS DeeOeej veneR yeveleer: (a) Only II/kesâJeue II
(a) Understanding/mecePe (b) Neither I nor II/vee ner I vee ner II
(b) Application/DevegØeÙeesie (c) Only I/kesâJeue I
(c) Learning/DeefOeiece (d) Both I and II/I leLee II oesveeW
(d) Critical thinking/DeeueesÛeveelcekeâ efÛevleve DSSSB PRT 24/03/2022 (Shift-III)
DSSSB PRT 27/03/2022 (Shift-I) Ans. (b) : Keespe ¢etefjefmškeâ efJeefOe mJeÙeb Keespe keâjkesâ Ùee Deheves Deehe
Ans. (b) : efMe#eCe meerKeves keâer efJeefOe nesleer nw~ Fme efJeefOe ceW DeOÙeehekeâ efkeâmeer efJe<eÙe Jemleg
ceW ØeÙeesie keâer peeves Jeeueer Øes#eCe heæefle DevegØeÙeesie
kesâ efueS DeeOeej veneR yeveleer~ peyeefkeâ mecePe, DeefOeiece SJeb keâer JÙeeKÙee meerOes Ì{bie mes veneR keâjles nQ yeefukeâ ØeMveeW kesâ Éeje Úe$eeW
keâes mJeÙeb Keespeves nsleg yeeOÙe keâjlee nw~ Fme Øekeâej keâne pee mekeâlee nw
DeeueesÛeveelcekeâ efÛevleve efMe#eCe ceW ØeÙeesie keâer peeves Jeeueer Øes#eCe heæefle
kesâ efueS DeeOeej yeveleer nw~ efkeâ Keespe efJeefOe kesâ Devleie&le efvecveefueefKele ue#eCe nw pees FmemeW
mecyeefvOele veneR nQ-
Øes#eCe Ùee DeJeueeskeâve DeOÙeÙeve keâer Jen efJeefOe nw efpemecebs DeOÙeÙeve
efJe<eÙe SJeb Iešvee keâe Deefle met#ce leLee ienve DeOÙeÙeve efkeâÙee peelee nQ~
1) FmeceW mhe° ™he mes GefuueefKele GösMÙe kesâ meeLe Skeâ mecemÙee
FmeceW IešveeDeeW keâer JeemleefJekeâ Øeke=âefle Gvekeâer iecYeerjlee, efJemleej SJeb
keâ#ee keâes meeQheer peeleer nw, Deewj ØelÙeskeâ yeÛÛes keâes Deheves efueS kegâÚ
hejmhej mebcyebOeeW keâe met#ce DeJeueeskeâve keâjkesâ ner JeemleefJekeâ leLÙeeW keâe
Keespeves kesâ efueS efpeccesoej cenmetme keâjelee nw~ Ssmee veneR nw
mebkeâueve efkeâÙee peelee nw~ keäÙeeWefkeâ FmeceW mebÙegòeâ ™he mes heefjCeece Øeehle efkeâÙee peelee nw ve efkeâ
106. In which teaching method the learner's works JÙeefòeâiele ™he ceW~
in a practical way to achieve goal ?
2) peye Yeer Úe$eeW keâes DeeJeMÙekeâlee cenmetme nesleer nw, lees meneÙelee
ue#Ùe Øeehle keâjves kesâ efueS efMe#eeLeea efkeâme efMe#eCe heæefle
ceW JÙeeJeneefjkeâ ™he mes keâeÙe& keâjlee nw ? Øeoeve keâer peeleer nw~ neueeBefkeâ, efMe#ekeâ keâes Deeieceveelcekeâ efJeefOe
Éeje Úe$eeW mes meye kegâÚ Øeehle keâjves keâe ØeÙeeme keâjvee ÛeeefnS~
(a) Demonstration Method/ØeoMe&ve efJeefOe
(b) Project Method/Øeespeskeäš efJeefOe 108. Kesue efJeefOe (playway method) kesâ pevceoelee nw–
(c) Worksheet Method/Jeke&âMeerš efJeefOe (a) øeâe@yesue (b) [eušve
(d) Practical Method/JÙeeJeneefjkeâ efJeefOe (c) efmeiceC[ øeâeÙe[ (d) ceeCšsmejer
DSSSB PRT 07/03/2022 (Shift-I) PRT Post Code 71/09 & 101/12, 25.08.2013
Teaching Aptitude 131 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) Kesue efJeefOe kesâ pevceoelee øesâ[efjkeâ øeâesyesue ceeves peeles nQ~ 112. menkeâceea DeOÙeeheve lekeâveerkeâ ceW Meeefceue nQ–
øeâesyesue ves Deheveer efMe#eCe efJeefOe keâes efvecve efmeæebleeW hej DeeOeeefjle efkeâÙee– (i) vesšJeke&â (ii) DeOÙeÙeve Ûe›eâ
Deelceef›eâÙee keâe efmeæeble (iii) hejeJele&ve me$e (iv) DeOÙeÙeve hee"dÙe›eâce
Kesue Éeje efMe#ee keâe efmeæeble (a) i, ii Deewj iii (b) ii Deewj iii
mJeleb$elee keâe efmeæeble (c) kesâJeue i (d) Ghejesòeâ meYeer
meeceeefpekeâlee keâe efmeæeble PRT Post Code 70/09 02.02.2014
Ans : (a) menkeâceea DeOÙeeheve lekeâveerkeâ ceW vesšJeke&â, DeOÙeÙeve Ûe›eâ
109. Øeeslmeenve, mebueivekeâ, «enCe/DeJeueeskeâve Deewj DeOÙeÙeve
leLee hejeJele&ve me$e leerveeW Meeefceue nesles nQ~
heÙe&šve keäÙee Øeoeve keâjlee nw?
113. mecetn efMe#eCe ceW efJeÅeeefLe&ÙeeW keâer efvecve ceW mes keâewve–meer
(a) ØeyebOekeâeW keâes keâef"ve heefjefmLeefleÙeeW keâe meecevee keâjves kesâ Deekeâeb#ee nesleer nw?
meceÙe efJekeâuhe leueeMeves ceW ceoo keâjlee nw (a) mecetn mes ØeMbemee
(b) JÙeeJeneefjkeâ efMe#ee Deewj Deehekesâ pewmeer heefjefmLeefleÙeeW keâe meecevee
(b) keâeÙe& keâe yejeyej yeBšJeeje
otmejs kewâmes keâjles nQ, Gmekesâ GoenjCe Øeoeve keâjlee nw (c) JÙeefòeâiele Âef°efyebog keâer DeJensuevee
(c) cegöeW hej ÛeÛee& Deewj ØeyebOeve ØeCeeueer keâes efJekeâefmele keâjves
(d) he=Lekeâ efJeÅeeefLe&ÙeeW keâes mecetn mes Deekeâef<e&le keâjvee
Ùee yesnlej yeveeves ceW ceoo keâjlee nw PRT (SPECIAL EDUCATION)
(d) FveceW mes keâesF& veneR Post Code 01/13, 28.04.2013
PRT Post Code 70/09 02.02.2014 Ans : (d) mecetn efMe#eCe ceW efJeÅeeefLe&ÙeeW keâer Ùen Deekeâeb#ee nesleer nw efkeâ
Ans : (b) Øeeslmeenve, mebueivekeâ, «enCe DeLeJee DeJeueeskeâve Deewj Jes Deheves ØeoMe&ve mes he=Lekeâ efJeÅeeefLe&ÙeeW keâes mecetn mes Deekeâef<e&le keâjW~
DeOÙeÙeve heÙe&šve JÙeeJeneefjkeâ efMe#ee Deewj Deehekesâ pewmeer heefjefmLeefleÙeeW mecetn efMe#eCe ceW Skeâ ner keâ#ee ceW Skeâ ner meceÙe ceW oes Ùee oes mes
keâe meecevee otmejs kewâmes keâjles nQ, Gmekesâ GoenjCe Øeoeve keâjlee nw~ FmeceW DeefOekeâ efJe<eÙe efJeMes<e%e hengBÛekeâj efMe#eCe keâeÙe& keâjles nQ~ mecetn efMe#eCe
Gmeer Øekeâej kesâ GoenjCe meowJe mebueive jnles nQ efpeme Øekeâej keâer mecemÙee kesâ keâer Ùeespevee ueÛeerueer yeveeÙeer peeleer nw leeefkeâ meYeer efMe#ekeâ mecevJeÙe
efueS GefÛele meceeOeeve keâer DeeJeMÙekeâlee JÙeefòeâ keâes jnleer nw~ mLeeefhele keâjles ngS efMe#eCe keâeÙe& keâj mekeWâ~ Fme efMe#eCe efJeefOe mes
110. Skeâ ÛeÙeefvele Øeefleef›eâÙeelcekeâ ØeMve keâes Úe$eeW Éeje
efMe#eCe DeefOeiece Øeef›eâÙee ØeYeeJeer nesleer nw leLee efJeÅeeLeea Skeâ meeLe keâF&
efJe<eÙe efJeMes<e%eeW mes DeefOeiece DevegYeJe Øeehle keâjles nQ~
............... keâer DeeJeMÙekeâlee nesleer nww~
114. menÙeesieer DeefOeiece (Co–operative learning) keâer
(a) mener peJeeye keâe efvecee&Ce keâjves
Øeef›eâÙee keâes yeÌ{eJee osves kesâ efueS efMe#ekeâ keâes–
(b) keâF& mebYeeJeveeDeeW mes mener
(a) ØelÙeskeâ efJeÅeeLeea keâes JÙeefòeâiele oòe keâeÙe& osvee ÛeeefnS~
(c) mener peJeeye henÛeeveves
(b) meecetefnkeâ heefjÙeespevee keâeÙe& osves ÛeeefnS
(d) mener peJeeye keâes efJemle=le keâjves (c) efJeÅeeefLe&ÙeeW keâes Jeeo–efJeJeeo Deewj ÛeÛee&DeeW ceW Meeefceue
PRT Post Code 70/09 02.02.2014 keâjvee ÛeeefnS
Ans : (c) Skeâ ÛeÙeefvele Øeefleef›eâÙeelcekeâ ØeMve keâes Úe$eeW Éeje mener (d) keâ#ee keâes mece™heer ÙeesiÙelee–mecetneW ceW efJeYeeefpele keâjvee ÛeeefnS
peJeeye henÛeeveves keâer DeeJeMÙekeâlee nesleer nw~ Ùen ceevee peelee nw efkeâ PRT Post Code 71/09 & 101/12, 25.08.2013
ÛeÙeefvele Øeefleef›eâÙeelcekeâ ØeMve ceW Jemlegefve‰lee keâe efJeMes<e iegCe neslee nw~ Ans : (b) menÙeesieer DeefOeiece keâer Øeef›eâÙee keâes yeÌ{eJee osves kesâ efueS
Fme Øekeâej kesâ ØeMveeW mes Debkeâ Øeehle keâjvee yesno mejue leLee Jemlegefve‰ efMe#ekeâ keâes meecetefnkeâ heefjÙeespevee keâeÙe& osves ÛeeefnS~ menkeâejer DeefOeiece
ceevee peelee nw~ ÛeÙeefvele Øekeâej kesâ ØeMveeW keâes cegKÙele: leerve YeeieeW ceW Skeâ efJeMes<e Úesšer mecetn Gheeiece nw efpemeceW Øepeeleebef$ekeâ Øeef›eâÙee,
efJeYeòeâ efkeâÙee pee mekeâlee nw– JÙeefòeâiele efpeccesoejer, meceeve DeJemej Je meecetefnkeâ heeefjlees<ekeâ efveefnle
(i) JewÙeefòeâkeâ Gòej Jeeues ØeMve nw~ Deepe kesâ keâ#ee ceW keâF& Øekeâej kesâ menkeâejer DeefOeiece ef›eâÙeekeâueeheeW
(ii) efceueeve keâjves Jeeues ØeMve Deewj cee@[ue keâe GheÙeesie efkeâÙee peelee nw, pewmes efJeÅeeLeea šerce keâe
(iii) yengefJekeâuheerÙe ØeMve Gheueef yOe efJeYeepeve, efpe%eemee Deewj meecetefnkeâ DevJes<eCe~
115. oue–efMe#eCe (Team Teaching) keâe meJe&ØeLece ØeÙeesie
111. Úe$eeW kesâ Deefpe&le %eeve (acquired knowledge) keâer peeBÛe
efkeâÙee ieÙee–
keâjves kesâ efueS ØeÙeesie ceW ueer peeves Jeeueer ØeefJeefOe nw–
(a) Yeejle ceW (b) ™me ceW
(a) hejer#eCe efJeefOe (b) ØeÙeespeve efJeefOe
(c) Decesefjkeâe ceW (d) efyeÇšsve ceW
(c) ØeMveesòej efJeefOe (d) efvejer#eCe efJeefOe PRT Post Code 71/09 & 101/12, 25.08.2013
PRT Post Code 71/09 & 101/12, 25.08.2013
Ans : (c) oue efMe#eCe Skeâ veJeeÛeej efJeefOe nw~ Fme efJeefOe keâe
Ans : (a) Úe$eeW kesâ Deefpe&le %eeve keâer peeBÛe keâjves kesâ efueS ØeÙeesie ceW efJekeâeme meJe&ØeLece 1995 ceW neJe[& efJeMJeefJeÅeeueÙe, Decesefjkeâe kesâ MeesOe
ueer peeves Jeeueer ØeefJeefOe hejer#eCe efJeefOe keânueeleer nw~ efMe#ee kesâ #es$e ceW Úe$e efcemeerieve Je neJex Éeje efkeâÙee ieÙee~ MewÙeefueÙeve leLee Deesu[ kesâ
hejer#eCe keâF& Øekeâej kesâ nes mekeâles nQ– GheueefyOe hejer#eCe, vewoeefvekeâ Devegmeej ‘‘oue efMe#eCe DevegosMeelcekeâ mebie"ve keâe Jen Øekeâej nw efpemeceW
hejer#eCe, ceevekeâerke=âle hejer#eCe, DeOÙeehekeâ efveefce&le hejer#eCe Ùee efMe#eCe Øeoeve keâjves Jeeues JÙeefòeâÙeeW keâes kegâÚ Úe$e meeQhe efoÙes peeles nQ~
Deceevekeâerke=âle hejer#eCe, ceevekeâ meboefYe&le hejer#eCe leLee ceeveoC[ efMe#eCe Øeoeve keâjves Jeeues keâer mebKÙee oes Ùee Gmemes DeefOekeâ nesleer nw
meboefYe&le hejer#eCe Deeefo~ Ùes hejer#eCe yeeuekeâ kesâ %eeve, GheueefyOe, efpevnW efMe#eCe keâe oeefÙelJe meeQhee peelee nw~ Jes Skeâ ner Úe$e mecetn keâes
JÙeJenejeW, Âef°keâesCeeW, $egefšÙeeW Deeefo keâe hejer#eCe keâjles nQ efpemekesâ mechetCe& efJe<eÙeJemleg Ùee Gmekesâ efkeâmeer cenòJehetCe& Debie keâe Skeâ meeLe
DeeOeej hej efMe#ekeâ keâesF& efveCe&Ùe ueslee nw~ efMe#eCe keâeÙe& keâjles nQ~
Teaching Aptitude 132 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

116. efMe#ekeâeW kesâ Skeâ mecetn Éeje efkeâÙee peeves Jeeuee efMe#eCe (c) GÛÛe meheâuelee Deewj mJeeefYeceeve
keânueelee nw– (d) leer›e ØeefleÙeesefielee
(a) oue efMe#eCe (b) efMe#eCe–efMe#eCe KVS Assistant Teacher (Nursery) 31–08–2014
(c) efueefKele efMe#eCe (d) ceewefKekeâ efMe#eCe Ans : (c) menkeâejer heÌ{eF& ceW yeÌ[s Deewj DeefOekeâ ØeJeerCe efJeÅeeLeea Éeje
PRT Post Code 71/09 & 101/12, 25.08.2013 Úesšs Deewj keâce kegâMeue efJeÅeeefLe&ÙeeW keâes ceoo keâjvee GÛÛe meheâuelee leLee
Ans : (a) efMe#ekeâeW kesâ Skeâ mecetn Éeje efkeâÙee peeves Jeeuee efMe#eCe mJeeefYeceeve keâes Deeies ueeves ceW meneÙekeâ neslee nw~ menkeâeefjlee keâer YeeJevee
oue–efMe#eCe keânueelee nw~ oue efMe#eCe ceW oes Ùee oes mes DeefOekeâ mJeeefYeceeve yeÌ{eves ceW meneÙekeâ nesleer nw Deewj Fmemes meheâuelee keâe GÛÛe
DeOÙeehekeâ efceuekeâj efkeâmeer keâ#ee keâer DeOÙeeheve mebyebOeer Ùeespevee yeveeles mlej efveOee&efjle neslee nw~
ngS Gmes ef›eâÙeeefvJele keâjles nQ leLee Gmekeâe cetuÙeebkeâve keâjles nQ~ Ùen 121. efJeÅeeefLe&ÙeeW keâes mketâue ceW Kesue keäÙeeW Kesuevee ÛeeefnS?
cetuele: Fme OeejCee hej DeeOeeefjle nw efkeâ Skeâ DeOÙeehekeâ keâer leguevee ceW (a) Jen GvnW owefnkeâ ™he mes cepeyetle yeveelee nw
kegâÚ DeOÙeehekeâ efceuekeâj DeOÙeeheve keâeÙe& keâjs lees Gmekesâ heefjCeece
(b) efMe#ekeâeW keâe keâece Gmemes Deemeeve nes peelee nw
DeefOekeâ DeÛÚs nesles nQ~
(c) meceÙe JÙeÙe keâjves ceW meneÙekeâ neslee nw
117. efMe#eCe keâer veJeeÛeej efJeefOe (Innovative method)
(d) Jen menkeâeefjlee keâe efJekeâeme keâjlee nw Deewj owefnkeâ meblegueve
efpemeceW Úe$e Deheveer mJeÙeb keâer meerKeves keâer ieefle mes
jKelee nw
meerKelee nw, keânueeleer nw–
KVS Assistant Teacher (Nursery) 31–08–2014
(a) Deeieceve efJeefOe (b) efveieceve efJeefOe
Ans : (d) mketâue ceW Kesue Kesueves mes efJeÅeeefLe&ÙeeW kesâ yeerÛe menkeâeefjlee
(c) DeefYe›eâefcele DevegosMeve (d) ¢etefjefmškeâ efJeefOe
keâe efJekeâeme neslee nw Deewj Ùen owefnkeâ meblegueve jKeves ceW Yeer meneÙekeâ
PRT Post Code 71/09 & 101/12, 25.08.2013
neslee nw~ Kesue JÙeefòeâ ceW ceeveefmekeâ Deewj Meejerefjkeâ lebog™mleer ueelee nw
Ans : (c) efMe#eCe keâer veJeeÛeej efJeefOe, efpemeceW Úe$e Deheveer mJeÙeb keâer Deewj Kesue kesâ oewjeve ØeeflemheOee&lcekeâ menkeâeefjlee ceW Yeer Je=efæ nesleer nw~
meerKeves keâer ieefle mes meerKelee nw, DeefYe›eâefcele DevegosMeve keânueeleer nw~
DeefYe›eâefcele DevegosMeve ceW Úe$eeW kesâ DeefOeiece kesâ efueS hee"dÙeJemleg keâes 122. meefcceefuele efMe#eCe (Inclusive education) keâe mebyebOe
›eâceyeæ ™he mes Úesšs–Úesšs heoeW ceW Øemlegle efkeâÙee peelee nw~ ØelÙeskeâ Gme mketâue efMe#eCe heæefle mes nw pees–
heo keâes heÌ{ves kesâ meeLe Úe$e keâes Devegef›eâÙee keâjveer nesleer nw SJeb (a) kesâJeue yeeefuekeâeDeeW kesâ efMe#eCe keâes Deeies yeÌ{eves hej peesj
Devegef›eâÙee keâer peeBÛe Jen mJeÙeb keâjlee nw~ Úe$e keâes mener Devegef›eâÙee mes osleer nw
hegveye&ueve efceuelee nw Deewj Jen meerKeves keâer ieefle kesâ Devegmeej Deeies yeÌ{lee (b) efpemeceW DemeceLe& yeÛÛes Meeefceue nesles nQ
nw~ Úe$eeW keâer Devegef›eâÙeeSB GveceW Dehesef#ele JÙeJenej heefjJele&ve keâjves ceW (c) efpemeceW Meejerefjkeâ, yeewefækeâ, meeceeefpekeâ, Yeeef<ekeâ Ùee otmejs
meneÙekeâ nesleer nQ~ DemeceLe& heefjefmLeefle Jeeues nesles ngS Yeer GvnW Meeefceue efkeâÙee
118. yeÛÛeeW keâes kewâmes yesnlej efmeKeeÙee pee mekeâlee nw? peelee nw
(a) Yee<ee keâer efMe#ee oskeâj (b) ØeMve–Gòej oskeâj (d) efJeMes<e efJeheefòe Jeeues yeÛÛeeW kesâ efMe#eCe kesâ efueS Deueie
(c) Kesue heæefle Éeje (d) Ghejesòeâ meYeer mketâueeW keâes yeÌ{eJee osleer nw~
PRT (SPECIAL EDUCATION) KVS Assistant Teacher (Nursery) 31–08–2014
Post Code 01/13, 28.04.2013 Ans : (c) meefcceefuele efMe#eCe Ùee meceeJesMeer efMe#eCe keâe mebyebOe Gme
Ans : (c) yeÛÛeeW keâes Kesue heæefle mes yesnlej efmeKeeÙee pee mekeâlee nw, mketâue efMe#eCe heæefle mes nw efpemeceW Meejerefjkeâ, yeewefækeâ, meeceeefpekeâ,
keäÙeeWefkeâ Ùen Skeâ ceveesJew%eeefvekeâ efMe#eCe efJeefOe nw, efpemeceW Úesšs efJeÅeeLeea Yeeef<ekeâ Ùee otmejs DemeceLe& heefjefmLeefle Jeeues nesles ngS Yeer GvnW Skeâ ner
Kesue ceW DeefOekeâ ®efÛe uesles nQ~ Fme heæefle mes efJeÅeeefLe&ÙeeW keâe %eeve keâ#ee ceW meefcceefuele keâj heÌ{eÙee peelee nw~ Fme efMe#eCe ceW efJeMes<e
DeefOekeâ mLeeÙeer neslee nw, keäÙeeWefkeâ Ùen ØeeÙeesefiekeâ lejerkesâ mes mecheVe Mew#eefCekeâ DeeJeMÙekeâleeDeeW keâer hetefle& kesâ efueS Skeâ meeceevÙe Úe$e Deewj
keâjeÙeer peeleer nw~ Ùen heæefle ØeeÙe: ØeeLeefcekeâ keâ#eeDeeW kesâ efueS DeefOekeâ Skeâ efoJÙeebie keâes meceeve efMe#ee Øeeefhle keâe DeJemej efoÙee peelee nw~
GheÙeesieer nw~ 123. mecetn ceW Deewj menYeeefielee Éeje meerKeves kesâ DeYÙeemeeW keâes-
119. efkeâmeer he"ve meece«eer keâes Skeâ oewj ceW heÌ{vee ............ (a) efve™lmeeefnle efkeâÙee peevee ÛeeefnS
heÌ{eF& kesâ ™he ceW peevee peelee nw– (b) DeveosKee efkeâÙee peevee ÛeeefnS
(a) yeefšle (b) meecetefnle (c) Øeeslmeeefnle efkeâÙee peevee ÛeeefnS
(c) Deblejeefuele (d) FveceW mes keâesF& veneR (d) FveceW mes keâesF& veneR
PRT KVS 04–10–2015 PRT KVS 04–10–2015
Ans : (b) efkeâmeer he"ve meece«eer keâes Skeâ oewj ceW heÌ{vee meecetefnle Ans : (c) mecetn ceW Deewj menYeeefielee Éeje meerKeves kesâ DeYÙeemeeW keâes
heÌ{eF& kesâ ™he ceW peevee peelee nw~ meecetefnle heÌ{eF& efJeefOe keâe ØeÙeesie Øeeslmeeefnle efkeâÙee peevee ÛeeefnS keäÙeeWefkeâ Fmemes menÙeesie, mekeâejelcekeâ
ØeeÙe: efveÛeueer keâ#eeDeeW kesâ efueS efkeâÙee peelee nw~ ØeeflemheOee&, JÙeJemLeeheve, DeelceerkeâjCe, meeceeefpekeâ Devleef›e&âÙee Deeefo
120. menkeâejer (co–operative) heÌ{eF& ceW yeÌ[s Deewj DeefOekeâ iegCeeW keâe efJekeâeme neslee nw~
ØeJeerCe efJeÅeeLeea Úesšs Deewj keâce kegâMeue efJeÅeeefLe&ÙeeW keâes 124. menkeâejer efMe#ee keâe DeeOeejYetle iegCe nw–
ceoo keâjles nQ~ Ùen Fmes Deeies ueelee nw– (a) ØeYeeJeer efMe#eCe (b) mekeâejelcekeâ Deblej efveYe&jlee
(a) GÛÛe veweflekeâ efJekeâeme (c) ßece efJeYeepeve (d) menÙeesie
(b) oes mecetneW Deewj mJeeefYeceeve NCERT PRT 30–07–2017
Teaching Aptitude 133 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (b) DeOÙeÙeveeW mes helee Ûeuee nw efkeâ menkeâejer Gheeiece keâe Ans. (a) : menkeâejer efMe#ee Deewj menÙeesieer efMe#ee ceW cegKÙe Deblej Ùen
Mew#eefCekeâ GheueefyOe, menÙeesieelcekeâ JÙeJenej Deble:meebmke=âeflekeâ mecePe Je nw efkeâ, menkeâejer efMe#ee Deeceves-meeceves keâer efMe#ee nesleer nw peyeefkeâ
mebyebOe leLee efJekeâueebie efJeÅeeefLe&ÙeeW kesâ Øeefle Âef°keâesCe hej mekeâejelcekeâ menÙeesieer efMe#ee Dee@veueeFve Yeer nes mekeâleer nw~ menkeâejer efMe#ee ceW mecetn
ØeYeeJe heÌ[lee nw~ yeÇeGve Deewj heeke&âve ves menkeâejer DeefOeiece kesâ heeBÛe kesâ meYeer meomÙe Deeheme ceW ØelÙe#e ™he mes efceuekeâj efkeâmeer mecemÙee keâe
cetueYetle Deewj DeeJeMÙekeâ lelJe yeleeÙes nQ– meceeOeeve keâjles nQ JeneR menÙeesieer efMe#ee ceW mecetn kesâ meomÙe DeeveueeFve
(i) mekeâejelcekeâ Deble:efveYe&jlee Yeer efkeâmeer mecemÙee keâe meceeOeeve keâj mekeâles nQ~
(ii) Deeceves–meeceves yeeleÛeerle keâes yeÌ{eJee 128. menkeâceea mecetn efkeâMeesjeW ceW meeceeefpekeâ keâewMeue keâes kewâmes
(iii) JÙeefòeâiele efpeccesoejer yeÌ{eJee os mekeâles nQ?
(iv) meeceeefpekeâ keâewMeue (a) oesmleeW kesâ ceeOÙece mes efkeâMeesj iewj efpeccesoej Deewj JeeÛeeue
(v) meecetefnkeâ ØemebmkeâjCe nes peeles nQ~
125. Ùeefo oes Ùee oes mes DeefOekeâ efMe#eCe efJeefOeÙeeW keâes efceueekeâj (b) oesmleeW kesâ ceeOÙece mes efkeâMeesj efpeccesoejer efJekeâefmele veneR
efMe#eCe efkeâÙee peeS lees Gmes keânWies– keâjles nw~
(a) Goej efJeefOe (b) efceefßele efJeefOe (c) oesmleeW kesâ ceeOÙece mes efkeâMeesj Skeâ efvemmebosn Deewj Deejece
(c) mebÙeesefpele efJeefOe (d) FveceW mes keâesF& veneR mes peerJeve peerles nQ~
NCERT PRT 30–07–2017 (d) oes mleeW kesâ ceeOÙece mes efkeâMeesj jÛeveelcekeâ heejmheefjkeâ
Ans : (b) peye oes Ùee oes mes DeefOekeâ efMe#eCe efJeefOeÙeeW keâes efceueekeâj keâew Meue efJekeâefmele keâj mekeâles nQ~
efMe#eCe efkeâÙee peelee nw lees Gmes efceefßele efJeefOe keânles nQ~ mueW[s[ efMe#ee DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
Skeâ DeewheÛeeefjkeâ efMe#ee keâeÙe&›eâce nw, efpemeceW efJeÅeeLeea hee"dÙe›eâce keâe Skeâ Ans. (d) : menkeâceea mecetn efkeâMeesjeW ceW meeceeefpekeâ keâewMeue keâes yeÌ{eJee
Yeeie keâ#ee ceW hetje keâjlee nw Deewj otmeje Yeeie ef[efpešue SJeb Dee@veueeFve os mekeâles nQ~ oesmlees kesâ ceeOÙece mes efkeâMeesj jÛeveelcekeâ heejmheefjkeâ
mebmeeOeveeW keâe ØeÙeesie keâjkesâ hetje keâjlee nw~ efceefßele efJeefOe ceW meceÙe, mLeeve, keâewMeue efJekeâefmele keâj mekeâles nQ~ meeceeefpekeâ keâewMeue JÙeJenej keâe Skeâ
efJeefOe leLee ieefle keâe efveÙeb$eCe efJeÅeeLeea kesâ neLe ceW neslee nw~ mesš nw, pees nces ØeYeeJeer {bie mes Deewj meblees<epevekeâ ™he mes otmejeW mes
126. yeng-«es[ Deewj yeng-mlejerÙe efMe#eCe jCeveerefleÙeeW keâe keäÙee
yeeleÛeerle keâjves Deewj mebyebefOele keâjves keâer Devegceefle oslee nw~
DeLe& nw ? 129. keâeÙe& DevegYeJe ceW YeüceCe keâjkesâ efvecveefueefKele ceW mes keâewve
(a) Ùen Gvekesâ ®efÛehetCe& meerKeves kesâ #es$eeW ceW efJeÕeeme hewoe keâjves meer #eceleeDeeW keâe efJekeâeme efkeâÙee ieÙee nw?
Deewj efHeâj DevÙe #es$eeW ceW peeves kesâ yeejs ceW nw~ (a) Øes#eCe keâjves keâer #ecelee (b) osKeves keâer #ecelee
(b) Ùes Úesšs met$e efmeKeeves kesâ yeejs ceW nw keäÙeeWefkeâ Gvekesâ OÙeeve (c) Deeveb o ues v es keâer #ecelee (d) efueKeves keâer #ecelee
keâer DeJeefOe meerefcele nesieer~ DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
(c) Ùes keâeheâer ueÛeeruesheve kesâ meeLe DeefOekeâ mebKÙee ceW efveoxMeelcekeâ Ans. (a) : keâeÙe& DevegYeJe ceW YeüceCe keâjkesâ Øes#eCe keâjves keâer #ecelee keâe
meece«eer Ùee DeYÙeeme lewÙeej keâjves kesâ yeejs ceW nw~ efJekeâeme efkeâÙee pee mekeâlee nw~ peye efJeÅeeLeea efkeâmeer mLeeve, Iešvee, Jemleg
(d) Ùes Ssmeer jCeveerefleÙeeB nQ peneB Skeâ efMe#ekeâ efJeefYeVe #eceleeDeeW Deeefo keâe YeüceCe keâjles nQ lees Jes Fve meyekesâ ØelÙe#e mebheke&â ceW Deeles nQ~
kesâ efYeVe mlejeW Deewj efJeefYeVe DeeÙeg mecetneW kesâ efJeefYeVe mlejeW Fmemes Jes Gme mLeeve, Iešvee, Jemleg Deeefo keâe Øes#eCe (DeJeueeskeâve)
kesâ efMe#eeefLe&ÙeeW kesâ meeLe JÙeJenej keâjlee nw~ keâjles nQ Deewj ØelÙe#e DeefOeiece DevegYeJe Øeehle keâjles nQ~
DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM 130. What positive results can be achieved by the
Ans. (d) : yeng-«es[ Deewj yeng-mlejerÙe Ssmeer efMe#eCe jCeveerefleÙeeB nQ, teacher in the classroom using the Co-operative
learning method?
efpemeceW Skeâ efMe#ekeâ efJeefYeVe #eceleeDeeW, efJeefYeVe mlejeW, efJeefYeVe DeeÙeg menkeâejer DeefOeiece efJeefOe keâe GheÙeesie keâjkesâ keâ#ee ceW
mecetnes Deewj efJeefYeVe «es[ mecetneW kesâ efJeÅeeefLe&ÙeeW keâes Skeâ meeLe heÌ{elee DeOÙeehekeâ Éeje keâewve-mes mekeâejelcekeâ heefjCeece Øeehle
nw~ FmeceW efMe#ekeâ Ssmes efMe#eCe JeeleeJejCe keâe efvecee&Ce keâjlee nw efpemeceW
efkeâS pee mekeâles nQ?
meYeer efJeÅeeLeea Deheveer #ecelee, DeeÙeg, mlej ÙeesiÙelee Deeefo kesâ Devegmeej
I. Educational benefits/Mew#eefCekeâ ueeYe
DeefOeiece DevegYeJe Øeehle keâjles nQ~
II. Social Development/meeceeefpekeâ efJekeâeme
127. menkeâejer efMe#ee Deewj menÙeesieer efMe#ee kesâ yeerÛe keäÙee Deblej
III. Better interpersonal relationship
nw? yesnlej DebleJezÙeefòeâkeâ mecyevOe
(a) menkeâejer efMe#ee Deeceves-meeceves nw Deewj menÙeesieer efMe#ee (a) II and III/II leLee III
Dee@veueeFve nw~ (b) I and II/I leLee II
(b) menkeâejer efMe#ee kesâ efueS šerce kesâ meomÙeeW kesâ menYeeefielee
(c) I and III/I leLee III
keâer DeeJeMkeâlee nesleer nw Deewj menÙeesieer efMe#ee kesâ efueS
(d) I, II and III/I, II leLee III
šerce kesâ meomÙeeW kesâ menÙeesie keâer DeeJeMkeâlee nesleer nw~
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
(c) menkeâejer efMe#ee kesâ efueS efMe#ekeâ Deewj menÙeesieer meerKeves
keâer pe™jle ØeewÅeesefiekeâer keâer DeeJeMÙekeâlee nesleer nw~ Ans. (d) : Mew#eefCekeâ ueeYe, meeceeefpekeâ efJekeâeme SJeb yesnlej
(d) menkeâejer efMe#ee ceW yeÌ[s mecetn nQ Deewj menÙeesieer efMe#ee ceW DebleJezÙeefòeâkeâ mecyevOe Deeefo menkeâejer DeefOeiece efJeefOe keâe GheÙeesie
Úesšs mecetn nw~ keâjkesâ keâ#ee ceW DeOÙeehekeâ Éeje mekeâejelcekeâ heefjCeece Øeehle efkeâÙes pee
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM mekeâles nQ~
Teaching Aptitude 134 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

131. What tasks are done by the teacher in class in Ans. (b) : menkeâejer DeefOeiece Gheeiece ceW Skeâ efMe#ekeâ keâer efvecve
the group learning approach. Yetefcekeâe nesleer nw–
mecetn DeefOeiece Gheeiece ceW, keâ#ee ceW DeOÙeehekeâ Éeje • efMe#ekeâ hee" kesâ GösMÙeeW keâes mecePeelee nw Deewj DeefOeiece mesš keâer
keâewve-mes keâeÙe& efkeâS peeles nQ? mLeehevee keâjlee nw~
I. To creating a group/mecetn keâe efvecee&Ce keâjvee • efMe#ekeâ efJeÅeee|LeÙeeW keâes ceewefKekeâ Ùee efueefKele meece«eer kesâ Éeje
II. Interrupt communication metÛevee GheueyOe keâjelee nw~
mebØes<eCe ceW yeeOee GlheVe keâjvee • DeOÙeehekeâ efJeÅeee|LeÙeeW keâes yeleelee nw efkeâ DeefOeiece mecetn kewâmes
III. Intergrating learning outcomes into groups yeveevee nw Deewj ØeYeeJekeâejer ™heevlejCe mes menÙeesie oslee nw~
mecetn ceW DeefOeiece heefjCeeceeW keâes mecesefkeâle keâjvee • efMe#ekeâ DeefOeiece mecetn keâes Gvekesâ keâeÙe& mecheeove ceW menÙeesie oslee nw~
(a) I, II and III/I, II leLee III • efMe#ekeâ DeefOeiece meece«eer keâer %eeve keâer metÛeer yeveelee nw Ùee mecetn
(b) II and III/II leLee III Deheves keâeÙe& keâe heefjCeece Øemlegle keâjles nQ~
(c) I and II/I leLee II 134. Which of the following difficulties associated
with group learning are to be taken care of by a
(d) I and III/I leLee III teacher while planning and managing group
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM activity?
Ans. (d) : mecetn DeefOeiece Gheeiece ceW keâ#ee ceW Skeâ DeOÙeehekeâ keâe mecetn ieefleefJeefOe keâer Ùeespevee Deewj ØeyebOeve keâjles meceÙe
ØecegKe keâeÙe& mecetn keâe efvecee&Ce keâjvee SJeb mecetn ceW DeefOeiece heefjCeeceeW Skeâ efMe#ekeâ Éeje «eghe uee\veie mes pegÌ[er efvecve keâef"veeFÙeeW
keâes mecesefkeâle keâjvee nw~ ceW mes efkeâve yeeleeW keâe OÙeeve jKevee ÛeeefnS?
132. Which of the following can be used to (I) Absence of or lack of adequate
coordination among participants.
accompany story-based work?
keâneveer-DeeOeeefjle keâece kesâ meeLe efvecveefueefKele ceW mes ØeefleYeeefieÙeeW kesâ yeerÛe heÙee&hle mecevJeÙe keâer
DevegheefmLeefle Ùee keâceer
efkeâmekeâe GheÙeesie efkeâÙee pee mekeâlee nw?
(II) Pressure on individual learners to polarize
(I) Animated stories/Sefvecesšs[ keâneefveÙeeB on the issue being discussed in the group.
(II) Documentaries/Je=òeefÛe$e mecetn ceW ÛeÛee& keâer pee jner mecemÙee hej OeÇÇgJeerkeâjCe
(a) Both I and II/oesveeW I Deewj II keâjves kesâ efueS JÙeefòeâiele efMe#eee|LeÙeeW hej oyeeJe
(b) Only II/kesâJeue II (III) Ambiguous decision-making procedures
(c) Only I/kesâJeue I Demhe<š efveCe&Ùe uesves keâer Øeef›eâÙee
(a) I and III/I Deewj III
(d) Neither I nor II/ve I ve ner II
(b) II and III/II Deewj III
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
(c) I, II and III/I, II Deewj III
Ans. (a) : Sefvecesšs[ keâneefveÙeeB Deewj Je=òe efÛe$e keâe GheÙeesie keâneveer
(d) I and II/I Deewj II
DeeOeeefjle keâeÙe& kesâ meeLe efkeâÙee pee mekeâlee nw~
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
133. What is your role as a teacher in Cooperative
Ans. (c) : mecetn DeefOeiece kesâ meeLe efJeefYeVe Øekeâej keâer keâef"veeFÙeeB
learning model?
menkeâejer DeefOeiece cee@[ue ceW Skeâ efMe#ekeâ kesâ ™he ceW Yeer pegÌ[er ngF& nQ~ mecetn ef›eâÙeekeâueeheeW kesâ ØeyevOeve Deewj efJeÙeespeve kesâ
efvecee&Ce kesâ meceÙe efvecve keâef"veeFÙeeW mes meeJeOeeve jnves keâer
Deehekeâer keäÙee Yetefcekeâe nw? DeeJeMÙekeâlee nw–
(I) To assist learning teams to do their work • ØeefleYeeefieÙeeW kesâ yeerÛe heÙee&hle mecevJeÙe keâer keâceer~
Dehevee keâece keâjves kesâ efueS meerKeves Jeeueer šerceeW keâer • peye mecetn ceW efkeâmeer cegodos hej ÛeÛee& keâer pee jner nes, lees
meneÙelee keâjvee OeÇgJeerkeâjCe keâjves kesâ efueS efJeÅeeLeea hej Deevleefjkeâ SJeb yee¢e oyeeJe
(II) To list knowledge of learning material keâe nesvee~
efMe#eCe meece«eer kesâ %eeve keâes metÛeeryeæ keâjves kesâ • Demhe<š efveCe&Ùe uesves keâer Øeef›eâÙee
efueS • Yeeieeroejer ceW yejeyejer keâe ve nesvee
(III) To go over objectives for the lesson and • heefjCeeceeW kesâ legjvle cetuÙeebkeâve keâe keâYeer-keâYeer DeheefjhekeäJe nesvee~
establish the learning set
135. ............. is considered as appropriate strategy
hee" kesâ efueS GösMÙeeW hej peeves Deewj meerKeves kesâ mesš for creating social atmosphere in the classroom
keâes mLeeefhele keâjves kesâ efueS where the children are facilitated to have
(a) Only II/kesâJeue II enough scope to interact with each other.
(b) I, II and III/I, II Deewj III ............. keâes keâ#ee ceW meeceeefpekeâ JeeleeJejCe yeveeves kesâ
(c) I and II/I Deewj II efueS GheÙegòeâ ceevee peelee nw peneB yeÛÛeeW keâes Skeâ-otmejs
(d) II and III/II Deewj III kesâ meeLe yeeleÛeerle keâjves kesâ efueS heÙee&hle iegbpeeFMe nesves
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM keâer megefJeOee nesleer nw~
Teaching Aptitude 135 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Small Group Learning Strategy (a) Only II/kesâJeue II

Úesše mecetn meerKeves keâer jCeveerefle (b) Both I and II/oesveeW I Deewj II
(b) Large Group Learning Strategy (c) Neither I nor II/ve I ve ner II
yeÌ[e mecetn meerKeves keâer jCeveerefle
(d) Only I/kesâJeue I
(c) Medium Group Learning Strategy
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
ceOÙece mecetn meerKeves keâer jCeveerefle
(d) Very Large Group Learning Strategy Ans. (b) : Skeâ keâneveerkeâej kesâ ™he ceW keâesF& Deheves keâewMeueeW keâe
yengle yeÌ[e mecetn meerKeves keâer jCeveerefle Deekeâueve efvecve lejerkesâ mes keâj mekeâlee nw–
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM • keâneveer keânves mes henues Gmes keâF& yeej peesj mes heÌ{keâj hetJee&YÙeeme
Ans. (a) : Úesše/ueIeg mecetn DeefOeiece jCeveerefle keâes keâ#ee ceW keâjvee ÛeeefnS~
meeceeefpekeâ JeeleeJejCe yeveeves kesâ efueS meJee&efOekeâ GheÙegòeâ ceevee peelee nw~ • Ùeefo mecYeJe nes lees Fmes heÌ{ves kesâ lejerkesâ kesâ GoenjCe kesâ efueS
keäÙeeWefkeâ Fmekesâ Devleie&le yeÛÛeeW keâes Skeâ otmejs kesâ meeLe yeeleÛeerle keâjves keâneveer keâer efjkeâe@ef[Ëie megveW~
keâer heÙee&hle megefJeOee Je iegbpeeFMe jnleer nw~ • keâneveer œeesleeDeeW keâer Øeefleef›eâÙee peeveves keâe ØeÙeeme keâjW~
136. For group discussions, a teacher needs to provide 138. Which of the following is a part of Interactive
pupils with training and support. Which Role?
technique she should adopt to achieve this? efvecveefueefKele ceW mes keäÙee mebJeeoelcekeâ Yetefcekeâe keâe Skeâ
mecetn ÛeÛee& kesâ efueS, Skeâ efMe#ekeâ keâes efJeÅeeefLe&ÙeeW keâes efnmmee nw?
ØeefMe#eCe Deewj meneÙelee Øeoeve keâjves keâer DeeJeMÙekeâlee (a) To create an atmosphere of mutual trust and
nesleer nw~ Fme GheueefyOe keâes neefmeue keâjves kesâ efueS keâewve- respect./Deehemeer efJeMJeeme Deewj mecceeve keâe ceenewue
meer lekeâveerkeâ Deheveeveer ÛeeefnS? yeveeves kesâ efueS~
I. She needs to provide the kind of collaborative (b) To encourage active reflection to develop
activities that promote active involvement of greater understanding and self-awareness.
all pupils. DeefOekeâ mecePe Deewj Deelce-peeie™keâlee efJekeâefmele keâjves kesâ
Gmes meYeer efJeÅeeefLe&ÙeeW keâer meef›eâÙe Yeeieeroejer keâes yeÌ{eJee osves efueS meef›eâÙe Øeefleefyebye keâes Øeeslmeeefnle keâjves kesâ efueS~
Jeeueer menÙeesieelcekeâ ieefleefJeefOeÙeeB Øeoeve keâjves keâer (c) To value diversity/efJeefJeOelee keâes cenlJe osvee~
DeeJeMÙekeâlee nw~
(d) To provide opportunities for self direction
II. She needs to model the way she wants pupils and choice.
to interact with each other.
Gmes efpeme lejn mes Jen Ûeenleer nw efkeâ efJeÅeeefLe&ÙeeW keâes Skeâ- Deelce efveoxMeve Deewj ÛeÙeve kesâ efueS DeJemej Øeoeve
otmejs kesâ meeLe yeeleÛeerle keâjves kesâ efueS cee@[ue yeveevee keâjvee~
nesiee~ DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
(a) Both I and II/I Deewj II oesveeW Ans. (b) : DeefOekeâ mecePe Deewj Deelce peeie™keâlee keâes efJekeâefmele keâjves
(b) Only II/kesâJeue II
kesâ efueS meef›eâÙe Øeefleefyebye keâes hegve: Øeeslmeeefnle keâjvee mebJeeoelcekeâ
(c) Neither I nor II/ve lees I Deewj ve ner II
Yetefcekeâe keâe Skeâ Yeeie nw~
(d) Only I/kesâJeue I 139. What could be reason to ask questions from
listeners in story-based lessons?
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
keâneveer-DeeOeeefjle hee"eW ceW ßeesleeDeeW mes ØeMve hetÚves keâe
Ans. (a) : mecetn ÛeÛee& kesâ efueS, Skeâ efMe#ekeâ keâes efJeÅeeefLe&ÙeeW keâes keäÙee keâejCe nes mekeâlee nw?
ØeefMe#eCe Deewj meneÙelee Øeoeve keâjves keâer DeeJeMÙekeâlee nesleer nw~ Fmekesâ
I. To focus pupil's attention.
efueS efMe#ekeâ meYeer efJeÅeeefLe&ÙeeW kesâ meef›eâÙe Yeeieeroejer keâes yeÌ{eJee osves
Jeeueer menÙeesieelcekeâ ieefleefJeefOeÙeeW mes peesÌ[ mekeâleer nw meeLe ner efJeÅeeefLe&ÙeeW efJeÅeeefLe&ÙeeW keâe OÙeeve Deekeâef<e&le keâjves kesâ efueS~
II. To make them feel bad in case they have no
keâes Skeâ otmejs kesâ meeLe yeele-Ûeerle keâjves kesâ efueS Skeâ cee@[ue keâe knowledge about the topic.
efvecee&Ce Je GheÙeesie keâj mekeâleer nw~ Ùeefo GvnW efJe<eÙe kesâ yeejs ceW keâesF& peevekeâejer veneR nw, lees
mecetn ÛeÛee& kesâ oewjeve efMe#ekeâ keâes Ssmee ceenewue Øeoeve keâjvee ÛeeefnS efpemeceW GvnW yegje cenmetme keâjeves kesâ efueS~
Úe$e meef›eâÙe ™he mes Yeeieeroejer keâj mekesâ Deewj keâ#ee keâe JeeleeJejCe Ssmee (a) Neither I nor II/ve lees I Deewj ve ner II
yeveeÙes keâer ØelÙeskeâ yeÛÛes meeceeefpekeâ Deble:ef›eâÙee keâj mekesâ~
(b) Only I/kesâJeue I
137. How can one assess his skills as a storyteller?
(c) Both I and II/ I Deewj II oesveeW
Skeâ keâneveerkeâej kesâ ™he ceW keâesF& Deheves keâewMeue keâe
(d) Only II/kesâJeue II
Deekeâueve kewâmes keâj mekeâlee nw?
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
(I) Rehearse reading the story aloud several times.
keâneveer keâes keâF& yeej heÌ{les ngS hetJee&YÙeeme keâjW~ Ans. (b) : keâneveer DeeOeeefjle hee"eW ceW ßeesleeDeeW mes ØeMve hetÚves keâe
(II) Listen to a recording of the story if possible
cegKÙe GösMÙe efJeÅeeefLe&ÙeeW keâe OÙeeve Deekeâef<e&le keâjvee neslee nw~
for an example of how to read it. ØeMve hetÚves mes Fme yeele keâe Yeer %eeve nes peelee nw efkeâ efMe#ekeâ mJeÙeb
Ùeefo mecYeJe nes lees Fmes heÌ{ves kesâ lejerkesâ kesâ GoenjCe keâneveer keânves keâer keâuee ceW keâneb lekeâ heejbiele nw Deewj efJeÅeeLeea Gmes
kesâ efueS keâneveer keâer efjkeâe@ef[Ëie megveW~ keâneB lekeâ «enCe keâj heeÙes nw~
Teaching Aptitude 136 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

140. In cooperative learning method, for student 2. JÙeefòeâiele efYeVeleeDeeW keâer mJeerke=âefle–peye ØeMve G"eÙes peeles nw
achievement to improve considerably, which lees Deueie-Deueie efJeÅeeLeea kesâ heeme efJeefYeVe Øekeâej kesâ peJeeye nesles nw
characteristics should be present in every
group? ØelÙeskeâ peJeeye mecetn keâes Skeâ Ssmes Glheeo lewÙeej keâjves ceW meneÙelee
menkeâejer DeefOeiece heæefle ceW, Úe$e keâer GheueefyOe ceW keâjlee nw pees efJemle=le ™he mes efYevve Âef°keâesCe keâes ØeoefMe&le keâjlee
GuuesKeveerÙe megOeej keâjves kesâ efueS, ØelÙeskeâ mecetn ceW Deewj Fme Øekeâej DeefOekeâ hetCe& Deewj JÙeehekeâ neslee nw~
keâewve-meer efJeMes<eleeSB ceewpeto nesveer ÛeeefnS? 3. DebleJezÙeefòeâkeâ efJekeâeme–efJeÅeeLeea Deheves menheeef"ÙeeW Deewj DevÙe
I. Success is not reliant on each individuals efMe#eeefLe&ÙeeW kesâ meeLe mecetn ceW keâeÙe& keâjles ngS Deheves Deehekeâes
learning/meheâuelee ØelÙeskeâ JÙeefòeâ kesâ meerKeves hej efveYe&j peesÌ[vee meerKeles nw~
veneR nw~ 4. DeefOeiece ceW meef›eâÙe Yeeieeroejer–Úesšs mecetn ceW ØelÙeskeâ meomÙe kesâ
II. Students are looking towards a group goal or heeme Dehevee Ùeesieoeve osves kesâ efueS DeJemej neslee nw~ efJeÅeeLeea Deheves
recognition. meeceef«eÙeeW kesâ DeefOekeâ Dehevee ceeveles nQ leLee šerce ceW keâeÙe& keâjles ngS
Úe$e Skeâ mecetn ue#Ùe Ùee ceevÙelee keâer Deesj osKe jns nQ~ meboefYe&le cegöeW hej ienve efJeÛeej efJeceMe& keâjles nw~
(a) Only II/kesâJeue II 5. JÙeefòeâiele DevegJele&ve kesâ DeefOekeâ DeJemej–Úesšs mecetn ceW efJeÛeej
(b) Only I/kesâJeue I Deeoeve Øeoeve kesâ efueS DeefOekeâ DeJemej GheueyOe nesves kesâ keâejCe
(c) Both I and II/I Deewj II oesveeW efJeÅeeLeea Deheves efJeÛeej Je peJeeye kesâ yeejs ceW JÙeefòeâiele ™he mes
(d) Neither I nor II/ve lees I Deewj ve ner II DevegJele&ve Øeehle keâjles nw~
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM Fme Øekeâej mhe° ™he mes keân mekeâles nw efkeâ menÙeesieer DeefOeiece kesâ
Ans. (a) : menkeâejer DeefOeiece heæefle ceW Úe$e keâer GheueefyOe ceW mevoYe& ceW efoÙes ieÙes GheÙeg&òeâ leerveeW efyevog mener nw~
GuuesKeveerÙe megOeej keâjves kesâ efueS ØelÙeskeâ mecetn ceW Ùen efJeMes<elee nesveer 142. Which of the following guidelines must a
ÛeeefnS efkeâ Úe$e Skeâ mecetn ue#Ùe Ùee ceevÙelee keâer Deesj osKe jns neW~ teacher follow for using the Cooperative
menkeâejer DeefOeiece, efMe#eCe ÙeespeveeDeeW keâe Skeâ mecetn nw efpemekeâe learning method in the classroom?
GheÙeesie meerKeves JeeueeW keâes mebjefÛele mecetneW ceW efJeefMe° meerKeves Deewj keâ#ee ceW menkeâejer efMe#eCe heæefle keâe GheÙeesie keâjves kesâ
heejmheefjkeâ ue#ÙeeW keâes hetje keâjves ceW ceoo keâjves kesâ efueS efkeâÙee peelee ef u eS ef Me#ekeâ keâes efvecveefueefKele efoMee efveoxMeeW ceW mes
nw~ Ùen Úe$e kesâefvõle jCeveerefle nw~ keâew v e-mee heeueve keâjvee ÛeeefnS?
menkeâejer efMe#eCe keâer efJeMes<eleeSB nw– mecetn keâeÙe&, JÙeefòeâiele I. Groups' composition should be
heterogeneous by mixing students
peJeeyeosner, Yeeieeroejer, keâeÙe& hej peesj Deeceves meeceves keâer Devle:ef›eâÙee, considering their academic achievement,
DeefOeiece keâes yeÌ{evee, menkeâejer heÙee&JejCe~ sex and race. /Úe$eeW keâer Mew#eefCekeâ GheueefyOe,
141. What is/are the benefits of Collaborative efuebie Deewj oewÌ[ keâes OÙeeve ceW jKeles ngS mecetn keâer
learning? jÛevee keâes efJe<ece yeveevee ÛeeefnS~
menÙeesieelcekeâ DeefOeiece kesâ ueeYe keäÙee nQ? II. Grade individual student's contributions
I. Students learn to work with diverse types of «es[ JÙeefòeâiele Úe$eeW keâe Ùeesieoeve
people./Úe$e efJeefYeVe Øekeâej kesâ ueesieeW kesâ meeLe keâece
III. Collaborative social skills must be taught,
keâjvee meerKeles nQ~ modeled and reinforced regularly
II. Students learn to relate to their peers and menÙeesieelcekeâ meeceeefpekeâ keâewMeue keâes efveÙeefcele ™he
other learners as they work together in group
enterprises./Úe$e Deheves meeefLeÙeeW Deewj DevÙe
mes heÌ{eÙee peevee ÛeeefnS, cee@[efuebie Deewj megÂÌ{
efMe#eeefLe&ÙeeW mes pegÌ[les nQ keäÙeeWefkeâ Jes mecetn GÅeceeW ceW Skeâ efkeâÙee peevee ÛeeefnS~
meeLe keâece keâjles nQ~ (a) I, II and III/I, II Deewj III
III. Students take more ownership of their (b) I and II/I Deewj II
material and think critically about related (c) Only III/kesâJeue III
issues when they work as a team. (d) II and III /II Deewj III
Úe$e Deheveer meece«eer keâe DeefOekeâ mJeeefcelJe uesles nQ Deewj DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
Skeâ šerce kesâ ™he ceW keâece keâjves hej mecyeefvOele cegöeW kesâ Ans. (a) : keâ#ee ceW menkeâejer efMe#eCe heæefle keâe GheÙeesie keâjves kesâ efueS
yeejs ceW iecYeerj ™he mes meesÛeles nQ~ efMe#ekeâ keâes efvecveefueefKele efoMee efveoxMeeW keâe heeueve keâjvee ÛeeefnS-
(a) I and II/I Deewj II (i) Úe$eeW ceW Mew#eefCekeâ GheueefyOe, efuebie Deewj oewÌ[ keâes OÙeeve ceW jKeles
(b) I and III/I Deewj III ngS Skeâ efJepeeleerÙe mecetn keâe efvecee&Ce keâjvee ÛeeefnS~
(c) II and III/II Deewj III (ii) Úe$eeW kesâ JÙeefòeâiele Ùeesieoeve kesâ DeeOeej hej «es[ osvee ÛeeefnS~
(d) I, II and III/I, II Deewj III (iii) menÙeesieer meeceeefpekeâ keâewMeue keâes efveÙeefcele ¤he mes efmeKeevee,
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM Øeefle¤efhele keâjvee Deewj hegveye&efuele keâjvee ÛeeefnS~
Ans. (d) : menÙeesieelcekeâ DeefOeiece kesâ ueeYe– (iv) efJeÅeeLeea hetCe& ¤he mes meef›eâÙe Yeeieeroejer keâjs Deewj mecetn kesâ Yeerlej
1. efJeefYeVeleeDeeW keâe meceejesn–efJeÅeeLeea meYeer Øekeâej kesâ JÙeefòeâÙeeW kesâ Dehevee Ùeesieoeve oW~
meeLe meerKelee nw~ (v) mecetn kesâ ØelÙeskeâ meomÙe Skeâ otmejs keâer meHeâuelee keâes yeÌ{eJee oW~
Teaching Aptitude 137 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

143. Which is the third level in story-based III. ]›eâeme-meebmke=âeflekeâ mecePe

methodology other than plan and do? IV. efJekeâueebie Úe$eeW kesâ Øeefle mecyevOe Deewj Âef<sškeâesCe
Ùeespevee Deewj keâeÙe& kesâ DeueeJee keâneveer DeeOeeefjle (a) II, III and IV/ II, III Deewj IV
keâeÙe&ØeCeeueer ceW leermeje mlej keâewve-mee nw? (b) I, III and IV/ I, III Deewj IV
(a) Read/heÌ{vee (b) Review/meceer#ee keâjvee
(c) I, II and III/ I, II Deewj III
(c) Rewrite/hegveuexKeve (d) Reassure/hegvecet&uÙeebkeâve
(d) I, II, III and IV/I, II, III Deewj IV
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
Ans. (b) : Ùeespevee Deewj keâeÙe& kesâ DeueeJee keâneveer DeeOeeefjle Ans. (d) : DeOÙeÙeveeW mes helee Ûeuelee nw efkeâ menkeâejer Gheeiece,
keâeÙe&ØeCeeueer/efMe#eCe efJeefOe keâe leermeje mlej meceer#ee keâjvee nw~ Mew#eefCekeâ GheueefyOe, menÙeesieelcekeâ JÙeJenej, Devle: meebmke=âeflekeâ mecePe
144. In a classroom, for teaching various parts of a leLee efJekeâueebie efJeÅeee|LeÙeeW kesâ Øeefle mecyevOe Âef<škeâesCe hej mekeâejelcekeâ
plant, a teacher instructs each student to bring ØeYeeJe heÌ[lee nw~ menkeâejer DeefOeiece kesâ heeBÛe cetueYetle Deewj DeeJeMÙekeâ
a sample of plant from home to the class. Later,
she divides the students into small groups of lelJe nesles nQ–
five students and asks them to draw figures of (i) mekeâejelcekeâ Devle:efveYe&jlee
the plant and label them. (ii) Deeceves-meeceves yeeleÛeerle keâes yeÌ{eJee
By doing so, which of the following benefits is (iii) JÙeefòeâiele efpeccesoejer
she expecting?
(iv) meeceeefpekeâ keâewMeue
I. Developing social qualities like helping,
sharing and accepting responsibility. (v) meecetefnkeâ ØemebmkeâjCe
II. Pooling combined resources for successful 146. What could be the reason to ask questions from
completion of the task. listeners in story-based lessons?
Skeâ keâ#ee ceW, heewOes kesâ efJeefYeVe efnmmeeW keâes heÌ{eves kesâ keâneveer- DeeOeeefjle hee"eW ceW ßeesleeDeeW mes ØeMve hetÚves keâe
efueS, Skeâ efMeef#ekeâe ØelÙeskeâ Úe$e keâes Iej mes keâ#ee ceW keäÙee keâejCe nes mekeâlee nw?
heewOes keâe Skeâ vecetvee ueeves keâe efveoxMe osleer nw~ yeeo ceW, I. To check pupil's understanding and
Gmeves Úe$eeW keâes heeBÛe Úe$eeW kesâ Úesšs mecetn ceW efJeYeeefpele learning
efkeâÙee Deewj GvnW heewOes kesâ DeeBkeâÌ[s KeeRÛeves Deewj GvnW efJeÅeeefLe&ÙeeW keâer mecePe Deewj meerKeves keâer peeBÛe keâjvee
uesyeue keâjves kesâ efueS keâne~ II. To encourage pupils to think about and
express their reactions to a story or
Ssmee keâjves mes, Jen efvecveefueefKele ceW mes efkeâme ueeYe keâer character/efkeâmeer keâneveer Ùee Ûeefj$e kesâ yeejs ceW
Gcceero keâj jner nw? meesÛeves Deewj Deheveer Øeefleef›eâÙee JÙeòeâ keâjves kesâ efueS
I. efpeccesoejer efveYeeves, meePee keâjves Deewj mJeerkeâej keâjves efJeÅeeefLe&ÙeeW keâes Øeeslmeeefnle keâjves kesâ efueS~
pewmes meeceeefpekeâ iegCeeW keâe efJekeâeme keâjvee~ (a) Only I/ kesâJeue I
II. ]keâeÙe& kesâ meHeâue meceeheve kesâ efueS mebÙegòeâ mebmeeOeveeW (b) Only II /kesâJeue II
keâe leeuecesue (c) Neither I nor II / ve lees I Deewj ve ner II
(a) Neither I nor II/ ve lees I ve ner II (d) Both I and II / oesveeW I Deewj II
(b) Only II/ kesâJeue II DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
(c) Both I and II/ I Deewj II oesveeW Ans. (d) : keâneveer DeeOeeefjle hee"eW ceW ßeesleeDeeW Ùee efJeÅeeefLe&ÙeeW mes meceÙe-
(d) Only I/ kesâJeue I meceÙe hej ØeMve hetÚs peeles nQ~ Fmemes Ùen helee Ûeuelee nw efkeâ efJeÅeeLeea ves hee"
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM keâes efkeâlevee mecePee Deewj meerKee nw~ meeLe ner keâneveer kesâ hee$eeW kesâ peerJeve kesâ
Ans. (c) : GheÙeg&òeâ ØeMve ceW efoÙes ieÙes ef›eâÙeekeâueehe Éeje efMeef#ekeâe yeejs ceW meesÛeves, Deheveer Øeefleef›eâÙee JÙeòeâ keâjves Deewj keâneveer ceW Deeies Deeves
yeÛÛeeW ceW efpeccesoejer efveYeeves, meePee keâjves Deewj mJeerkeâej keâjves pewmes Jeeueer IešveeDeeW keâe Devegceeve ueieeves ceW Yeer ØeMve meneÙelee keâjles nQ~
meeceeefpekeâ iegCeeW keâe efJekeâeme keâjvee Ûeenleer nw leLee keâeÙe& kesâ meheâue 147. Which of the following is/ are the features of
meceeheve kesâ efueS mebÙegòeâ mebmeeOeveeW keâe leeuecesue yew"evee Ûeenleer nw~ group learning approach in teaching learning
process ?
145. In which of the following area of learning, does
cooperative approach have a positive effect. efvecveefueefKele ceW mes keâewve-meer/šerefÛebie ueefveËie Øeesmesme ceW
I. Academic achievement «eghe ueefveËie DeØeesÛe keâer efJeMes<eleeSB nQ?
II. Collaborative behaviour I. Variety of ideas can be generated through
III. Cross-cultural understanding brainstorming in the groups
IV. Relationship and attitudes towards mecetneW ceW efJeÛeej-cebLeve kesâ ceeOÙece mes efJeÛeejeW keâer
disabled students efJeefJeOelee GlheVe keâer pee mekeâleer nw~
efvecveefueefKele ceW mes efkeâme #es$e ceW meerKeves kesâ efueS, II. Wide range of skills can be acquired
menkeâejer Âef°keâesCe keâe mekeâejelcekeâ ØeYeeJe heÌ[lee nw? through sharing knowledge and experience
I. Mew#eefCekeâ GheueefyOe %eeve Deewj DevegYeJe meePee keâjves kesâ ceeOÙece mes keâewMeue
II. menÙeesieelcekeâ JÙeJenej keâer efJemle=le ßeb=Keuee neefmeue keâer pee mekeâleer nw
Teaching Aptitude 138 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

III. Participation increases commitment of the Ans. (c) : keâ#ee ceW keâneveer megveeles meceÙe Skeâ efMe#ekeâ keâes efvecve
students to the activity /menYeeefielee mes Úe$eeW lekeâveerkeâ Deheveevee ÛeeefnS–
keâer ieefleefJeefOe kesâ Øeefle Øeefleyeælee yeÌ{leer nw • efJeÅeee|LeÙeeW keâes ØecegKe MeyoeJeueer Deewj JeekeäÙeebMeeW keâes oesnjeves keâer
(a) I, II and III/I, II leLee III mecYeeJevee oskeâj Yeeie uesves kesâ efueS Øeeslmeeefnle keâjvee ÛeeefnS~
(b) I and II/I leLee II • keâneveer megveeles meceÙe yeÛÛeeW keâes efMe#eCe DeefOeiece Øeef›eâÙee ceW
(c) I and III/I leLee III Meeefceue keâjves kesâ efueS Gvemes ØeMve hetÚves ÛeeefnS~
(d) II and III/II leLee III • peneB pe™jle nes Gme keâneveer hej efšhheCeer keâjvee ÛeeefnS Deewj Gmes
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
yeÛÛeeW mes mecyeefvOele keâjvee ÛeeefnS~
150. In how many ways can stories add to a whole-
Ans. (a) : efMe#eCe DeefOeiece Øeef›eâÙee ceW meecetefnkeâ DeefOeiece Gheeiece school approach to learning and general
keâer efvecveefueefKele efJeMes<eleeSB nQ- education?/meerKeves Deewj meeceevÙe efMe#ee kesâ efueS hetjs-
(i) mecetn ceW efÛebleve-ceveve kesâ ceeOÙece mes efJeÛeejeW keâer efJeefJeOelee GlheVe efJeÅeeueÙe kesâ Âef°keâesCe ceW keâneefveÙeeB efkeâleves lejerkeâeW mes
keâer pee mekeâleer nw~ pegÌ[ mekeâleer nw?
(ii) %eeve Deewj DevegYeJe meePee keâjves kesâ ceeOÙece mes keâewMeue keâer Skeâ
(a) 4 (b) 3
efJemle=le ßeb=Keuee neefmeue keâer pee mekeâleer nw~ (c) 1 (d) 2
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
(iii) menYeeefielee mes Úe$eeW keâer ieefleefJeefOe kesâ Øeefle Øeefleyeælee yeÌ{leer nw~
Ans. (a) : meerKeves Deewj meeceevÙe efMe#ee kesâ efueS hetjs mketâue kesâ
148. …………takes place when students work
Âef°keâesCe ceW keâneefveÙeeB 4 lejerkeâeW mes pegÌ[ mekeâleer nw~
together in the same place on a structured
project in a small group. 151. What is included in metacognitive strategies?
––––––– leye neslee nw peye Úe$e Skeâ Úesšs mecetn ceW Skeâ (I) Comparing
(II) Self questioning
mebjefÛele heefjÙeespevee hej Skeâ ner mLeeve hej Skeâ meeLe cesšekeâe@efiveefšJe jCeveerefleÙeeW ceW keäÙee Meeefceue nw?
keâece keâjles nw ? (I) leguevee keâjvee
(a) Collaborative learning/menÙeesieelcekeâ DeefOeiece (II) mJe ØeMve keâjvee
(b) Learner centered learning (a) Only II/kesâJeue II
DeefOeiecekeâlee& kesâefvõle DeefOeiece (b) Neither I nor II/ve lees I Deewj ve ner II
(c) Learning centered Learning (c) Both I and II/I Deewj II oesveeW
DeefOeiece kesâefvõle DeefOeiece (d) Only I/kesâJeue I
(d) Cooperative learning/menkeâejer DeefOeiece DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM Ans. (c) : cesšekeâe@efiveefšJe jCeveerefleÙeeW ceW leguevee keâjvee, mJe.ØeMve
Ans. (d) : menkeâejer DeefOeiece leye neslee nw, peye Úe$e Skeâ Úesšs keâjvee, Deblej keâjvee, meeceevÙeerkeâjCe keâjvee, Devegceeve ueieevee, JÙeeKÙee
mecetn ceW Skeâ mebjefÛele heefjÙeespevee hej Skeâ ner mLeeve hej Skeâ meeLe keâjvee, efve<keâ<e& efvekeâeuevee, heefjJeefle&le keâjvee, meefJemleej JÙeeKÙee keâjvee
keâece keâjles nQ~ Ùen Skeâ efJeMes<e Úesše mecetn Gheeiece nw efpemeceW Deeefo Meeefceue nQ~
Øepeeleebef$ekeâ Øeef›eâÙee, JÙeefòeâiele efpeccesoejer, meceeve DeJemej Je meecetefnkeâ 152. In which case should each pupil require a copy
heeefjleesef<ele efveefnle nw~ of the storybook?
(I) Before the teacher has completed work on
149. Which story telling technique can be ignored? a story.
efkeâme keâneveer keâer lekeâveerkeâ keâes DeveosKee efkeâÙee pee (II) After the teacher has completed the work
mekeâlee nw? on a story.
(a) Encourage pupils to take part by giving them efkeâme ceeceues ceW ØelÙeskeâ Úe$e keâes keâneveer hegmlekeâ keâer Skeâ
chances to repeat key vocabulary and Øeefle ÛeeefnS?
phrases/efJeÅeeefLe&ÙeeW keâes ØecegKe MeyoeJeueer Deewj JeekeäÙeebMeeW (I) efMe#ekeâ kesâ Skeâ keâneveer hej keâece hetje keâjves mes henues~
keâes oesnjeves keâer mecYeeJevee oskeâj Yeeie uesves kesâ efueS (II) efMe#ekeâ kesâ Skeâ keâneveer hej keâece hetje keâjves kesâ yeeo~
Øeeslmeeefnle keâjW (a) Only I/kesâJeue I
(b) Ask questions to involve the children. (b) Niether I nor II/ve lees I Deewj ve ner II
yeÛÛeeW keâes Meeefceue keâjves kesâ efueS ØeMve hetÚW (c) Both I and II/oesveeW I Deewj II
(c) Making sound effects all the time (d) Only II/kesâJeue II
nj meceÙe OJeefve ØeYeeJe yeveevee DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
(d) Comment on the story where needed and Ans. (d) : efMe#ekeâ kesâ Skeâ keâneveer hej keâece hetje keâjves kesâ yeeo
relate it to the children/peneB pe¤jle nes Gme keâneveer ØelÙeskeâ Úe$e kesâ heeme keâneveer keâer Skeâ Øeefle keâe nesvee DeeJeMÙekeâ neslee
nw~ keäÙeeWefkeâ Ùeefo Gvekesâ heeme keâneveer keâer Øeefle veneR nesieer lees Jes keâeÙe&
hej efšhheCeer keâjW Deewj Gmes yeÛÛeeW mes mecyebefOele keâjW~
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM keâes veneR hetje keâj heeSieW~
Teaching Aptitude 139 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

153. What could be the reason to ask questions from 155. ……… is a qualitative approach, analyzing
listeners in story-based lessons? students' talk in response to a place in
(I) To involve pupils activily and to relate a literature or a primary source in history.
story or topic to the pupil's own -------- Skeâ iegCeelcekeâ Âef°keâesCe nw, pees meeefnlÙe ceW
experience. efkeâmeer peien Ùee Fefleneme kesâ ØeeLeefcekeâ œeesle kesâ peJeeye ceW
(II) To elicit language or information. Úe$eeW keâer yeeleÛeerle keâe efJeMues<eCe keâjlee nw~
keâneveer DeeOeeefjle hee"eW ceW ßeesleeDeeW mes ØeMve hetÚves keâe (a) Learner centered learning/efMe#eeLeea keWâefõle efMe#ee
keäÙee keâejCe nes mekeâlee nw ? (b) Learning centred learning/DeefOeiece keWâefõle efMe#ee
(I) efkeâmeer keâneveer Ùee efJe<eÙe keâes efJeÅeeefLe&ÙeeW keâes meef›eâÙe (c) Co-operative learning/menkeâejer DeefOeiece
™he mes Meeefceue keâjvee Deewj efMe<Ùe kesâ Deheves (d) Collaborative learning/menÙeesieelcekeâ efMe#ee
DevegYeJe mes peesÌ[vee~ DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
(II) Yee<ee Ùee peevekeâejer keâes peeveves kesâ efueS Ans. (d) : menÙeesieelcekeâ efMe#ee Skeâ iegCeelcekeâ Âef°keâesCe nw, pees
(a) Only II/kesâJeue II meeefnlÙe ceW efkeâmeer peien Ùee Fefleneme kesâ ØeeLeefcekeâ m$eesle kesâ peJeeye ceW
(b) Neither I nor II/ ve lees IDeewj ve ner II Úe$eeW keâer yeeleÛeerle keâe efJeMues<eCe keâjlee nw~
(c) Only I/kesâJeue I
menÙeesieelcekeâ efMe#ee efMe#eCe Deewj meerKeves keâer Skeâ efJeefOe nw efpemeceW
Úe$e Skeâ meeLe Skeâ cenlJehetCe& ØeMve leueeMeves Ùee Skeâ meeLe&keâ
(d) Both I and II/I Deewj II oesveeW
heefjÙeespevee kesâ efueS efceueles nw~
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
156. Which of the following social skills are
Ans. (d) : keâneveer DeeOeeefjle hee"eW ceW ßeesleeDeeW mes meceÙe-meceÙe hej necessary in a child for using the Co-operative
ØeMve hetÚe peelee nw leeefkeâ Jes meef›eâÙe ™he mes keâneveer efJe<eÙe keâes megves learning method?
Deewj Gmes Deheves DevegYeJeeW mes peesÌ[ mekeWâ~ Fmekesâ Deefleefjòeâ Yee<ee Ùee I. Leadership skill
metÛevee kesâ yeejs ceW efJeÅeeefLe&ÙeeW keâer mecePe keäÙee nw Deewj Jes efkeâme mlej II. Conflict management skill
lekeâ Fvekeâes «enCe keâj heeÙes nQ, Ùen Yeer Gvemes ØeMve hetÚkeâj %eele efkeâÙee III. Decision-making skill
IV. Trust-building skill
peelee nw~ menkeâejer-efMe#eCe heæefle keâe GheÙeesie keâjves kesâ efueS
154. According to Brown and Ciuffetelli Parker, yeÛÛes ceW efvecveefueefKele ceW mes keâewve-mee meeceeefpekeâ
which are the basic and essential elements of keâewMeue DeeJeMÙekeâ nw~
cooperative learning?
(I) Positive interdependence I. vesle=lJe keâewMeue
(II) Social skills II. mebIe<e& ØeyebOeve keâewMeue
(III) Group processing III. efveCe&Ùe uesves keâe keâewMeue
(IV) Individual accountability IV. vÙeeme-efvecee&Ce keâewMeue
(V) Promoting face to face interaction (a) I, II, III and IV /I, II, III Deewj IV
yeÇeGve Deewj mÙetHesâšsueer heeke&âj kesâ Devegmeej, menkeâejer (b) I, II and III /I, II Deewj III
DeefOeiece kesâ cetue Deewj DeeJeMÙekeâ lelJe keâewve-mes nQ- (c) II, III and IV/ II, III Deewj IV
(I) mekeâejelcekeâ DevÙeesvÙeeßeÙe (d) I, III and IV/I, III Deewj IV
(II) meeceeefpekeâ keâewMeue DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
(III) mecetn ØemebmkeâjCe Ans. (a) : menkeâejer-efMe#eCe heæefle keâe GheÙeesie keâjves kesâ efueS yeÛÛes
(IV) JÙeefòeâiele peJeeyeosner ceW vesle=lJe keâewMeue, mebIe<e& ØeyevOeve keâewMeue, efveCe&Ùe uesves keâe keâewMeue
(V) Deeceves-meeceves yeeleÛeerle keâes yeÌ{eJee osvee
leLee vÙeeme-efvecee&Ce keâewMeue pewmes meeceeefpekeâ keâewMeue keâe nesvee
DeeJeMÙekeâ nw~
(a) I, II, III, IV and V/ I, II, III, IV Deewj V meeceeefpekeâ keâewMeue (efpevnW lekeâveerkeâ efYeVe keâewMeue Yeer keâne peelee nw) Jes
(b) II, III, IV and V/ II, III, IV Deewj V JewÙeefòeâkeâ cetuÙe leLee Deblej JewÙeefòeâkeâ keâewMeue nw, pees efkeâmeer JÙeefòeâ kesâ
(c) I, IV and V/ I, IV Deewj V heefjÙeespevee oue ceW DevÙeeW kesâ meeLe Yeueer-YeeBefle efceuepeguekeâj keâeÙe& keâjves
(d) I, II, III and IV/ I, II, III Deewj IV keâer me#ecelee keâe efveOee&jCe keâjles nw~ meeceeefpekeâ keâewMeueeW ceW Meeefceue nw
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM – ØeYeeJehetCe& mebÛeej, vesle=lJe leLee keâeÙe&oue keâewMeue, mecemÙee meceeOeeve
Ans. (a) : yeÇeGve Deewj mÙetHesâšsueer heeke&âj kesâ Devegmeej, menkeâejer efMe#ee keâewMeue, henue Ùee ØesjCe keâewMeue keâe ØeoMe&ve, F&ceeveoejer leLee meMeòeâ
DeefOeiece kesâ heeBÛe cetueYetle Deewj DeeJeMÙekeâ lelJe nesles nQ- keâeÙe& veweflekeâlee oMee&vee~
(i) mekeâejelcekeâ DevÙeesvÙeeßeÙe 157. Collaborative group work is important for
enhancing pupil participation. Which of the
(ii) Deeceves-meeceves yeele-Ûeerle keâes yeÌ{eJee osvee following are key features of effective group
(iii) JÙeefòeâiele efpeccesoejer work discussions?
I. Pupils asking question
(iv) meeceeefpekeâ keâewMeueW
II. Pupils actively and persistently seeking
(v) meecetefnkeâ ØemebmkeâjCe help from peers
Teaching Aptitude 140 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Úe$e Yeeieeroejer keâes yeÌ{eves kesâ efueS menÙeesieelcekeâ mecetn Ans. (d) : meboYe&, meb%eeveelcekeâ DeØesefvšmeefMehe, menÙeesie FvšjefØešsMeve
keâeÙe& cenlJehetCe& nw~ efvecveefueefKele ceW mes keâewve-meer ØeYeeJeer kebâmš^keäMeve ef[peeFve cee@[ue kesâ ÛejCe nw~
mecetn keâeÙe& ÛeÛee& keâer ØecegKe efJeMes<eleeSB nQ? FbšjefØešsMeve kebâmš^keäMeve ef[peeFve cee@[ue (ICON) kesâ ÛejCe nw~
I. ØeMve hetÚves Jeeues Úe$e (1) Observations in authentic activities
II. Úe$e meef›eâÙe ™he mes Deewj ueieeleej meeefLeÙeeW mes ceoo (2) Interpretation construction
ceeBie jns nwb (3) Contextualizing Prior knowledge
(4) Cognitive conflict
(a) Only I/kesâJeue I
(5) Cognitive apprenticeship
(b) Only II/kesâJeue II (6) Collaboration
(c) Both I and II/I Deewj II oesveeW (7) Multiple interpretations
(d) Neither I nor II/ve lees I,Deewj ve ner II (8) Multiple manifestations
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM 160. Which model can be used to introduce a
Ans. (c) : Úe$e Yeeieeroejer keâes yeÌ{eves kesâ efueS menÙeesieelcekeâ mecetn methodology for story-based work?
keâeÙe& cenlJehetCe& nw efpemeceW ØeMve hetÚves Jeeues Úe$e leLee Jes Úe$e pees keâneveer DeeOeeefjle keâece kesâ efueS Skeâ heæefle Meg™ keâjves
meef›eâÙe ™he mes Deewj ueieeleej Deheves meeefLeÙeeW mes ceoo ceeBieles nw’ kesâ efueS efkeâme cee@[ue keâe GheÙeesie efkeâÙee pee mekeâlee nw ?
ØeYeeJeer keâeÙe& ÛeÛee& keâer ØecegKe efJeMes<elee nw~ (a) Three stage model/leerve ÛejCe cee@[ue
158. What could be the reason to ask questions from (b) One stage model/Skeâ ÛejCe cee@[ue
listeners in story-based lessons? (c) Two stage model/oes ÛejCe cee@[ue
I. To arouse curiosity and motivate (d) Four stage model/Ûeej-ÛejCe cee@[ue
II. To find out what student already know DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
about a topic Ans. (a) : keâneveer DeeOeeefjle keâece kesâ efueS Skeâ heæefle Meg™ keâjves
keâneveer-DeeOeeefjle hee"eW ceW ßeesleeDeeW mes ØeMve hetÚves keâe kesâ efueS leerve ÛejCe cee@[ue DeLee&led 3C (keâe[&, Jeelee&ueehe, hegef°keâjCe)
keäÙee keâejCe nes mekeâlee nw? keâe GheÙeesie efkeâÙee pee mekeâlee nw
I. efpe%eemee peieevee Deewj Øesefjle keâjvee keâe[&- Ùeespevee Deewj Devegceeve kesâ efueS GheÙeesie keâer peeves Jeeueer keâneveer
II. Ùen helee ueieeves kesâ efueS efkeâ efJeÅeeefLe&ÙeeW keâes efkeâmeer keâe efueefKele efJeJejCe~
efJe<eÙe kesâ yeejs ceW henues mes keäÙee helee nw~ Jeelee&ueehe-otmejes kesâ meeLe Deheves efJeÛeejeW hej ÛeÛee& keâjs GvnW yengle
(a) Neither I nor II/ve lees I Deewj ve ner II meejs ØeMve hetÚves os~
(b) Only II/kesâJeue II Hegef°keâjCe-keäÙee efvecee&Ce keâjvee nw Fme hej mecePeewles keâer efoMee ceW keâece
(c) Only I/kesâJeue I keâjW~ Gme mecePeewles keâes hegef°keâjCe hejer#eCeeW kesâ Skeâ mesš kesâ ™he ceW
(d) Both I and II/I Deewj II oesveeW efjkeâe@[& keâjs~
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM 161. Which of the following features does all
Ans. (d) : keâneveer-DeeOeeefjle hee"eW ceW ßeesleeDeeW mes ØeMve hetÚves kesâ cooperative learning lessons have?
I. Students work in groups to master
heerÚs cegKÙe keâejCe nw-Úe$eeW ceW efpe%eemee peieevee Deewj Gvns Øesefjle keâjvee academic materials
leLee Ùen helee ueieevee efkeâ efJeÅeeefLe&ÙeeW keâes efkeâmeer efJe<eÙe kesâ yeejs ceW II. groups are heterogeneous consisting of
henues mes keäÙee helee nw~ high, average and low achievers.
159. Which of the following is/ are the steps of III. reward systems are group oriented rather
interpretation construction design model? than individually oriented.
I. Contextualization efvecveefueefKele ceW mes keâewve meer megefJeOee meYeer menkeâejer
II. Cognitive apprenticeship efMe#eCe meyekeâ nw?
III. Collaboration I. Úe$e Mew#eefCekeâ meece«eer ceW cenejle neefmeue keâjves kesâ
efvecveefueefKele ceW mes keâewve mee/mes FbšjefØešsMeve kebâmš^keäMeve efueS mecetneW ceW keâece keâjles nQ~
ef[peeFve cee@[ue kesâ ÛejCe nQ ? II. mecetn GÛÛe, Deewmele Deewj efvecve Øeehlekeâlee&DeeW mes
I. meboYe& Ùegòeâ efJe<ece nw~
II. meb%eeveelcekeâ DeØesefvšmeefMehe III. efjJee[& efmemšce JÙeefòeâiele ™he mes GvcegKe nesves kesâ
III. menÙeesie yepeeÙe mecetn GvcegKe nesles nQ~
(a) Only III/kesâJeue III (a) I and II /I Deewj II
(b) Both I and II/I Deewj II oesveebs (b) I, II and III /I, II Deewj III
(c) Both II and III/II Deewj III oesveeW (c) I and III /I Deewj III
(d) I, II and III/I, II Deewj III (d) II and III /II Deewj III
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
Teaching Aptitude 141 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : Úe$e Mew#eefCekeâ meece«eer ceW cenejle neefmeue keâjves kesâ efueS Ans. (a) : hegmlekeâ leLee GoenjCeeW (JÙeeKÙee) kesâ meeLe Yeeweflekeâ ™he
mecetneW ceW keâeÙe& keâjles nQ, mecetn GÛÛe Deewmele Deewj efvecve Øeehlekeâlee&DeeW mes heefjefÛele nesvee leLee efJe<eÙe Jemleg keâes DeÛÚer lejn mes peeveves kesâ efueS
mes Ùegòeâ efJe<ece neslee nw leLee efjJee[& efmemšce JÙeefòeâiele ™he mes GvcegKe leLee efkeâmeer veS Meyo keâe DeLe& peeveves kesâ efueS keâneveer keâes DeÛÚer
nesves kesâ yepeeÙe mecetn GvcegKe neslee nw Ùes meYeer megefJeOeeSB/efJeMes<eleeSB lejn heÌ{vee, keâneveer megveeves kesâ keâewMeue ceW megOeej keâjves keâe lejerkeâe nw~
menkeâejer efMe#eCe ceW heeF& peeleer nQ~ 164. Which of the following co-operative learning
activities and models are used by teachers in
menkeâejer efMe#eCe, efMe#eCe ÙeespeveeDeeW keâe Skeâ mecetn nw efpemekeâe the classroom?
GheÙeesie meerKeves JeeueeW keâes mebjefÛele mecetneW ceW efJeefMe° meerKeves Deewj I. Group exploration
heejmheefjkeâ ue#ÙeeW keâes hetje keâjves ceW ceoo keâjves kesâ efueS efkeâÙee peelee II. Jigsaws
nw~ Ùen Skeâ Úe$e kesâefvõle jCeveerefle nw~ III. Student team achievement division
162. Which learning method is observed when
keâ#ee ceW DeOÙeehekeâeW Éeje efvecveefueefKele ceW mes keâewve-meer
students from different schools are working menkeâejer DeefOeiece ef›eâÙeekeâueeheeW leLee cee@[ue keâe
together over the internet on a shared GheÙeesie efkeâÙee peelee nw?
assignment. I. meecetefnkeâ DevJes<eCe
peye Skeâ meePee DemeeFveceWš hej efJeefYeVe mketâueeW kesâ Úe$e II. efpeiemeeW
Fbšjvesš hej Skeâ meeLe keâece keâj jns nw, lees keâewve meer III. efJeÅeeLeea šerce keâe GheueefyOe efJeYeepeve
meerKeves keâer heæefle osKeer peeleer nw~ (a) II and III/II leLee III
(a) Learning Centred learning/efMe#ee kesâefvõle DeefOeiece (b) I, II and III/I, II leLee III
(b) Cooperative learning /menkeâeefjlee DeefOeiece (c) I and III/I leLee III
(c) Learner centred learning/efMe#eeLeea kesâefvõle DeefOeiece (d) I and II/I leLee II
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(d) Collaborative learning/menÙeesieelcekeâ DeefOeiece
Ans. (b) : menkeâejer efMe#eCe cee@[ue keâes keâce mes keâce leerve cenlJehetCe&
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
efveoxMeelcekeâ ue#ÙeeW keâes Øeehle keâjves kesâ efueS efJekeâefmele efkeâÙee ieÙee Lee~
Ans. (d) : peye Skeâ meePee DemeeFveceWš hej efJeefYeVe mketâueeW kesâ Úe$e Mew#eefCekeâ GheueefyOe; efJeefJeOelee keâer mJeerke=âefle Deewj meeceeefpekeâ keâewMeue
Fbšjvesš hej Skeâ meeLe keâece keâjles nQ lees ÙeneB hej meerKeves keâer efJekeâeme (šerce Jeke&â kesâ ceeOÙece mes) Ùen Skeâ efJeefMe° Úesšs mecetn keâe
menÙeesieelcekeâ DeefOeiece heæefle osKeer peeleer nw~ Âef°keâesCe nw pees ueeskeâleebef$ekeâ Øeef›eâÙeeDeeW; JÙeefòeâiele peJeeyeosner, meceeve
menÙeesieelcekeâ DeefOeiece Skeâ efMe#eCe DeefOeiece efJeefOe nw efpemeceW DeJemej Deewj mecetn hegjmkeâej keâes Meeefceue keâjlee nw~ Deepekeâue keâer
DeOÙeehekeâ Deewj efJeÅeeLeea oesveeW efceuekeâj Skeâ cenlJehetCe& mecemÙee keâe keâ#ee ceW keâF& Øekeâej keâer menkeâejer efMe#eCe cee@[ue Deewj ieefleefJeefOeÙeeW keâe
DevJes<eCe keâjles nQ Ùee keâesF& DeLe&hetCe& Øeespeskeäš keâe efvecee&Ce keâjles nw~ GheÙeesie efkeâÙee peelee nw~ pewmes meecetefnkeâ DevJes<eCe, efpeiemeeB, efJeÅeeLeea
efJeÅeeefLe&ÙeeW keâe Skeâ mecetn JÙeeKÙee hej ÛeÛee& keâjlee nQ Ùee efJeefYeVe šerce keâe GheueefyOe efJeYeepeve~
efJeÅeeueÙe kesâ efJeÅeeLeea Fbšjvesš hej efceuekeâj mee#eelkeâej keâjles nQ Ùes 165. Which is the correct way to define what story
oesveeW menÙeesieelcekeâ DeefOeiece keâe GoenjCe nw~ telling is?/ keâneveer keânves keâer Øeef›eâÙee keâes heefjYeeef<ele
keâjves keâe mener lejerkeâe keâewve mee nw?
163. Which of the following is a way to improve
(a) It is telling a story to everyone present there
story telling skills?
I. Physically familiar with the books and
Ùen JeneB ceewpeto nj efkeâmeer keâes Skeâ keâneveer yeleevee~
examples (Interpretation). (b) It is telling a story to people even when they
are not interested/Ùen Gve ueesieeW kesâ efueS Yeer Skeâ
II. Read the story throughly to know the
content well and to know the meaning of a keâneveer keân jne nw, peye Jes efoueÛemheer veneR ues jns nQ~
new word. (c) It is telling a story in order to show how
efvecveefueefKele ceW mes keâewve-mee keâneveer megveeves kesâ keâewMeue knowledgeable the teacher is/Ùen efoKeeves kesâ efueS
efkeâ efMe#ekeâ efkeâlevee %eeveer nw, Skeâ keâneveer yelee jne nw~
ceW megOeej keâjves keâe Skeâ lejerkeâe nw?
(d) It is telling a story to people who are willing
I. hegmlekeâ leLee GoenjCeeW (JÙeeKÙee) kesâ meeLe Yeeweflekeâ to listen/Ùen Gve ueeieeW keâes keâneveer yelee jne nw pees
™he mes heefjefÛele nesvee~ megveves kesâ efueS lewÙeej nQ~
II. efJe<eÙe-Jemleg keâes DeÛÚer lejn mes peeveves kesâ efueS DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
leLee efkeâmeer veS Meyo keâe DeLe& peeveves kesâ efueS Ans. (d) : keâneveer keânves keâer Øeef›eâÙee keâes heefjYeeef<ele keâjves keâe mener
keâneveer keâes DeÛÚer lejn mes heÌ{W~ lejerkeâe Ùen nw efkeâ Ùen Gve ueesieeW keâe keâneveer yelee jne nw pees megveves kesâ
(a) Both I and II/I leLee II oesveeW
efueS lewÙeej nes~
166. Which learning method allows face to face
(b) Only I/kesâJeue I
conversation and discussions using the
(c) Only II/kesâJeue II computers also?/keâewve-meer efMe#eCe heæefle keâchÙetšjeW
(d) Neither I nor II/ve lees I Deewj ve ner II keâe GheÙeesie keâjkesâ yeeleÛeerle Deewj ÛeÛee&DeeW keâe meecevee
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM keâjves keâer Devegceefle osleer nw?
Teaching Aptitude 142 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Collaborative learning/menÙeesiehetCe& efMe#ee (a) Only III/kesâJeue III (b) II and III/II leLee III
(b) Cooperative learning/menkeâejer efMe#ee (c) I, II and III/I, II leLee III (d) I and III/I leLee III
(c) Learner centred learning/efMe#eeLeea kesâefvõle efMe#ee DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(d) Learning centred learning/DeefOeiece kesâefvõle efMe#ee Ans. (c) : JemlegDeeW keâe ØeyevOe, DeLe&hetCe& efmLeefleÙeeW ceW keâeÙe& keâjvee
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM leLee efJeefYeVe lejerkeâeW mes efve™heCe keâjvee Fve meYeer lejerkeâeW keâe GheÙeesie
Ans. (a) : menÙeesiehetCe& DeefOeiece efJeefOe keâchÙetšjeW keâe GheÙeesie keâjkesâ efMe#ekeâ keâ#ee keâer heefjefmLeefle ceW keâj mekeâlee nw~
Deeceves-meeceves keâer yeeleÛeerle Deewj ÛeÛee&DeeW keâer Devegceefle osleer nw~ DeLee&led 169. efvecveefueefKele ceW mes keâewve iewj ceewefKekeâ mebÛeej keâer Skeâ
menÙeesiehetCe& DeefOeiece efJeefOe ceW mecetn kesâ meYeer efJeÅeeLeea Deeceves-meeceves efJeefOe nw ?
GheefmLele neskeâj Deehemeer mebJeeo kesâ Éeje Yeer DeefOeiece DevegYeJe Øeehle (a) keâ#ee ceW JÙeeKÙeeve osvee (b) meceeÛeej heef$ekeâeSB
keâj mekeâles nQ Deewj keâchÙetšj keâer meneÙelee mes ÛeÛee&DeeW ceW Yeeie ueskeâj
(c) FMeejW (d) heefjhe$e
Yeer DeefOeiece DevegYeJe Øeehle keâj mekeâles nQ~
DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
167. What is/are the advantages of Play-way method
of teaching in a classroom? Ans. (c) : FMeejs/mebkesâle iewj ceewefKekeâ mebÛeej keâer Skeâ efJeefOe nw~ iewj-ceewefKekeâ
keâ#ee ceW Kesue efJeefOe mes efMe#eCe kesâ keäÙee ueeYe nQ? mebÛeej Skeâ DeMeeefyokeâ mebÛeej nw~ DeMeeefyokeâ mebÛeej mebkesâleeW, FMeejeW, Ûesnjs kesâ
(I) Learning becomes natural, joyful and neJe-YeeJe, JÙeJenej Deeefo kesâ ceeOÙece mes mebÛeeefjle nesleer nw~
energizing experience/meerKevee mJeeYeeefJekeâ, 170. ______Úe$eeW keâes efJeëues<eCeelcekeâ Deewj mebÛeej keâewMeue
ceveesjbpekeâ Deewj mhetâe|leoeÙekeâ DevegYeJe yeve peelee nw~ efJekeâefmele keâjves kesâ efueS DeefOeiece kesâ DeJemej Øeoeve
(II) It provides scope to the children to fulfil keâjlee nw~
their physical, emotional and cognitive (a) mecetn-ÛeÛee& (b) ve=lÙe ØeefleÙeesefielee
needs/Ùen yeÛÛeeW keâes Gvekeâer Meejerefjkeâ,
(c) megyen keâer meYee (d) #es$e Ùee$eeSb
YeeJeveelcekeâ Deewj meb%eeveelcekeâ pe™jleeW keâes hetje
DSSSB PRT 30/03/2022 (Shift-III)
keâjves keâer iegbpeeFMe Øeoeve keâjlee nw~
Ans. (a) : mecetn ÛeÛee& Úe$eeW keâes efJeMues<eCeelcekeâ Deewj mebÛeej keâewMeue
(III) It helps to build healthy student-teacher
and student-student relationships efJekeâefmele keâjves kesâ efueS, DeefOeiece kesâ DeJemej Øeoeve keâjlee nw~ mecetn
Ùen mJemLe Úe$e-efMe#ekeâ Deewj Úe$e-Úe$e mecyevOeeW ÛeÛee& Úe$e kesâ peerJeve ceW Skeâ cenlJehetCe& Yetefcekeâe efveYeeleer nw~ keâ#ee ceW
keâes yeveeves ceW ceoo keâjlee nw~ mecetn ÛeÛee& ve kesâJeue Skeâ Úe$e kesâ meeceeefpekeâ keâewMeue kesâ efueS
(a) II and III/II Deewj III heâeÙeoscebo nesleer nw~ yeefukeâ Gvekesâ Mewef#ekeâ efJekeâeme Deewj meerKeves keâes Yeer
(b) I and III/I Deewj III
yeÌ{eJee oslee nw~ mecetn ÛeÛee& kesâ Éeje Úe$e Deheves peerJeve Mewueer ceW keâF&
(c) I and II/I Deewj II
Ûeer]pes meerKelee nw–
1. DeeueesÛeveelcekeâ meesÛe ceW Je=efæ
(d) I, II and III/ I, II Deewj III
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM 2. mecePeves ceW ceoo
Ans. (d) : keâ#ee ceW Kesue efJeefOe mes efMe#eCe kesâ efvecve ueeYe nQ– 3. mebÛeej keâewMeue ceW megOeej
• Ùen efJeefOe DeefOeiece keâes mJeeYeeefJekeâ, DeevevooeÙekeâ Deewj 4. hee"eW ceW ™efÛe
mHetâefle&Jeeve yeveelee nw~ 5. Øeeflehegef° Øeeefhle
• Ùen yeÛÛeeW keâes Gvekesâ Meejerefjkeâ, YeeJeveelcekeâ Deewj meb%eeveelcekeâ Ùen meYeer efyebog mecetn ÛeÛee& kesâ Devleie&le Úe$e Deheves peerJeve ceW meerKeles nw~
DeeJeMÙekeâleeDeeW keâes hetje keâjves kesâ efueS DeJemej GheueyOe keâjelee
nw~ (v) efMe#eCe meneÙekeâ meece«eer Deewj cetuÙeebkeâve
• Ùen efJeÅeeLeea–DeOÙeehekeâ Deewj efJeÅeeLeea-efJeÅeeLeea mecyevOeeW keâes megÂÌ{ leb$e (Teaching Aids and Evaluation
yeveelee nw~ System)
• yeÛÛes veÙes Kesue keâe me=peve keâj mekeâles nQ, Jes Kesue keâes Kesueves kesâ
efueS efveÙece yevee mekeâles nQ Deewj mJe: efveefce&le DevegMeemeve keâe 1. Which one of the following is not a feature of
keâÌ[eF& mes DeJeueeskeâve keâjles nQ~ 'Continuous and Comprehensive evaluation'?
168. Which of the following method of learning can ef vecveefueefKele ceW mes keäÙee ‘melele Deewj JÙeehekeâ cetuÙeebkeâve’
the teacher use in classroom situations? keâer Skeâ efJeMes<elee veneR nw?
I. Arrangement of goods (a) Formative evaluation is done informally using
II. Working in meaningful situations multiple techniques./jÛeveelcekeâ cetuÙeebkeâve
III. Representation in various ways. DeveewheÛeeefjkeâ ™he mes Deveskeâ lekeâveerkeâeW keâe ØeÙeesie keâjkesâ
efvecveefueefKele ceW mes DeefOeiece keâer keâewve-meer efJeefOe efMe#ekeâ efkeâÙee peelee nw~
keâ#ee keâer heefjefmLeefleÙeeW ceW GheÙeesie keâj mekeâlee nw? (b) Assessment of personal-social qualities is
done on the basis of indicators of assessment
I. JemlegDeeW keâe ØeyevOe and checklist./JewÙeefòeâkeâ-meeceeefpekeâ ieggCeeW keâe
II. DeLe&hetCe& efmLeefleÙeeW ceW keâeÙe& keâjvee Deekeâueve, Deekeâueve kesâ mebkesâlekeâeW Deewj peebÛe-metÛeer kesâ
III. efJeefYeVe lejerkeâeW mes efve™heCe DeeOeej hej efkeâÙee peelee nw~
Teaching Aptitude 143 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) Assessment of Scholastic areas is done is a keâes FkeâeF& hejer#eCe mes efkeâlevee ueeYe nesves keâer Gcceero nw Deewj Ùeesieelcekeâ
formal way only to arrive at reliable cetuÙeebkeâve ØeeÙe: FkeâeF& Ùee hee"Ÿe›eâce kesâ Deble ces ØeMeeefmele efkeâÙee peelee
decisions./Mewef#ekeâ #es$eeW keâe Deekeâueve kesâJeue nw Dele: Ùeesieelcekeâ Deekeâueve Deewj hetJee&vegceeefvekeâ hejer#eCe Yeer FkeâeF&-
efJeÕemeveerÙe efveCe&ÙeeW hej hengBÛeves kesâ efueS DeewheÛeeefjkeâ ™he hejer#eCe mes mecyeefvOele nQ hejvleg ceevekeâerke=âle GheueefyOe hejer#eCe FekeâF&-
mes efkeâÙee peelee nw~ hejer#eCe mes mecyeefvOe veneR nw keâÙeeWefkeâ Ùes hejer#eCe efJeMes<e efJe<eÙe #es$eeW ceW
(d) School based evaluation of students covers all efJeefMe° %eeve Deewj keâewMeue keâes ceeheles nw~
aspects of students' development./efJeÅeeefLe&ÙeeW kesâ
4. Which of the following is not example of
efJeÅeeueÙe DeeOeeefjle cetuÙeebkeâve ceW efJeÅeeefLe&ÙeeW kesâ efJekeâeme 'assessment of learning'?
kesâ meYeer henuet Meeefceue nesles nQ~ efvecveefueefKele ceW mes keäÙee ‘DeefOeiece kesâ Deekeâueve’ keâe
KVS TGT Maths 14/02/2023 (Shift-I) Skeâ GoenjCe veneR nw?
KVS PRT 26/02/2023 (Shift-I) (a) Scholarship examination/Úe$eJe=efòe hejer#ee
Ans. (c) : melele Deewj JÙeehekeâ cetuÙeebkeâve yeÛÛeeW kesâ mecegefÛele efJekeâeme keâe (b) Recruitment tests/Yeleea hejer#eCe
efvejblej Deewj efveÙeefcele Deekeâueve nw efpemeceW efJekeâeme kesâ meYeer henuegDeeW keâe (c) Assessment of homework/ie=nkeâeÙe& Deekeâueve
efJeefYeVe efJeefOeÙeeW Je GhekeâjCeeW Éeje JÙeehekeâ Deekeâueve efkeâÙee peelee nw~ Ùen (d) Annual examination/Jeeef<e&keâ hejer#ee
JewÙeefòeâkeâ meeceeefpekeâ iegCeeW keâe Deekeâueve nw pees Deekeâueve kesâ mebkesâlekeâeW Deewj KVS TGT Maths 14/02/2023 (Shift-I)
peeBÛe-metÛeer kesâ DeeOeej hej efkeâÙee peelee nw~ efJeÅeeefLe&ÙeeW kesâ efJeÅeeueÙe DeeOeeefjle KVS TGT Hindi 13/02/2023 (Shift-II)
Fme cetuÙeebkeâve ceW efJeÅeeefLe&ÙeeW kesâ efJekeâeme kesâ meYeer henuet Meeefceue nesles nQ~ Ans. (c) : ‘DeefOeiece keâe Deekeâueve’ cegKÙe ™he mes kegâÚ hetJe&efveOee&efjle
Dele: Mewef#ekeâ #es$eeW keâe Deekeâueve kesâJeue efJeÕemeveerÙe efveCe&ÙeeW hej hengBÛeves kesâ heefjCeeceeW Deewj ceevekeâeW kesâ efJehejerle efMe#eeLeea keâer GheueeefyOe hej kesâefvõle
efueS DeewheÛeeefjkeâ ™he mes efkeâÙee peelee nw; Ùen melele Deewj JÙeehekeâ cetuÙeebkeâve nw~ Fmes Ùeesieelcekeâ cetuÙeebkeâve Yeer keâne peelee nw~ ØeeÙe: efMe#ekeâ Fme
keâer Skeâ efJeMes<elee veneR nw~ Øekeâej keâe cetuÙeebkeâve FmekeâeF& Ùee me$e kesâ Deble ceW DeYÙeeefLe&ÙeeW keâes «es[
2. mketâueer efMe#ee ceW šer.Sue.Sce. keâe DeefYeØeeÙe efkeâmemes nw? Ùee jQkeâ osves kesâ efueS keâjles nQ~ Úe$eJe=efòe hejer#ee, Yeleea hejer#eCe leLee
(a) šerefÛebie - ueefveËie - cešsefjÙeue Jeeef<e&keâ hejer#ee; Ùes meYeer ‘DeefOeiece kesâ Deekeâueve’ kesâ GoenjCe nQ hejvleg
(b) šsefmšbie - ueefveËie - efceMeve «enkeâeÙe& Deekeâueve ‘DeefOeiece kesâ Deekeâueve’ keâe GoenjCe veneR nw~
(c) šskeäveesueespeer - ueefveËie - cees[ 5. Which one of the following is not a
(d) šerefÛebie - ueefveËie - efceMeve characteristic of 'Assessment for learning'?
KVS PRT 21/02/2023 (Shift-II)
ef vecveefueefKele ceW mes keäÙee ‘DeefOeiece kesâ efueS Deekeâueve’
Ans. (a) : mketâueer efMe#ee ceW šer] Sue] Sce] keâe DeefYeØeeÙe šerefÛebie- ueefveËie
keâer Skeâ efJeMes<ele veneR nw?
- cešsefjÙeue mes nw~ efMe#ekeâ efJeefYeVe meeceef«eÙeeW pewmes Ûeeš&, cee@[ue, efHeâuce (a) It is descriptive in nature/
- efmš^hme, Jeeref[ÙeeW efkeäuehe Deeefo keâe GheÙeesie Úe$eeW keâer meerKeves ceW ™efÛe Ùen JeCe&veelcekeâ Øeke=âefle keâer nesleer nw~
peeie=le keâjves Deewj GvnW efMe#eCe DeefOeiece Øeef›eâÙee ceW meef›eâÙee ™he mes (b) It expects students not to make errors/
mebueive jKeves kesâ efueS keâjles nQ, Fve meeceef«eÙeeW keâes 'TLM' Ùee ‘efMe#eCe Ùen Úe$eeW mes ieueleer ve keâjves keâer DeeMee keâjleer nw~
DeefOeiece meece«eer’ kesâ ™he ceW peevee peelee nw~ keâ#ee ceW šer] Sue] Sce] keâe (c) It provides for peer examination of their work
/Ùen Gvekesâ keâeÙeeX kesâ efueS menhee"er hejer#ee GheueyOe
GheÙeesie efJeÅeeefLe&ÙeeW keâes DeefOekeâ ØeYeeJeer {bie mes meerKeves ceW ceoo keâjves kesâ
keâjeleer nw~
efueS efkeâÙee peelee nw leLee Fmekeâe GheÙeesie efMe#ekeâ Éeje efMe#eCe -DeefOeiece
(d) It identifies areas of strengths and of need
keâer ØeYeeJeMeeruelee ceW megOeej kesâ efueS Yeer efkeâÙee peelee nw~ each student. /Ùen ØelÙeskeâ efJeÅeeLeea kesâ Øeyeue he#e Deewj
3. Which one the following is not associated with DeeJeMÙekeâlee Jeeues efJeÅeeefLe&ÙeeW kesâ henÛeeve keâjleer nw~
unit test?
KVS TGT English 2023
efvecveefueefKele ceW mew keäÙee FkeâeF&-hejer#eCe mes mebyebefOele veneR nw? KVS PRT 28/02/2023(Shfit-I)
(a) Standardized achievement tests KVS TGT Maths 14/02/2023 (Shift-I)
ceevekeâerke=âle GheueefyOe hejer#eCe KVS TGT Hindi 13/02/2023 (Shift II)
(b) Diagnostic tests/vewoeeefvekeâ hejer#eCe Ans. (b) : ‘DeefOeiece kesâ efueS Deekeâueve’ Deekeâueve Je cetuÙeebkeâve kesâ
(c) Summative assessment/Ùeesieelcekeâ Deekeâueve efvecee&CeJeeoer, jÛeveeJeeoer leLee efveoeveelcekeâ Øeke=âefle keâer Deesj mebkesâle
(d) Prognostic tests/hetJee&vegceeefvekeâ hejer#eCe keâjlee nw, efpemekesâ Devleie&le efJeÅeeLeea kesâ DeefOeiece GheueefyOe kesâ meeLe-
KVS TGT Maths 14/02/2023 (Shift-I) meeLe Gmekesâ meerKeves keâer Øeef›eâÙee hej efJeMes<e OÙeeve efoÙee peelee nw~ Ùen
KVS TGT Sansprit 14/02/2023 (Shift-II) yeleelee nw efkeâ efJeÅeeLeea keäÙee meerKelee nw; efkeâlevee meerKelee nw leLee kewâmes
Ans. (a) : FkeâeF& hejer#eCe Skeâ efJeMes<e FkeâeF& keâes efJeÅeeLeea kesâ meerKelee nw? Dele: Ùen JeCe&veelcekeâ Øeke=âefle keâe neslee nw SJeb Ùen ØelÙeskeâ
DeelcemeelkeâjCe Deewj Gme efJeMes<e FkeâeF& keâer efvehegCelee keâe hejer#eCe keâjves efJeÅeeLeea kesâ Øeyeue he#e Deewj DeeJeMÙekeâlee Jeeues efJeÅeeefLe&ÙeeW keâe henÛeeve
kesâ efueS efveÙeefcele hee"Ÿe›eâce kesâ oewjeve heÌ{eS peeves yeeo efveOee&efjle keâjlee nw, leLee Gvekesâ keâeÙeeX kesâ efueS menhee"er hejer#ee GheueyOe keâjelee
efkeâÙee peelee nw~ FkeâeF& hejer#eCe kesâ efJeefYeVe Deewj keâcepeesefjÙeeW keâe helee nw~ hejvleg Ùen Úe$eeW mes ieueleer ve keâjves keâer DeeMee keâjlee nw; Ùen
Ûeuelee nw Dele: Ùen vewoeefvekeâ hejer#eCe mes mecyeefvOele nw, Fmekesâ meeLe ner efJeMes<elee ‘DeefOeiece kesâ efueS Deekeâueve keâer vener nQ keäÙeeWefkeâ Fme
hetJee&vegceeefvekeâ hejer#eCe Éeje Ùen helee ueieeÙee peelee nw efkeâ efkeâmeer JÙeefòeâ Deekeâueve ceW Úe$eeW keâer ieueefleÙeeW keâe efveoeve efkeâÙee peelee nw~
Teaching Aptitude 144 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

6. What is the significance of instructional 9. In one of the class tests, most of your students
material in classroom ? achieved very low marks, which of the
keâ#ee cebs efMe#eCe meece«eer keâe keäÙee cenlJe nw? following test you will like to administer?
(a) Arouses curiosily/Fmemes Glmegkeâlee yeÌ{leer nw~ (a) Another achievement test
(b) Breaks monotony/Fmemes Skeâekeâerheve meceehle nesleer nw~ (b) Diagnostic test
(c) It is adminstrative requirement (c) Prognostic test
Ùen ØeMeemeefvekeâ Dehes#ee nw~ (d) Aptitude test
KVS TGT English 2023
(d) Enhence learning/Fmemes DeefOeiece ceW Je=efæ nesleer nw~
KVS PRT 25/02/2023 (Shift-II) Ans. (b) : Skeâ keâ#ee hejer #eCe ceW , Deehekes â DeefOekeâebMe Úe$eeW ves yengle
Ans. (d) : DeOÙeeheve kesâ oewjeve efkeâmeer DeJeOeejCee Ùee leLÙe keâes
Deb k eâ Øeehle ef k eâÙes lees Deehe Gvekeâe ef v eoeveelcekeâ hejer#eCe keâjvee ÛeenWies
mecePeeles meceÙe efMe#ekeâ efpeve-efpeve meeceef«eÙeeW keâe ØeÙeesie keâjlee nw Jen keäÙeeWefkeâ efveoeveelcekeâ hejer#eCe Éeje yeeuekeâ keâer DeefOeiece keâef"veeFÙeeW keâes
efMe#eCe meece«eer keânueeleer nw~ Fvekeâer meneÙelee mes DeOÙeÙeve keâes jesÛekeâ henÛeevekeâj GvnW otj keâjves kesâ efueS nj mebYeJe ØeÙeeme efkeâÙee peelee nw~
Je ØeYeeJehetCe& yeveeÙee pee mekeâlee nw~ efMe#eCe meece«eer kesâ Éeje yeeuekeâeW kesâ Note- DeeÙeesie ves Fmekeâe Gòej efJekeâuhe (a) keâes mener ceevee nw peyeefkeâ
DeefOeiece ceW Je=efæ nesleer nw leLee meerKee ieÙee %eeve uecyes meceÙe lekeâ Gvekeâer Fmekeâe mener Gòej efJekeâuhe (b) nw~
mce=efle ceW megÂ{Ì jnlee nw~ Ùen efMe#ekeâ kesâ meceÙe Je Tpee& oesveeW keâer yeÛele 10.
The best rationale for use of A-V aids lies in the
keâjleer nw leLee Úe$eeW keâes DeOÙeÙeve ceW meef›eâÙe yeveeS jKeleer nw~ fact that it:
7. What is the significance of 'Feedback' system (a) is just other way of doing things
in classroom ? (b) makes learning concrete
keâ#ee ceW ‘Øeeflehegef°’ keâer keäÙee meeLe&keâlee nw ? (c) activates our two senses
(a) It is part of Administrative requirement (d) facilitates teaching-learning
Ùen ØeMeemeefvekeâ Dehes#ee keâe DebMe nw~ KVS TGT English 2023
(b) To inform parents about learning levels of KVS TGT Sanskrit 14/02/2023 (Shift-II)
children/yeeuekeâeW kesâ DeefOeiece mlej kesâ yeejs ceW Ans. (c) : ßeJÙe-ÂMÙe meece«eer keâe ØeÙeesie keâjves keâe meJe&ßes‰ lekeâe&Oeej
DeefYeYeeJekeâeW keâes metefÛele keâjvee~ Ùen nw efkeâ Ùen %eevesefvõÙeeW keâes meef›eâÙe keâjlee nw~ ßeJÙe-ÂMÙe meneÙekeâ
(c) Scope for introspection and further meece«eer Ssmes GhekeâjCe nQ efpevekeâe GheÙeesie keâ#ee ceW DeefOeiece keâer Øeef›eâÙee
improvement/Deelceefvejer#eCe Deewj De«eslej megOeej keâer keâes Øeeslmeeefnle keâjves kesâ efueS efkeâÙee peelee nw~ Ùen mhe° ™he mes DeLe&
iegbpeeFMe~ JÙeòeâ keâjves ceW ceoo keâjleer nQ leLee ÛeerpeeW keâes uebyes meceÙe lekeâ Ùeeo
(d) To approve school grants jKeves ceW ceoo keâjleer nQ~ ßeJÙe ÂMÙe meece«eer Gve Úe$eeW kesâ efueS
efJeÅeeueÙe kesâ Devegoeve keâes mJeerke=âle keâjvee~ DeefOekeâ GheÙeesieer nw pees Oeerceer ieefle mes meerKeves Jeeues nQ keäÙeesefkeâ Fvekesâ
KVS PRT 25/02/2023 (Shift-II) Éeje Jes leLÙeeW keâes DeefOekeâ meceÙe lekeâ Ùeeo keâjkesâ Deheves FefvõÙe DebieeW
KVS PRT 22/02/2023 (Shfit-II) keâe GheÙeesie keâjkesâ meerKeWieW~
Ans. (c) : keâ#ee ceW Øeeflehegef° keâe leelheÙe& nw efkeâmeer efJeefMe° efMe#eCe GösMÙe 11. Which one of the following is not an objective
kesâ mevoYe& cebs Úe$e-Úe$eeDeeW keâes Gvekesâ ØeoMe&ve keâer peevekeâejer osvee Deewj Fme of 'Continuous and comprehensive evaluation'?
yeejs ceW Gvekeâe ceeie&oMe&ve keâjvee efkeâ Jes efkeâme lejn FmeceW megOeej keâj mekeâles nQ efvecveefueefKele ceW mes keäÙee ‘melele Deewj JÙeheekeâ cetuÙeebkeâve’
Ùee Deeies yeÌ{ mekeâles nQ~ Dele: keâ#ee ceW Øeeflehegef° keâer meeLe&keâlee keâe DeeMeÙe keâe Skeâ GösMÙe veneR nw?
Deelceefvejer#eCe Deewj De«eslej megOeej keâer iegbpeeFMe mes nw~ (a) To use evaluation as a device to bridge gap
8. What is 'Formative assessment' ? between actual and desired performance/
‘efvecee&Ceelcekeâ cetuÙeebkeâve’ keäÙee nw ? JeemleefJekeâ Deewj JeebefÚle ØeoMe&ve kesâ yeerÛe keâer otjer keâce
(a) Evalution at the end of academic session keâjves kesâ Skeâ GhekeâjCe kesâ ™he ceW cetuÙeebkeâve keâe ØeÙeesie
Mew#eefCekeâ me$e kesâ Deble ceW cetuÙeebkeâve~ keâjvee ~
(b) Paper -pencil test/keâeiepe-heWefmeue hejer#eCe (b) To make memorization as basis of all
(c) Evaluation of reegular and periodical basis learning/mcejCe keâes meYeer DeefOeiece keâe DeeOeej yeveevee
efveÙeefcele Deewj meeJeefOekeâ DeeOeej hej cetuÙeebkeâve (c) To take appropriate decisions about the
student, the process of learning and learning
(d) MCO Test/yengefJekeâuheerÙe ØeMve hejer#eCe
environment/Úe$e Éeje meerKeves keâer Øeef›eâÙee Deewj
KVS PRT 25/02/2023 (Shift-II) meerKeves keâer Øeef›eâÙee Deewj meerKeves kesâ ceenewue kesâ yeejs ceW
Ans. (c) : efvecee&Ceelcekeâ cetuÙeebkeâve Ùee jÛeveelcekeâ cetuÙeebkeâve hetjs GefÛele efveCe&Ùe uesvee~
efMe#eCe me$e ceW Ûeueves Jeeueer Øeef›eâÙee nw, efpememes Fme leLÙe keâe efveOee&jCe (d) To help develop cognitive, psychomotor and
efkeâÙee peelee nw efkeâ efkeâmeer efveef§ele keâeÙe& keâes hetCe& keâjves ceW Úe$e ves affective aspects of students' personality/
efkeâleveer Øeieefle keâer nw~ FmeceW efveÙeefcele Deewj meeJeeefOekeâ DeeOeej hej efJeÅeeefLe&ÙeeW kesâ JÙeefòeâlJe kesâ meb%eeveelcekeâ, ceveesØesjkeâ
cetuÙeebkeâve efkeâÙee peelee nw~ FmeceW efveÙeefcele JeCe&veelcekeâ Øeeflehegef°, (meeFkeâesceesšj) Deewj YeeJeelcekeâ henuegDeeW keâes efJekeâefmele
efMe#eeLeea Éeje Deheves efve<heeove hej ceveve keâjves keâe Skeâ DeJemej, keâjves ceW meneÙelee keâjvee~
meueen uesvee Deewj GmeceW megOeej keâjvee Meeefceue nw~ KVS TGT Sanskrit 14/02/2023 (Shift-II)
Teaching Aptitude 145 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : mcejCe keâes meYeer DeefOeiece keâe DeeOeej yeveevee ‘melele Deewj Ans. (b) : Skeâ DeOÙeehekeâ Úe$eeW mes Skeâ oer ngF& keâneveer keâe meej
JÙeehekeâ cetuÙeebkeâve’ keâe GösMÙe veneR nw~ melele SJeb JÙeehekeâ cetuÙeebkeâve efueKeves kesâ efueS keânlee nw~ Jen Úe$eeW kesâ yeesOe keâe hejer#eCe keâj jne
yeÛÛeeW kesâ mecegefÛele efJekeâeme keâe efvejblej Deewj efveÙeefcele Deekeâueve nw nw~ yeesOe Jen Mewef#ekeâ GösMÙe nw efpemekesâ Debleie&le yeeuekeâ keâes pees %eeve
efpemeceW efJekeâeme kesâ meYeer henuegDeeW keâe efJeefYeVe efJeefOeÙeeW Je GhejkeâjCeeW efoÙee peelee nw Gme %eeve kesâ Øeefle Gmekeâer mecePe keâes efJekeâefmele efkeâÙee
Éeje JÙeehekeâ Deekeâueve efkeâÙee peelee nw~ FmeceW efJeÅeeLeea keâes DeefOeiece peelee nw Deewj DeOÙeehekeâ peye yeÛÛeeW mes keâneveer keâe meej efueKeves kesâ
Øeef›eâÙee Deewj DeefOeiece keâe DeeOeej yeveeÙee peelee nw~ Ùen efJeÅeeefLe&ÙeeW kesâ efueS keânsiee lees Fme Øekeâej Jen Gvekeâer mecePe, keâneveer kesâ meYeer
JÙefòeâlJe kesâ meb%eeveelcekeâ, ceveesØesjkeâ Deewj YeeJeelcekeâ henuegDeeW keâes henuegDeeW kesâ Øeefle Gvekesâ %eeve keâe hejer#eCe keâjsiee~
efJekeâefmele keâjves ceW meneÙelee keâjlee nw~ Fme cetuÙeebkeâve keâe ØeÙeesie 15. Quantitative data can be best analyzed using:
JeemleefJekeâ Deewj JeebefÚle ØeoMe&ve kesâ yeerÛe keâer otjer keâce keâjves kesâ Skeâ efkeâmekeâe ØeÙeesie keâjkesâ cee$eelcekeâ [eše keâe meJeexòece
GhekeâjCe kesâ ™he ceW efkeâÙee peelee nw~ efJeMues<eCe efkeâÙee pee mekeâlee nw?
12. Diagnostic and formative assessments are two (a) Assignments/oòe keâeÙe& (SmeeFceWš)
phases of_________. (b) Questionnaires/ØeMveeJeefueÙeeB
vewoeefvekeâ Deewj jÛeveelcekeâ Deekeâueve________ kesâ oes (c) Projects/heefjÙeespeveeSB
ÛejCe nw~
(d) Portfolios/heesš&heâesefueÙees
(a) Assessment of learning/DeefOeiece keâe Deekeâueve
KVT TGT Hindi 13/02/2023 (Shift-II)
(b) Assessment of quality/DeefOeiece kesâ ™he ceW Deekeâueve
ØeMeveeJeefueÙeeW keâe ØeÙeesie keâjkesâ cee$eelcekeâ [eše keâe
Ans. (b) :
(c) Assessment of quality of TLM
meJeexòece efJeMues<eCe efkeâÙee pee mekeâlee nw keäÙeeWefkeâ Ùes ØeYeeJeer leLee yeveeves
šer Sue Sce keâer iegCeJeòee keâe Deekeâueve Je efJeleefjle keâjves ceW Dehes#eeke=âle Deemeeve nesleer nQ~ Ùes MeesOe Øekeâej
(d) Assessment for learning
GheÙeesie keâlee&DeeW Deewj «eenkeâeW mes ienve Øeefleef›eâÙee Skeâ$e keâjves kesâ efueS
DeefOeiece kesâ efueS Deekeâueve GheÙeesieer nQ, efJeMes<e ™he mes Ùen helee ueieeves kesâ efueS efkeâ ueesie efkeâmeer
KVS TGT Sanskrit 14/02/2023 (Shift-II) efveef§ele, Glheeove, mesJee Ùee DevegYeJe kesâ yeejs ceW kewâmee cenmetme keâjles nQ~
KVS PRT 28/02/2023 (Shift-II)
Ans. (d) : vewoeefvekeâ Deewj jÛeveelcekeâ Deekeâueve DeefOeiece kesâ efueS 16. Which one of the following is not
characteristic of a good tool of evaluation?
a
Deekeâueve kesâ oes ÛejCe nQ~ DeefOeiece kesâ efueS Deekeâueve efMe#eeLeea kesâ efvecveefueefKele ceWs mes keäÙee cetuÙeebkeâve kesâ Skeâ DeÛÚs
%eeve, mecePe, keâewMeue Deewj cetuÙeeW keâes efJekeâefmele keâjves kesâ efueS Skeâ GhekeâjCe keâer efJeMes<elee veneR nw?
GhekeâjCe kesâ ™he ceW GheÙeesie keâjves ceW ceoo keâjlee nw efpememes Jes Deheves
(a) Reliability/efJeÕemeveerÙelee
JÙeJenej ceW Øeefleefyebefyele keâjves ceW me#ece nesles nQ~ Ùen Úe$eeW keâer
(b) Incomprehensilibity/DeyeesOeiecÙelee
#eceleeDeeW, DeeJeMÙekeâleeDeeW keâes OÙeeve ceW jKelee nw~
(c) Validity/JewOelee
13. In education process which one of the following
is difficult to evaluate? (d) Objectivity/Jemlegefve‰lee
efMe#ee kesâ Øe›eâce ceW efvecveebefkeâle ceW mes efkeâmekeâe cetuÙeebkeâve KVT TGT Hindi 13/02/2023 (Shift-II)
keâjvee keâef"ve nw? Ans. (b) : cetuÙeebkeâve Jen Øeef›eâÙee nw efpemekesâ DeeOeej hej nce efkeâmeer
(a) Teaching methods/efMe#eCe efJeefOeÙeeB Úe$e kesâ %eeve keâe Deekeâueve keâjles nQ~ Fmekeâer efJeMes<eleeDeeW ceW →
(b) Content/efJe<eÙeJemleg efJeÕemeveerÙelee, JewOelee, Jemlegefve‰e, JÙeJeneefjkeâlee JÙeehekeâlee, ›eâce
(c) Attitudes and values/OeejCeeSB Deewj cetuÙe
yeælee; Ùes meYeer Meeefceue nQ hejvleg DeyeesOeiecÙelee cetuÙeebkeâve kesâ Skeâ
DeÛÚs GhekeâjCe keâer efJeMes<elee veneR nw~
(d) Physical fitness/Meejerefjkeâ mJemLelee
KVS TGT Science 12/02/2023 (Shift-II) 17. Learning in classrooms enhances by :
keâ#eeDeeW ceW DeefOeiece keâe efJekeâeme efvecveebefkeâle ceW mes
Ans. (c) : efMe#ee kesâ Øe›eâce ceW OeejCeeSB Je cetuÙe keâe cetuÙeebkeâve keâjvee
keâef"ve nw keäÙeeWefkeâ cetuÙe Decetle& Je heefjJele&veMeerue nesles nQ leLee OeejCeeDeeW efkeâmemes neslee nw ?
keâe kesâJeue Devegceeve ueieeÙee pee mekeâlee nQ Dele: Fme efmLeefleÙeeW ceW (a) Use of A.V. Aids/ßeJÙe-ÂMÙe GhekeâjCeeW keâe ØeÙeesie
Fvekeâe cetuÙeebkeâve Deemeeveer mes keâj heevee mebYeJe veneR nw~ (b) Use of Black Boards/yuewkeâ yees[& keâe GheÙeesie
(c) Lecture method/JÙeeKÙeeve efJeefOe
14. A teacher asks students to write summary of a
given story. Which educational objective she/he (d) Questioning techique/he=ÛÚe lekeâveerkeâ
is testing? KVS PRT 22/02/2023 (Shift-II)
Skeâ DeOÙeehekeâ Úe$eeW mes Skeâ oer ngF& keâneveer keâe meej KVS PRT 21/02/2023 (Shift-I)
efueKeves kesâ efueS keânlee nw~ Jen efkeâme Mewef#ekeâ GösMÙe keâe keâ#eeDeeW ceW DeefOeiece keâe efJekeâeme ßeJÙe-ÂMÙe GhekeâjCeeW
Ans. (a) :
hejer#eCe keâj jne nw? keâe ØeÙeesie keâjkesâ neslee nw~ ßeJÙe-ÂMÙe GhekeâjCeeW kesâ GheÙeesie mes Úe$eeW
(a) Knowledge/%eeve keâes DeJeOeejCeeDeeW Je efJeÛeejeW keâes yesnlej {bie mes mecePeves ceW ceoo
(b) Comprehension/yeesOe efceueleer nw~ FmeceW Je=òe efÛe$e Jeeref[ÙeeW Deewj efÛe$e Meeefceue nw pees Úe$eeW
(c) Synthesis/mebMues<eCe keâes efkeâmeer efJe<eÙe kesâ yeejs ceW JÙeehekeâ Âef°keâesCe Øeehle keâjves ceW ceoo
(d) Analysis/efJeMues<eCe keâjles nQ efpememes Úe$e efJe<eÙe mes mebyebefOele DeJeOeejCeeDeeW keâes mece«e ™he
KVT TGT Hindi 13/02/2023 (Shift-II) mes mecePeves ceW me#ece nes mekeâles nw~
Teaching Aptitude 146 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

18. The main purpose of assessment in school is: (b) Peer assessment helps students develop skills
mketâueeW ceW Deekeâueve keâe cegKÙe ØeÙeespeve nw ? in meta-cognition/menhee"er Deekeâueve efJeÅeeefLe&ÙeeW keâes
(a) To gauge levels of learning and remediation men-meb%eeve (Meta-Cognition) ceW keâewMeue efJekeâefmele
DeefOeiece mlejeW keâer peeBÛe keâjvee Deewj GheÛeej keâjves ceW meneÙelee keâjlee nw
(b) To measure understanding level of the subject (c) Through peer assessment students learn to
efJe<eÙe keâer mecePe kesâ mlej keâe ceeheve give and receive constructive feedback/
(c) To assess knowledge level menhee"er Deekeâueve kesâ ceeOÙece mes efJeÅeeLeea jÛeveelcekeâ
%eeve kesâ mlej keâe cetuÙeebkeâve heâer[yewkeâ osvee Deewj Øeehle keâjvee meerKe uesles nQ
(d) To know the attitude/DeefYeJe=efòe keâes peevevee (d) Through peer assessment students practice the
KVS PRT 22/02/2023 (Shift-I) concepts and skills explicitly/menhee"er Deekeâueve
Ans. (b) : efJeÅeeueÙe cetuÙeebkeâve Skeâ jÛeveelcekeâ Øeef›eâÙee nw pees kesâ ceeOÙece mes efJeÅeeLeea mebkeâuheveeDeeW Deewj keâewMeueeW keâe
efJeÅeeueÙeeW keâes Deheves ØeoMe&ve keâer meceer#ee keâjves Deewj MeefòeâÙeeW leLee mhe°leÙee DeYÙeeme keâjles nQ~
meHeâueleeDeeW kesâ meeLe-meeLe efJekeâeme kesâ mebYeeefJele #es$eeW keâer henÛeeve KVS PRT 28/02/2023 (Shift-II)
keâjves ceW me#ece yeveeleer nw~ mketâueeW ceW Deekeâueve keâe cegKÙe ØeÙeespeve Ans. (b) : menhee"er Deekeâueve efJeÅeeefLe&ÙeeW keâes men-meb%eeve ceW keâewMeue
efJe<eÙe keâer mecePe kesâ mlej keâe ceeheve keâjvee nQ~
efJekeâefmele keâjves ceW meneÙelee keâjlee nw Ùen keâLeve mener veneR nw keâÙeeWefkeâ
19. What is meant by instructional material/
menhee"er Deekeâueve Skeâ ØeYeeJeer menÙeesielcekeâ efMe#eCe jCeveerefle nw pees
DevegosMeelcekeâ meece«eer cetuele: keäÙee nw? Úe$eeW keâes mecetn keâeÙe& ceW menkeâefce&ÙeeW Éeje efkeâS ieS Ùeesieoeve hej
(a) It is Teaching and learning material used in
classroom/Ùen keâ#ee ceW ØeÙegòeâ efMe#eCe DeefOeiece meece«eer nw
efJeÛeej keâjves kesâ efueS keânleer nw~ menhee"er Deekeâueve kesâ Éeje efJeÅeeLeea
mebkeâuheveeDeeW Deewj keâewMeueeW keâe mhe°leÙe: DeYÙeeme keâjles nQ, jÛeveelcekeâ
(b) Computer software/keâchÙetšj mee@HeäšJesÙej
Heâer[yewkeâ osvee Deewj Øeehle keâjvee meerKeles nQ leLee Ùen efJeÅeeefLe&ÙeeW keâes
(c) Hardware/ne[&JesÙej
Deheves DeefOeiece keâes cepeyetle yeveeves ceW meneÙelee keâjlee nw~
(d) Testing material/hejer#eCe meece«eer
KVS PRT 22/02/2023 (Shift-I) 22. Which one is not a function of achievement
test/efvecveefueefKele ceW mes keäÙee Skeâ mebØeeefhle hejer#eCe keâe
Ans. (a) : DeOÙeehekeâ efkeâmeer Yeer keâ#ee ceW efpeve JemlegDeeW kesâ ceeOÙece
mes efJeÅeeefLe&ÙeeW keâes efveoxMe oslee nw Jes meYeer DevegosMeelcekeâ meece«eer keâeÙe& veneR nw?
keânueeleer nw~ Dele: DevegosMeelcekeâ meece«eer cetuele: keâ#ee ceW ØeÙegòeâ (a) Knowing to what extent the student has
efMe#eCe DeefOeiece meece«eer nw~ hee"Ÿe›eâce meboefMe&keâe keâes Skeâ acquired knowledge in a topic/Ùen peeveevee efkeâ
DevegosMeeelcekeâ meece«eer kesâ ™he ceW peevee peelee nw~ Úe$e ves efkeâme meercee lekeâ efkeâmeer efJe<eÙe keâe %eeve Øeehle
20. What essential quality of teacher school be efkeâÙee nw
assessed during interview? (b) Comparing achievement among students
mee#eelkeâej kesâ oewjeve DeOÙeehekeâ ceW efvecveebefkeâle ceW mes regarding acquisition of knowledge/%eeve Depe&ve
efkeâme iegCeJeòee keâe cetuÙeebkeâve efkeâÙee peevee ÛeeefnS? kesâ mebyebOe ceW Úe$eeW kesâ yeerÛe mebØeeefhle keâer leguevee keâjvee
(a) subject knowledge and sense of humour (c) Diagnosing learning difficulties/DeefOeiece
efJe<eÙe keâe %eeve Deewj nemÙe efJeveeso YeeJe keâef"veeFÙeeW keâe efveoeve keâjvee
(b) Good communication and critical thinking
(d) Predicting future success levels/YeeJeer meheâuelee
Gòece mebØes<eCe Deewj meceeueesÛeveelcekeâ efÛebleve
mlejeW keâer YeefJe<ÙeJeeCeer keâjvee
(c) Patience/OewÙe&
KVS PRT 28/02/2023 (Shift-II)
(d) Interest in teaching/DeOÙeeheve ceW ™efÛe
KVS PRT 22/02/2023 (Shift-I) Ans. (d) : mebØeeefhle hejer#eCe Jes hejer#eeSB nQ efpevekeâer meneÙelee mes
Ans. (b) : mee#eelkeâej kesâ oewjeve Skeâ DeOÙeehekeâ ceW Gòece mebØes<eCe efJeÅeeueÙe ceW heÌ{eÙes peeves Jeeues efJe<eÙeeW Deewj efmeKeeF& peeves Jeeueer
Deewj meceeueesÛeveelkeâ efÛebleve pewmeer iegCeJeòee keâe cetuÙeebkeâve efkeâÙee peelee keg â MeueleeDeeW ceW Úe$eeW keâer meHeâuelee Ùee GheueeefyOe keâe %eeve Øeehle efkeâÙee
ÛeeefnS keäÙeeWefkeâ Ùeefo DeOÙeehekeâ ceW Gòece mebØes<eCe keâe iegCe nesiee leYeer peelee nw~ mebØeefhle hejer#eCe kesâ keâeÙe& efvecve nQ →
Jen Skeâ Gòece YeeJe Je efJeÛeej keâes Deheves efJeÅeeefLe&ÙeeW kesâ mece#e Øemlegle µ %eeve Depe&ve kesâ mebyebOe cebs Úe$eeW kesâ yeerÛe mebØeeefhle keâer leguevee keâjvee~
keâj heeÙesiee leLee Ùeefo DeOÙeehekeâ ceW meceeueesÛeveelcekeâ efÛebleve keâe iegCe µ Ùen helee ueieevee efkeâ Úe$e ves efkeâme meercee lekeâ efkeâmeer efJe<eÙe keâe
nesiee lees Jen Deheves efJeÅeeefLe&ÙeeW keâes jÛeveelcekeâ, keâuheeveeMeerue leLee %eeve Øeehle efkeâÙee nw~
me=peveMeerue keâeÙeex keâe DeefOeiece keâjeves ceW efvehegCe nesiee~ pees efkeâ Skeâ
µ DeefOeiece keâef"veeFÙeeW keâe efveoeve keâjvee~
yeeuekeâ kesâ efJekeâeme ceW cenlJehetCe& Yetefcekeâe efveYeelee nw~
21. Which of the following statements is not true/
µ Úe$eeW keâe ÙeesiÙeleevegmeej efJeYeepeve Lee JeieeakeâjCe keâjvee~
efvecveefueefKele ceW mes keâewve-mee keâLeve mener veneR nw? µ DeOÙeehekeâeW kesâ efMe#eCe keâewMeue keâer pee@Ûe keâjvee~
(a) Peer assessment helps students to consolidate µ keâ#ee ceW efJeÅeeefLe&ÙeeW keâes Øeieefle Øeoeve keâjvee~
their learning/menhee"er Deekeâueve efJeÅeeefLe&ÙeeW keâes Deheves Dele: YeeJeer meHeâuelee mlejeW keâer YeefJe<ÙeJeeCeer keâjvee mebØeeefhle hejer#eCe
DeefOeiece keâes cepeyetle yeveeves ceW meneÙelee keâjlee nw keâe keâeÙe& veneR nw~
Teaching Aptitude 147 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

23. Teacher made tests are characterized by/kesâ (a) Check list/peeBÛe metÛeer
Éeje, DeOÙeehekeâ Éeje yeveeS ieS hejer#eCe keâer efJeMes<elee (b) Rating scale/jsefšbie mkesâue
keâe helee Ûeuelee nw- (c) Questionnaire/ØeMveeJeueer
(a) Their scope for unlimited comparisons and (d) Portfolio/heesš&heâesefueÙees
interpretations/Demeerefcele legueveeDeeW Deewj JÙeeKÙeeDeeW KVS PRT 28/02/2023 (Shift-I)
kesâ efueS Gvekesâ #es$e Ans. (b) : Skeâ DeOÙeehekeâ Kejeye, meblees<epevekeâ, Deewmele yengle DeÛÚe
(b) Their scope for covering as many Deewj Glke=â° pewmes iegCeelcekeâ MeyoeW ceW efJeÅeeefLe&ÙeeW kesâ keâeÙe& efve<heeove keâe
competencies as possible/ÙeLee mebYeJe o#eleeDeeW keâes efJeMues<eCe keâj jne nw Jen jsefšbie mkesâue GvekeâjCe keâe ØeÙeesie keâj jne
keâJej keâjves kesâ efueS Gvekesâ #es$e nw~ jsefšbie mkesâue GhekeâjCe Éeje efkeâmeer JÙeefòeâ keâer JÙeJenej mebyebOeer
(c) Their merit as a learning exercise to motivate efJeMes<eleeDeeW kesâ yeejs ceW peevekeâejer Fkeâªe keâjves kesâ efueS ceevekeâerke=âle
students to develop good habits/efJeÅeeefLe&ÙeeW ceW Øee™he Øeoeve efkeâÙee peelee nQ~
DeÛÚer DeeoleW efJekeâefmele keâjves nsleg DeefYeØesefjle keâjves mebyebOeer 26. Which one of the following is not an assessment
DeefOeiece DeYÙeeme kesâ ™he ceW Gvekesâ iegCe-oes<e strategy employed in constructivism?
(d) Uniform directions/Skeâ meceeve efveoxMeve efvecveefueefKele ceW mes keâewve mee mebjÛeveeJeeo ceW efveÙeesefpele
KVS PRT 28/02/2023 (Shift-II) cetuÙeebkeâve jCeveerefle veneR nw ?
Ans. (c) : efJeÅeeefLe&ÙeeW ceW DeÛÚer DeeoleW efJekeâefmele keâjves nsleg DeefYeØesefjle (a) Oral discussion/ceewefKekeâ ÛeÛee&
keâjves mebyebOeer DeefOeiece DeYÙeeme kesâ ™he ceW Gvekesâ iegCe-oes<e kesâ Éeje (b) Mind mapping/ceveesoMee ceeveefÛe$eCe
DeOÙeehekeâ Éeje yeveeS ieS hejer#eCe keâer efJeMes<elee keâe helee Ûeuelee nw keäÙeeWefkeâ (c) Unit tests/FkeâeF& hejer#eCe
hejer#eCe keâe GösMÙe ner efJeÅeeefLe&ÙeeW kesâ iegCe-oes<eeW keâe helee ueieekeâj GefÛele (d) Hands on activities/nmle ef›eâÙeeSB
efveoeve keâjvee neslee nw efpememes GveceW DeÛÚs iegCeeW keâe efJekeâeme nes mekesâ~ KVS PRT 28/02/2023 (Shift-I)
24. Which of the following statements is not true? Ans. (c) : Skeâ jÛeveelcekeâ DeefOeiece keâer efmLeefle ceW Øeef›eâÙee Glheeo keâer
efvecveefueefKele ceW mes keâewve-mee keâLeve mener veneR nw? lejn ner cenlJehettCe& nw~ Ùen Deekeâueve ceW kesâJeue hejer#eCeeW hej DeeOeeefjle
(a) Self assessment helps students to reflect on veneR nw yeefukeâ Úe$eeW kesâ keâece keâe DeJeueeskeâve Yeer nw, Jes kewâmes yeeleÛeerle
their own learning./mJe-Deekeâueve Úe$eeW keâes Gvekesâ mJeÙeb keâjles nQ, kewâmes Jes efkeâmeer efJe<eÙe hej efve<keâ<e& efvekeâeueles nQ~
kesâ DeefOeiece hej ØekeâeMe [eueves ceW meneÙelee keâjlee nw~ mebjÛeveelcekeâ Deekeâueve jCeveerefleÙeeW ceW efvecve keâeÙe&veerefle keâes Meefceue
(b) Self assessment helps students develop skill efkeâÙee ieÙee nw–
in meta-cognition./mJe-Deekeâueve Úe$eeW keâer men- ceewefKekeâ ÛeÛee&–efJe<eÙe hej Kegueer ÛeÛee& kesâ efueS efMe#ekeâ yuewkeâyees[&
meb%eeve (meta-Cognition) ceW keâewMeue efJekeâefmele keâjves kesâ Yeeie uesles nQ lees Jen JÙeefòeâiele Úe$eeW kesâ ØeoMe&ve keâes osKelee nw~
ceW meneÙelee keâjlee nw~ ceveesoMee ceeveefÛe$eCe–FmeceW Úe$e Skeâ efJe<eÙe mes mebyebefOele
(c) Self assessment helps students to consolidate
their learning through interaction./mJe Deekeâueve
DeJeOeejCeeDeeW Deewj efJeÛeejeW keâes metÛeeryeæ Deewj Jeieeake=âle keâjles nQ~
Úe$eeW keâer heejmheefjkeâ ef›eâÙee kesâ ceeOÙece mes Deheves DeefOeiece nmle ef›eâÙeeSB–nmle ieefleefJeefOeÙeeW kesâ ceeOÙece mes Úe$eeW keâes heÙee&JejCe
keâes megÂÌ{ yeveeves ceW meneÙelee keâjlee nw~ kesâ meeLe Deble ef›eâÙee keâjves Ùee efkeâmeer meece«eer ceW nsj-Hesâj jeskeâves kesâ efueS
(d) Self assessment helps students become
Øeeslmeeefnle efkeâÙee peelee nw~
independent./mJe Deekeâueve Úe$eeW keâes Deelce efveYe&j Dele: FkeâeF& hejer#eCe mebjÛeveeJeeo ceW efveÙeesefpele cetuÙeebkeâve jCeveerefle veneR nw~
yeveves ceW meneÙelee keâjlee nw~ 27. Which one of the following is correct?
KVS PRT 28/02/2023 (Shift-I) efvecveefueefKele ceW mes keâewve-mee keâLeve mener nw?
Ans. (c) : mJe-cetuÙeebkeâve Deheveer #eceleeDeeW Deewj DemeHeâueleeDeeW keâe (a) Evaluation is a process of quantifying a given
phenomena./cetuÙeebkeâve Skeâ efoS ieS heefjÂMÙe keâes
cetuÙeebkeâve nw~ Ùen Úe$eeW keâes Gvekesâ mJeÙeb kesâ DeefOeiece hej ØekeâeMe
[eueves ceW meneÙelee keâjlee nw leLee Úe$eeW keâer men-meb%eeve ceW keâewMeue heef jceeCe yeleeves keâer Skeâ Øeef›eâÙee nw~
(b) Evaluation is a process by which information
efJekeâefmele keâjves ceW meneÙelee keâjlee nw~ mJe cetuÙeebkeâve Úe$eeW keâes is obtained relative to a known
DeelceefveYe&j yeveves ceW meneÙelee keâjlee nw~ hejvleg mJe Deekeâueve Úe$eeW keâer objective./cetuÙeebkeâve Skeâ Øeef›eâÙee nw efpemekesâ Éeje Skeâ
heejmheefjkeâ ef›eâÙee kesâ ceeOÙece mes Deheves DeefOeiece keâes megÂÌ{ yeveeves cebs %eele GösMÙe kesâ meehes#e peevekeâejer Øeehle keâer peeleer nw~
meneÙelee keâjlee nw, Ùen keâLeve mener veneR nw keäÙeeWefkeâ Ùen keâLeve (c) Evaluation refers to value judgement made on
menkeâceea cetuÙeebkeâve keâer efJeMes<elee keâes oMee&lee nw~ a phenomena based on both qualitative and
25. A is analyzing the performance of students in quantitative informations./cetuÙeebkeâve cee$eelcekeâ
qualitative terms as poor, satisfactory, average, Deewj iegCeelcekeâ, oesveeW peevekeâeefjÙeeW hej efJeÛeej keâjkesâ
very good and excellent. Which tool she/he efkeâmeer heefjÂMÙe hej cetuÙeebkeâve efveCe&Ùe uesves keâer Øeef›eâÙee nw~
might be using?
(d) Evaluation is a process of an adding grades
Skeâ DeOÙeehekeâ Kejeye, meblees<epevekeâ, Deewmele, yengle based on certain tests./cetuÙeebkeâve keâefleheÙe hejer#eCeeW
DeÛÚe Deewj Glke=â° pewmes iegCeelcekeâ MeyoeW ceW efJeÅeeefLe&ÙeeW hej «es[ osves keâer Skeâ Øeef›eâÙee nw~
kesâ keâeÙe& efve<heeove keâe efJeMues<eCe keâj jne nw~ Jen efkeâme KVS PRT 28/02/2023 (Shift-I)
GhekeâjCe keâe ØeÙeesie keâj jne nw~ KVS PRT 28/02/2023 (Shift-II)
Teaching Aptitude 148 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : cetuÙeebkeâve Jen Øeef›eâÙee nw efpemekesâ Devleie&Ce efkeâmeer iegCe, 30. Which one of the following is the example of
Auditory instructional material in classroom?
ÙeesiÙelee DeLeJee efJeMes<elee keâe cetuÙe efveOee&efjle efkeâÙee peelee nw DeLee&led
efvecveebefkeâle ceW mes, keäÙee keâ#ee ceW ßeJÙe DevegosMeelcekeâ
cetuÙeebkeâve Éeje heefjceeCeelcekeâ Ùee iegCeelcekeâ oesveeW ner Øekeâej keâer
meece«eer keâe GoenjCe nw?
metÛeveeSB Øeehle nesleer nQ efpevekesâ DeeOeej hej yeeuekeâ keâer ÙeesiÙelee SJeb
(a) Radio/jsef[Ùees
GheueefyOeÙeeW keâe Deekeâueve efkeâÙee peelee nw Dele: efJekeâuhe (c) mener nw~
(b) Television/šsueerefJe]peve
28. Which of the following can not be a test to
(c) Chart/Ûeeš&
measure intellectual ability of a learner?
efvecveebefkeâle ceW mes keäÙee DeefOeiecekeâlee& keâer yeewefækeâ (d) 3 D model/ef$e-DeeÙeeceer cee@[ue
ÙeesiÙelee kesâ ceeheve keâe hejer#eCe veneR nes mekeâlee nw? KVS PRT 26/02/2023 (Shift-II)
Ans. (a) : ßeJÙe DevegosMeelcekeâ meece«eer keâe leelheÙe& Gve meeOeveeW mes nw
(a) New learning and use of past learning.
vetleve DeefOeiece Deewj Yetlekeâeefuekeâ DeefOeiece keâe ØeÙeeie efpeveceW kesâJeue ßeJÙe FefvõÙeeW keâe ØeÙeesie neslee nw, DeLee&led efpevemes %eeve
cegKÙele: megvekeâj Øeehle neslee nw~ jsef[Ùees, «eeceesHeâesve leLee efuebiJeeHeâesve,
(b) Meeting the demand of a situation.
šsheefjkeâe[&j Ùes meYeer ßeJÙe DevegosMeelcekeâ meece«eer kesâ GoenjCe nQ~
efmLeefle keâer ceebieeW keâes hetje keâjvee
31. At primary school level which type of
(c) Making sound ethical judgments and moral assessment has more chances of failing ?
decisions./"esme veerefleiele efveCe&Ùe keâjvee Deewj veweflekeâ ØeeLeefcekeâ efJeÅeeueÙe mlej hej efkeâme Øekeâej keâe cetuÙeebkeâve
efveCe&Ùe uesvee DemeHeâue nesves kesâ DeefOekeâ Deemeej nQ?
(d) Solving problems confronted by her/him (a) Peer evaluation/meeefLeÙeeW Éeje cetuÙeebkeâve
DeefOeiekeâlee& kesâ mece#e Deeves Jeeueer mecemÙeeDeeW keâe meceeOeeve (b) Self evaluation/mJe–cetuÙeebkeâve
KVS PRT 28/02/2023 (Shift-I)
(c) Formative evaluation/jÛeveelcekeâ cetuÙeebkeâve
Ans. (d) : DeefOeiecekeâlee& kesâ mece#e Deeves Jeeueer mecemÙeeDeeW keâe (d) External evaluation/yeendÙe cetuÙeebkeâve
meceeOeeve DeefOeiecekeâlee& keâer yeewefækeâ ÙeesiÙelee kesâ ceeheve keâe hejer#eCe KVS PRT 26/02/2023 (Shift-I)
vener nes mekeâlee nw peyeefkeâ vetleve DeefOeiece Deewj Yetlekeâeefuekeâ DeefOeiece Ans. (b) : ØeeLeefcekeâ efJeÅeeueÙe mlej hej mJecetuÙeebkeâve kesâ DemeHeâue
keâe ØeÙeesie, efmLeefle keâer ceebieeW keâe hetje keâjvee leLee "esme veerefleiele efveCe&Ùe nesves kesâ DeefOekeâ Deemeej nQ keäÙeeWefkeâ mJecetuÙeebkeâve Úe$eeW keâes Gve
keâjvee Deewj veweflekeâ efveCe&Ùe uesvee; Ùes meYeer DeefOeiecekeâlee& keâer yeewefækeâ ceeveob[eW kesâ DeeOeej hej Deelce-cetuÙeebkeâve keâjves Ùee Gvekeâer meerKeves keâer
ÙeesiÙelee kesâ ceeheve keâe hejer#eCe keâjles nQ~ ‘yeewefækeâ ÙeesiÙelee’ Øeef›eâÙee Deewj meerKeves kesâ GlheeoeW kesâ yeejs ceW efveCe&Ùe uesves keâe DeJemej
meb%eeveelcekeâ Øeef›eâÙeeDeeW (pewmes-mce=efle, leke&â, meerKeves keâer oj, mLeeefvekeâ Øeoeve keâjlee nw efpeve hej Jes Deheves ØeefMe#ekeâ kesâ meeLe mencele ngS nQ
leke&â, mecemÙeeDeeW keâes Keespeves Deewj nue keâjves keâer #ecelee, Decetle& hejvleg ØeeLeefcekeâ efJeÅeeueÙe mlej hej yeÛÛeeW ceW Ssmeer ÙeesiÙelee veneR nesleer
efJeÛeejeW ceW nsjHesâj keâjves Deewj mebyebOe yeveeves keâer #ecelee, Deeefo) kesâ efkeâ Jes Fve lejerkeâeW Éeje mJeÙeb keâe cetuÙeebkeâve keâj mekeWâ~
ceeOÙece mes henÛeeveer peeves Jeeueer DemeeOeejCe #ecelee Ùee ÙeesiÙelee nw~ 32. Identify the correct statement :
29. How the teacher should design classroom mener keâLeve keâer henÛeeve keâerefpeS :
instruction? (a) Formative Assessment utilises the most
DeOÙeehekeâ keâes keâ#ee ceW efMe#eCe keâe DeefYekeâuhe kewâmes traditional assessment methods of evaluating
yeveevee ÛeeefnS? student's work. /jÛeveelcekeâ Deekeâueve ceW efJeÅeeefLe&ÙeeW kesâ
(a) Well decorated classroom/megmeefppele keâ#ee
keâeÙeeX keâe cetuÙeebkeâve keâjves keâer meJee&efOekeâ hejchejeiele
cetuÙeebkeâve efJeefOeÙeeW keâe ØeÙeesie efkeâÙee peelee nw~
(b) Full of A.V. Aids/ßeJÙe ÂMÙe meece«eerÙegòeâ keâ#ee
(b) Formative Assessment's results are used for
(c) Should design in such a way that it would ranking the students./jÛeveelcekeâ Deekeâueve kesâ
achieve desired learning outcomes heefjCeeceeW keâe ØeÙeesie Úe$eeW keâes jQkeâ osves ceW efkeâÙee peelee nw~
Fmekeâe DeefYekeâuhe Fme Øekeâej mes yeveeÙee peevee ÛeeefnS efkeâ (c) Formative Assessment recognizes the need
Fmemes JeebefÚle DeefOeiece heefjCeeceeW keâer Øeeefhle nes mekesâ for students to be able to assess themselves
(d) Humourous teaching/nemÙe-efJeveesohetCe& DeOÙeeheve and understand how to improve./jÛeveelcekeâ
KVS PRT 26/02/2023 (Shift-II) Deekeâueve Úe$eeW keâer DeeJeMÙekeâleeDeeW keâer henÛeeve keâjlee nw
Ans. (c) : DeOÙeehekeâ keâes keâ#ee ceW efMe#eCe keâe DeefYekeâuhe Fme Øekeâej leeefkeâ Jes mJeÙeb keâe Deekeâueve keâj mekeWâ Deewj Ùen mecePe
mes yeveeÙee peevee ÛeeefnS efkeâ Fmemes yeebefÚle DeefOeiece heefjCeeceeW keâer mekeWâ efkeâ efkeâme Øekeâej megOeej keâjvee nw~
Øeeefhle nes mekesâ leLee efJeÅeeLeea efMe#eCe DeefOeiece keâeÙeeX ceW meHeâuelee Øeehle (d) Formative Assessment encourages extrinsic
motivation./jÛeveelcekeâ Deekeâueve yee¢e DeefYeØesjCee keâes
keâjles ngS DeLe&hetCe& %eeve Øeehle keâj mekeWâ~ Øeeslmeenve oslee nw~
Úe$e efJeefYeVe lejerkeâes mes efJeÛeejeW Deewj metÛeveeDeeW keâe helee ueieeles nQ Deewj KVS PRT 26/02/2023 (Shift-I)
keâF& ØeJesMe efyebogDeeW kesâ ceeOÙece mes meerKeves lekeâ hengBÛeles nw~ efMe#ekeâ Ans. (c) : jÛeveelcekeâ Deekeâueve keâe keâeÙe& efMe#eCe Øeef›eâÙee keâer oMee
meYeer efMe#eeefLe&ÙeeW keâes mebueive keâjves Deewj Gvekeâer DeeJeMÙekeâleeDeeW keâes keâe %eeve neslee nw, Ùes Deekeâueve efMe#eCe Øeef›eâÙee kesâ oewjeve ueieeleej
hetje keâjves kesâ efueS meece«eer keâe ØeÙeesie keâjles nw leeefkeâ JeebefÚle DeefOeiece (melele) neslee nw~ jÛeveelcekeâ Deekeâueve Úe$eeW keâer DeeJeMÙekeâleeDeeW keâer
Øeehle nes mekesâ SJeb efJeÅeeefLe&ÙeeW Éeje Fme DeefOeiece keâe ØeÙeesie DeLe&hetCe& henÛeeve keâjlee nw, leeefkeâ Jes mJeÙeb keâe Deekeâueve keâj mekeWâ Deewj Ùen
lejerkesâ mes efkeâÙee pee mekesâ~ mecePe mekeWâ efkeâ efkeâme Øekeâej megOeej keâjvee nw~
Teaching Aptitude 149 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

33. Which one of the following is not a characteristic (c) Assessment refers to value judgement made
of a good teaching-learning material ? on a phenomena taking into consideration
efvecveefueefKele ceW mes keäÙee Skeâ DeÛÚer efMe#eCe-DeefOeiece both quantitative and qualitative information./
meece«eer keâer Skeâ efJeMes<elee veneR nw? Deekeâueve cee$eelcekeâ Deewj iegCeelcekeâ, oesveeW peevekeâejer hej
efJeÛeej keâjkesâ efkeâmeer heefjÂMÙe hej cetuÙeJeeve efveCe&Ùe uesves
(a) Familiarity/megefJe%elee keâer Øeef›eâÙee nw~
(b) Attractiveness/Deekeâ<e&keâlee (d) Assessment is a process of examining
(c) Single usage/Skeâue GheÙeesie students and awarding grades./Deekeâueve efJeÅeeefLe&ÙeeW
(d) Novelty/veJeervelee keâer hejer#ee uesves Deewj «es[ osves keâe Skeâ Øeef›eâÙee nw~
KVS PRT 26/02/2023 (Shift-I) KVS PRT 25/02/2023 (Shift-I)
Ans. (c) : efMe#eCe DeefOeiece meece«eer, efMe#ekeâ keâes ØeYeeJeer {bie mes Ans. (b) : hee"Ÿe›eâce mes mebyebefOele efJeÅeeLeea keâer Øeieefle SJeb GheueefyOeÙeeW
Deewj uecyeer DeJeefOe kesâ efueS DeJeOeejCeeDeeW keâes meerKeves Deewj yeveeS keâer peevekeâejer Skeâ$e keâjves, JeCe&ve SJeb efJeMues<eCe keâjves keâer
jKeves kesâ efueS hee" keâes ØeYeeJeer {bie mes Øemlegle keâjves ceW ceoo keâjlee megefveÙeesefpele SJeb efvejvlej Øeef›eâÙee keâes Deekeâueve keâne peelee nw~
nw~ megefJe%elee, Deekeâ<e&keâlee leLee veJeervelee Deeefo Skeâ DeÛÚs efMe#eCe- Deekeâueve Skeâ Øeef›eâÙee nw efpemekesâ Éeje kegâÚ %eele GösMÙe kesâ yeejs ceW
DeefOeiece meece«eer keâer efJeMes<eleeÙeW nQ peyeefkeâ Skeâ$e GheÙeesie Skeâ DeÛÚer peevekeâejer Øeehle keâer peeleer nw~ Fmekesâ DeueeJee, Ùen Skeâ yeÌ[e Meyo nw
efMe#eCe-DeefOeiece meece«eer Éeje leLÙeelcekeâ metÛeveeDeeW keâes jesÛekeâ {bie mes efpemeceW hejer#eCe Yeer Meeefceue nw~ Fmekeâe cegKÙe GösMÙe ‘ÛeÙeve keâjvee,
Øemlegle efkeâÙee peelee nw efpememes Úe$e keâer ieefle ceW megOeej neslee nw leLee Jes ØeceeefCele keâjvee keâjvee’ pees meeJe&peefvekeâ efveCe&Ùe Deewj JÙeefòeâiele efJekeâeme
DeefOekeâ ef›eâÙeeMeerue yeveles nw~ keâes Skeâ meblegueve osles nw~
36. Which one of the following is not a
34. Which one of the following is not a characteristic of a teacher made
responsibility expected of a teacher in test?/efvecveefueefKele ceW mes keäÙee Skeâ DeOÙeehekeâ Éeje
Assessment of Learning' ?
yeveeS ieS hejer#eCe keâer efJeMes<elee veneR nw?
‘DeefOeiece keâe Deekeâueve’ ceW efvecveefueefKele ceW mes keäÙee
(a) It covers limited number of competencies.
DeOÙeehekeâ keâer Skeâ efpeccesoejer veneR keâner pee mekeâleer nw? Ùen meerefcele cee$ee ceW o#eleeDeeW keâes keâJej keâjlee nw~
(a) Ensuring that the objectives of assessment (b) It may help identifying learning difficulties of
task are Cleary understood by students /Ùen the pupils./Ùen efJeÅeeefLe&ÙeeW keâer DeefOeiece mebyebOeer
megefveef§ele keâjvee efkeâ Úe$eeW ves Deekeâueve keâeÙe& kesâ GösMÙe keâef"veeF&ÙeeW keâer henÛeeve keâjves ceW meneÙelee keâj mekeâlee nw~
keâes mhe° ™he mes mecePe efueÙee nw (c) It can contain variety of items
(b) Collecting sufficient evidence to base the FmeceW efJeefYeVe Øekeâej kesâ ØeMve Meeefceue nes mekeâles nQ~
decisions/efveCe&ÙeeW kesâ DeeOeej nsleg heÙee&hle mee#Ùe Skeâ$e keâjvee (d) It may be used for wide ranging Comparisons
(c) Allowing unlimited time for completion of Fmes JÙeehekeâ leguevee keâjves nsleg ØeÙeesie ceW ueeÙee pee mekeâlee nw~
task/keâeÙe& keâes hetje keâjves kesâ efueS Demeerefcele meceÙe osvee KVS PRT 25/02/2023 (Shift-I)
(d) Being sensitive to the challenges faced by Ans. (a) DeOÙeehekeâ Éeje yeveeÙes ieÙes hejer#eCe ceW efJeefYeVe Øekeâej kesâ
students/efJeÅeeefLe&ÙeeW kesâ mece#e Dee jner ÛegveewefleÙeeW kesâ ØeMve Meeefceue nes mekeâles nQ, Ùen efJeÅeeefLeÙeeW kesâ DeefOeiece mebyebOeer
Øeefle mebJesoveMeerue nesvee keâef"veeF&ÙeeW keâer henÛeeve keâjves ceW meneÙelee keâj mekeâlee nw leLee Fmes
KVS PRT 26/02/2023 (Shift-I) JÙeehekeâ leguevee keâjves nsleg ØeÙeesie ceW ueeÙee pee mekeâlee nw~ Ùen meerefcele
Ans. (c) : ‘meerKeves keâe Deekeâueve’ Deekeâueve Je cetuÙeebkeâve kesâ cee$ee ceW o#eleeDeeW keâes keâJej keâjlee nw~ Skeâ DeOÙeehekeâ Éeje yeveeS ieS
JÙeJenejJeeoer leLee Ùeesieelcekeâ Øeke=âefle keâer Deesj mebkesâle keâjlee nw~ Fmekesâ hejer#eCe keâer efJeMes<elee veneR nw~
Debleie&le efJeÅeeLeea kesâ DeefOeiece GheueefyOe keâe Deekeâueve efkeâÙee peelee nw, 37. She/He is praising before telling about errors;
suggesting corrective measures about these
DeLee&le efJeÅeeLeea keäÙee meerKelee nw leLee efkeâlevee meerKelee nw~ Ùen mebhetCe& errors. What kind of assessment she/he is
DeefOeiece Øeef›eâÙee kesâ he§eeled hetJe& efveOee&efjle DeefOeiece GösMÙe Dehesef#ele adopting?
DeefOeiece heefjCeeceeW keâes OÙeeve ceW jKekeâj efJeÅeeLeea kesâ DeefOeiece efve<heeefòe Jen $egefšÙeeW kesâ yeejs ceW yeleeves mes henues ØeMebmee
keâe hejer#eCe keâjleer nw~ Dele:, mhe° nw efkeâ keâeÙe& keâes hetje keâjves kesâ keâjles/keâjleer nw; Fve $egefšÙeeW kesâ yeejs ceW megOeejelcekeâ
efueS Demeerefcele meceÙe osvee, DeefOeiece keâe Deekeâueve’ ceW DeOÙeehekeâ keâer GheeÙe megPeevee~ Jen efkeâme Øekeâej keâe cetuÙeebkeâve Dehevee
Skeâ efpeccesoejer veneR keâner pee mekeâleer nw~ jner/jne nw ?
35. Which of the following is correct?/efvecveefueefKele ceW (a) It helps identify areas of strength and learning
needs of students/Ùen efJeÅeeefLe&ÙeeW kesâ Øeyeuehe#e Deewj
mes keâewve-mee mener nw? DeefOeiece mebyebOeer pe™jleeW keâes henÛeeveves ceW meneÙelee keâjlee nw~
(a) Assessment refers to a process by which
(b) It expercts students make errors/Ùen DeeMee keâjlee
attributes of some phenomena are quantified.
Deekeâueve Skeâ Øeef›eâÙee nw efpemekesâ Éeje kegâÚ heefjÂMÙeeW kesâ nw efkeâ efJeÅeeLeea ieueefleÙeeB keâjs~
iegCeeW keâe heefjceeCe yeleeÙee peelee nw~ (c) It is judgemental/Ùen efveCe&Ùeelcekeâ nw~
(b) Assessment is a process by which information (d) It permits peer assessment and self
is obtained relative to some known objective. assessment/Ùen menhee"er Deekeâueve Deewj mJe-Deekeâueve
Deekeâueve Skeâ Øeef›eâÙee nw efpemekesâ Éeje kegâÚ %eele GösMÙe keâer Devegceefle oslee nw~
kesâ yeejs ceW peevekeâejer Øeehle keâer peeleer nw~ KVS PRT 25/02/2023 (Shift-I)
Teaching Aptitude 150 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

DSSSB , KVS, CTET, EMRS,
Join Telegram NVS , BPSC ,For
- @TeachingExam RPSC
Kvs, Nvs
UPTET , AEES
DSSSB , AWES ,
EMRS
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS
DSSSB , KVS, CTET, EMRS,
Join Telegram NVS , BPSC ,For
- @TeachingExam RPSC
Kvs, Nvs
UPTET , AEES
DSSSB , AWES ,
EMRS
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS
 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : peye efJeÅeeLeea keâ#ee ceW efMe#ekeâ Éeje efoS ieS ef›eâÙee-keâueehe (b) Maturity level of the Learner
keâes keâjles nw lees Jen Gme meceÙe Gve ef›eâÙeekeâueeheeW ceW $egefšÙeeB Yeer keâjles DeefOeiecekeâlee& keâe heefjhekeäJelee mlej
nw~ DeOÙeehekeâ Gve ef›eâÙee-keâueeheeW kesâ yeerÛe efJeÅeeLeea keâes veneR šeskeâles (c) I.Q. of Learner/DeefOeiecekeâlee& keâer yegefæ ueefyOe
yeefukeâ Gvekeâer ØeMebmee keâjles nw leeefkeâ Jen Gve ef›eâÙeekeâueeheeW keâes hetCe& keâj (d) Social profile of Learner
mekesâ~ keâeÙe& hetCe& nesves kesâ he§eele efMe#ekeâ Gvekesâ keâeÙeeX keâe cetuÙeebkeâve DeefOeiecekeâlee& keâer meeceeefpekeâ he=‰Yetefce
keâjles nw~ efJeÅeeLeea Éeje keâer ieF& $egefšÙeeW keâes efMe#ekeâ OÙeeve ceW jKekeâj KVS Vice Principal 09/02/2023 (Shift-I)
GvnW mener keâjves DeLee&led megOeejelcekeâ GheeÙe meesÛeles nw~ Fmemes efJeÅeeefLe&ÙeeW Ans. (a) : DeefOeiece mes mebyebefOele ØeYeeJeer Øeeflehegef° DeefOeiece kesâ ue#ÙeeW
kesâ Øeyeuehe#e Deewj DeefOeiece mebyebOeer pe™jleeW keâes henÛeeveves ceW meneÙelee
Ùee heefjCeeceeW kesâ meehes#e efMe#eeLeea kesâ ØeoMe&ve kesâ yeesj ceW efMe#eeLeea keâes
efceueleer nw efpememes Gvekesâ Éeje keâer ieF& $egefšÙeeW keâes mener efkeâÙee pee
mekeâlee nw~ oer ieÙeer peevekeâejer nw- Fmekeâe ue#Ùe DeefOeiecekeâlee& kesâ meyeue Deewj ogye&ue
he#e keâer henÛeeve keâjkesâ GveceW megOeej keâjvee nw~ Øeeflehegef° efkeâmeer efJeefMe°
38. Normally the schools tend to be biased in
following activity. efMe#eCe GösMÙe kesâ meboYe& ceW Úe$e-Úe$eeDeeW keâes Gvekesâ ØeoMe&ve keâer
meeceevÙeleÙee efvecveebefkeâle ceW mes efkeâme keâeÙe&keâueehe ceW peevekeâejer osvee Deewj Fme yeejs ceW Gvekeâe ceeie&oMe&ve keâjvee efkeâ Jes efkeâme
efJeÅeeueÙe ceW he#eheele keâjves keâer ØeJe=efòe nesleer nw? lejn FmeceW megOeej keâj mekeâles nQ Ùee Deeies yeÌ{ mekeâles nw~
(a) Self assessment of the school 41. Which type of questions are desire in assessment
efJeÅeeueÙe keâe mJe-Deekeâueve of Learning to test critical thinking?
(b) Assessment of classroom teaching DeeueesÛeveelcekeâ efÛebleve hejer#eCe kesâ efueS DeefOeiece
keâ#ee keâ#e ceW DeefOeiece keâe Deekeâueve cetuÙeebkeâve ceW efkeâme Øekeâej kesâ ØeMve Dehesef#ele nQ?
(c) Assessment of learning by children (a) Closed type/mebJe=òe Øekeâej kesâ ØeMve
yeeuekeâeW Éeje DeefOeiece keâe Deekeâueve (b) Oral type/ceewefKekeâ ØeMve
(d) Assessment of overall development
(c) Open type/DeveeJe=òe/efJeJe=òe ØeMve
mece«e efJekeâeme keâe Deekeâueve
(d) Open book type/Kegueer hegmlekeâ hejer#ee ceW ØeÙegòeâ ØeMve
KVS TGT Social Science 12/02/2023 (Shift-I)
KVS Vice Principal 09/02/2023 (Shift-I)
Ans. (a) : meeceevÙeleÙee efJeÅeeueÙe keâe mJe-Deekeâueve Jen keâeÙe&keâueehe
nw efpememes efJeÅeeueÙe ceW he#eheele keâjves keâer ØeJe=efòe nesleer nw keäÙeeWefkeâ mJe- Ans. (c) : DeeueesÛeveelcekeâ efÛebleve hejer#eCe kesâ efueS DeefOeiece
Deekeâueve ceW efJeÅeeefLe&ÙeeW ceW meYeer keâes meceeve Debkeâ osves keâer ØeJe=efòe nesleer cetuÙeebkeâve ceW DeveeJe=òe/efJeJe=le ØeMve Ùee Deesheve-Sb[s[ ØeMve mešerkeâ Gòej
nw efpememes Úe$e cetuÙeebkeâve keâjves ceW mJeÙeb keâes DeÙeesiÙe cenmetme keâjles (Ùee) ne@ Ùee veneR ceW Gòej veneR efoÙee pee mekeâlee nw, Fve ØeMveeW kesâ
nQ~ FmeceW Úe$e Deheves meeefLeÙeeW kesâ mebyebOe ceW efveCe&Ùe uesves ceW DeefveÛÚgkeâ efJemleeefjle Je Deheves mJeÙeb kesâ efJeÛeejeW mes Ùegòeâ Gòej nesles nQ efpevemes
nes mekeâles nQ Deewj Ùeefo Úe$e mecetn kesâ Skeâ meomÙe kesâ efKeueeHeâ mecetn yeeuekeâ keâer keâuheveeMeeruelee, jÛeveelcekeâlee Je ØeJeenhetCe& efJeÛeejeW keâe helee
yeveeles nQ lees Úe$eeW kesâ meeLe YesoYeeJe efkeâÙee pee mekeâlee nw pees efkeâ ueieeÙee peelee nw~ Ùes ØeMve yeÛÛeeW keâer meesÛeves keâer Øeef›eâÙee keâes JÙeehekeâ
efJeÅeeueÙe ceW he#eheele keâes oMee&lee nw~ yeveeves Gvekesâ Yee<eCe Deewj Yee<ee keâewMeue keâes efJekeâefmele keâjves Deewj MeyoeW
39. Which of the following is a tool of assessment ? keâe GheÙeesie keâjkesâ mJeÙeb keâes DeefYeJÙeòeâ keâjves keâer Gvekeâer #ecelee ceW
efvecveebefkeâle ceW mes keäÙee cetuÙeebkeâve keâer Ùegefòeâ nw? DeelceefJeÕeeme hewoe keâjves ceW ceoo keâjles nQ~
(a) Rating scale/cetuÙeebkeâve ceeheveer (jsefšbie mkesâue) 42. Which type of assessment addresses child's
(b) Projects/heefjÙeespeveeSB weakness in Learning process?
(c) Debate/Jeeo-efJeJeeo DeefOeiece keâer Øeef›eâÙee ceW efvecveebefkeâle ceW mes efkeâme Øekeâej kesâ
(d) Group discussion/mecetn ceW efJeceMe& cetuÙeebkeâve mes yeeuekeâ keâer ogye&uelee (keâcepeesjer) otj nesleer
KVS Vice Principal 09/02/2023 (Shift-I) nw?
Ans. (a) : cetuÙeebkeâve ceeheveer Skeâ cetuÙeebkeâve keâer Ùegefòeâ nw~ Ùen Úe$eeW (a) Formative assessment/™heelcekeâ cetuÙeebkeâve
keâer DeeJeMÙekeâleeDeeW SJeb keâef"veeFÙeeW keâe helee ueeieves ceW meneÙelee Øeoeve (b) Diagnostic assessment/vewoeefvekeâ cetuÙeebkeâve
keâjleer nw~ Fmekesâ Devleie&le efkeâmeer yeeuekeâ Ùee JÙeefòeâ kesâ efJeefMe° iegCeeW (c) Cumulative assessment/mebØes<eCehejkeâ cetuÙeebkeâve
JÙeJenej Je ue#ÙeeW Deeefo keâe cetuÙeebkeâve Gmekesâ mecheke&â ceW jnves Jeeues (d) Informal assessment/DeveewheÛeeefjkeâ cetuÙeebkeâve
JÙeefòeâÙeeW mes keâjJeeÙee peelee nw~ jsefšbie mkesâue meyemes hegjeveer Deewj meyemes
KVS Vice Principal 09/02/2023 (Shift-I)
yengcegKeer cetuÙeebkeâve lekeâveerkeâeW ceW mes Skeâ nw~ Ùen mkesâue GheÙeesiekeâlee&DeeW
keâes Skeâ DeeFšce Øemlegle keâjlee nw Deewj GvnW keâF& efJekeâuheeW ceW mes ÛeÙeve Ans. (b) : DeefOeiece keâer Øeef›eâÙee ceW vewoeefvekeâ cetuÙeebkeâve mes yeeuekeâ
keâjves kesâ efueS keânlee nw~ efpememes cetuÙeebkeâve keâjves ceW keâeHeâer meneÙelee keâer ogye&uelee (keâcepeesjer) otj nesleer nw~ vewoeefvekeâ cetuÙeebkeâve Gme hejer#eCe
efceueleer nw~ keâes meboefYe&le keâjlee nw efpemeceW efJeÅeeLeea keâer #eceleeDeeW, keâcepeesefjÙeeW
40. Effective feedback on learning is : keâewMeueeW Deeefo keâer henÛeeve keâjkesâ Gvekesâ keâef"veeF& mlej kesâ Devegmeej
DeefOeiece mes mebyebefOele ØeYeeJeer Øeeflehegef° nw : Gvekeâe JeieeakeâjCe efkeâÙee peelee nw leLee efkeâmeer efJeMes<e efJe<eÙe ceW GheueefyOe
(a) Identifies strength and weakness of Learner/ keâer keâceer keâe helee ueieekeâj DeefOeiece mecemÙeeDeeW kesâ keâejCeeW keâe
FmeceW DeefOeiecekeâlee& kesâ meyeue Deewj ogye&ue he#e keâer henÛeeve efveOee&jCe efkeâÙee peelee nw leLee GheÛeejelcekeâ keâeÙe&Jeener Éeje Gve
keâer peeleer nw~ keâcepeesefjÙeeW keâes otj efkeâÙee peelee nw~
Teaching Aptitude 151 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

43. The main purpose of classroom observation is Ùeefo keâesF& efJeÅeeLeea Deejeshe ueieelee nw efkeâ Gòej
_______. hegefmlekeâeDeeW kesâ cetuÙeebkeâve ceW he#eleele ngDee nw lees Deehe
keâ#ee ceW DeJeueeskeâve (Øes#eCe) keâe cegKÙe ØeÙeespeve keäÙee nw? Gme Úe$ee/Úe$e mes kewâmes efvehešWies~
(a) to ensure academic requirements of supervision (a) Since you believe that there cannot be
heÙe&Jes#eCe keâer Mew#eefCekeâ DeeJeMÙekeâlee megefveef§ele keâjvee favoritism in your school, you would reject
(b) to assess teacher's potential her/his allegations./Ûebefkeâ Deehekeâer ceevÙelee nw efkeâ
DeOÙeehekeâ keâer #ecelee keâe cetuÙeebkeâve keâjvee Deehekesâ efJeÅeeueÙe ceW he#eheele veneR nes mekeâlee nw, Deehe
(c) to ensure self-introspection of teacher Gmekesâ Deejeshe keâes efmejs mes Keeefjpe keâj oWies~
DeOÙeehekeâ keâe Deelce-efvejer#eCe megefveef§ele keâjvee (b) You will adopt punitive measure
(d) to get feedback on teacher from students Deehe oC[elcekeâ GheeÙe DeheveeSbies
efJe]ÅeeefLe&ÙeeW mes DeOÙeehekeâ kesâ yeejs ceW Øeeflehegef° (heâer[yewkeâ) (c) Share the matter with parents
Øeehle keâjvee Deehe ceelee/efhelee keâes Fmekeâer peevekeâejer oWies~
KVS Vice Principal 09/02/2023 (Shift-I) (d) You will show her/his answer book and a few
Ans. (a) : keâ#ee ceW DeJeueeskeâve keâe GösMÙe heÙe&Jes#eCe keâer Mew#eefCekeâ more/Deehe mebyebefOele Úe$ee/Úe$e keâes Gmekeâer Gòej hegefmlekeâe
DeeJeMÙekeâlee megefveef§ele keâjvee nw efpemeceW Meeuee ØeyebOeve keâ#ee ØeyebOeve, efoKeeves kesâ meeLe-meeLe kegâÚ Deewj Gòej hegefmlekeâeSB
mecegoeÙe kesâ meeLe keâeÙe&, yeÛÛeeW keâes mecePevee hee"Ÿemenieeceer efoKeeSbies~
ef›eâÙeekeâueeheeW keâes mecePevee leLee ØeYeeJeer efMe#eCe nsleg Fvekeâer DeeJeMÙekeâlee keâes KVS Principal 08/02/2023 (Shift-I)
cenmetme keâjves keâe DeJemej Meeefceue nw~ Fmemes efJeÅeeueÙe, mecegoeÙe leLee yeÛÛeeW Ans. (d) : Ùeefo keâesF& efJeÅeeLeea Deejeshe ueieelee nw efkeâ Gòej-
kesâ yeerÛe Deehemeer mebyebOe keâer mecePe efJekeâefmele nes heeleer nw Deewj ØeYeeJeer hegefmlekeâeDeeW kesâ cetuÙeebkeâve ceW he#eheele ngDee nw lees Skeâ efMe#ekeâ kesâ ™he
efMe#eCe-DeOÙeeheve megefveef§ele neslee nw~ ceW Deehe mebyebefOele Úe$e/Úe$ee keâes Gmekeâer Gòej hegefmlekeâe efoKeeves kesâ
44. An achievement test was administered on class. meeLe-meeLe kegâÚ Deewj Gòej hegefmlekeâeSB efoKeeSBies efpememes efkeâ Jen
IX. The results indicate 40 percent students
scoring below 40 percent marks. What should
hegefmlekeâeDeeW keâe mJeÙeb DeJeueeskeâve keâjkesâ Deheveer hegefmlekeâe keâer efvejer#eCe
be done on priority basis, so as to improve kesâ lejerkesâ keâes otmejer hegefmlekeâeDeeW mes efceueekeâj Ùen mebosn otj keâj mekesâ
learning level of this group? efkeâ Gmekesâ meeLe he#eheele ngDee nw~
keâ#ee- IX ceW Skeâ GheueefyOe hejer#eCe efkeâÙee ieÙee~ 46. What is not the strength of a portfolio?
heefjCeece Ùen oMee&lee nw efkeâ 40 ØeefleMele Úe$eeW ves 40 efvecveebefkeâle ceW mes keäÙee mebefJeYeeie keâe Øeyeue he#e veneR nw ?
ØeefleMele mes keâce Øeehleebkeâ heeS~ ØeeLeefcekeâlee kesâ DeeOeej (a) It creates opportunity to collaborate and
hej keäÙee efkeâÙee peeS efkeâ Fme mecetn kesâ DeefOeiece mlej ceW reflect on students' progress/Fmekesâ heâuemJe™he
megOeej nes? menÙeesie keâjves Deewj efJeÅeeefLe&ÙeeW keâer Øeieefle kesâ mebyebOe ceW
(a) Administer a standardized test efÛebleve keâe DeJemej Øeehle neslee nw~
Skeâ ceevekeâerke=âle hejer#eCe nes (b) It helps students to be responsibility free/Fmemes
(b) Administer a diagnostic test efJeÅeeefLe&ÙeeW keâes oeefÙelJe mes cegòeâ keâjves ceW meneÙelee efceueleer
Skeâ vewoeefvekeâ hejer#eCe nes nw~
(c) Administer an aptitude test (c) It creates opportunity for parents to assess
Skeâ DeefYe#ecelee hejer#eCe nes performance of their children/Fmekesâ heâuemJe™he
(d) Begin Remedial teaching ceelee-efhelee keâes Deheves yeeuekeâes kesâ keâeÙe&efve<heeove kesâ mebyebOe
GheÛeejelcekeâ efMe#eCe Meg™ nes ceW cetuÙeebkeâve keâjves keâe DeJemej Øeehle neslee nw~
KVS Principal 08/02/2023 (Shift-I) (d) It helps develop skills for evaluating own
Ans. (b) : keâ#ee-IX ceW Skeâ GheueefyOe hejer#eCe efkeâÙee ieÙee heefjCeece strengths and weakneses./Fmekesâ heâuemJe™he Deheves
Ùen oMee&lee nw efkeâ 40 ØeefleMele Úe$eeW ves 40 ØeefleMele mes keâce Øeehleebkeâ mJeÙeb kesâ meyeue Deewj ogye&ue he#e kesâ cetuÙeebkeâve kesâ efueS
heeS~ ØeeLeefcekeâlee kesâ DeeOeej hej Skeâ vewoeefvekeâ hejer#eCe efkeâÙee peevee keâewMeue efJekeâefmele keâjves ceW meneÙelee efceueleer nw~
ÛeeefnS efpememes efkeâ mecetn kesâ DeefOeiece mlej ceW megOeej nes~ efveoeveelcekeâ KVS Principal 08/02/2023 (Shift-I)
hejer#eCe keâe keâeÙe& nw DevegòeerCe& yeeuekeâ keâer keâef"veeFÙeeW keâes henÛeevevee
mebefJeYeeie (heesš&HeâesefueÙees) Skeâ Øekeâej keâe efjheesš& keâeÙe& Ùee
Ans. (b) :
Deewj GvnW otj keâjves keâe nj mebYeJe ØeÙeeme keâjvee~ GheÛeejelcekeâ efMe#eCe
HeâeFue nesleer nw, efpeveceW efJeÅeeLeea keâer Mewef#ekeâ iewj-Mewef#ekeâ meYeer lejn
keâe ØeÙeesie efveoeveelcekeâ hejer#eCe kesâ yeeo efkeâÙee peelee nw~ efveoeveelcekeâ
keâer peevekeâejer keâes ›eâceyeæ lejerkesâ mes Skeâef$ele keâjkesâ jKee peelee nw~
hejer#eCe Skeâ Ssmee meeOeve nw, efpemekesâ ceeOÙece mes efMe#eefLe&ÙeeW keâer
Fmekesâ Éeje menÙeesie keâjves Deewj efJeÅeeefLe&ÙeeW keâer Øeieefle kesâ mebyebOe ceW
mebØeeefhle ceW heeÙes peeves Jeeues oes<eeW Ùee keâefceÙeeW keâe mecÙekeâd %eeve nes
efÛebleve keâe DeJemej Øeehle neslee nw~ mebefJeYeeie mes ceelee-efhelee keâes Deheves
mekeâlee nw~ Fve $egefšÙeeW keâes otj keâjves Deewj Megæ leLee JÙeekeâjCe meccele
yeeuekeâes kesâ keâeÙe&efve<heeove kesâ mebyebOe ceW cetuÙeebkeâve keâjves keâe DeJemej
Yee<ee efmeKeeves kesâ efueS Deveskeâ Øekeâej kesâ GheÛeejelcekeâ keâeÙeeX/DeYÙeemeeW
Øeehle neslee nw leLee Fmekesâ Éeje yeeuekeâeW kesâ mJeÙeb kesâ meyeue Deewj ogye&ue
keâe GheÙeesie keâj mekeâles nw~ he#e kesâ cetuÙeebkeâve kesâ efueS keâewMeue efJekeâefmele keâjves ceW meneÙelee efceueleer
45. If a student alleges that there has been nw hejvleg mebefJeYeeie Éeje efJeÅeeefLe&ÙeeW keâes oeefÙelJe mes cegòeâ keâjves ceW
favoritism in calculation of scripts how would
you deal whit her/him? meneÙelee efceueleer nw Ùen keâLeve mebefJeYeeie keâe Øeyeue he#e veneR nw~
Teaching Aptitude 152 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

47. Which one of the following methods of Ans : (c) Skeâ efMeef#ekeâe Deheves efMe#eCe ceW ßeJÙe–ÂMÙe meece«eer leLee
evaluation will help most, in ensuring good Meejerefjkeâ ieefleefJeefOeÙeeW keâe GheÙeesie keâjleer nw, keäÙeeWefkeâ Gvemes DeefOeiece
performance of students in Maths at primary
school stage ?
yeÌ{eves kesâ efueS DeefOekeâlece FbefvõÙeeW keâe GheÙeesie neslee nw~ efMe#ee ceW
ØeeLeefcekeâ mketâue kesâ mlej hej Úe$eeW keâer ieefCele ceW ßes‰ %eevesefvõÙeeW hej DeeOeeefjle %eeve pÙeeoe mLeeÙeer ceevee ieÙee nw~ ßeJÙe–
ÂMÙe meece«eer ceW Yeer %eevesefvõÙeeW Éeje efMe#ee hej efJeMes<e yeue efoÙee peelee
efve<heeove megefveef§ele keâjves nsleg efvecve ceW mes keâewve meer
nw~ FmeerefueS cewkeâesve leLee jeyešd&me ves ßeJÙe–ÂMÙe meece«eer kesâ cenòJe hej
cetuÙeebkeâve efJeefOe meyemes DeefOekeâ meneÙekeâ nesieer ? ØekeâeMe [eueles ngS keâne nw– ‘‘efMe#ekeâ ßeJÙe– ÂMÙe meece«eer kesâ Éeje
(a) Essay type questions/efveyevOeelcekeâ ØeMve Úe$eeW keâer Skeâ mes DeefOekeâ FefvõÙeeW keâes ØeYeeefJele keâjkesâ hee"dÙe–Jemleg keâes
(b) Multiple choice questions/yeng efJekeâuhe Jeeues ØeMve mejue, ®efÛekeâj leLee ØeYeeJeMeeueer yeveeles nQ~
(c) Oral and practical examination 50. efmevescee efkeäuehe keâes osKeves kesâ yeeo keâ#ee ceW Úe$eeW kesâ
ceewefKekeâ Deewj JÙeeJeneefjkeâ hejer#eCe DeefOeiece keâes megefveefMÛele keâjves keâer GheÙegòeâ efJeefOe
(d) Summative evaluation/mebkeâueveelcekeâ cetuÙeebkeâve ................. nw~
KVS Principal 08/02/2023 (Shift-I) (a) ØeÙeesieMeeuee keâeÙe& (b) keâ#ee Jeelee&ueehe
Ans. (c) : ØeeLeefcekeâ mketâue kesâ mlej hej Úe$eeW keâer ieefCele ceW ßes‰ (c) DeefOevÙeeme efueKevee (d) heefjÙeespevee keâeÙe&
efve<heeove megefveef§ele keâjves nsleg ceewefKekeâ SJeb JÙeeJeneefjkeâ hejer#eCe NVS, PGT 19–09–2019
efJeefOeÙeeW Éeje cetuÙeebkeâve meyemes DeefOekeâ ØeYeeJeer nesiee keäÙeeWefkeâ ØeeLeefcekeâ mlej Ans : (c) keâ#ee ceW efkeâmeer efmevescee kesâ efkeäuehe efoKeeves kesâ yeeo
hej yeeuekeâ ceewefKekeâ Gòej osves ceW pÙeeoe menpelee cenmetme keâjles nQ leLee efJeÅeeefLe&ÙeeW ceW DeefOeiece keâes megefveefMÛele keâjves kesâ efueS meyemes GheÙegòeâ
JÙeeJeneefjkeâ hejer#eCe ceW yeeuekeâeW keâer ieefleefJeefOeÙeeW keâe Deekeâueve efpeÙeesyees[&, lejerkeâe DeefOevÙeeme (Assignment) efueKeves kesâ efueS osvee nw~ DeefOevÙeeme
mebKÙee yuee@keâ Deeefo hej DeeOeeefjle neskeâj efkeâÙee pee mekeâlee nw~ efueKeves ceW Jes Deheves Deefpe&le %eeve leLee DevegYeJe keâe ØeÙeesie keâjWies~
48. Which of the subsequent isn't the fundamental 51. meerKeves kesâ GösMÙeeW kesâ meJeexÛÛe heeÙeoeve hej nw–
feature of the constructivist model of classroom
teaching ? (a) mecePe (b) ØeÙeesie
efvecveefueefKele ceW mes keâewve mee DevegJeleea (meymeerkeäJesvš) (c) cet uÙeeb k eâve (d) efJeMues<eCe
keâ#ee efMe#eCe kesâ jÛeveeJeeoer cee@[ue keâer cetueYetle NCERT PRT 30–07–2017
efJeMes<elee veneR nw? Ans : (c) cetuÙeebkeâve meerKeves kesâ GösMÙeeW kesâ meJeexÛÛe heeÙeoeve hej nw~
(a) Evaluation/cetuÙeebkeâve meer Keves kesâ meb%eeveelcekeâ GösMÙeeW kesâ Ú: mlej efvecve nQ– %eeve, yeesOe,
DevegØeÙeesie, efJeMues<eCe, mebMues<eCe, cetuÙeebkeâve~ efkeâmeer GösMÙe keâer hetefle&
(b) Collaboration/menÙeesie
kesâ efueS DeeJeMÙekeâ meece«eer leLee efJeefOeÙeeW kesâ cetuÙe kesâ efveOee&jCe mes
(c) Reflection/Øeefleefyebye mecyeefvOele efveCe&Ùe uesvee cetuÙeebkeâve GösMÙe kesâ Debleie&le Deelee nw~
(d) Construction/efvecee&Ce
52. yeÛÛes kesâ efMe#eCe GheueefyOe kesâ mlej kesâ yeejs ceW efvecve ceW
DSSSB PRT 30/03/2022 (Shift-I)
mes keâewve–mee DelÙeefOekeâ DeefJeMJemeveerÙe YeefJe<ÙekeâLeve nw?
Ans. (a) : jÛeveeJeeoer cee@[ue cetue ™he mes Skeâ efmeæevle nw~ Ùen (a) ceelee–efhelee keâer Yetefcekeâe
DeJeueeskeâve Deewj Jew%eeefvekeâ DeOÙeÙeve hej DeeOeeefjle neslee nw~ FmeceW keâne
(b) keäueeme ceW DeeÛejCe
ieÙee nw efkeâ ueesie ÛeerpeeW keâes DevegYeJe keâjves Deewj Gve DevegYeJeeW keâes
(c) meeceeefpekeâ DeeefLe&keâ efmLeefle
Øeefleefyebefyele keâjves kesâ ceeOÙece mes ogefveÙee (mebmeej) keâer Deheveer mJeÙeb keâer
(d) yeÛÛes keâer TBÛeeF& Deewj Yeej
mecePe Deewj %eeve keâe efvecee&Ce keâjles nQ~ peye ncesW kegâÚ veÙee efceuelee nw,
PRT–KVS Post Code 150/14, 19–10–2014
lees nceW Fmes Deheves efheÚues efJeÛeejeW Deewj DevegYeJe kesâ meeLe mecesšvee
heÌ[lee nw, nes mekeâlee nw efkeâ nce pees ceeveles nQ Gmes yeoue oW, Ùee Ans : (d) yeÛÛes kesâ efMe#eCe GheueefyOe kesâ mlej kesâ yeejs ceW yeÛÛes
MeeÙeo veF& peevekeâejer keâes DeØeemebefiekeâ ceevekeâj lÙeeie oWb~ efkeâmeer Yeer TBÛeeF& Deewj Yeej DelÙeefOekeâ DeefJeMJemeveerÙe YeefJe<ÙekeâLeve nw~ yeÛÛes keâer
ceeceueW ceW, nce Deheves mJeÙeb kesâ %eeve kesâ meef›eâÙe efvecee&lee nQ~ Ssmee keâjves GheueefyOe mlej hej yeÛÛes keâer TBÛeeF& Deewj Yeej keâe keâesF& ØeYeeJe veneR
kesâ efueS nceW ØeMve hetÚvee ÛeeefnS, helee ueieevee ÛeeefnS Deewj pees nce heÌ[lee nw~ yeÛÛes kesâ efMe#eCe GheueefyOe hej Gmekesâ ceelee–efhelee keâer
peeveles nQ Gmes otmejeW kesâ meeLe DeefYeJÙeòeâ (menÙeesieelcekeâ) keâjvee Yetefcekeâe, keäueeme ceW DeeÛejCe, meeceeefpekeâ–DeeefLe&keâ efmLeefle, efJeÅeeueÙe
ÛeeefnS~ keâ#ee efMe#eCe keâer jÛeveeJeeoer cetue efJeMes<elee ceW cetuÙeebkeâve keâe keâe JeeleeJejCe, ceeveefmekeâ ÙeesiÙelee Deeefo keâe ØeYeeJe heÌ[lee nw~
keâesF& mLeeve veneR neslee nw~ 53. Among the following, which model is an
indirect instructional strategy that uses a
49. Skeâ efMeef#ekeâe Deheves efMe#eCe ceW ßeJÙe–ÂMÙe meece«eer structured inquiry process and is based on the
leLee Meejerefjkeâ ieefleefJeefOeÙeeW keâe GheÙeesie keâjleer nw, work of Jerome Bruner ?
keäÙeeWefkeâ Gvemes– efvecveefueefKele ceW mes, keâewve mee cee@[ue Skeâ DeØelÙe#e
(a) ØeYeeJehetCe& Deekeâueve megiece neslee nw~ efveoxMeelcekeâ jCeveerefle nw pees Skeâ mebjefÛele hetÚleeÚ
(b) efMe#eeefLe&ÙeeW keâes efJejece efceuelee nw~ Øeef›eâÙee keâe GheÙeesie keâjlee nw Deewj pesjesce yeÇtvej kesâ keâece
(c) DeefOeiece yeÌ{eves kesâ efueS DeefOekeâlece FefvõÙeeW keâe GheÙeesie hej DeeOeeefjle nw ?
neslee nw~ (a) Concept Attainment model
(d) efMe#ekeâ keâes jenle efceueleer nw~ DeJeOeejCee Øeeefhle cee@[ue
PRT POST CODE 70/90 29.12.2013 (Cancelled) (b) Organiser model/DeeÙeespekeâ cee@[ue
Teaching Aptitude 153 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) Inquiry training model/hetÚleeÚ ØeefMe#eCe cee@[ue 57. efJeÅeeLeea keâer uesKeve Mewueer Deewj DeefYeJÙeefòeâ keâer Meefòeâ
(d) Advanced organiser model/GVele DeeÙeespekeâ cee@[ue .............. Éeje meyemes DeÛÚer lejn hejer#eCe keâer peeleer nw~
DSSSB PRT 29/03/2022 (Shift-III) (a) keâ#ee ceW ceewefKekeâ ØeMve Deewj Gòej
Ans. (a) : DeJeOeejCee Øeeefhle cee@[ue Skeâ DeØelÙe#e efveoxMeelcekeâ (b) Jemlegefve‰ Øekeâej kesâ ØeMveeW Jeeues ceevekeâerke=âle hejer#eCe
jCeveerefle nw pees Skeâ mebjefÛele hetÚleeÚ Øeef›eâÙee keâe GheÙeesie keâjlee nw (c) efJemle=le Gòej Jeeues hejer#eCe
Deewj pesjesce yeÇtvej kesâ keâece hej DeeOeeefjle nw~ Ùen cee@[ue DeJeOeejCeeDeeW (d) GheÙeg&òeâ meYeer
kesâ meerKeves SJeb efmeKeeves kesâ Fo&-efieo& Ietcelee nw~ Fme cee@[ue ceW Úe$eeW KVS–PRT Post Code 16/17, 29–10–2017
keâes GoenjCeeW kesâ yeerÛe leguevee Deewj Deblej keâjves kesâ efueS keâne peelee nw Ans : (c) efJeÅeeLeea keâer uesKeve Mewueer Deewj DeefYeJÙeefòeâ keâer Meefòeâ
SJeb Gve GoenjCeeW keâes Keespeves kesâ efueS keâne peelee nw pees Gve efJemle=le Gòej Jeeues hejer#eCe Éeje meyemes DeÛÚer lejn hejer#eCe keâer peeleer
DeJeOeejCeeDeeW keâer efJeMes<eleeDeeW keâes Meeefceue keâjles nQ pees Jes meerKe jns nw~ Fme hejer#eCe kesâ Éeje efJeÅeeefLe&ÙeeW ceW meceeueesÛeveelcekeâ efÛebleve SJeb
nQ~ Fme cee@[ue kesâ Devegmeej, peye DeJeOeejCee kesâ GoenjCeeW keâe efJeMues<eCe jÛeveelcekeâlee keâes yeÌ{eJee efoÙee peelee nw~
Ùee cetuÙeebkeâve efkeâÙee peelee nw lees meerKeves keâer DeJeOeejCeeDeeW keâes yesnlej {bie 58. efhebšvej hewšme&ve hewceevee Skeâ .............. nw~
mes mecePee pee mekeâlee nw~ DeJeOeejCee Øeeefhle cee@[ue Úe$eeW kesâ yeerÛe mebjefÛele (a) Meeefyokeâ hejer#eCe (b) iewj–Meeefyokeâ hejer#eCe
hetÚleeÚ DeeOeeefjle meerKeves keâes Øeeslmeeefnle keâjlee nw~ (c) efve<heeove hejer#eCe (d) mebmke=âefle efJeefMe° hejer#eCe
54. ‘‘efveyebOeelcekeâ hejer#eCe’’ keâer Fleveer ueeskeâefØeÙelee keâe KVS–PRT Post Code 16/17, 29–10–2017
cegKÙe keâejCe nw– Ans : (c) efhebšvej hewšme&ve hewceevee Skeâ efve<heeove hejer#eCe nw, efpemeceW
(a) Fmekesâ GÛÛe efveoeveelcekeâ cetuÙe yeefOej Ùee efJeosMeer JÙeefòeâÙeeW kesâ efKeueeheâ hetJee&«en keâes keâce keâjves kesâ
(b) Fmekeâer GÛÛe efJeMJemeveerÙelee ØeÙeeme ceW Yeeweflekeâ meece«eer Meeefceue keâer peeleer nw~ Fmekeâe GheÙeesie
(c) Fmekeâer meb#esheCe leLee mebie"ve keâewMeue keâes ceeheves keâer ÙeesiÙelee ‘‘Ghe–DemeeceevÙe’’ yeÛÛeeW ceW efJeefMe° Ieešs keâes efveOee&efjle keâjves kesâ efueS
(d) Fmekeâer GÛÛe JewOelee efkeâÙee pee mekeâlee nw~ Fmekeâe GheÙeesie keâF& JÙeefòeâlJe ue#eCeeW keâer
TGT–KVS, 08–01–2017 henÛeeve keâjves SJeb mecePeves kesâ efueS Yeer efkeâÙee ieÙee Lee, pewmes– ÂÌ{lee,
Ans : (c) ‘‘efveyebOeelcekeâ hejer#eCe’’ keâer Fleveer ueeskeâefØeÙelee keâe cegKÙe
OÙeeve DeJeefOe, Øeefleef›eâÙee meceÙe, mecemÙee meguePeeves keâer ceewefuekeâlee,
keâejCe nw Fmekeâer meb#esheCe leLee mebie"ve keâewMeue keâes ceeheves keâer ÙeesiÙelee~ Deelce–efveÙeb$eCe, Lekeâeve Deewj efmLejlee~
DeLee&led efveyevOeelcekeâ hejer#eCeeW mes Úe$eeW kesâ mebie"ve, ØemlegleerkeâjCe, leeefke&âkeâ 59. efJeÅeeefLe&ÙeeW ceW hejer#ee Gòespevee keâes Ieševes keâe keâewve–mee
efÛebleve, efveCe&Ùeve, me=peve Deeefo #eceleeDeeW keâe cetuÙeebkeâve neslee nw~ FmeceW Skeâ lejerkeâe veneR nw?
efJeÅeeefLe&ÙeeW keâes Deheves efJeÛeej JÙeòeâ keâjves kesâ menpe DeJemej efceueles nQ~ (a) DeefOekeâebMe «es[dme keâes Skeâ Ùee oes «es[dme hej DeeOeeefjle
55. Skeâ Øekeâej keâe ßesCeerkeâjCe efpemeceW Deueie–Deueie keâjves mes yeÛevee
ßesCeer–efyevogDeeW hej DeOÙesleeDeeW keâe Skeâ efveefMÛele (b) efueefKele hejer#eeDeeW hej peesj osvee
Devegheele neslee nw, keäÙee keânueelee nw? (c) DeveeJeMÙekeâ meceÙe oyeeJe mes yeÛevee
(d) hejer#ee kesâ hee"dÙe›eâce kesâ mebyebOe ceW mhe°lee GheueyOe keâjevee
(a) DeØelÙe#e ßesCeerkeâjCe (b) meehes#e ßesCeerkeâjCe
KVS–PRT Post Code 16/17, 29–10–2017
(c) efvejhes#e ßesCeerkeâjCe (d) ØelÙe#e ßesCeerkeâjCe
Ans : (b) efJeÅeeefLe&ÙeeW ceW hejer#ee Gòespevee keâes Ieševes kesâ efueS
TGT–KVS, 08–01–2017
efvecveefueefKele lejerkesâ nQ–
Ans : (b) meehes#e ßesCeerkeâjCe Skeâ Øekeâej keâe Ssmee ßesCeerkeâjCe nw
(i) DeefOekeâebMe «es[dme keâes Skeâ Ùee oes «es[dme hej DeeOeeefjle keâjves mes
efpemeceW Deueie–Deueie ßesCeer efyevogDeeW hej DeOÙesleeDeeW keâe Skeâ efveefMÛele yeÛevee~
Devegheele neslee nw peyeefkeâ meeceevÙe mebYeeJevee Je›eâ kesâ DeeOeej hej (ii) DeveeJeMÙekeâ meceÙe oyeeJe mes yeÛevee~
efveOee&efjle ceevekeâ efvejhes#e ßesCeerkeâjCe ceW yeÛÛeeW keâer efve<heefòe kesâ Deekeâueve
(iii) hejer#ee kesâ hee"dÙe›eâce kesâ mecyevOe ceW mhe°lee GheueyOe keâjevee~
keâe meboYe& efyebog neslee nw~
(iv) efJeÅeeefLe&ÙeeW kesâ Deveg™he JeeleeJejCe keâe efvecee&Ce keâjvee~
56. Jemlegefve‰ hejer#eCe GheÙegòeâ veneR nw– efueefKele hejer#eeDeeW hej peesj osvee Ùen hejer#ee Gòespevee keâes Ieševes keâe
(a) efJeÛeejeW kesâ efJekeâeme Deewj mebie"ve ceW lejerkeâe veneR nw~
(b) ueeiele keâce keâjves ceW 60. DeOÙeehekeâ efveefce&le leLee ceevekeâerke=âle hejer#eCeeW keâe cegKÙe
(c) efvecee&Ce keâer megiecelee nsleg Devlej efvecveefueefKele ceW mes efkeâme #es$e ceW nw?
(d) Devegceeve leòJeeW mes yeÛeeJe ceW (a) Jemlegielelee (b) ceevekeâ
PRT–KVS, 16–12–2017 (c) efJeheCÙelee (d) mece#e iegCeJeòee
Ans : (d) Jemlegefve‰ hejer#eCe Devegceeve leòJeeW mes yeÛeeJe ceW GheÙeesieer PRT KVS 2010
veneR neslee nw~ Deefheleg Devegceeve lelJeeW keâes Øeeslmeeefnle keâjvee Fme hejer#eCe Ans : (a) DeOÙeehekeâ efveefce&le leLee ceevekeâerke=âle hejer#eCeeW keâe cegKÙe
keâe Skeâ cegKÙe oes<e nw~ Jemlegefve‰ hejer#eCe keâer efJeMes<eleeDeeW kesâ Debleie&le Deblej Jemlegielelee kesâ #es$e ceW neslee nw~ efkeâmeer hejer#eCe keâer Jen efJeMes<elee
efJeÛeejeW kesâ efJekeâeme Deewj mebie"ve, efJemle=le ØeefleefveefOelJe, DebkeâeW ceW pees Gmes hejer#ekeâ keâer JÙeefòeâiele hemevo Ùee Âef<škeâesCe leLee Gmekesâ
meceevelee, Úe$eeW kesâ efueS GheÙeesieer, jšves keâe Deble, Skeâ mebef#ehle Gòej, efJeÛeej mes cegòeâ jKeleer nw hejer#eCe keâer Jemlegielelee keânueeleer nw~ ÙeneB
Gòej keâer mejuelee, Oeve keâer yeÛele, Debkeâve keâer mejuelee Deeefo DeOÙeehekeâ efveefce&le hejer#eCe ceW Jemlegielelee kesâ mLeeve hej efJe<eÙeefve<"lee
meefcceefuele nw~ Jemlegefve‰ hejer#eCe efkeâmeer hejer#eCe kesâ JÙeefòeâefve‰ keâer pÙeeoe mecYeeJevee nesleer nw keäÙeeWefkeâ FmeceW DeOÙeehekeâ kesâ hemevo Deewj
hetJee&«eneW mes cegòeâ nesles nQ~ Âef<škeâesCeeW Deewj Gmekesâ efJeÛeej mes ØeYeeefJele nesves keâer DeefOekeâ mecYeeJevee nw~
Teaching Aptitude 154 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

61. keâ#eerÙe hejer#eeDeeW keâe cegKÙele: ØeÙeesie efkeâÙee peelee nw– Ans : (b) šsmš yuet–efØebš GhekeâjCe efMe#ekeâeW keâes Ùen efveefo&° keâjves ceW
(a) hee"dÙe›eâce keâer keâef"veeFÙeeW keâe helee ueieeves kesâ efueS ceoo keâjlee nw efkeâ efJeefYeVe efJe<eÙeeW kesâ efueS efkeâleveer hejer#eCe efjòeâ
(b) Úe$eeW keâer «ee¢elee keâe helee ueieeves kesâ efueS Øeoeve keâjveer nw~ efpeme Øekeâej Fceejle keâe efvecee&Ce keâjves mes hetJe&
(c) mlej efveOee&efjle keâjves kesâ efueS Deeefke&âšskeäš DeLeJee keâejeriej Éeje Skeâ DeÛÚe SJeb veÙee ceeveefÛe$e yevee
(d) efkeâmeer FkeâeF& keâer meceeefhle metefÛele keâjves kesâ efueS efueÙee peelee nw Deewj keâejeriej Gmeer kesâ Devegmeej Fceejle keâe efvecee&Ce
PRT KVS 15–12–2013
keâjlee nw~ "erkeâ Gmeer Øekeâej DeÛÚs ØeMve–he$e keâe efvecee&Ce keâjves mes hetJe&
efMe#ekeâ Éeje Skeâ yuetefhebÇš lewÙeej efkeâÙee peelee nw, Gmeer DeeOeej hej ØeMve he$e
Ans : (b) keâ#eerÙe hejer#eeDeeW keâe cegKÙele: ØeÙeesie Úe$eeW keâer «ee¢elee keâe
keâe efvecee&Ce keâjles nQ~ yuet efØebš Skeâ Øekeâej mes {ebÛes keâer lejn keâeÙe& keâjlee nw
helee ueieeves kesâ efueS efkeâÙee peelee nw~ Fmes ØeeÙe: efveoeveelcekeâ hejer#eCe efpemekesâ DeeOeej hej ØeMve-he$eeW keâe efvecee&Ce efkeâÙee peelee nw~
Yeer keâne peelee nw~ Fmekesâ ceeOÙece mes Ùen helee ueieeÙee peelee nw efkeâ
hee"dÙe-Jemleg keâe keâewve-mee Yeeie efkeâme cee$ee ceW leLee keâneB lekeâ meerKee 65. What type of questions asked by a teacher are
convergent questions?
ieÙee nw leLee efkeâlevee Yeeie Úe$e meerKeves ceW DemeceLe& jne nw~ Fmeer kesâ efMe#ekeâ Éeje hetÚs ieS efkeâme Øekeâej kesâ ØeMveeW keâes
DeeOeej hej GheÛeejelcekeâ efMe#eCe efkeâÙee peelee nw~ efpemekesâ ceeOÙece mes DeefYemeejer ØeMve keâne peelee nQ?
mecemÙee keâe meceeOeeve efkeâÙee peelee nw~ (a) Single correct answer question
62. Skeâ ceÚueer keâer keâneveer efMeef#ekeâe heÌ{keâj megveeleer nw Deewj Skeâue mener Gòej Jeeuee ØeMve
yeÛÛeeW keâes Fmekeâe Gòej osves keâes keânleer nw ‘‘keâuhevee (b) Fixed correct answer question
keâerefpeS efkeâ Deehe Skeâ leeueeye keâer ceÚueer nes~ Deehe efveef§ele mener Gòej Jeeuee ØeMve
Deheves Deeme–heeme keäÙee osKeles nes?’’ Ùen Fmekeâe (c) Both single and fixed correct answer question
GoenjCe nw– Skeâue Deewj efveef§ele mener Gòej Jeeuee ØeMve oesveeW
(a) heefj%eeve ØeMve (b) yevo lejn keâe ØeMve (d) Multiple correct answer question
(c) Keguee Devle ØeMve (d) yengefJekeâuheerÙe ØeMve keâF& mener peJeeye Jeeuee ØeMve
KVS Assistant Teacher (Nursery) 31–08–2014 DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
Ans : (c) GheÙeg&òeâ ØeMve Keguee Devle ØeMve keâe GoenjCe nw~ Ssmes Ans. (c) : Skeâ efMe#ekeâ Éeje hetÚs ieÙes Skeâue Deewj efveef§ele Ùee kesâJeue
ØeMve efpevekesâ Éeje efJeÅeeefLe&ÙeeW keâer JÙeefòeâiele keâuhevee Meefòeâ, DeefYeJÙeefòeâ mener Gòej oesveeW ØeMve DeefYemeejer ØeMve nw~
efÛebleveMeeruelee Je me=peveelcekeâlee keâe hejer#eCe efkeâÙee pee mekesâ, Kegues DeefYemeejer ØeMve mecemÙee meceeOeeve ceW meneÙelee keâjles nQ Deewj yegefveÙeeoer
Devle Jeeues ØeMve keânueeles nQ~ Ssmes ØeMve ceW Skeâ ner ØeMve keâe Gòej Øeef›eâÙeeDeeW pewmes ceeheve, mebÛejCe, leguevee keâjves Deewj efJehejerle keâjves kesâ
efYeVe–efYeVe efJeÅeeLeea efYeVe–efYeVe lejerkesâ mes Deheves-Deheves MeyoeW ceW Øemlegle efueS Deefle GheÙeesieer nesles nQ~ Fme Øekeâej kesâ meJeeueeW keâes efveOee&efjle
keâj mekeâles nQ~ FmeceW yeÛÛeeW kesâ %eeve, DevegYeJe Ùee YeeJeveeDeeW keâe ØeMveeW kesâ ™he ceW Yeer meboefYe&le efkeâÙee peelee nw keäÙeeWefkeâ Úe$eeW mes Skeâ
meceeJesMe efveefnle neslee nw~ cetue efJeÛeej ceW Ùeesieoeve keâjves keâer Gcceero veneR keâer peeleer nw~
63. meeceevÙele: keâmeewšer meboefYe&le hejer#eCe efvecveefueefKele ceW mes 66. Which of the following is not unstandardized
test or individual method for evaluating
efkeâme GösMÙeeW kesâ efueS meyemes GheÙegòeâ nw? personality?
(a) je°^erÙe mlej hej Gve ueesieeW kesâ meeLe Skeâ mketâue ceW Úe$e efvecveefueefKele ceW mes keâewve-mee JÙeefòeâlJe keâe cetuÙeebkeâve
keâer GheueefyOe keâer leguevee keâjvee keâjves kesâ efueS Skeâ iewj-ceevekeâerke=âle hejer#eCe Ùee
(b) efMe#ekeâeW keâes Ùen peeveves ceW ceoo keâjvee efkeâ keäÙee GvneWves JÙeefòeâhejkeâ efJeefOe veneR nw?
Gvekesâ efJeMes<e GösMÙeeW keâes hetje efkeâÙee nw (a) Graphology/«eeHeâesuee@peer
(c) Ùen efveOee&efjle keâjves ceW ceoo keâjvee efkeâ Úe$eeW keâes neF& (b) Score card/mkeâesj keâe[&
mketâue kesâ yeeo keäÙee keâjvee (c) Anecdotal Records/Deveskeâ[esšue efjkeâe[dme&
(d) oesveeW (b) Deewj (c) (d) Sociometry/meesefMeDeescesšjer
PRT Post Code 70/09 02.02.2014 DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
Ans : (b) meeceevÙele: keâmeewšer meboefYe&le hejer#eCe efMe#ekeâeW keâes Ùen Ans. (a) : «eeHeâesuee@peer Ùee nmleuesKeevegefceefle JÙeefòeâlJe keâe cetuÙeebkeâve
peeveves ceW ceoo keâjlee nw efkeâ keäÙee GvneWves Gvekesâ efJeMes<e GösMÙeeW keâes keâjves kesâ efueS Skeâ iewj ceevekeâerke=âle hejer#eCe Ùee JÙeefòeâhejkeâ efJeefOe vener
hetje efkeâÙee nw~ keâmeewšer meboefYe&le hejer#eCe ceW efMe#ekeâ efJeÅeeLeea kesâ #ecelee, nw peyeefkeâ mkeâesjkeâe[&, Deveskeâ[esšue efjkeâe[dme& (GheeKÙeeveelcekeâ
ÙeesiÙelee, JÙeJenej Je Øeieefle keâe hejer#eCe efkeâmeer hetJe& efveOee&efjle ceeveoC[ DeefYeuesKe) Deewj meesefMeÙeescesšjer (meceepeefceefle) JÙeefòeâlJe keâe cetuÙeebkeâve
Ùee keâmeewšer kesâ DeeOeej hej keâjlee nw leLee Gmeer kesâ DeeOeej hej Jen keâjves kesâ efueS Skeâ iewj ceevekeâerke=âle hejer#eCe Ùee JÙeefòeâhejkeâ efJeefOe kesâ
mecemle Úe$eeW keâe JÙeefòeâiele ™he mes cetuÙeebkeâve keâjlee nw~ Devleie&le Deelee nw~ iewj ceevekeâerke=âle hejer#eCe Skeâ DeveewheÛeeefjkeâ hejer#eCe
64. .............. GhekeâjCe efMe#ekeâeW keâes Ùen efveefo&° keâjves ceW nw~ Ùes hejer#eCe Jeie& hejer#eCe nw Deewj Deeceleewj hej efMe#ekeâ Éeje
ceoo keâjlee nw efkeâ efJeefYeVe efJe<eÙeeW kesâ efueS efkeâleveer efJekeâefmele efkeâÙes peeles nQ Deewj yeenjer cetuÙeebkeâvekeâlee&DeeW kesâ mecetn Éeje
hejer#eCe efjòeâ Øeoeve keâjveer nw~ veneR efkeâÙee peelee nw~
(a) šsmš efØebš (b) šsmš yuet efØebš 67. On which of the following parameters, a
teacher should measure the success of his/her
(c) yuet efØebšj (d) FveceW mes keâesF& veneR lesson plan to encourage discovery learning
PRT Post Code 70/09 02.02.2014 among his/her students?
Teaching Aptitude 155 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

I. Increase in the relevance of questions (c) Provocative Questions/Gòespekeâ ØeMve

asked by students. (d) Divergent Questions/Dehemeejer ØeMve
II. Conviction in students in challenging DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
opinions of other students, teacher and
textbooks. Ans. (b) : mebJesoveMeerue ØeMve Skeâ Øekeâej keâe ØeMve veneR nw, keäÙeeWefkeâ
III. Frequency with which students ask Ss mes ØeMveeW keâer ÛeÛee& keâjves ceW efJeÅeeLeea Demenpe cenmetme keâjles nQ
question. peyeefkeâ heefjCeece mecyevOeer ØeMve, Gòespekeâ ØeMve Deewj Dehemeejer ØeMve,
efvece>efueefKele ceW mes efkeâme hewjeceeršj hej, Skeâ efMe#ekeâ keâes keâeuheefvekeâ ØeMve Deeefo efMe#ekeâ Éeje hetÚs ieÙes efJeefYeVe Øekeâej kesâ ØeMveeW
Deheves Úe$eeW kesâ yeerÛe Keespe meerKeves keâes heÇeslmeeefnle keâjves Øekeâej kesâ ØeMve mes mecyeefvOele nQ~
kesâ efueS Deheves hee" Ùeespevee keâer meHeâuelee keâes ceehevee 70. What type of questions are divergent question?
ÛeeefnS? efkeâme Øekeâej kesâ ØeMve [eFJepeXš ØeMve nQ?
I. Úe$eeW Éeje hetÚs ieS ØeMveeW keâer Øeemebefiekeâlee ceW Je=efæ~ (a) Multiple correct answer question
II. DevÙe Úe$eeW, efMe#ekeâ Deewj hee"ŸehegmlekeâeW keâer jeÙe keâF& mener peJeeye meJeeue
keâes Ûegveewleer osves ceW Úe$eeWs ceW efJeÕeeme~ (b) Both single and fixed correct answer question
III. DeeJe=efòe efpemekesâ meeLe Úe$e ØeMve hetÚles nQ~ oesveeW Skeâue Deewj efveef§ele mener Gòej ØeMve
(a) I,II and III/ I,II Deewj III (c) Fixed correct answer question
(b) I and II/ I Deewj II
ef veef§ele mener Gòej ØeMve
(d) Single correct answer question
(c) I and III/ I Deewj III
Skeâue mener Gòej ØeMve
(d) II and III/ II Deewj III
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
Ans. (a) : [eFJepeXš ØeMve Ùee Dehemeejer ØeMve keâe keâesF& efveef§ele Ùee
Ans. (a) : DeefOeiece keâer Keespeyeerve Øeef›eâÙee ceW Skeâ DeOÙeehekeâ keâes
Skeâ Gòej veneR neslee nw~ Fme Øekeâej kesâ ØeMveeW kesâ Gòej yeÛÛeeW kesâ
hee" keâer meheâuelee keâe ceeheve Deheves yeÛÛeeW keâer Keespeyeerve efJeefOe kesâ Éeje JewÙeefòeâkeâ meesÛe leLee efÛebleveMeeruelee hej DeeOeeefjle nesles nw~ DeLee&led
yeoueles JÙeJenej mes keâjvee ÛeeefnS, pewmes–Gvekesâ ØeMve hetÚves keâer Dehemeejer ØeMve Jes nesles nQ efpemekesâ Skeâ mes DeefOekeâ Gòej nesves keâer
yeejcyeejlee mes GheÙegòeâ ØeMve hetÚves ceW yeÌ{esòejer, DevÙe efJeÅeeLeea, mebYeeJevee nesleer nw~ FmeceW yeeuekeâ Deheves lejerkesâ mes efÛebleve keâjkesâ Gòej
DeOÙeehekeâeW kesâ hee"dÙe hegmlekeâ keâer ÛegveewleerhetCe& ÙegefòeâÙeeB, Gvekeâer ÛegveewefleÙeeW efueKelee nw~
ceW mhe<šlee, Deheveer efmLeefleÙeeW keâes yeoueves Je megOeejves keâer GheueyOe
DeeBkeâÌ[eW kesâ Devegmeej FÛÚe, efJeefYeVe GòejeW keâes mener keâjves ceW efnccele 71. The use of assessment results focuses on three
major heads. Which of the following are those
Ùee #ecelee keâer yeÌ{esòejer Deeefo~ Dele: I, II Deewj III meYeer mener nw~ major heads?
68. Which of the following types of questions cetuÙeebkeâve heefjCeeceeW keâe GheÙeesie leerve ØecegKe Meer<eeX hej
require the students to design and redesign
which involve good deal of innovation? keWâefõle neslee nw~ efvecveefueefKele ceW mes keâewve mes Jes ØecegKe
efvecveefueefKele ceW mes efkeâme Øekeâej kesâ ØeMve kesâ efueS Úe$eeW Meer<e& nQ ?
keâes ef[peeFve keâjves Deewj veÙee mJe™he osves keâer I. Identifying strengths and weaknesses from
DeeJeMÙekeâlee nw, efpemeceW veJeervelee keâe DeÛÚe meceeJesMe the assessment results.
nw? cetuÙeebkeâve heefjCeeceeW mes leekeâle Deewj keâcepeesefjÙeeW keâer
(a) Diverged questions/hetÚs ieS efJeefJeOe ØeMve henÛeeve keâjvee~
(b) Questions challenging assumptions II. Identifying and addressing typical
ÛegveewleerhetCe& ceevÙeleeDeeW hej meJeeue problems in mathematics learning.
(c) Future problem solving questions ieefCele meerKeves ceW efJeefMe° mecemÙeeDeeW keâer henÛeeve
YeefJe<Ùe keâer mecemÙee nue keâjves Jeeues ØeMve keâjvee Deewj Gvekeâe meceeOeeve keâjvee~
(d) Questions seeking new relationship III. Providing feedback to learners, parents
veS efjMleeW keâes keâeÙece keâjves mebyebOeer ØeMve and other stakeholders.
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM efMe#eeefLe&ÙeeW, DeefYeYeeJekeâ Deewj DevÙe efnleOeejkeâeW keâes
Ans. (c) : YeefJe<Ùe keâer mecemÙee keâes nue keâjves Jeeues ØeMveeW kesâ Gòej Øeeflehegef° Øeoeve keâjvee~
ceW veJeervelee Ùee ceewefuekeâlee keâe DeÛÚe meceeJesMeve neslee nw~ Fme Øekeâej (a) Only III/kesâJeue III
kesâ ØeMveeW keâe Gòej efueKeles meceÙe Úe$eeW keâes ceewefuekeâ efÛebleve keâer efveleevle (b) II and III/II leLee III
DeeJeMÙekeâlee nesleer nw~ Fmemes GveceW jÛeveelcekeâlee leLee meceeueesÛeveelcekeâ (c) Only II/kesâJeue II
efÛebleveMeeruelee keâe efJekeâeme neslee nw~
(d) I, II and III/I, II leLee III
69. Which of the following is NOT a type of
question? DSSSB PRT 07/03/2022 (Shift-III)
efvecveefueefKele ceW mes keâewve Skeâ Øekeâej keâe ØeMve veneR nw? Ans. (d) : cetuÙeebkeâve heefjCeeceeW keâe GheÙeesie leerve ØecegKe Meer<eeX hej
(a) Consequences Questions/heefjCeece mecyevOeer ØeMve keWâefõle neslee nw, Jes 3 Meer<e& efvecveefueefKele nQ–
(b) Sensitive Questions/mebJesoveMeerue ØeMve 1) cetuÙeebkeâve heefjCeeceeW mes leekeâle Deewj keâcepeesefjÙeeW keâer henÛeeve keâjvee~

Teaching Aptitude 156 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

2) ieefCele meerKeves ceW efJeefMe° mecemÙeeDeeW keâer henÛeeve keâjvee Deewj µ keâ#ee mebÛeeueve
Gvekeâe meceeOeeve keâjvee~ µ Úe$e kesâ DeefOeiece keâe Deekeâueve leLee
3) efMe#eeefLe&ÙeeW, DeefYeYeeJekeâ Deewj DevÙe efnleOeejkeâeW keâes Øeeflehegef° Øeoeve keâjvee~ µ Dehesef#ele DeefOeiece heefjCeece Deeefo~
Fmekesâ Éeje efMe#eeefLe&ÙeeW kesâ DeefOeiece ceW pees keâefceÙeeB jn peeleer nw Gvekeâe veesš–efMe#ekeâ kesâ ØeoMe&ve keâe cetuÙeebkeâve, keâ#ee Øeef›eâÙeeDeeW ceW Meeefceue
helee Ûeuelee nw SJeb GmeceW megOeej efkeâÙee peelee nw~ Ieškeâ kesâ Devleie&le veneR Deelee nw, Ùen efJeÅeeueÙe ØeyebOekeâeW keâe keâeÙe& nw
72. What is the role of parents in assessment ? efkeâ efMe#ekeâ kewâmee ØeoMe&ve keâj jne nw, Gmekeâer peeBÛe keâjvee Je
cetuÙeebkeâve ceW ceelee-efhelee keâer keäÙee Yetefcekeâe nw ? cetuÙeebkeâve keâjvee~
I. Only educated parents can evaluate 74. ______ are simply the number of questions or
progress. problems the student answered or solved
kesâJeue efMeef#ele ceelee-efhelee ner Øeieefle keâe cetuÙeebkeâve correctly.
keâj mekeâles nQ~ _____ kesâJeue Gve ØeMveeW Ùee mecemÙeeDeeW keâer mebKÙee nw
II. Illiterate parents can also co-operate in the efpevekeâe Úe$e ves Gòej efoÙee Ùee GefÛele ™he mes nue efkeâÙee~
learning process. (a) Raw score/je@ mkeâesj
DeveheÌ{ ceelee-efhelee Yeer meerKeves keâer Øeef›eâÙee ceW (b) Standard score/ceevekeâ mkeâesj
menÙeesie keâj mekeâles nQ~ (c) Percentage score/ØeefleMele mkeâesj
(a) Neither I nor II/vee ner I vee ner II (d) Calculated score/heefjkeâefuele mkeâesj
(b) Only I/kesâJeue I DSSSB PRT 29/03/2022 (Shift-III)
(c) Both I and II/I leLee II oesveeW Ans. (a) : je@ mkeâesj kesâJeue Gve ØeMveeW Ùee mecemÙeeDeeW keâer mebKÙee nw
(d) Only II/kesâJeue II efpevekeâe Úe$e ves Gòej efoÙee Ùee GefÛele ™he mes nue efkeâÙee nw Dele:
DSSSB PRT 07/03/2022 (Shift-III) efkeâmeer Yeer hejer#ee ceW Gmekeâe cetue Debkeâ je@ mkeâesj neslee nw, pees Skeâ Úe$e
Ans. (d) : ‘‘kesâJeue efMeef#ele ceelee-efhelee ner Øeieefle keâe Éeje mener Gòej efoÙes ieÙes ØeMveeW keâer mebKÙee JÙeòeâ keâjlee nw~ je@ mkeâesj
cetuÙeebkeâve keâj mekeâles nQ’’ Ùen keâLeve meJe&Lee DevegefÛele nw keäÙeeWefkeâ Deeceleewj hej Øeehle nesves Jeeuee JeemleefJekeâ mkeâesj neslee nw~ pewmes Ùeefo
kesâJeue efMeef#ele ceelee-efhelee ner veneR yeefukeâ DeefMeef#ele Ùee DeveheÌ{ ceelee- Skeâ hejer#ee oskeâj Úe$e GmeceW 100 ceW mes 75 Debkeâ Øeehle keâjlee nw lees
efhelee Yeer Deheves yeÛÛeeW kesâ Øeieefle kesâ cetuÙeebkeâve ceW meneÙekeâ nes mekeâles nQ 75 Gmekeâe je@ mkeâesj nesiee~ Ùeefo yeÛÛee Skeâ ceevekeâerke=âle hejer#eCe
leLee DeveheÌ{ Ùee DeefMeef#ele ceelee-efhelee Yeer meerKeves keâer Øeef›eâÙee ceW keâjlee nw lees je@ mkeâesj keâes Skeâ ceevekeâerke=âle mkeâesj ceW yeoue efoÙee peelee
menÙeesie keâj mekeâles nQ~ Ùen keâLeve hetCe&le: melÙe nw keäÙeeWefkeâ yeÛÛeeW kesâ nw, efpememes Skeâ hemeXšeFue Øeehle neslee nw~
ØeLece efMe#ekeâ ceelee-efhelee keâes ner ceevee peelee nw efpevemes Jes efJeefYeVe 75. Which of the following is not an ideal technique
Øekeâej kesâ keâewMeueeW, ÙeesiÙeleeDeeW leLee De#eceleeDeeW keâe efJekeâeme keâj of developing numeracy skills among primary
mekeâles nQ~ ceelee-efhelee DeveheÌ{ nesles ngS Yeer Deheves DevegYeJe kesâ efnmeeye children?
mes Deheves yeÛÛeeW keâes DeÛÚer efMe#ee os mekeâles nQ Yeueer-YeeBefle leLee GvnW ef vecveefueefKele ceW mes keâewve-mee ØeeLeefcekeâ yeÛÛeeW ceW
DeÛÚe-yegje keäÙee neslee nw? Gmekesâ yeejs ceW Yeer DeJeiele keâje mekeâles nQ meb KÙeelcekeâ keâewMeue efJekeâefmele keâjves keâer Skeâ DeeoMe&
leLee GvnW GÛÛe efMe#ee kesâ Øeefle Øeeslmeeefnle Yeer keâj mekeâles nQ~ Dele: lekeâveer keâ veneR nw?
kesâJeue II mener nw~ (a) Rote learning/jšvee
73. All are the major components involved in the (b) Classification/JeieeakeâjCe
classroom processes except ––––––––. (c) Sorting/ÚbšeF&
––––––– kesâ DeueeJee, meYeer keâ#ee Øeef›eâÙeeDeeW ceW (d) Ordering/DeeosMe osvee
Meeefceue ØecegKe Ieškeâ nQ~ DSSSB PRT 27/03/2022 (Shift-I)
(a) Evaluating of teacher’s performance Ans. (a) : jšvee ØeeLeefcekeâ yeÛÛeeW ceW mebKÙeelcekeâ keâewMeue efJekeâefmele keâjves
efMe#ekeâ kesâ ØeoMe&ve keâe cetuÙeebkeâve keâer Skeâ DeeoMe& lekeâveerkeâ veneR nw~ peyeefkeâ JeieeakeâjCe, ÚbšeF& SJeb DeeosMe
(b) Classroom transaction/keâ#ee mebÛeeueve osvee ØeeLeefcekeâ yeÛÛeeW ceW mebKÙeelcekeâ keâewMeue efJekeâefmele keâjves keâer Skeâ DeeoMe&
(c) Assessment of student’s learning lekeâveerkeâ nes mekeâleer nw~ Fme lekeâveerkeâ kesâ ceeOÙece mes yeÛÛeeW keâes ieefCele keâer
Úe$e kesâ DeefOeiece keâe Deekeâueve Øeke=âefle keâes mecePeves leLee meerKeves ceW ceoo efceueleer nw~
(d) Expected learning outcomes 76. Which of the following is not an approach to
Dehesef#ele DeefOeiece heefjCeece assessment for learning ?
DSSSB PRT 07/03/2022 (Shift-II) efvecveefueefKele ceW mes keâewve-mee DeefOeiece kesâ efueS Deekeâueve
Ans. (a) : efMe#ee Øeef›eâÙee kesâ cegKÙele: oes Debie nesles nQ Skeâ meerKeves keâe Gheeiece veneR nw?
Jeeuee Deewj otmeje efmeKeeves Jeeuee~ efveÙeesefpele efMe#ee ceW meerKeves Jeeues (a) Computer-based assessment
‘efMe#eeLeea’ keâns peeles nQ Deewj efmeKeeves Jeeues ‘efMe#ekeâ’~ efMe#ekeâ kesâ keâchÙetšj-DeeOeeefjle Deekeâueve
ØeoMe&ve kesâ DeueeJee meYeer keâ#ee Øeef›eâÙeeDeeW ceW Meeefceue ØecegKe Ieškeâ nQ~
(b) Teacher-led assessment/efMe#ekeâ-veerle Deekeâueve
efveÙeesefpele efMe#ee kesâ leerve Debie Deewj nesles nQ–
(c) Only workload/kesâJeue keâeÙe&Yeej
hee"ŸeÛeÙee&, heÙee&JejCe Deewj efMe#eCe keâuee SJeb lekeâveerkeâer~
(d) Peer assessment/mecekeâ#e Deekeâueve
Dele: meYeer keâ#ee Øeef›eâÙeeDeeW ceW Meeefceue ØecegKe Ieškeâ nQ– DSSSB PRT 26/03/2022 (Shift-I)
Teaching Aptitude 157 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : efMe#eCe-DeefOeiece Øeef›eâÙee kesâ oewjeve Deewj yeeo ceW efvecveefueefKele ceW mes keâewve Deeies meerKeves keâes yeÌ{eves kesâ
‘‘DeefOeiece kesâ Deekeâueve’’ efkeâÙee peelee nw~ Fmekeâe ØeeLeefcekeâ OÙeeve meYeer efueS DeefOeiece kesâ Skeâ DeefveJeeÙe& Ieškeâ kesâ ™he ceW keâeÙe&
Úe$eeW kesâ efueS DeefOeiece kesâ efvejblej megOeej hej neslee nw efpemekeâe GheÙeesie keâjlee nw?
Úe$e DeefOeiece keâer Øeieefle GheueefyOe keâe Deekeâueve keâjves kesâ efueS efkeâÙee (a) Assessment for learning
peelee nw~ DeefOeiece kesâ efueS Deekeâueve
DeefOeiece kesâ efueS Deekeâueve keâs GheeieceeW ceW keâchÙetšj-DeeOeeefjle (b) Assessment of learning/DeefOeiece keâe Deekeâueve
Deekeâueve, efMe#ekeâ-veerle Deekeâueve leLee mecekeâ#e Deekeâueve Fmekesâ (c) Assessment in learning/DeefOeiece ceW Deekeâueve
Devleie&le Meeefceue neslee nw~ (d) Assessment and Evaluation
77. Which of the following error occurs when a Deekeâueve Deewj cetuÙeebkeâve
child is able to understand the problem but is DSSSB PRT 29/03/2022 (Shift-II)
unable to identify the operation sequence of Ans. (a) : DeefOeiece kesâ efueS Deekeâueve Deeies meerKeves keâes yeÌ{eJee osves
operations required to solve the problem?
efvecveefueefKele ceW mes keâewve-meer $egefš leye nesleer nw peye keâesF& Deewj yeÌ{eves kesâ efueS DeefOeiece Øeef›eâÙee kesâ Skeâ DeefveJeeÙe& Ieškeâ kesâ ™he
yeÛÛee ØeMve keâes mecePeves ceW me#ece neslee nw uesefkeâve ØeMve ceW keâeÙe& keâjlee nw~ DeefOeiece kesâ efueS Deekeâueve keâes mece«e Ùee Je=òeekeâej
keâes nue keâjves kesâ efueS DeeJeMÙekeâ mebÛeeueve Ùee mebÛeeueve ™he ceW Deewj DeefOeiece keâer Øeef›eâÙee kesâ Yeeie kesâ ™he ceW ØeeÙe: osKee
kesâ ›eâce keâer henÛeeve keâjves ceW DemeceLe& neslee nw? peelee nw efpemeceW efMe#eeLeea Deheveer Øeieefle keâe cetuÙeebkeâve efMe#ekeâ keâes
efMe#eeLeea keâer mecePe kesâ mlej hej efveCe&Ùe uesves Deewj Gmekesâ Devegmeej
(a) Comprehension error/mecePeves ceW $egefš
efMe#eCe DeefOeiece keâer jCeveerefle keâer Ùeespevee yeveeves ceW ceoo keâjlee nw~
(b) Conversion error/™heeblejCe $egefš
Fmes jÛeveelcekeâ Deekeâueve kesâ ™he ceW Yeer peevee peelee nw~
(c) Reading error/he"ve $egefš
79. If the test results are consistent it will be
(d) Encoding error/ketâšuesKeve $egefš called?
DSSSB PRT 16/03/2022 (Shift-II) Ùeefo hejer#eCe kesâ heefjCeece megmebiele nQ lees Fmes keâne
Ans. (b) : ™heevlejCe $egefš Skeâ Ssmeer $egefš nesleer nw, peye keâesF& yeÛÛee peeSiee?
ØeMve keâes mecePeves ceW me#ece neslee nw uesefkeâve ØeMve keâes nue keâjves kesâ (a) Valid test/JewOe hejer#eCe
efueS DeeJeMÙekeâ mebÛeeueve Ùee mebÛeeueve kesâ ›eâce keâer henÛeeve keâjves ceW (b) Subjective test/JÙeefòeâefve<" hejer#eCe
DemeceLe& neslee nw~ Ùen mecØelÙeÙe vÙetcewve kesâ $egefš efJeMues<eCe kesâ Devleie&le
(c) Reliable test/efJeÕemle hejer#eCe
Deeles nQ~ Fmes mecemÙee meceeOeeve kesâ ™he ceW Yeer peevee peelee nw~ vÙetcewve
(d) Objective test/Jemlegefve<" hejer#eCe
kesâ $egefš efJeMues<eCe kesâ heerÚs keâe efmeæevle yeleelee nw efkeâ ieefCele ceW Skeâ
Meyo mecemÙee keâes nue keâjves kesâ efueS Skeâ Úe$e Deeceleewj hej heeBÛe DSSSB PRT 26/03/2022 (Shift-III)
ÛejCeeW mes iegpejlee nw~ JneF[ keâe keânvee nw efkeâ Ùeefo keâesF& ieefCeleerÙe Ans. (c) : Ùeefo hejer#eCe kesâ heefjCeece megmebiele nQ lees Fmes efJeÕemle
mecemÙee keâe Gòej osves keâe ØeÙeeme keâj jne nw lees Gme JÙeefòeâ keâer keâF& hejer#eCe keâne peeSiee~
›eâefcekeâ yeeOeeDeeW he"ve, mecePe, ™heevlejCe, Øeef›eâÙee keâewMeue Deewj efJeÕemeveerÙelee (Reliability) Øeehleebkeâes keâer Gme mebieefle keâer Deesj Fbefiele
Svkeâesef[bie mes iegpejves ceW me#ece nesvee ÛeeefnS~ keâjlee nw pees Skeâ ner JÙeefòeâ kesâ efJeefYeVe DeJemejeW hej SJeb efJeefYeVe
• he"ve $egefš leye nesleer nw peye Jen Úe$e mecemÙee ceW efveefnle MeyoeW heefjefmLeefleÙeeW ceW Gmeer hejer#eCe mes ceeheves hej Øeehle nesles nQ~ Dele: efkeâmeer
Deewj ØeleerkeâeW keâes heÌ{ves ces me#ece veneR nesles nQ~ hejer#eCe ceW ceeheve keâer $egefšÙeeB efpeleveer keâce nesieer hejer#eCe Glevee ner
• mecePe $egefš leye nesleer nw peye Úe$e mecemÙee keâes heÌ{ves ces DemeceLe& DeefOekeâ efJeÕemeveerÙe nesiee~
neslee nw uesefkeâve pees DeeJeMÙekeâ nw Gmes Øeehle keâjves ceW efJeHeâue 80. Which of the following is least related to
jnlee nw~ objective based planning, teaching and
evaluation?
• ™heevlejCe $egefš leye nesleer nQ peye Úe$e mecemÙee keâes mecePeles nQ efvecveefueefKele ceW mes keâewve Jemlegefve<" DeeOeeefjle Ùeespevee,
uesefkeâve mecemÙee keâes nue keâjves kesâ efueS mener ieefCeleerÙe mebÛeeueve efMe#eCe Deewj cetuÙeebkeâve mes meyemes keâce mebyebefOele nw?
Ûegveves ceW efJeHeâue nesles nQ~
(a) Clear administrative/mhe<š ØeMeemeefvekeâ veerefleÙeeB
• Øeef›eâÙee keâewMeue $egefš leye nesleer nw peye Úe$e mecemÙee keâes nue (b) Clear curriculum/mhe<š hee"Ÿe›eâce heefjYee<ee
keâjves ceW mener mebÛeeueve Ûegveves ceW me#ece nesles nQ uesefkeâve mener (c) Ease of teacher workload
Øeef›eâÙee kesâ Devegmeej FmeceW Yeeie veneR ues mekeâles nQ~ efMe#ekeâ keâeÙe&Yeej ceW Deemeeveer
• Svkeâesef[bie ÛejCe $egefš leye nesleer nw peye Úe$e ves mecemÙee keâes nue (d) Assured assessment validity
keâjvee meceehle keâj efoÙee nw uesefkeâve Fmekeâe ieuele DeLe& efvekeâeuee megefveefMÛele Deekeâueve JewOelee
ieÙee nw~ DSSSB PRT 26/03/2022 (Shift-III)
Ùen mecemle $egefšÙeeB yeÛÛeeW ceW efkeâmeer ve efkeâmeer ™he ceW keâYeer ve keâYeer
mhe° ØeMeemeefvekeâ veerefleÙeeB Jemlegefve‰ DeeOeeefjle Ùeespevee,
Ans. (a) :
GlheVe nesleer nw~ efpemes efMe#ekeâ keâes Deheves efMe#eCe keâewMeue leLee
efMe#eCe Deewj cetuÙeebkeâve mes meyemes keâce mecyebefOele nQ peyeefkeâ mhe°
jCeveerefleÙeeW kesâ Éeje mener efkeâÙee pee mekeâlee nw~
hee"Ÿe›eâce heefjYee<ee, efMe#ekeâ keâeÙe&Yeej ceW Deemeeveer SJeb megefveef§ele
78. Which of the following serves as an essential Deekeâueve JewOelee Jemlegefve‰ DeeOeeefjle Ùeespevee, efMe#eCe Deewj cetuÙeebkeâve
component of the learning process in order to
promote and enhance further learning? mes Devle: mecyebefOele nQ~ Ùen Skeâ DeefveJeeÙe& Ieškeâ nw~
Teaching Aptitude 158 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

81. Which of the following combination of type of (ii) GheÛeejelcekeâ ØeefleefkeâÙee GheueyOe keâjelee nw~
objective type questions and its related (iii) iewj–Mew#eefCekeâ ÙeesiÙeleeDeeW keâer henÛeeve keâjlee nw Deewj GvnW
questions is not correct ?
Jemlegefve‰ Øekeâej kesâ ØeMveeW Deewj Gmemes mebyebefOele ØeMveeW keâe yeÌ{eJee oslee nw~
efvecveefueefKele ceW mes keâewve mee mebÙeespeve mener veneR nw ? peyeef k eâ yeÛÛeeW ceW ØeeflemheOee& keâer YeeJevee keâes yeÌ{elee nw– Ùen keâLeve
CCE ØeCeeueer kesâ yeejs ceW melÙe veneR nw~
I. Recall type questions ___ Polythene is
biodegradable (true / false) 84. CCE ceW, efkeâleves ØeefleMele efvecee&Ceelcekeâ cetuÙeebkeâve nw?
mcejCe keâjves Jeeues ØeMve-hee@ueerefLeve yeeÙeesef[«es[syeue (a) 20% (b) 40%
/pewJeefvecveerkeâjCeerÙe nw (melÙe/DemelÙe) (c) 50% (d) 75%
II. Recognition/type questions __ what is the KVS–PRT Post Code 16/17, 29–10–2017
percentage of nitrogen in air ? Ans : (b) CCE ceW 40³ efvecee&Ceelcekeâ cetuÙeebkeâve nw~ efvecee&Ceelcekeâ
ceevÙelee keâjves Jeeues ØeMve - JeeÙeg ceW veeFš^espeve keâe cetuÙeebkeâve keâes ‘meerKeves kesâ efueS Deekeâueve’ Ùee ‘jÛeveelcekeâ cetuÙeebkeâve’
efkeâlevee ØeefleMele nw? Yeer keâne peelee nw~ Fme Øekeâej kesâ cetuÙeebkeâve keâe cegKÙe ØeÙeespeve Úe$eeW
(a) Neither I nor II/vee ner I vee ner II keâes Ssmeer jÛeveelcekeâ Øeefleef›eâÙee Øeehle keâjves ceW me#ece yeveevee nw pees GvnW
(b) Only II/kesâJeue II yesnlej meerKeves Deewj ØeYeeJeer Øeieefle keâjves ceW Gvekeâer ceoo keâjsieer~
(c) Both I and II/I leLee II oesveeW 85. efJe%eeve efJe<eÙeeW ceW meleled Deewj JÙeehekeâ cetuÙeebkeâve kesâ
(d) Only I/kesâJeue I Devegmeej keâce–mes–keâce kegâÚ jÛeveelcekeâ cetuÙeebkeâve keâe
DSSSB PRT 07/03/2022 (Shift-III) DeeOeej efvecveefueefKele ceW mes keâewve–mee nesvee ÛeeefnS?
Ans. (c) : ØeMveeW kesâ efvecve Øekeâej nw- (a) mebJeeo keâewMeue
(b) uesKeve keâewMeue
(c) ØeÙeesieMeeuee ef›eâÙeekeâueehe leLee ØeÙeesie
(d) mecetneW ceW heefjÙeespevee keâeÙe&
mcejCeerÙe ØeMve–keäÙee hee@efueLeerve pewJe efvecveerkeâjCeerÙe nw (melÙe/DemelÙe) PRT–KVS 07–01–2017
mener efceueeve veneR efkeâÙee ieÙee nw keäÙeeWefkeâ mener Ùee ieuele ØeMve mcejCeerÙe Ans : (c) efJe%eeve efJe<eÙeeW ceW meleled Deewj JÙeehekeâ cetuÙeebkeâve kesâ
GösMÙe kesâ Debleie&le veneR Deeles nw~ Devegmeej keâce–mes–keâce kegâÚ jÛeveelcekeâ cetuÙeebkeâve keâe DeeOeej
ceevÙelee ØeMve–JeeÙeg ceW efkeâleves ØeefleMele veeFš^espeve nw? Yeer mener efceueeve ØeÙeesieMeeuee ef›eâÙeekeâueehe leLee ØeÙeesie nesvee ÛeeefnS~
veneR nw keäÙeeWefkeâ veeFš^espeve keâe ØeefleMele leLÙeelcekeâ ØeMve kesâ Devleie&le 86. efJeÅeeefLe&ÙeeW kesâ Mewef#ekeâ hejer#eCe keâer efJeJesÛevee keâjles
Deelee nw efpemes henÛeeveves keâer veneR Ùeeo jKeves keâer DeeJeMÙekeâlee nw~ meceÙe DeOÙeehekeâ keâes OÙeeve jKevee ÛeeefnS Gmekeâer–
Dele: I leLee II oesveeW mener veneR nw~
(a) GheefmLeefle keâe (b) DeeÙeg keâe
82. meleled Deewj JÙeehekeâ cetuÙeebkeâve kesâ Debleie&le cetuÙeebefkeâle
(c) «es[ keâe (d) Ghejesòeâ meYeer
efkeâS peeves Jeeues meeceeefpekeâ–JÙeefòeâiele iegCeeW ceW, NCERT PRT 30–07–2017
efvecveebefkeâle ceW mes keäÙee veneR Deelee nw?
Ans : (a) efJeÅeeefLe&ÙeeW kesâ Mewef#ekeâ hejer#eCe keâer efJeJesÛevee keâjles meceÙe
(a) mJeÛÚlee (b) efÛe$ekeâuee DeOÙeehekeâ keâes Gvekeâer GheefmLeefle keâe OÙeeve jKevee ÛeeefnS~ DeOÙeehekeâ
(c) menÙeesie (d) DevegMeemeve keâes hejer#eCe keâe efvecee&Ce keâjles meceÙe Ùen OÙeeve jKevee ÛeeefnS efkeâ
PRT–KVS, 16–12–2017 efJeÅeeLeea hejer#eCe mes efyeukegâue Yeer efJeÛeefuele ve neW leLee hejer#eCe Gvekeâer
Ans : (b) meleled Deewj JÙeehekeâ cetuÙeebkeâve kesâ Debleie&le cetuÙeebefkeâle efkeâS ÙeesiÙelee kesâ Deveg™he ner nes~ hejer#eCe Ùeefo efJeÅeeefLe&ÙeeW keâer ÙeesiÙelee kesâ
peeves Jeeues meeceeefpekeâ–JÙeefòeâiele iegCeeW ceW efÛe$ekeâuee veneR Deelee nw~ Deveg™he veneR neslee nw lees efJeÅeeLeea ceW De™efÛe GlheVe nesleer nw leLee Jes
Deefheleg Fmekeâe cetuÙeebkeâve Mewef#ekeâ #es$eeW kesâ Debleie&le meefcceefuele efkeâÙee hejer#eCe mes Deheves Deehekeâes Deueie keâj uesles nQ efpememes hejer#eCe keâe
peelee nw~ otmejer Deesj mJeÛÚlee, menÙeesie, DevegMeemeve Deeefo keâe GösMÙe ØeYeeefJele neslee nw~
cetuÙeebkeâve meeceeefpekeâ-JÙeefòeâiele iegCeeW kesâ Debleie&le efkeâÙee peelee nw~ 87. Ùeefo efkeâmeer hejer#ee ceW Deehekeâer keâ#ee kesâ DeefOekeâebMe
83. CCE ØeCeeueer kesâ yeejs ceW keâewve–mee melÙe veneR nw? efJeÅeeLeea Demeheâue nes peeSb lees Deehe Fmekeâe oeefÙelJe
(a) yeÛÛeeW ceW ØeeflemheOee& keâer YeeJevee keâes yeÌ{elee nw~ efkeâme hej [eueWies?
(b) meece«eer kesâ Úesšs efnmmes hej meerKeves keâer Øeieefle keâer henÛeeve (a) efJeÅeeueÙe ceW GheueyOe keâcepeesj megefJeOeeSb
keâjlee nw~ (b) DeefOekeâejer keâer keâcepeesj Ùeespevee
(c) GheÛeejelcekeâ Øeefleef›eâÙee GheueyOe keâjelee nw (c) Deehekeâer Deheveer efMe#eCe–efJeefOe
(d) iewj–Mew#eefCekeâ ÙeesiÙeleeDeeW keâer henÛeeve keâjlee nw Deewj (d) yeÛÛeeW keâer heÌ{eF& ceW ueehejJeener
GvnW yeÌ{eJee oslee nw PRT KVS 2010
KVS–PRT Post Code 16/17, 29–10–2017 Ans : (c) Ùeefo efkeâmeer hejer#ee ceW Skeâ efMe#ekeâ keâer keâ#ee kesâ DeefOekeâebMe
Ans : (a) CCE ØeCeeueer kesâ efvecveefueefKele efJeMes<eleeSB nQ– efJeÅeeLeea Demeheâue nes peeles nQ lees Gmes Fmekeâe oeefÙelJe Deheveer mJeÙeb keâer
(i) meece«eer kesâ Úesšs efnmmes hej meerKeves keâer Øeieefle keâer henÛeeve efMe#eCe efJeefOe hej [euevee ÛeeefnS~ keäÙeeWefkeâ efJeÅeeLeea keâer DemeHeâuelee
keâjlee nw~ JÙeJemLee keâer DemeHeâuelee ceeveer peeleer nw~
Teaching Aptitude 159 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

88. efkeâmeer JÙeJemeeÙe ceW meheâuelee kesâ mecYeeefJele efÛeÖ efJeÅeeLeea heÌ{ jne nw, Gmekesâ %eeve keâes DeeBkeâvee veneR nw yeefukeâ %eeve kesâ
Âef°ieesÛej nesles nQ– DevÙe #es$eeW, pewmes efkeâ keâuee, efMeuhe keâuee, mJeemLÙe leLee Meejerefjkeâ
(a) JÙeefòeâiele #ecelee kesâ cetuÙeebkeâve ceW efMe#ee, Meeefvle kesâ efueS efMe#ee, peerJeve keâewMeueeW Deeefo #es$e ceW Yeer
(b) JÙeJemeeÙe kesâ cetuÙeebkeâve ceW Gmekeâer menYeeefielee keâes DeeBkeâvee nw~
(c) JÙeJemeeÙeeW keâer meeceeefpekeâ ceevÙelee ceW 92. cetuÙeebkeâve keâe meJee&efOekeâ DeLe&hetCe& jen nw–
(d) JÙeJemeeÙe mecyevOeer GheueyOelee ceW (a) efvejblej Deewj efJemle=le cetuÙeebkeâve
PRT KVS 15–12–2013 (b) šce& kesâ Deble ceW nslegue#eer hejer#ee uesvee
Ans : (a) efkeâmeer JÙeJemeeÙe ceW meheâuelee kesâ mecYeeefJele efÛevn JÙeefòeâiele (c) efJeÅeeefLe&ÙeeW keâe keäÙegcÙeguesefšJe efjkeâe@[& jKevee
#ecelee kesâ cetuÙeebkeâve ceW Âef°ieesÛej nesles nQ~ peye keâesF& Yeer JÙeefòeâ Deheveer (d) mescesmšj heæefle cetuÙeebkeâve
#ecelee kesâ Deveg™he JÙeJemeeÙe keâe ÛeÙeve keâjlee nw lees Jen Gme JÙeJemeeÙe PRT (SPECIAL EDUCATION)
ceW DeJeMÙe meheâuelee Øeehle keâjlee nw~ Post Code 01/13, 28.07.2013
89. Úe$eeW kesâ mener cetuÙeebkeâve kesâ efueS efvecveefueefKele ceW mes Ans : (a) cetuÙeebkeâve keâe meJee&efOekeâ DeLe&hetCe& jen nw– efvejblej Deewj
efkeâme efJeefOe keâe ØeÙeesie efkeâÙee peevee ÛeeefnS? efJemle=le cetuÙeebkeâve~ cetuÙeebkeâve ceW efvejblejlee keâe DeLe& nw Deekeâueve keâes
(a) jÛeveelcekeâ (efJekeâemeMeerue) cetuÙeebkeâve efMe#eCe DeefOeiece Øeef›eâÙee ceW Skeâ efveÙeefcele ieefleefJeefOe yeveevee~ Ùen
(b) meleled cetuÙeebkeâve meowJe efMe#eCe kesâ meeLe–meeLe Ûeuelee jnlee nw~ Úe$eeW kesâ ØeoMe&ve keâe
(c) keâesme& kesâ Deble ceW cetuÙeebkeâve Deekeâueve keâjves kesâ efueS efMe#ekeâ DeJeueeskeâve, mee#eelkeâej, mJe leLee
(d) ØelÙeskeâ Úceener hej cetuÙeebkeâve menhee"er Deekeâueve, mecetn keâeÙe& heefjÙeespevee Deeefo efJeefYeVe lekeâveerkeâeW keâe
PRT KVS 04–10–2015 efvejblej ØeÙeesie keâjles nQ~ JeneR efJemle=le cetuÙeebkeâve efJeÅeeLeea kesâ JÙeefòeâlJe
Ans : (b) Úe$eeW kesâ mener cetuÙeebkeâve kesâ efueS melele cetuÙeebkeâve efJeefOe kesâ meJeeËieerCe efJekeâeme kesâ Deekeâueve keâe OÙeeve efvejblej jKelee nw~
keâe ØeÙeesie efkeâÙee peevee ÛeeefnS~ meleled cetuÙeebkeâve keâe DeLe& nw, 93. efJeÅeeueÙe–DeeOeeefjle Deekeâueve cegKÙe ™he mes efkeâme
Deekeâueve keâes efMe#eCe DeefOeiece Øeef›eâÙee ceW Skeâ efveÙeefcele ieefleefJeefOe efmeæeble hej DeeOeeefjle neslee nw?
yeveevee~ meleled cetuÙeebkeâve ceW Úe$eeW kesâ ØeoMe&ve keâes DeewheÛeeefjkeâ leLee
(a) efkeâmeer Yeer keâercele hej efJeÅeeefLe&ÙeeW keâes DeÛÚs «es[ efceueves
DeveewheÛeeefjkeâ oesveeW lejerkesâ mes DeeBkeâe peelee nw~ Ùen efMe#eCe kesâ meeLe-
meeLe Ûeuelee jnlee nw~ Úe$eeW kesâ ØeoMe&ve keâe Deekeâueve keâjves kesâ efueS ÛeeefnS
efMe#ekeâ DeJeueeskeâve, mee#eelkeâej, mJe leLee menhee"er Deekeâueve, mecetn (b) efJeÅeeueÙe, yee¢e efvekeâeÙeeW keâer Dehes#ee pÙeeoe me#ece nw
keâeÙe&, heefjÙeespevee Deeefo efJeefYeVe lekeâveerkeâeW keâe ØeÙeesie efkeâÙee keâjles nQ~ (c) Deekeâueve yengle efkeâheâeÙeleer (efceleJÙeÙeer) nesvee ÛeeefnS
90. efMe#ee keâe mlej yeÌ{eves kesâ efueS keäÙee pe™jer nw? (d) yee¢e hejer#ekeâeW keâer Dehes#ee efMe#ekeâ Deheves efMe#eeefLe&ÙeeW keâer
(a) efJeÅeeefLe&ÙeeW keâe ueieeleej cetuÙeebkeâve #eceleeDeeW keâes yesnlej peeveles nQ
(b) efMe#ekeâ keâes yesnlej Jesleve osvee PRT POST CODE 70/90 29.12.2013 (Cancelled)
(c) hee"dÙe›eâce ceW mebMeesOeve keâjvee Ans : (d) efJeÅeeueÙe–DeeOeeefjle Deekeâueve cegKÙe ™he mes Fme efmeæeble
(d) mketâueer FceejleeW keâes yesnlej yeveevee hej DeeOeeefjle nw efkeâ yee¢e hejer#ekeâeW keâer Dehes#ee efMe#ekeâ Deheves
KVS Assistant Teacher (Nursery) 31–08–2014 ef M e#eeef Le&ÙeeW keâer #eceleeDeeW keâes yesnlej peeveles nQ~ efJeÅeeueÙe DeeOeeefjle
Ans : (a) efMe#ee keâe mlej yeÌ{eves kesâ efueS efJeÅeeefLe&ÙeeW keâe ueieeleej Deekeâueve Skeâ meleled Ùee efvejblej Ûeueves Jeeueer Øeef›eâÙee nw, efpemeceW
cetuÙeebkeâve pe™jer nw~ efMe#ee ceW cetuÙeebkeâve Jen efmLeefle nw peneB yeeuekeâeW efMe#ekeâ, efMe#eeefLe&ÙeeW kesâ DeefOeiece $egefšÙeeW keâer henÛeeve keâj GmeceW megOeej
keâer efve<heefòe Éeje Gvekesâ Deefpe&le %eeve leLee keâewMeue Deewj ÙeesiÙelee leLee keâjves keâe ØeÙeeme keâjlee nw~ ÛetBefkeâ efJeÅeeueÙe DeeOeeefjle Deekeâueve ceW
#eceleeDeeW keâer cee$ee keâe helee ueieeÙee peelee nw leLee Gvekeâes Skeâ efmLeefle efMe#ekeâ Deheves efMe#eeefLe&ÙeeW keâe mJeÙeb Deekeâueve keâjlee nw~ FmeefueS Jen
Øeoeve keâer peeleer nw~ efJeÅeeefLe&ÙeeW keâer efmLeefle efMe#ee keâe mlej yeleeves ceW Deheves DeefOekeâej #es$e hej ØeYeglJe keâer YeeJevee Yeer jKelee nw~
meneÙekeâ nesleer nw~ cetuÙeebkeâve keâer meneÙelee mes efMe#eCe efJeefOeÙeeW keâer 94. heesš&heâesefueÙees melele SJeb JÙeehekeâ cetuÙeebkeâve keâe Skeâ
ØeYeeJeMeeruelee keâe Deekeâueve efkeâÙee peelee nw~ Fmekeâer meneÙelee mes efMe#eCe kesâ cenòJehetCe& ceeOÙece nw, keäÙeeWefkeâ Jen–
mlej keâer peeBÛe keâjles ngS efvejvlej megOeej efkeâÙee pee mekeâlee nw~ (a) DeefveJeeÙe& nw
91. JÙeehekeâ cetuÙeebkeâve ................ kesâ efveOee&jCe keâes metefÛele (b) ef›eâÙeeefvJele keâjvee mejue neslee nw
keâjlee nw~ (c) vÙetvelece metÛevee Øeoeve keâjlee nw
(a) men–DeOÙeeheve ØeJe=efòe (d) efJeÅeeefLe&ÙeeW ceW keâewMeue kesâ efJekeâeme keâes Fbefiele keâjlee nw
(b) mewæebeflekeâ efJe<eÙeeW NVS PGT 2016
(c) Mewef#ekeâ Deewj men–Mewef#ekeâ #es$e Ans : (d) heesš&heâesefueÙees meleled SJeb JÙeehekeâ cetuÙeebkeâve keâe Skeâ
(d) mebkeâefuele efveOee&jCe hejer#eCe cenòJehetCe& ceeOÙece nw keäÙeeWefkeâ Ùen efJeÅeeefLe&ÙeeW ceW keâewMeue kesâ efJekeâeme
PRT Post Code 71/09 & 101/12, 25.08.2013 keâes Fbefiele keâjlee nw~ heesš&heâesefueÙees efJeÅeeLeea keâer Mewef#ekeâ ieefleefJeefOeÙeeW
Ans : (c) JÙeehekeâ cetuÙeebkeâve Mewef#ekeâ Deewj men Mewef#ekeâ #es$e kesâ leLee efJe<eÙeeW mes mecyeefvOele GheueefyOeÙeeW Deewj keâeÙeeX keâe Skeâ efJeMes<e
efveOee&jCe keâes metefÛele keâjlee nw~ JÙeehekeâ cetuÙeebkeâve, efJeÅeeLeea kesâ meb«en nw~ Fmekeâer meneÙelee mes Úe$e keâe Mewef#ekeâ leLee mJe-cetuÙeebkeâve
JÙeefòeâlJe kesâ meJeeËieerCe Ùee mece«e efJekeâeme kesâ Deekeâueve keâe OÙeeve jKelee megefJeOeepevekeâ lejerkesâ mes nes peelee nw Deewj ÙeesiÙeleeDeeW SJeb GheueefyOeÙeeW
nw~ Deekeâueve keâe GösMÙe kesâJeue efkeâmeer efJe<eÙe efJeMes<e ceW, efpemes keâer iegCeJeòee keâe %eeve Yeer nes peelee nw~
Teaching Aptitude 160 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

95. Which of the following combination is correct? 97. Which of the following is not an objective test?
efvecveefueefKele ceW mes keâewve mee mebÙeespeve mener nw? FveceW mes keâewve-meer Jemlegefve<" veneR nw?
I. A teacher correcting a student's written (a) Analogy/meeÂMÙe
response about a bird's behavior - (b) Multiple choice/yengefJekeâuheer
Informal assessment.
(c) True-false/melÙe-DemelÙe
Skeâ efMe#ekeâ Skeâ he#eer kesâ JÙeJenej kesâ yeejs ceW Skeâ
(d) Comprehensions/mecePe
Úe$e keâer efueefKele Øeefleef›eâÙee keâes mener keâj jne nw-
DSSSB PRT 26/03/2022 (Shift-II)
DeveewheÛeeefjkeâ Deekeâueve
II. A teacher is listening to a conversation Ans. (d) : Jemleg e f v e‰ hejer #ee DelÙevle Úesšs GòejeW keâer DeeJeMÙekeâlee
between two students in which one of them Jeeueer Skeâ hejer #ee nes leer nw ef p emeceW ØeMveeW keâer mebKÙee DeefOekeâ leLee Gòej
the birds that observed at his uncle's farm meow Je meb e f #ehle nes l es nQ ~ ØelÙes k eâ ØeMve keâe Skeâ mener Gòej neslee nw Deewj
- formal assessment. Úe$e keâes efkeâmeer Yeer Øekeâej keâer keâesF& Yeer mJeleb$elee veneR nesleer nw~ Ùeefo
Skeâ efMe#ekeâ oes Úe$eeW kesâ yeerÛe Skeâ Jeelee&ueehe megve Úe$e ves Gme efJeefMe° Gòej keâes veneR efoÙee lees Ùen mecePee peeÙesiee efkeâ
jne nw efpemeceW GveceW mes Skeâ Deheves ÛeeÛee kesâ Iej hej Gòej ieuele nw~
osKes ieS heef#eÙeeW keâe JeCe&ve keâj jne nw - Jemlegefve‰ hejer#ee ceW yengefJekeâuheer, meeÂMÙe leLee melÙe-DemelÙe Deeefo
DeewheÛeeefjkeâ Deekeâueve Øekeâej kesâ ØeMve nesles nQ peyeefkeâ mecePe keâe Jemlegefve‰ hejer#ee ceW keâesF&
(a) Neither I nor II/vee ner I vee ner II mLeeve veneR nw keäÙeeWefkeâ Ùen Jemlegefve‰ hejer#ee kesâ ØeMveeW kesâ Øekeâej ceW
(b) Only I/kesâJeue I Meeefceue veneR neslee nw~
(c) Only II/kesâJeue II 78. meyemes GefÛele efJekeâuhe keâes efjòeâ mLeeve ceW YeefjS :
(d) Both I and II/I leLee II oesveeW %eeve Deewj efJeÛeejeW keâes JÙeJeefmLele keâjves kesâ efueS
DSSSB PRT 24/03/2022 (Shift-III) .............. meefcceefuele nQ~
Ans. (a) : DeewheÛeeefjkeâ Deekeâueve-DeewheÛeeefjkeâ Deekeâueve Ssmeer (a) mcejCe mebkesâle Deewj meceer#ee ØeMve
Øeef›eâÙee keâes meboefYe&le keâjlee nw efpemekesâ DeewheÛeeefjkeâ lejerkesâ mes helee (b) metÛevee ceeveefÛe$e Deewj DeJeOeejCee ceeveefÛe$e
ueieeves kesâ DeewheÛeeefjkeâ lejerkesâ nQ pees Skeâ Úe$e ves efMe#ee DeJeefOe kesâ (c) DevJes<eCeelcekeâ mee@heäšJesÙej Deewj ØeMve–yeQkeâ
oewjeve meerKee nw Ùee mecePee nw~ (d) efMe#ekeâ Øeefle™heCe Deewj ob[–DeejsKe
pewmes- Skeâ efMe#ekeâ, Skeâ he#eer kesâ JÙeJenej kesâ yeejs ceW Skeâ Úe$e keâer NVS PGT 2016
efueefKele Øeefleef›eâÙee keâes mener keâj jne nw~ Ans : (a) %eeve Deewj efJeÛeejeW keâes JÙeJeefmLele keâjves kesâ efueS mcejCe
DeveewheÛeeefjkeâ Deekeâueve- DeveewheÛeeefjkeâ cetuÙeebkeâve Ssmes GhekeâjCe nQ, mebkesâle Deewj meceer#ee ØeMve meefcceefuele efkeâÙee peelee nw~ FmeerefueS hee"dÙe–
pees ceevekeâerke=âle hejer#eCeeW Deewj mkeâesefjbie hewšve& keâe GheÙeesie efkeâS efyevee Úe$eeW hegmlekeâeW ceW hee" kesâ Deble ceW ØeMveeW keâes Meeefceue efkeâÙee peelee nw~ keäÙeeWefkeâ
kesâ ØeoMe&ve Deewj keâewMeue mlejeW keâe menpelee mes cetuÙeebkeâve keâj mekeâles nQ~ meceÙe meercee Deewj meejebMe kesâ meeLe-meeLe mce=efle mebkesâle Deewj meceer#ee Yeer
pewmes–Skeâ efMe#ekeâ oes Úe$eeW kesâ yeerÛe Skeâ Jeelee&ueehe megve jne nw~ cenòJehetCe& nw~
efpemeceW mes Skeâ Deheves ÛeeÛee kesâ Iej hej osKeW ieS heef#eÙeeW keâe JeCe&ve 99. efMe#eeefLe&ÙeeW kesâ mebkeâueveelcekeâ Deekeâueve (Summative
keâj jne nw~ Dele: vee ner I leLee vee ner II mener nw~ assessment) keâe GösMÙe keäÙee nw?
96. What is an objective type test in education? (a) me$e kesâ meceehle nesves hej Deekeâueve
efMe#ee ceW Jemlegefve<" Øekeâej keâer hejer#ee keäÙee nw? (b) keâ#ee kesâ oewjeve Deekeâueve
(a) A test requiring brief answers (c) heefjÙeespevee keâe Deekeâueve
mebef#ehle GòejeW keâer DeeJeMÙekeâlee Jeeueer hejer#ee (d) hee" kesâ Deble ceW Deekeâueve
(b) A test requiring summarized answers KVS TGT 2018
meb#esefhele GòejeW keâer DeeJeMÙekeâlee Jeeueer hejer#ee Ans : (d) mebkeâueveelcekeâ Deekeâueve keâe GösMÙe efkeâmeer hetJe&–efJekeâefmele
(c) A test requiring extremely short answers Mewef#ekeâ keâeÙe&›eâce, hee"dÙe›eâce, efMe#eCe–efJeefOe, efMe#eCe–meece«eer keâer
DelÙeble Úesšs GòejeW keâer DeeJeMÙekeâlee Jeeueer Skeâ hejer#ee GheÙegòeâlee keâer peeBÛe keâjvee nw~ Fme cetuÙeebkeâve keâer meneÙelee mes efMe#eCe
(d) A test requiring extremely long answers Øeef›eâÙee kesâ oewjeve efMe#eeefLe&ÙeeW keâer DeefOeiece mebyebOeer Øeieefle keâes efveÙebef$ele
yengle uebyes GòejeW keâer DeeJeMÙekeâlee Jeeueer Skeâ hejer#ee efkeâÙee peelee nw~ FmeefueS Ùen Deekeâueve hee" kesâ Deble ceW Ùee me$e kesâ
DSSSB PRT 26/03/2022 (Shift-II) Deble ceW efkeâÙee peelee nw~
Ans. (c) : efMe#ee ceW Jemlegefve‰ Øekeâej keâer hejer#ee, DelÙevle Úesšs 100. hee"eble ØeMveeW keâe meyemes GheÙegòeâ GheÙeesie nw-
GòejeW keâer DeeJeMÙekeâlee Jeeueer Skeâ hejer#ee nw~ FmeceW JewOelee leLee (a) hejer#ee kesâ efueS ØeMve megPeevee
efJeÕemeveerÙelee oesveeW Øekeâej kesâ iegCe heeÙes peeles nQ~ Ùen efMe#ekeâ keâer SJeb (b) DeOÙeeÙe mes cenlJehetCe& YeeieeW keâer henÛeeve keâjvee
hejer#ekeâ keâer JÙeefòeâiele OeejCeeDeeW leLee hetJee&«eneW kesâ ØeYeeJe mes cegòeâ (c) meerKes ngS keâes mecePeves ceW leLee Deheves MeyoeW ceW JÙeòeâ
jnleer nw Deewj FmeceW ØeMveeW keâer mebKÙee DeefOekeâ leLee Gòej mebef#ehle nesles keâjves ceW efJeÅeeefLe&ÙeeW keâes me#ece keâjvee
nQ~ ØelÙeskeâ ØeMve keâe Skeâ mener Gòej yesno neslee nw Deewj Úe$e keâes keâesF& (d) efJeÅeeefLe&ÙeeW kesâ efueS DeOÙeeÙe keâe meejebMe Øemlegle keâjves ceW
mJeleb$elee veneR nesleer nw~ Ùeefo Úe$e ves Gme efJeefMe° Gòej keâes veneR efoÙee efMe#ekeâeW keâer meneÙelee keâjvee
lees Jen ieuele mecePee peeÙesiee~ DSSSB PRT 2018
Teaching Aptitude 161 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (c) hee"bele ØeMveeW keâe meyemes GheÙegòeâ GheÙeesie meerKes ngS keâes (c) Only I/kesâJeue I
mecePeves ceW leLee Deheves MeyoeW ceW JÙeòeâ keâjves ceW efJeÅeeefLe&ÙeeW keâes me#ece (d) Only II/kesâJeue II
keâjvee nw~ Fme Øeef›eâÙee kesâ Éeje efJeÅeeefLe&ÙeeW ceW efÛebleve keâer #ecelee keâe DSSSB PRT 24/03/2022 (Shift-II)
efJekeâeme neslee nw~ Ans. (b) : cetuÙeebkeâve DeLee&led ‘cetuÙe keâe Debkeâve’ Ùen cetuÙe efveOee&jCe
101. ______ is done monthly by measuring height keâjves keâer Øeef›eâÙee nw~ cetuÙeebkeâve ceW yeÛÛes kesâ mechetCe& JÙeefòeâlJe keâe
and weight of the child. cetuÙeebkeâve efkeâÙee peelee nw~ yeÛÛes keâes pees kegâÚ Yeer efmeKeeÙee ieÙee nes
..............ceeefmekeâ ™he mes yeÛÛes keâer TbÛeeF& Deewj Jepeve Gmekeâe GösMÙe keäÙee nw, efmeKeeves Jeeueer efJeefOeÙeeB efkeâleveer meheâue jneR
keâes ceehekeâj efkeâÙee peelee nw~ Deewj Gmekesâ JÙeJenej ceW efkeâlevee heefjJele&ve DeeÙee~ Fme Øekeâej cetuÙeebkeâve,
(a) Comprehensive health assessment efMe#ekeâ, efMe#eeLeea, hee"Ÿe›eâce, GösMÙe, efMe#eCe efJeefOeÙeeW Deeefo keâes
JÙeehekeâ mJeemLÙe cetuÙebekeâve efkeâÙee peelee nw~
(b) Immunisation/šerkeâekeâjCe NCERT, 1988 cebs keâne efkeâ cetuÙeebkeâve keâe GösMÙe ‘efMe#ee cebs
(c) Dental checkup/oebleeW keâer peebÛe iegCeelcekeâ ™he mes megOeej ueevee nw~’ ÙeÅeefhe cetuÙeebkeâve kesâ keâF& Øekeâej nQ
(d) Free medication/cegHeäle oJee efkeâvleg Jele&ceeve meceÙe ceW meyemes GheÙegòeâ SJeb cenòJehetCe& cetuÙeebkeâve
DSSSB PRT 24/03/2022 (Shift-III) ‘meleled Deewj JÙeehekeâ’ cetuÙeebkeâve keâes ceevee peelee nw~ meleled SJeb
Ans. (a) : JÙeehekeâ mJeemLÙe cetuÙeebkeâve (Comprehensive health JÙeehekeâ, cetuÙeebkeâve keâer Skeâ heæefle nw efpemeceW efJeÅeeLeea kesâ mecemle he#eeW
assessment) Meejerefjkeâ hejer#eCe keâjkesâ mJeemLÙe keâer efmLeefle keâe keâe cetuÙeebkeâve efkeâÙee peelee nw~ Ùen Deekeâueve keâer Jen Øeef›eâÙee nw
cetuÙeebkeâve keâjlee nQ~ Ùen Gve ueesieeW ceW yeerceeefjÙeeW keâe peuoer helee efpemeceW oes he#eeW hej peesj efoÙee peelee nQ– 1. cetuÙeebkeâve ceW efvejvlejlee
ueieeves kesâ efueS efkeâÙee peelee nw, pees efyeceeefjÙeeB ØelÙe#e ™he mes efoKeleer 2. DeefOeiece mecyevOeer JÙeJenejiele he#eeW keâe Deekeâueve~ JÙeehekeâ
nw Je efpemes cenmetme efkeâÙee pee mekeâlee nes~ cetuÙeebkeâve keâe DeLe& nw Úe$eeW kesâ DeefYeJe=efæ SJeb efJekeâeme kesâ oesvees he#eeW,
JÙeehekeâ mJeemLÙe cetuÙeebkeâve, ceeefmekeâ DeeOeej hej yeÛÛes keâer uecyeeF& Je Mewef#ekeâ SJeb men-Mewef#ekeâ keâe Deekeâueve efkeâÙee peeÙes, pees DeefOeiece kesâ
Jepeve keâes ceeheves keâe keâeÙe& Yeer keâjlee nw~ efpememes yeÛÛes keâer Jepeve Je efvecve #es$eeW mes pegÌ[s neW- 1. %eeve 2. yeesOe 3. ØeÙeesie 4. efJeMues<eCe 5.
uecyeeF& mecyevOeer keâefceÙeeW keâes peevekeâj meceÙe jnles Gmekeâe menpelee mes mebMues<eCe 6. cetuÙeebkeâve 7. me=peve~
efveJeejCe efkeâÙee pee mekesâ~ Dele: efoÙes ieÙes efJekeâuheeW ceW ve ner I Deewj ve ner II mener nw~
102. Which of the following means the evalution
procedure should assess all the three cognitive, 104. jÛeveelcekeâ cetuÙeebkeâve (Formative assesment) kesâ
psychomotor and affective domain as well? efueS efvecve ceW mes keâewve–mee mener lejerkeâe veneR nw?
efvecveefueefKele ceW mes efkeâmekeâe DeLe& nw efkeâ cetuÙeebkeâve (a) keâeÙe& osvee (b) ceewefKekeâ ØeMve
Øeef›eâÙee keâes leerveeW meb%eeveelcekeâ, ceveesØesjCee Deewj (c) me$e hejer#ee (d) ØeMveesòejer Deewj Kesue
YeeJeveelcekeâ [escesve keâe Yeer Deekeâueve keâjvee ÛeeefnS? PRT POST CODE 70/90 29.12.2013 (Cancelled)
(a) Formative assessment/jÛeveelcekeâ Deekeâueve Ans : (c) jÛeveelcekeâ cetuÙeebkeâve keâe leelheÙe& Ùen nw efkeâ ØelÙeskeâ
(b) Comprehensive/JÙeehekeâ efJeÅeeLeea mes efJeefJeOe Øekeâej keâer ieefleefJeefOeÙeeW kesâ ceeOÙece mes peevekeâejer
(c) Holistic assessment/mece«e cetuÙeebkeâve Skeâ$e keâjvee pees Gvekesâ meerKeves Deewj Øeieefle keâe Deekeâueve keâjves ceW
(d) Continuous/efvejblej ceoo keâjleer nw~ FmeceW efvecve ieefleefJeefOeÙeeB Meeefceue keâer peeleer nQ–
DSSSB PRT 29/03/2022 (Shift-II) meeceevÙe keâ#ee ieefleefJeefOeÙeeB keâjles meceÙe efJeÅeeefLe&ÙeeW keâer efveiejeveer
Ans. (b) : JÙeehekeâ keâe DeLe& nw efkeâ cetuÙeebkeâve Øeef›eâÙee keâes leerveeW keâjvee Deewj Gvekeâes ope& keâjvee~
meb%eeveelcekeâ, ceveesØesjCee Deewj YeeJeveelcekeâ [escesve keâe Yeer Deekeâueve keâ#ee Deewj ie=nkeâeÙe& kesâ DeeJebšveeW keâes «es[ keâjvee Deewj Fvekesâ
keâjvee ÛeeefnS~ efjkeâe[& jKevee~
yuetce keâer šwkeämeesvee@ceer leerve heoeveg›eâefcele cee@[ue keâe Skeâ mecetn nw efJeÅeeefLe&ÙeeW kesâ keâeÙe& (efueefKele, keâuee, heefjÙeespeveeSB Deeefo) kesâ
efpemekeâe GheÙeesie Mewef#ekeâ ™he mes meerKeves kesâ GösMÙeeW keâes peefšuelee Deewj vecetves heesš&heâesefueÙees ceW jKevee~
efJeefMe°lee kesâ mlejeW ceW Jeieeake=âle keâjves kesâ efueS efkeâÙee peelee nw~ ueIeg DeveewheÛeeefjkeâ hejer#eeÙeW uesvee Deewj Gvekeâe efjkeâe[& jKevee~
103. Which of the following pairs is correctly Dele: me$eerÙe hejer#eeSB mebkeâueveelcekeâ cetuÙeebkeâve keâer efJeMes<elee nw ve efkeâ
matched with respect to evaluation?
cetuÙeebkeâve kesâ meboYe& ceW efvecveefueefKele ceW mes keâewve mee Ùegice jÛeveelcekeâ cetuÙeebkeâve keâer~ peyeefkeâ me$e kesâ Deble ceW Ùee Jeeef<e&keâ hejer#eeSB
Ùeesieelcekeâ cetuÙeebkeâve kesâ Devleie&le Deeleer nw~
mener megcesefuele nw?
105. efcevee#eer Deheves Jeie& keâes cewoeveer heÙe&šve hej ues peeleer nw
I. Continuous Evaluation–The Final grade at
the end of the session. Deewj Jeeheme Deeves kesâ yeeo Jen Deheves efMe#eeefLe&ÙeeW mes
melele cetuÙeebkeâve –me$e kesâ Deble ceW Debeflece «es[ ÛeÛee& keâjleer nw~ Fmekeâe metefÛeleeLe& neslee nw–
II. Comprehensive Evaluation – Regularity of (a) efMe#eCe keâe cetuÙeebkeâve
Assessment. (b) efMe#eCe kesâ efueS cetuÙeebkeâve
JÙeehekeâ cetuÙeebkeâve–cetuÙeebkeâve keâer efveÙeefcelelee (c) cetuÙeebkeâve kesâ efueS efMe#eCe
(a) Both I and II/I leLee II oesveeW (d) cetuÙeebkeâve keâe efMe#eCe
(b) Neither I nor II/vee ner I vee ner II PRT POST CODE 70/90 29.12.2013 (Cancelled)
Teaching Aptitude 162 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (b) Ùeefo efcevee#eer Deheves Jeie& keâes cewoeveer heÙe&šve hej ues peeleer nw DeJeOeejCee ceeveefÛe$e yeveeSB~ Skeâ JÙeeKÙeeve kesâ cegKÙe efyebog keâer henÛeeve
Deewj Jeeheme Deeves kesâ yeeo Jen Deheves efJeÅeeefLe&ÙeeW mes ÛeÛee& keâjleer nw~ Fmekeâe keâjles ngS Skeâ Ùee oes JeekeäÙe Øemlegle keâjW~ Fme Øekeâej keâe Deekeâueve
DeLe& Ùen nw efkeâ Jen efMe#eCe kesâ efueS Deekeâueve keâj jner nw~ meerKeves kesâ efvejvlej megÛee™ ™he mes efkeâÙee peelee nw~
efueS Deekeâueve ceW efMe#ekeâ Deewj Úe$e keâes legjvle hegveefve&JesMeve Ùee he=‰hees<eCe 109. Assessments like unit test and class tests are
Øeehle neslee nw Fmemes DeefOeiece ceW DeeÙeer keâef"veeFÙeeW keâes otj efkeâÙee pee mekeâlee covered under following ______
nw leLee Fme Øekeâej keâe DeefOeiece ØeYeeJeMeeueer neslee nw~ Ùetefveš hejer#ee Deewj keâ#ee hejer#ee pewmes Deekeâueve efvecve kesâ
106. peye yeÛÛee hesâue neslee nw, lees Fmekeâe leelheÙe& nw efkeâ– Debleie&le Deeles nQ–
(a) yeÛÛes keâes ØeeFJesš šdÙetMeve uesveer ÛeeefnS Leer~ (a) Summative assessment/meejebefMele cetuÙeebkeâve
(b) JÙeJemLee hesâue ngF& nw~ (b) Portfolio assessment/heesš&HeâesefueÙees cetuÙeebkeâve
(c) yeÛÛee heÌ{eF& kesâ efueS ÙeesiÙe veneR nw~ (c) Formative assessment/jÛeveelcekeâ Deekeâueve
(d) CCE/melele SJeb JÙeehekeâ cetuÙeebkeâve
(d) yeÛÛes ves GòejeW keâes mener lejerkesâ mes Ùeeo veneR efkeâÙee nw~
DSSSB PRT 26/03/2022 (Shift-III)
PRT POST CODE 70/90 29.12.2013 (Cancelled)
Ans. (c) : Ùetefveš hejer#ee Deewj keâ#ee hejer#ee pewmes Deekeâueve jÛeveelcekeâ
Ans : (b) peye yeÛÛee hesâue neslee nw, lees Fmekeâe leelheÙe& nw efkeâ
JÙeJemLee hesâue ngF& nw~ yeeue kesâefvõle efMe#ee ceW efJeÅeeueÙe, efMe#ekeâ, Deekeâueve kesâ Devleie&le Deeles nQ~
hee"dÙeÛeÙee&, efMe#eCe heæefle, efMe#eCe efJeefOe Deeefo meYeer kegâÚ yeeuekeâ jÛeveelcekeâ Deekeâueve Úe$eeW keâer Øeeefhle ceW efvejvlej megOeej kesâ efueS
keâer ÙeesiÙelee SJeb #ecelee kesâ Devegmeej Gvekesâ DeefOeiece DevegYeJe keâes efMe#eCe Deewj DeefOeiece keâer ieefleefJeefOeÙeeW keâes mebMeesefOele keâjves kesâ efueS,
megefveefMÛele keâjves keâe ØeÙeeme keâjles nQ~ Ùeefo efheâj Yeer efkeâmeer keâejCeJeMe DeefOeiece keâer Øeef›eâÙee kesâ oewjeve meceÙe-meceÙe hej KeC[eW ceW efMe#ekeâeW
yeÛÛee hesâue neslee nw lees Fmekeâe leelheÙe& nw efkeâ JÙeJemLee hesâue ngF& nw Éeje efveÙeesefpele DeewheÛeeefjkeâ Deewj DeveewheÛeeefjkeâ cetuÙeebkeâve Øeef›eâÙeeDeeW
Dele: JÙeJemLee ceW megOeej keâjves keâer efveleevle DeeJeMÙekeâlee nw~ keâer Skeâ ëe=bKeuee nw~ jÛeveelcekeâ Deekeâueve keâes efvecee&Ceelcekeâ Deekeâueve
Yeer keâne peelee nw~ Fmekeâe ØeÙeesie DeefOeiece kesâ efueS Deekeâueve kesâ ™he
107. When does the summative assessment take ceW efkeâÙee peelee nw~
place?
Ùeesieelcekeâ cetuÙeebkeâve keâye neslee nw? 110. Which methods is/are used for examining
collaborative learning processes?
(a) Half before and half held after learning
I. Conversation analysis
DeeOee henues Deewj DeeOee meerKeves kesâ yeeo DeeÙeesefpele efkeâÙee II. Statistical discourse analysis
peelee nw~ keâesuewyeesjsefšJe meerKeves keâer heÇef›eâÙeeDeeW keâer peeBÛe kesâ efueS
(b) In between learning/meerKeves kesâ yeerÛe ceW keâewve-mes lejerkesâ ØeÙeesie efkeâS peeles nQ?
(c) Before teaching/heÌ{eves mes henues (I) Jeelee&ueehe efJeMues<eCe
(d) After learning/meerKeves kesâ yeeo (II) meebefKÙekeâerÙe ØeJeÛeve efJeMues<eCe
DSSSB PRT 27/03/2022 (Shift-I) (a) Only I/kesâJeue I
Ans. (d) : Ùeesieelcekeâ cetuÙeebkeâve meerKeves kesâ yeeo neslee nw~ Ùeesieelcekeâ (b) Both I and II/I Deewj II oesveeW
cetuÙeebkeâve efpemes Deeceleewj hej DeefOeiece keâe Deekeâueve keâne peelee nw~ (c) Neither I nor II/ve lees I ve ner II
Ùen Skeâ Øekeâej keâe cetuÙeebkeâve nw pees DeJeefOe kesâ Devle ceW Ùee FkeâeF& kesâ (d) Only II/kesâJeue II
Devle ceW Ùee me$e kesâ Devle ceW Gvekeâe Deekeâueve keâjkesâ Úe$eeW kesâ meerKeves kesâ DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
mlej keâes ceehelee nw, ØeceeefCele keâjlee nw Deewj efjheesš& keâjlee nw~ Fme Øekeâej kesâ
Ans. (b) : menÙeesieelcekeâ DeefOeiece Øeef›eâÙee kesâ hejer#eCe ceW mebJeeo
Deekeâueve keâe GösMÙe Úe$eeW keâe JeieeakeâjCe Deewj ØeesVeefle keâjves mes nw~
efJeMues<eCe Deewj meebefKÙekeâerÙe JÙeeKÙeeve efJeMues<eCe Meeefceue nw~
108. Which among the following assessment is the menÙeesieelcekeâ DeefOeiece Gheeiece oes Ùee Gmemes DeefOekeâ JÙeefòeâÙeeW keâes Skeâ
assessment that is done during the learning
process? meeLe meerKeves kesâ heÙee&hle DeJemej GheueyOe keâjelee nw~ Fme efJeefOe ceW
efvecveefueefKele ceW mes keâewve mee Deekeâueve meerKeves keâer keâchÙetšj keâe GheÙeesie keâj Deeceves-meeceves yeele-Ûeerle keâj mekeâles nQ~
Øeef›eâÙee kesâ oewjeve efkeâÙee peelee nw? menÙeesieelcekeâ DeefOeiece kesâ Éeje yeÛÛeeW ceW menÙeesie keâer YeeJevee keâe
efJekeâeme efkeâÙee peelee nw~ Dele: I Deewj II oesveeW mener nw~
(a) Comprehensive assessment/JÙeehekeâ Deekeâueve
111. Which of the following type of Passi Test for
(b) Summative assessment/Ùeesieelcekeâ Deekeâueve creativity has 4 questions and students are
(c) Comprehensive evaluation/JÙeehekeâ cetuÙeebkeâve asked to write the defects and problems of a
(d) Formative assessment/jÛeveelcekeâ Deekeâueve post card, chapel and the like?
DSSSB PRT 30/03/2022 (Shift-I) jÛeveelcekeâlee kesâ efueS efvecveefueefKele ceW mes efkeâme Øekeâej
Ans. (d) : jÛeveelcekeâ Deekeâueve meerKeves keâer Øeef›eâÙee kesâ oewjeve efkeâÙee kesâ Passi šsmš ceW 4 ØeMve nQ Deewj Úe$eeW keâes Skeâ heesmš
peelee nw~ jÛeveelcekeâ cetuÙeebkeâve mes leelheÙe& efJeefYeVe Øekeâej keâer efJeefOeÙeeW keâe[&, Ûewheue Deewj hemebo kesâ oes<eeW Deewj mecemÙeeDeeW keâes
mes nw pees efMe#ekeâ efkeâmeer hee", FkeâeF& Ùee hee"dÙe›eâce kesâ oewjeve Úe$e efueKeves kesâ efueS keâne peelee nw ?
keâer mecePe, meerKeves keâer ]pe™jleeW Deewj Mew#eefCekeâ Øeieefle kesâ Fve- (a) Persistency test/Â{lee hejer#eCe
Øeef›eâÙeeDeeW keâe cetuÙeebkeâve keâjves kesâ efueS GheÙeesie keâjles nQ~ jÛeveelcekeâ (b) Inquisitiveness test/peebÛe hejer#eCe
Deekeâueve kesâ GoenjCeeW ceW Úe$eeW mes Ùen hetÚvee Meeefceue nw efkeâ efkeâmeer (c) Uses unusual uses test
efJe<eÙe keâer Gvekeâer mecePe keâe ØeefleefveefOelJe keâjves kesâ efueS keâ#ee ceW Skeâ DemeeceevÙe hejer#eCe keâe GheÙeesie
Teaching Aptitude 163 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(d) Seeing problems Uses test 114. DeÛÚer GheueefyOe hejer#eCe keâer efJeMes<eleeSb keäÙee nQ?
mecemÙeeDeeW keâes osKekeâj hejer#eCe keâe GheÙeesie (a) efMe#eeefLe&ÙeeW keâer pe™jleeW Deewj #eceleeDeeW keâer yesnlej mecePe
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM Øeehle keâjvee~
Ans. (d) : jÛeveelcekeâlee ceW ceeheve kesâ efueS heemeer cenesoÙe ves Je<e&
(b) Fmekeâer keâesefMeMe keâer peeleer nw Deewj Fmekesâ keâef"veeF& kesâ mlej
1972 ceW heemeer me=peveelcekeâlee hejer#eCe ceeuee keâe efvecee&Ce efkeâÙee Lee~
Deewj efJeYesokeâ Meefòeâ kesâ DeeOeej hej Ûegvee peelee nw~
FmeceW keâF& Ghe-hejer#eCe nQ efpemeceW mes Skeâ Ghe-hejer#eCe mecemÙee keâes
GefÛele {bie mes henÛeeveves keâe hejer#eCe nw~ Fme hejer#eCe ceW Ûeej ØeMve nw (c) hee"Ÿe›eâce keâe cetuÙeebkeâve, mebMeesOeve Deewj megOeej keâjvee~
Deewj efMe#eeefLe&ÙeeW keâes Skeâ heesmškeâe[& Ùee Ûewheue Deewj hemebo kesâ oes<eeW (d) efheÚÌ[s efMe#eeefLe&ÙeeW keâer Keespe keâjvee efpevnW meneÙelee keâer
Deewj mecemÙeeDeeW keâes efueKeves kesâ efueS keâne peelee nw~ DeeJeMÙekeâlee nw Deewj GheÛeejelcekeâ JeieeX keâer Ùeespevee yeveevee~
112. Which of the following is true about DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
collaborative assessment?/menÙeesieelcekeâ cetuÙeebkeâve Ans. (a) : Skeâ DeÛÚer GheueefyOe hejer#eCe keâer efJeMes<elee Ùen nw efkeâ Ùes
kesâ yeejs ceW efvecveefueefKele ceW mes keâewve-mee mener nw? efMe#eeefLe&ÙeeW keâer pe™jleeW Deewj #eceleeDeeW keâer yesnlej mecePe Øeehle keâjelee
I. Focuses on abilities, strengths and needs nw~ DeÛÚer GheueefyOe hejer#eCe keâer efvecveefueefKele efJeMes<eleeSB nesleer nQ-
#ecelee, Meefòeâ Deewj pe™jleeW hej OÙeeve kesâefvõle (1) efveef§ele GösMÙe efveOee&efjle neslee nw~
keâjlee nw~
(2) Úe$eeW kesâ meerKeves keâer keâef"veeFÙeeW keâer henÛeeve keâjvee Ûeens Jes
II. Focus only on assessment approach
kesâJeue cetuÙeebkeâve Âef°keâesCe hej OÙeeve oW~ efvejvlej neW Ùee efHeâj DeeJeleea~
(3) Úe$eeW kesâ meerKeves keâer efveiejeveer keâjvee~
(a) Only I/kesâJeue I
(b) Both I and II/I Deewj II oesveeW (4) «es[ Øeoeve keâjvee~
(c) Neither I nor II/ve lees I Deewj ve ner II 115. efvecveefueefKele ceW mes keâewve–mee efvecee&Ceelcekeâ cetuÙeebkeâve
(d) Only II/kesâJeue II kesâ efueS Skeâ GheÙegòeâ GhekeâjCe veneR nw?
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM (a) meceevegosMeve (b) ceewefKekeâ ØeMve
Ans. (a) : menÙeesieelcekeâ cetuÙeebkeâve #ecelee; Meefòeâ Deewj pe™jleeW hej (c) ØeMveesòejer (d) me$e hejer#ee
OÙeeve kesâefvõle keâjlee nw, Ùen keâLeve mener nw~ KVS–PRT Post Code 16/17, 29–10–2017
menÙeesieelcekeâ cetuÙeebkeâve leye neslee nw peye oes Ùee oes mes DeefOekeâ Ans : (d) efvecee&Ceelcekeâ cetuÙeebkeâve kesâ efvecveefueefKele GhekeâjCe nQ–
efMe#eeLeea Ùee JÙeefòeâ Deheves mJeÙeb kesâ meerKeves kesâ efkeâmeer henuet Ùee (i) meceevegosMeve
henuegDeeW keâe Skeâ meeLe Deekeâueve keâjves keâe ØeÙeeme keâjles nQ~ otmejs
MeyoeW ceW Skeâ menÙeesieer cetuÙeebkeâve ceW OÙeeve Fme yeele hej neslee nw efkeâ (ii) ceewefKekeâ ØeMve
mecetn keäÙee meesÛelee nw efkeâ GvneWves keäÙee meerKee~ Fmekeâe cegKÙe GösMÙe (iii) ØeMveesòejer
efMe#eeefLe&Ùees keâe meerKeves kesâ efueS Skeâ-otmejs keâer meneÙelee keâjves mes nw~ peyeefkeâ me$e hejer#ee Ùeesieelcekeâ cetuÙeebkeâve kesâ efueS Skeâ GheÙegòeâ
Dele: kesâJeue Skeâ mener nw~ GhekeâjCe nw~ efvecee&Ceelcekeâ cetuÙeebkeâve keâes jÛeveelcekeâ cetuÙeebkeâve kesâ veece
113. Which assessment strategies are used in mes Yeer peevee peelee nw~
constructivist assessment? 116. Skeâ efJeÅeeLeea kesâ DeJeebÚveerÙe JÙeJenej keâes heefjJeefle&le
jÛeveeJeeoer cetuÙeebkeâve ceW efkeâve cetuÙeebkeâve jCeveerefleÙeeW keâe
keâjves keâe meyemes ØeYeeJeer lejerkeâe nw–
GheÙeesie efkeâÙee peelee nw ?
(a) oC[ osvee
I. Oral discussion/ceewefKekeâ efJeÛeej-efJeceMe&
II. Mind mapping/ceefmle<keâ ceeveefÛe$eCe (b) vepejDeboepe keâjvee
III. Pre-testing/hetJe& hejer#eCe (c) DeefYeYeeJekeâeW keâes mebYeeueves kesâ efueS keânvee
IV. Hands on activities/nQ[dme Dee@ve SefkeäšefJešerpe (d) keâejCe %eele keâjvee Deewj GheeÙe GheueyOe keâjeves keâe ØeÙeeme
(a) I, II, III and IV/ I, II, III leLee IV keâjvee
(b) I, II and IV/ I, II leLee IV KVS–PRT Post Code 16/17, 29–10–2017
(c) II, III and IV/ II, III leLee IV Ans : (d) Skeâ efJeÅeeLeea kesâ DeJeebÚveerÙe JÙeJenej keâes heefjJeefle&le keâjves
(d) I, II and III/ I, II leLee III keâe meyemes ØeYeeJeer lejerkeâe Gmekesâ DeJeebÚveerÙe JÙeJenej keâe keâejCe %eele
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM keâjvee Deewj GheeÙe GheueyOe keâjeves keâe ØeÙeeme keâjvee nw keäÙeeWefkeâ
Ans. (a) : jÛeveeJeeo yeeue kesâefvõle efMe#eeMeem$e keâe cegKÙe DeeOeejYetle DeJeebÚveerÙe JÙeJenej keâes leYeer heefjJeefle&le efkeâÙee pee mekeâlee nw peye cetue
efmeæeble nw~ Fme JÙeJemLee ceW yeÛÛeeW kesâ DevegYeJeeW, Gvekeâer efpe%eemeeDeeW kesâ keâejCe %eele nes~
meeLe-meeLe mJeÙeb keâjkesâ meerKeves hej yeue Deewj Gvekeâer meef›eâÙe 117. mecesefkeâle cetuÙeebkeâve (Summative Evalution) kesâ efueS
menYeeefielee keâes kesâvõ ceW jKekeâj he"ve hee"ve nsleg JeeleeJejCe lewÙeej ØeÙeesie ceW Deeves Jeeuee Ùeb$e nw–
efkeâÙee peelee nw~ Dele: jÛeveeJeeoer cetuÙeebkeâve kesâ oewjeve ceewefKekeâ efJeÛeej (a) hejer#eCe (Test) (b) DeOÙeehekeâ keâe Deekeâueve
efJeceMe&, ceefmle<keâ ceeveefÛe$eCe, hetJe& hejer#eCe SJeb nQ[dme Dee@ve (c) ie=nkeâeÙe& (d) FveceW mes keâesF& veneR
SefkeäšefJešerpe Deeefo cetuÙeebkeâve jCeveerefleÙeeW keâe GheÙeesie efkeâÙee peelee nw~ PRT POST CODE 07/09
Dele: I, II, III leLee IV meYeer mener nQ~ NCERT PRT 30–07–2017
Teaching Aptitude 164 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (a) mecesefkeâle cetuÙeebkeâve kesâ efueS ØeÙeesie ceW Deeves Jeeuee Ùeb$e 121. efJeÅeeueÙe ceW efveyebOe Øekeâej kesâ ØeMveeW kesâ yeeJepeto
hejer#eCe nw~ hee"dÙeJemleg keâer mecemle FkeâeFÙeeW keâe efMe#eCe keâjeves kesâ Jemlegefve‰ Øekeâej kesâ ØeMve hetÚs peeles nQ, keäÙeeW?
Ghejevle meyemes Devle ceW mecesefkeâle cetuÙeebkeâve efkeâÙee peelee nw~ Fmemes (a) Úe$eeW keâer meceÙe kesâ cenòJe keâes yeleeves kesâ efueS
Úe$eeW keâer meheâuelee kesâ DeeOeej hej efMe#eCe Je DevegosMeve keâer (b) keâce meceÙe kesâ cenòJe keâes yeleeves kesâ efueS
ØeYeeJeMeeruelee keâe cetuÙeebkeâve neslee nw~ efpememes efMe#ekeâ leLee DevegosMeve keâes (c) DeefOekeâ ØeMveeW kesâ Gòej peeveves kesâ efueS
hegveye&ueve efceuelee nw Deewj efMe#ekeâ keâes Deheves Deeies kesâ efMe#eCe keâer Ùeespevee, (d) Ùen Gòejhe$e keâes nue keâjves keâer DeefOekeâ megefJeOeepevekeâ
jCeveerefleÙeeB leLee JÙeJemLee keâjves ceW meneÙelee efceueleer nw~ mecesefkeâle cetuÙeebkeâve efJeefOe nw
ceW ceevekeâerke=âle hejer#eCe Ùee Øeceeheerke=âle hejer#eCe keâe ØeÙeesie efkeâÙee peelee nw PRT (SPECIAL EDUCATION)
keäÙeeWefkeâ Ùen Skeâ ceevekeâ DeeOeeefjle hejer#eCe neslee nw~ Post Code 01/13, 28.07.2013
118. mecesefkeâle cetuÙeebkeâve (Summative Evaluation) efkeâÙee Ans : (c) efJeÅeeueÙe ceW efveyevOe Øekeâej kesâ ØeMveeW kesâ yeeJepeto Jemlegefve‰
peelee nw– Øekeâej kesâ ØeMve hetÚs peeles nQ leeefkeâ DeefOekeâ mes DeefOekeâ ØeMveeW kesâ Gòej
(a) keâeÙe&›eâce kesâ Deble ceW (b) keâeÙe&›eâce kesâ oewjeve efJeÕemeveerÙe leLee JewOe lejerkesâ mes Úesšs-Úesšs KeC[eW ceW peevee pee mekesâ~
(c) keâeÙe&›eâce kesâ Meg™Deele ceW (d) FveceW mes keâesF& veneR otmejs MeyoeW ceW Jemlegefve‰ ØeMveeW keâes ØeMve he$e ceW FmeefueS Meeefceue
NCERT PRT 30–07–2017 efkeâÙee peelee nw leeefkeâ hee"dÙe›eâce kesâ DeefOekeâebMe YeeieeW keâes Meeefceue efkeâÙee
Ans : (a) efkeâmeer Mewef#ekeâ Ùeespevee Ùee keâeÙe&›eâce keâes Deefvlece ™he osves pee mekesâ~ Jemlegefve‰ Øekeâej kesâ ØeMve %eeve DeeOeeefjle nesles nQ, efpemeceW
Je Gmes ueeiet keâj osves kesâ heMÛeeled Gmekeâer mece«e JeebÚveerÙelee keâes %eele Úe$eeW keâes Skeâ Meyo ceW Ùee henÛeeve Éeje Gòej osvee neslee nw~
keâjves kesâ efueS efkeâÙee ieÙee cetuÙeebkeâve mecesefkeâle cetuÙeebkeâve keânueelee nw~ 122. efvecveefueefKele ceW mes keâewve–mee Skeâ Deueie–Deueie
mecesefkeâle cetuÙeebkeâve keâe ØeÙeesie Ùen peeveves kesâ efueS efkeâÙee peelee nw efkeâ keâ#eeDeeW kesâ Yeerlej hejer#eCe keâe ØecegKe GösMÙe veneR nw?
efkeâme meercee lekeâ SJeb efkeâme no lekeâ efMe#eCe kesâ GösMÙeeW keâes Øeehle (a) Úe$eeW kesâ hetJe& %eeve keâe efveoeve keâjvee
keâjves ceW meheâuelee efceueer nw~ Dele: Ùen keâeÙe&›eâce kesâ Deble Ùee me$e kesâ (b) Úe$eeW keâes megOeejelcekeâ Øeefleef›eâÙee Øeoeve keâjvee
Deble ceW efkeâÙee peelee nw~ (c) ceeveJe yegefæ kesâ yeejs ceW efveCe&Ùe uesvee
119. DeefOeiece Øeieefle #es$e efveÙebef$ele keâjves Jeeues cetuÙeebkeâve keâes (d) Úe$e keâer GheueefyOe kesâ yeejs ceW efveCe&Ùe keâjvee
keânles nQ– PRT Post Code 70/09 02.02.2014
(a) mecesefkeâle (b) efJekeâemeelcekeâ Ans : (c) Deueie–Deueie keâ#eeDeeW kesâ Yeerlej hejer#eCe keâe ØecegKe
(c) ØeejefcYekeâ (d) efveoeveelcekeâ GösMÙe efvecve nQ–
NCERT PRT 30–07–2017 Úe$eeW kesâ hetJe& %eeve keâe efveoeve keâjvee
Ans : (b) DeefOeiece Øeieefle #es$e efveÙebef$ele keâjves Jeeues cetuÙeebkeâve keâes Úe$eeW keâes megOeejelcekeâ Øeefleef›eâÙee Øeoeve keâjvee
efJekeâemeelcekeâ cetuÙeebkeâve keânles nQ~ efJekeâemeelcekeâ cetuÙeebkeâve keâe keâeÙe& Úe$e keâer GheueefyOe kesâ yeejs ceW efveCe&Ùe keâjvee
hee"dÙe›eâce ceW ueieeleej megOeej keâjles ngS GmeceW veJeeÛeej keâe ØeÙeesie
Úe$eeW keâer mecemÙeeDeeW keâe efveoeve keâjvee
keâjvee nw~ efJekeâemeelcekeâ, cetuÙeebkeâve Skeâ Ssmeer Øeef›eâÙee nw pees meceÙe
leLee efmLeefle kesâ Devegmeej hee"dÙe›eâce ceW efJeMes<e heefjJele&ve ueeleer nw~ otmejs Dele : ceeveJe yegefæ kesâ yeejs ceW efveCe&Ùe uesvee hejer#eCe keâe cegKÙe GösMÙe
MeyoeW ceW efJekeâemeelcekeâ cetuÙeebkeâve keâe ue#Ùe hee"dÙe›eâce ceW efvejvlej veneR neslee nw~
megOeej ueevee nw~ 123. ie"veelcekeâ Deekeâueve (formative assessment) nsleg
120. mketâue ceW efJeÅeeefLe&ÙeeW kesâ efueS meceÙe Deeyeæ (Time
efvecveefueefKele ceW mes keâewve–mee meeOeve GefÛele veneR nw?
bound) hejer#eCe keâeÙe&›eâce keäÙeeW ueeiet keâjvee ÛeeefnS? (a) oòe keâeÙe& (Assignment)
(a) efJeÅeeefLe&ÙeeW keâer Øeieefle Gvekesâ ceelee–efhelee lekeâ hengBÛeeF& pee (b) ceewefKekeâ ØeMve
mekesâ~ (c) meeJeefOekeâ peeBÛe hejer#ee (Term Test)
(b) efveÙeefcele DeYÙeeme yevee jns~ (d) ØeMvecebÛe SJeb Kesue
(c) Debeflece hejer#ee kesâ efueS efJeÅeeefLe&ÙeeW keâes ØeefMe#eCe efkeâÙee pee PRT POST CODE 70/90 29.12.2013 (Cancelled)
mekesâ~ Ans : (c) ie"veelcekeâ Deekeâueve Ùee jÛeveelcekeâ Deekeâueve Ùee
(d) veleerpeeW kesâ DeeOeej hej efveÙeefcele keâeÙe&›eâce keâes DeheveeÙee efvecee&Ceelcekeâ Deekeâueve kesâ Debleie&le efMe#ekeâ Deheves Mewef#ekeâ keâeÙe&›eâceeW,
pee mekesâ~ efMe#eCe efJeefOeÙeeW Deeefo keâer iegCeJeòee, ØeYeeJekeâeefjlee leLee GheÙeesefielee keâe
KVS Assistant Teacher (Nursery) 31–08–2014 Deekeâueve FmeefueS keâjlee nw leeefkeâ Jen Mewef#ekeâ keâeÙe&›eâce, efMe#eCe
Ans : (d) mketâue ceW efJeÅeeefLe&ÙeeW kesâ efueS meceÙe Deeyeæ hejer#eCe efJeefOe keâes Deewj DeefOekeâ Gòece, ØeYeeJeMeeueer leLee GheÙeesieer yevee mekesâ~
keâeÙe&›eâce FmeefueS ueeiet efkeâÙee peelee nw leeefkeâ veleerpeeW kesâ DeeOeej FmeceW oòe keâeÙe&, ceewefKekeâ ØeMve, ØeMvecebÛe SJeb Kesue pewmes cetuÙeebkeâve
efveÙeefcele keâeÙe&›eâce keâes DeheveeÙee pee mekeWâ~ meeLe ner meceÙe Deeyeæ kesâ lejerkesâ Meeefceue efkeâÙes peeles nQ ve efkeâ meeJeefOekeâ peeBÛe hejer#ee pewmes
hejer#eCe FmeefueS Yeer efkeâÙee peelee nw leeefkeâ efJeÅeeefLe&ÙeeW keâe cetuÙeebkeâve lejerkesâ~ Fme Øekeâej kesâ Deekeâueve ceW efMe#eeLeea keâes kesâvõ ceW
keâ#eesVeefle keâj mekeWâ, Gvekeâe JeieeakeâjCe keâj mekeWâ Gvekeâes «es[ Ùee jKee peelee nw~ meeJeefOekeâ peeBÛe hejer#ee mecesefkeâle Deekeâueve Ùee Ùeesieelcekeâ
Debkeâ Øeoeve keâj mekeWâ leLee Gvekeâe cetuÙeebkeâve keâj mekeWâ~ Deekeâueve ceW efkeâÙee peelee nw~
Teaching Aptitude 165 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

124. In which assessment the final effects of the Ans : (c) efMe#ekeâeW keâes Deheves Úe$eeW keâer $egefšÙeeW keâe DeOÙeÙeve keâjvee
curriculum are assessed on the basis of its ÛeeefnS keäÙeeWefkeâ Jes ØeeÙe: DeeJeMÙekeâ GheÛeejelcekeâ jCeveerefleÙeeW keâer Deesj
stated objectives ?
efkeâme cetuÙeebkeâve ceW hee"ŸeÛeÙee& kesâ Debeflece ØeYeeJeeW keâe cetuÙeebkeâve mebkesâle keâjleer nQ~ efveoeveelcekeâ hejer#eCe kesâ Éeje Úe$e keâer DeefOeiece
Gmekesâ Ieesef<ele GösMÙeeW kesâ DeeOeej hej efkeâÙee peelee nw? $egefšÙeeW Ùee keâcepeesefjÙeeW keâe helee ueieekeâj Gme $egefš keâes GheÛeejelcekeâ
(a) Formative evaluation/efvecee&Ceelcekeâ cetuÙeebkeâve
efMe#eCe kesâ Éeje Gvekeâe meceeOeeve efkeâÙee peelee nw Ùee otj efkeâÙee peelee
(b) Cognitive evaluation/meb%eeveelcekeâ cetuÙeebkeâve
nw~ FmeefueS Skeâ efMe#ekeâ keâes efMe#eCe DeefOeiece keâer heefjefmLeefle ceW
efvejblejlee SJeb ›eâceyeælee keâeÙece jKeves nsleg efveoeveelcekeâ hejer#eCeeW mes
(c) Summative evaluation/Ùeesieelcekeâ cetuÙeebkeâve
Øeehle efve<keâ<eeX kesâ Deveg™he efJe<eÙeiele GheÛeejelcekeâ DeOÙeeheve ØeefJeefOe keâes
(d) Clinical evaluation/vewoeefvekeâ cetuÙeebkeâve
meowJe ØemleeefJele keâjvee ÛeeefnS~
DSSSB PRT 26/03/2022 (Shift-II)
Ans. (c) : Ùeesieelcekeâ cetuÙeebkeâve (Summative Evaluation) ceW 128. Úe$e kesâ DeefOeiece ceW Deblejeue keâe efveoeve keâjves .............
hee"dÙeÛeÙee& kesâ Debeflece ØeYeeJeeW keâe cetuÙeebkeâve Gmekesâ Ieesef<ele GösMÙeeW kesâ kesâ yeeo keâjvee ÛeeefnS~
DeeOeej hej efkeâÙee peelee nw~ Fmemes mJeerke=âle Mewef#ekeâ keâeÙe&›eâceeW, efMe#ee (a) GefÛele GheÛeejelcekeâ GheeÙe
efJeefOeÙeeW Deeefo keâes peejer jKeves kesâ mecyevOe ceW efveCe&Ùe Yeer efueS pee (b) meIeve DevegØeÙeesie SJeb DeYÙeeme
mekeâles nQ~ Fme Øekeâej kesâ cetuÙeebkeâve keâe ØeÙeesie FkeâeF& Ùee me$e kesâ Deble (c) meYeer hee"eW keâes JÙeJeefmLele ™he mes oesnjevee
ceW efkeâÙee peelee nw~ (d) efve<keâ<eeX mes efMe#eeLeea leLee DeefYeYeeJekeâeW keâes DeJeiele
125. End of course examination or term end keâjevee
examination are example of .......... PRT POST CODE 70/90 29.12.2013 (Cancelled)
hee"Ÿe›eâce hejer#ee keâer meceeefhle Ùee me$eeble hejer#ee efkeâmekesâ
Ans : (a) Úe$e kesâ DeefOeiece ceW Deblejeue keâe efveoeve keâjves kesâ yeeo
GoenjCe nQ ?
GefÛele GheÛeejelcekeâ GheeÙe keâjvee ÛeeefnS~ efMe#ee kesâ #es$e ceW efveoeve keâe
(a) Objective type questions/Jemlegefve… Øekeâej kesâ ØeMve
Jener DeLe& nw, pees efÛeefkeâlmee efJe%eeve ceW nw~ ÙeneB efMe#ekeâ Deheveer Mewef#ekeâ
(b) Formative Assessment/vewoeefvekeâ hejer#ee
Âef° mes Úe$eeW keâer keâef"veeFÙeeW $egefšÙeeW SJeb keâcepeesefjÙeeW keâe helee
(c) Informal assessment/DeveewheÛeeefjkeâ Deekeâueve ueieekeâj efJeMes<e lekeâveerkeâer efJeefOeÙeeW Éeje Gvekeâe meHeâueleehetJe&keâ efveoeve
(d) Summative assessment/Ùeesieelcekeâ Deekeâueve keâjlee nw~ DeOÙeehekeâ Deheveer keâ#ee ceW keâcepeesj Úe$eeW keâer keâefceÙeeW keâes
DSSSB PRT 29/03/2022 (Shift-I) %eele keâjles nQ, Gvekeâer efmLeefle osKeles nQ, Gvekesâ keâejCeeW keâe ienvelee mes
Ans. (d) : hee"Ÿe›eâce hejer#ee keâer meceeefhle Ùee me$eeble hejer#ee Ùeesieelcekeâ efJeMues<eCe keâjles nQ leLee Deble ceW GheÛeej keâj Gve keâejCeeW keâes otj
Deekeâueve kesâ GoenjCe nQ~ Ùeesieelcekeâ Deekeâueve keâe DeLe& nw efkeâ keâjkesâ GheÛeejelcekeâ efMe#eCe Øeoeve keâjles nQ~
efJeÅeeLeea keâes Gmekesâ hejer#ee ceW Debkeâ Ùee «es[ kesâ Devegmeej Gme efJeÅeeLeea
kesâ meheâuelee keâe Deekeâueve keâjvee~ FmeceW DebkeâeW Ùee «es[eW kesâ efnmeeye mes 129. ØeeÙe: efMe#eeefLe&ÙeeW keâer $egefšÙeeB .................. keâer Deesj
efJeÅeeLeea kesâ yeewefækeâ efJekeâeme keâes osKee SJeb mecePee peelee nw~ mebkesâle keâjleer nQ~
126. Ùeesieelcekeâ (summative) cetuÙeebkeâve keâes efkeâme ™he ceW (a) Ùeebef$ekeâ DeYÙeeme keâer DeeJeMÙekeâlee
heefjYeeef<ele efkeâÙee ieÙee nw? (b) meerKeves keâer DevegheefmLeefle
(a) keâeÙe&›eâce kesâ ØeYeeJe keâe cetuÙeebkeâve keâjves Ùee efveoxMe kesâ yeeo (c) efMe#eeefLe&ÙeeW kesâ meeceeefpekeâ–DeeefLe&keâ mlej
Úe$e kesâ ØeoMe&ve keâe ceesue keâjves keâer Øeef›eâÙee kesâ ™he ceW (d) Jes kewâmes meerKeles nQ
(b) Úe$eeW keâes Ùen yeleevee efkeâ GvnW kewâmes ØeoMe&ve keâjvee nw PRT POST CODE 70/90 29.12.2013 (Cancelled)
(c) Skeâ ØeYeeJeer lejerkesâ mes heÌ{eves keâer Øeef›eâÙee kesâ ™he ceW Ans : (a) ØeeÙe: efMe#eeefLe&ÙeeW keâer $egefšÙeeB Ùeebef$ekeâ DeYÙeeme keâer
(d) FveceW mes keâesF& veneR DeeJeMÙekeâlee keâer Deesj mebkesâle keâjleer nw~ yeÛÛes ØeeÙe: $egefšÙeeB leye keâjles
PRT Post Code 70/09 02.02.2014 nQ peye efkeâmeer keâeÙe& ceW Jes Dehesef#ele ®efÛe SJeb OÙeeve veneR uesles nQ Ùee
Ans : (a) Ùeesieelcekeâ cetuÙeebkeâve keâes keâeÙe&›eâce kesâ ØeYeeJe keâe cetuÙeebkeâve mebyebefOele efJe<eÙe–Jemleg Gvekesâ ceeveefmekeâ mlej kesâ Deveg™he veneR neslee nw
keâjves Ùee efveoxMe kesâ yeeo Úe$e kesâ ØeoMe&ve keâe ceesue keâjves keâer Øeef›eâÙee Ùee efheâj peye Jes Deefle Glmeeefnle nesles nQ~ Fve heefjefmLeefleÙeeW ceW efMe#ekeâ
kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw~ mketâueeW ceW Ùeesieelcekeâ cetuÙeebkeâve efMe#eeefLe&ÙeeW keâer $egefšÙeeW keâes keâce keâjves kesâ efueS efveÙeefcele DeYÙeeme hej
ceW pÙeeoe ØelÙe#elee nesleer nw~ Ùen Skeâ «es[ Ùee FkeâeF& Ùee me$e kesâ Deble yeue oslee nw~ efpememes Gvekeâe GlmeenJeOe&ve neslee nw Deewj Jes efMe#eCe
ceW Ùee Jeeef<e&keâ ™he mes DeefOeiece kesâ heefjCeeceeW keâer peeBÛe keâjlee nw~ DeefOeiece Øeef›eâÙee ceW ®efÛe uesves ueieles nQ~
Fmemes Ùen peeveves ceW ceoo efceueleer nw efkeâ efMe#eCe SJeb DeefOeiece kesâ 130. efYeVeeW keâe Ùeesie heÌ{eles meceÙe DeOÙeehekeâ ves heeÙee efkeâ
ue#ÙeeW keâes efkeâme no lekeâ leLee keâneB lekeâ Øeehle keâj efueÙee ieÙee nw~ 1 1 2
127. efMe#ekeâeW keâes Deheves Úe$eeW keâer $egefšÙeeW keâe DeOÙeÙeve
meYeer efJeÅeeLeea efvecveefueefKele $egefš keâjles nQ + =
3 2 5
keâjvee ÛeeefnS, Jes ØeeÙe: mebkesâle keâjleer nw– Fme heefjefmLeefle ceW DeOÙeehekeâ keâes GheÛeejelcekeâ keâeÙe&
(a) Deueie–Deueie hee"dÛeÙee& keâer DeeJeMÙekeâlee keâer Deesj keâjvee ÛeeefnS–
(b) Gvekesâ %eeve keâer meercee keâer Deesj (a) ØelÙeskeâ efYeVe kesâ ceeve keâes mecePeves ceW yeeuekeâeW keâer meneÙelee
(c) DeeJeMÙekeâ GheÛeejelcekeâ jCeveerefleÙeeW keâer Deesj keâjvee~
(d) ÙeesiÙelee mecetnkeâjCe nsleg heLe–ØeoMe&ve keâer Deesj (b) ueIeglece meceeheJele&keâ keâer mebkeâuhevee keâes mecePeves ceW
PRT POST CODE 70/90 29.12.2013 (Cancelled) yeeuekeâeW keâer meneÙelee keâjvee~
Teaching Aptitude 166 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) yeÛÛeeW keâes meceeve Øekeâej kesâ meJeeueeW keâe DeYÙeeme keâjves kesâ Ans : (d) heÌ{eF& mes mecyeefvOele efJeÅeeefLe&ÙeeW keâer keâef"veeF&ÙeeW keâes otj
efueS keânvee~ keâjves keâe Glke=â° vegmKee vewoeefvekeâ heÌ{eF& nw keäÙeeWefkeâ vewoeefvekeâ heÌ{eF& ceW
(d) efkeâmeer ceoo keâer DeeJeMÙekeâlee veneR nw, keäÙeeW yeÌ[s nesves hej yeeuekeâ keâer DeefOeiece mecyevOeer mecemle Øekeâej keâer keâef"veeFÙeeW keâe helee
Jen mJeÙeb mecePe peeSbies~ ueieeÙee peelee nw leLee GheÛeejelcekeâ efMe#eCe Éeje Gvekesâ keâef"veeF&ÙeeW ceW
PRT Post Code 71/09 & 101/12, 25.08.2013 megOeej Ùee meceeOeeve efkeâÙee peelee nw~
Ans : (b) Ùeefo efYeVeeW keâe Ùeesie heÌ{eles meceÙe DeOÙeehekeâ heelee nw efkeâ 134. yeeuekeâ keâer ieefCele ceW keâcepeesjer Jeeues #es$e keâe helee
1 1 2 ueieeves Jeeueer efJeefOe keânueeleer nw–
meYeer efJeÅeeLeea efvecveefueefKele $egefš keâjles nQ– + =
3 2 5
(a) efueefKele keâeÙe& (b) ceewefKekeâ keâeÙe&
Fme heefjefmLeefle ceW DeOÙeehekeâ keâes ueIegòece meceeheJele&keâ keâer mebkeâuhevee keâes
mecePeves ceW yeeuekeâeW keâer meneÙelee keâjveer ÛeeefnS leeefkeâ Jes efYeVe keâer (c) GheÛeejelcekeâ keâeÙe& (d) efveoeveelcekeâ keâeÙe&
mebkeâuhevee kesâ GefÛele {bie mes meerKeles ngS efYeVe kesâ meJeeueeW keâes mener– PRT Post Code 71/09 & 101/12, 25.08.2013
mener nue keâj mekesâ~ Ans : (d) yeeuekeâ keâer ieefCele ceW keâcepeesjer Jeeues #es$e keâe helee ueieeves
131. GheÛeejelcekeâ efMe#ee (Remedial teaching) keâe nsleg Jeeueer efJeefOe efveoeveelcekeâ keâeÙe& keânueeleer nw~ efveoeveelcekeâ keâeÙe& Skeâ
(purpose) nw– Ssmee Mewef#ekeâ Gheeoeve nw, efpemekesâ DeeOeej hej heef"le efJe<eÙe–Jemleg keâer
(a) veF& Yee<ee Jemleg keâes oeefKeue (Introduce) keâjvee
met#ce FkeâeF& ceW yeeuekeâ keâer efJeefMe°lee SJeb keâefceÙeeB heefjueef#ele nesleer nQ~
(b) lelkeâeueerve heÌ{eF& Jemleg keâer keâmeewšer
efveoeveelcekeâ keâeÙe& mes Ùen helee ueielee nw efkeâ efkeâmeer Yeer hee"dÙeJemleg keâe keâewve
mee Yeeie efkeâme cee$ee ceW meerKee ieÙee nw leLee efkeâlevee Yeeie Úe$e meerKeves ceW
(c) mener lejerkesâ mes ve heÌ{eF& ieF& Yee<ee Jemleg keâes efheâj mes heÌ{evee
yeeuekeâ DemeceLe& jne nw~ Dele: efveoeveelcekeâ keâeÙeeX mes Úe$eeW keâer efJeefYeVe
(d) heÌ{eF& ieF& Yee<ee JemlegDeeW keâes efheâj mes heÌ{vee
efJe<eÙeeW ceW keâcepeesjer Ùee keâefceÙeeW keâe efveOee&jCe efkeâÙee peelee nw leLee
PRT Post Code 71/09 & 101/12, 25.08.2013
GhejeÛeejelcekeâ keâeÙe& kesâ ceeOÙece mes GveceW megOeej efkeâÙee peelee nw~
Ans : (c) GheÛeejelcekeâ efMe#ee keâe nsleg mener lejerkesâ mes ve heÌ{eF& ieÙeer
Yee<ee Jemleg keâes efheâj mes heÌ{evee nw~ GheÛeejelcekeâ efMe#eCe JÙeJemLee ceW 135. efJe%eeve ceW meejebMeerÙe cetuÙeebkeâve (Summative
keâ#ee kesâ Jele&ceeve mJe™he Deewj mebjÛevee ceW keâesF& heefjJele&ve veneR efkeâÙee Assessment) keâe cegKÙele: Fme hej heâeskeâme nesvee
peelee nw~ Ùeefo Úe$e efkeâmeer efJe<eÙe Jemleg kesâ KeC[ keâes mecePeves ceW ÛeeefnS–
keâef"veeF& keâe DevegYeJe keâj jns nQ Ùee GvnW pees heÌ{eÙee pee jne nw, (a) efJeÅeeefLe&ÙeeW keâer heÌ{ves keâer keâef"veeFÙeeW kesâ #es$eeW keâe
Gmemes mebyebefOele keâesF& Yeer Dehesef#ele hetJe& %eeve Gmes veneR nw, lees efMe#ekeâ efve™heCe keâjvee
Úe$e keâes hee" keâe hegve: Ùee yeejcyeej DeefOeiece keâjelee nw~ henues heÌ{eÙes (b) cegKÙele: JÙeeJeneefjkeâ efvehegCeleeDeeW keâe hejer#eCe
hee" keâes hegve: heÌ{elee nw Deewj Úe$eeW keâer DeefOeiece mebyebOeer keâef"veeFÙeeW (c) cenòJehetCe& mewæebeflekeâ mebkeâuheveeDeeW keâe hejer#eCe
keâes menpelee mes otj efkeâÙee peelee nw~ (d) DeJeueeskeâve efvehegCelee keâe cetuÙeebkeâve
132. Deb«espeer kesâ cetuÙeebkeâve ceW pÙeeoelej efJeÅeeefLe&ÙeeW keâes efvecve KVS Assistant Teacher (Nursery) 31–08–2014
«es[ Øeehle ngS~ efvecve «es[ Øeehle keâjves keâer Jepen keâe Ans : (a) efJe%eeve ceW meejebMeerÙe cetuÙeebkeâve keâe heâeskeâme cegKÙele:
keâejCe peeveves kesâ efueS efMe#ekeâ Éeje lewÙeej keâer ieF& efJeÅeeefLe&ÙeeW keâer heÌ{ves keâer keâef"veeFÙeeW kesâ #es$eeW keâe efve™heCe keâjves ceW
keâmeewšer nesieer– nesvee ÛeeefnS~ Fmekeâe cegKÙe keâeÙe& yeeuekeâeW keâes ßesCeeryeæ keâjvee leLee
(a) efveoeveelcekeâ keâmeewšer (b) keâewMeue keâmeewšer Ùen peevevee nw efkeâ efkeâme meercee lekeâ efMe#eCe kesâ GösMÙeeW keâes Øeehle keâjves
(c) GheueefyOe keâmeewšer (d) ÙeesiÙelee keâmeewšer ceW meheâuelee efceueer nw~ Fme efnmeeye mes cetuÙeebkeâve keâjvee efpememes Gvekesâ
PRT Post Code 71/09 & 101/12, 25.08.2013 GösMÙeeW keâer hete|le menpe ™he mes nes peeS~
Ans : (a) Deb«espeer kesâ cetuÙeebkeâve ceW pÙeeoelej efJeÅeeefLe&ÙeeW keâes efvecve 136. Øeeflekeâejer efMe#eCe (Remedial teaching) keâe mebyebOe Fme
«es[ Øeehle ngF&~ efvecve «es[ Øeehle keâjves keâer Jepen keâe keâejCe peeveves kesâ efMe#eCe mes nw–
efueS efMe#ekeâ Éeje lewÙeej keâer ieÙeer keâmeewšer efveoeveelcekeâ keâmeewšer nesieer~
efveoeveelcekeâ keâmeewšer keâe cegKÙe GösMÙe efkeâmeer efJe<eÙe #es$e ceW Úe$eeW keâer (a) efMe#eeefLe&ÙeeW keâe meceÙe–meceÙe hej hejer#eCe
ogye&ueleeDeeW Ùee keâcepeesefjÙeeW keâes %eele keâjvee nw efpemes GvnW otj keâjves kesâ (b) efMe#eCe Øeef›eâÙee ceW efjefòeâ efceševee
efueS GheÛeejelcekeâ ØeÙelve efkeâÙes pee mekesâ~ efveoeveelcekeâ keâmeewšer ceW GvneR (c) efveOee&efjle mketâue DeJeefOe kesâ yeeo
DebMeeW Ùee ØeehleebkeâeW keâes cenòJe efoÙee peelee nw pees Úe$eeW keâer keâefceÙeeW, (d) efvehegCe efMe#eeefLe&ÙeeW keâes Deewj Yeer Gòece yeveeves ceW ceoo
keâcepeesefjÙeeW oes<eeW SJeb keâef"veeFÙeeW keâes ØeeÙe: Gpeeiej keâjles nQ~ keâjvee
133. heÌ{eF& mes mebyebefOele efJeÅeeefLe&ÙeeW keâer keâef"veeFÙeeW keâe Glke=â° KVS Assistant Teacher (Nursery) 31–08–2014
vegmKee (Best remedy) keäÙee nw? Ans : (b) Øeeflekeâejer efMe#eCe keâe mebyebOe efMe#eCe Øeef›eâÙee ceW efjefòeâ
(a) keâÌ[er cesnvele keâe megPeeJe efceševes mes nw~ efveoeveelcekeâ hejer#eCeeW Éeje Úe$eeW keâer mecemÙeeDeeW,
keâef"veeF&ÙeeW Ùee efjefòeâÙeeW keâe %eeve nes peeves kesâ Ghejevle GheÛeej nsleg
(b) ueeFyeÇsjer ceW heÙe&Jes#eer heÌ{eF& (Supervised Study)
(c) JÙeefòeâiele efMe#eCe megPeeJe efkeâÙee peeves Jeeuee efMe#eCe Øeeflekeâejer efMe#eCe keânueelee nw~ yeÛÛeeW keâer
(d) vewoeefvekeâ heÌ{eF& mecemÙeeDeeW keâes peevekeâj Gvekeâe meceeOeeve keâjves keâer efJeefOe Øeeflekeâejer
KVS Assistant Teacher (Nursery) 31–08–2014 efMe#eCe kesâ Devleie&le Deeleer nw~
Teaching Aptitude 167 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

137. Deheves efJeÅeeefLe&ÙeeW keâer ieueefleÙeeW keâe efMe#ekeâeW Éeje Ans. (d) : mJe-ØeMve keâjvee Skeâ Ssmeer Øeef›eâÙee nw efpemeceW Úe$eeW keâes
DeOÙeÙeve nesvee ÛeeefnS~ Jes Dekeämej oMee&les nQ– Deheves DeefOeiece kesâ yeejs ceW ØeMve hetÚves kesâ efueS efmeKeeÙee peelee nw
(a) efJeYesoerÙe hee"dÙe›eâce keâer pe™jle leeefkeâ Jes hee" keâes DeÛÚer lejn mecePe mekeWâ Deewj efÛebleve Øeef›eâÙee ceW Yeeie
(b) Gmekesâ %eeve keâer cee$ee Yeer ues mekeWâ~
(c) pe™jer GheÛeejer keâewMeue 141. efMe#ee ceW cetuÙeebkeâve efkeâmekesâ efueS cenlJehetCe& nw?
(d) #ecelee mecetnve heLe (a) efMe#eCe kesâ efueS Deekeâueve (b) Úe$eeW ceW YesoYeeJe
KVS Assistant Teacher (Nursery) 31–08–2014 (c) Úe$eeW keâer jQefkebâie (d) yesnlej Debkeâ Øeehle keâjvee
Ans : (c) Deheves efJeÅeeefLe&ÙeeW keâer ieueefleÙeeW keâe efMe#ekeâeW Éeje efvejvlej DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
™he mes DeOÙeÙeve efkeâÙee peevee ÛeeefnS~ Ùen Dekeämej pe™jer GheÛeejer Ans. (a) : efMe#eCe kesâ efueS Deekeâueve keâjves ceW cetuÙeebkeâve keâe
keâewMeue oMee&les nQ~ efJeÅeeefLe&ÙeeW keâer ieueefleÙeeW keâe DeOÙeÙeve efveoeveelcekeâ cenlJehetCe& mLeeve nw~ Dele: efMe#ee ceW cetuÙeebkeâve efMe#eCe kesâ Deekeâueve kesâ
hejer#eCe Éeje efkeâÙee peelee nw efpememes Øeehle heefjCeeceeW kesâ DeeOeej hej efueS cenòJehetCe& nw~ cetuÙeebkeâve efJeefYeVe DeekeâueveeW kesâ DeeOeej hej Jemleg
GheÛeejer efMe#eCe kesâ ceeOÙece mes ieueefleÙeeW ceW megOeej Ùee meceeOeeve efkeâÙee Ùee JÙeefòeâ keâe cetuÙe efveOee&efjle keâj Debeflece efveCe&Ùe uesves keâer Øeef›eâÙee nw~
peelee nw~ Deekeâueve keâe GösMÙe meerKeves kesâ oewjeve yeÛÛes keâer GheueefyOe keâer
138. efvecveebefkeâle ceW mes efkeâmekesâ heefjCeeceeW kesâ DeeOeej hej CeJeòee keâes hejKevee nw peyeefkeâ cetuÙeebkeâve Jen Øeef›eâÙee nw efpemekeâe kesâvõ
ieg
GheÛeejelcekeâ efMe#eCe Yeueer–YeeBefle mebÛeeefuele efkeâÙee pee meerKeves-heÌ{ves keâer efveef§ele DeJeefOe kesâ yeeo yeÛÛeeW kesâ JeemleefJekeâ GheueefyOe mlej
keâes peeBÛevee nw~ Dele: mhe° ™he mes nce keân mekeâles nQ efkeâ Deekeâueve Øeef›eâÙee
mekeâlee nw?
DeeOeeefjle nw peyeefkeâ cetuÙeebkeâve Glheeo DeeOeeefjle nw~
(a) mebØeeefhle hejer#eCe (b) mebÛeÙeer DeefYeuesKe
142. Deekeâueve mes efMe#ekeâeW keâes ceoo efceueleer nw-
(c) efveoeveelcekeâ DeefYeuesKe (d) ceevekeâ
(a) Úe$eeW keâes «es[ osves ceW
PRT–KVS, 16–12–2017
(b) GÛÛe GheueefyOe neefmeue keâjves JeeueeW kesâ yeerÛe Øeeflemheæe&
Ans : (c) efveoeveelcekeâ DeefYeuesKe kesâ heefjCeeceeW kesâ DeeOeej hej
GheÛeejelcekeâ efMe#eCe Yeueer–YeeBefle mebÛeeefuele efkeâÙee pee mekeâlee nw~ efJekeâefmele keâjves ceW
efMe#eCe DeefOeiece keâer heefjefmLeefle ceW efvejvlejlee SJeb ›eâceyeælee keâeÙece (c) Gvekeâer efMe#eCe jCeveerefleÙeeW keâer Ùeespevee yeveeves ceW
jKeves nsleg efveoeveelcekeâ hejer#eCeeW mes Øeehle efve<keâ<eeX kesâ Deveg™he (d) ceelee-efhelee keâes OevÙeJeeo osves ceW
efJe<eÙeiele GhejeÛeejelcekeâ DeOÙeeheve ØeefJeefOe keâes ØemleeefJele keâjvee Deefle DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
DeeJeMÙekeâ neslee nw keäÙeeWefkeâ meJe&ØeLece mecemÙee keâe helee ueieeÙee peelee nw Ans. (c) : Deekeâueve mes efMe#ekeâeW keâes mJeÙeb keâer efMe#eCe jCeveerefleÙeeW
leodveghejevle Gmekeâe meceeOeeve efkeâÙee peelee nw~ keâer Ùees p evee yeveeves ceW ceoo efceueleer nw~ Deekeâueve kesâ Éeje metÛeveeSB
139. efkeâme Øekeâej keâe cetuÙeebkeâve he"ve keâer keâefceÙeeW keâe helee
Skeâ$e keâer peeleer nQ~ FmeceW Úe$eeW keâe efyevee Debkeâ leLee «esef[bie kesâ
ueieeves kesâ efueS ØeÙegòeâ neslee nw? cetuÙeebkeâve efkeâÙee Yeer peelee nw~ Deekeâueve keâes meerKeves keâer Øeef›eâÙee keâe
Skeâ efnmmee Yeer keâne pee mekeâlee nw~ Deekeâueve efJeÅeeefLe&ÙeeW keâes mecePe
(a) jÛeveelcekeâ (b) DemebjÛeveelcekeâ
heeves ceW ceoo keâjlee nw~ Fmekesâ DeueeJee Fmemes efMe#eCe kesâ lejerkeâeW Deeefo
(c) vewoeefvekeâ (d) Ùeesieelcekeâ ceW yeoueeJe keâjves keâe Yeer ceewkeâe efceuelee nw~ Deekeâueve kesâ Éeje efMe#ekeâeW
NCERT PRT 30-07-2017 keâes yeÛÛeeW keâer ™efÛeÙeeB henÛeeveves ceW ceoo efceueleer nw efpememes efMe#ekeâ
KVS–PRT Post Code 16/17, 29–10–2017
Ssmes Mewef#ekeâ DevegYeJeeW leLee efMe#eCe meeceef«eÙeeW keâer Ùeespevee yevee mekeâles
Ans : (c) vewoeefvekeâ Øekeâej keâe cetuÙeebkeâve he"ve keâer keâefceÙeeW keâe helee nQ pees yeÛÛeeW keâer ™efÛeÙeeW kesâ Deveg™he nes~
ueieeves kesâ efueS ØeÙegòeâ neslee nw~ vewoeefvekeâ cetuÙeebkeâve mes Ùen helee
143. Skeâ efMe#ekeâ ØeMve–he$e yeveeves kesâ yeeo, Ùen peeBÛe keâjlee
Ûeuelee nw efkeâ hee"dÙeJemleg keâe keâewve mee Yeeie efkeâme cee$ee ceW Deewj
efkeâlevee meerKee ieÙee nw leLee efkeâlevee Yeeie Úe$e meerKeves ceW DemeceLe& jne nw efkeâ keäÙee ØeMve kesâ efJeefMe° GösMÙeeW keâer hejer#ee ues jns
nw~ Fmeer kesâ DeeOeej hej GheÛeejelcekeâ efMe#eCe keâe ØeÙeesie efkeâÙee peelee nQ~ Jen cegKÙe ™he mes ØeMve–he$e keâer/kesâ ........... kesâ yeejs
nw~ ceW efÛebeflele nw~
(a) ØeMveeW kesâ Øekeâej
140. Pupils can be taught to ask themselves
questions about their learning in order to (b) efJeMJemeveerÙelee
reflect on the content and process. (c) JewOelee
This is called................ (d) mebhetCe& efJe<eÙe–Jemleg keâes Meeefceue keâjves
meece«eer Deewj Øeef›eâÙee hej hejeJele&ve keâes efheâj mes keâjves kesâ PRT POST CODE 70/90 29.12.2013 (Cancelled)
efueS efJeÅeeefLe&ÙeeW keâes Deheves efMe#eCe kesâ yeejs ceW ØeMve Ans : (c) peye keâesF& efMe#ekeâ ØeMve–he$e yeveeves kesâ yeeo, Ùen peeBÛe
hetÚves kesâ efueS efmeKeeÙee pee mekeâlee nw~ keâjlee nw efkeâ keäÙee ØeMve hejer#eCe kesâ efJeefMe° GösMÙeeW keâer hejer#ee ues jns
(a) self assessment/mJe-cetuÙeebkeâve nQ lees Jen cegKÙe ™he mes ØeMve he$e keâer JewOelee kesâ yeejs ceW efÛebeflele nw~
(b) comparing/leguevee keâjvee JewOelee mes leelheÙe& Ùen nw efkeâ keâesF& Yeer hejer#eCe efpeme GösMÙe kesâ efueS
(c) hypothesising/heefjkeâuhevee Ùee ÙeesiÙelee kesâ ceeheve kesâ efueS yeveeF& ieÙeer nw Gmeer keâe ceeheve efkeâÙee
(d) self questioning/mJe-ØeMve keâjvee peeS~ Mewef#ekeâ ceeheve ceW hejer#eCeeW keâe JewOe nesvee DelÙevle DeeJeMÙekeâ
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM neslee nw keäÙeeWefkeâ DeefOekeâebMe ceeheve DeØelÙe#e ™he mes efkeâÙee peelee nw~
Teaching Aptitude 168 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

144. The main purpose of assessment should be : • efkeâmeer efJeefMe° efJe<eÙe ceW efheÚÌ[s mes efheÚÌ[s ngS yeeuekeâeW keâes
Deekeâueve keâe cegKÙe GösMÙe nesvee ÛeeefnS : henÛeevevee, leoLe& Gvekesâ megOeej nsleg efveoeve keâjvee~
(a) Ùen leÙe keâjvee efkeâ keäÙee efkeâmeer Úe$e keâes Deieueer keâ#ee ceW • Úe$eeW kesâ meJeeËieerCe efJekeâeme ceW meneÙelee Øeoeve keâjvee Deeefo~
heoesVele efkeâÙee peevee ÛeeefnS/To decide if a student • $egefšÙeeW, mecemÙeeDeeW kesâ keâejCeeW keâe helee ueieevee~
should be promoted to the next class
146. If the student is unable to answer the teacher at
(b) efMe#eeefLe&ÙeeW keâer $egefšÙeeW keâes Fbefiele keâjvee/To point out the time of clinical examination .
the errors of the learners Ùeefo Úe$e vewoeefvekeâ hejer#ee kesâ meceÙe efMe#ekeâ keâes Gòej
(c) efMe#eeefLe&ÙeeW keâer GheueefyOe keâes ceehevee/To measure the osves ceW DemeceLe& nQ, lees
achievement of the learners.
(a) Teacher should use corporal punishment/
(d) To diagnose and remedy gaps in learning efMe#ekeâ keâes Meejerefjkeâ ob[ keâe ØeÙeesie keâjvee ÛeeefnS
DeefOeiece ceW Deblejeue keâe efveoeve Deewj GheÛeej (b) The teacher should ponder over his own
DSSSB PRT 25/03/2022 (Shift-III) teaching/efMe#ekeâ keâes Deheves efMe#eCe hej mJeÙeb efJeÛeej
Ans. (d) : Deekeâueve (Assessment) Skeâ Ssmeer Øeef›eâÙee nw, efpemekesâ keâjvee ÛeeefnS
Éeje Úe$eeW keâer Øeieefle mlej keâe helee ueieeÙee peelee nw~ cetuÙeebkeâve (c) Teacher should encourage memorization/
DeefOeiece keâes menpe, mejue SJeb megiece yeveeves keâe keâeÙe& keâjlee nw, leLee efMe#ekeâ keâes jšves keâes yeÌ{eJee osvee ÛeeefnS
Deekeâueve mes Ùen helee ueie peelee nw efkeâ Úe$e keâneB hej mecePelee nw, Je (d) The teacher should not worry about the
Gmes keâneB hej mecePeeves keâer DeeJeMÙekeâlee nw~ individual interests of the child /efMe#ekeâ keâes yeÛÛes
Dele: Ùen mhe° leewj hej keâne pee mekeâlee nQ efkeâ Deekeâueve keâe ØecegKe kesâ JÙeefòeâiele efnleeW keâer efÛeblee veneR keâjveer ÛeeefnS
DSSSB PRT 26/03/2022 (Shift-III)
GösMÙe DeefOeiece ceW Deblejeue keâe efveoeve Deewj GheÛeej keâjvee nw~
Ans. (b) : Ùeefo Úe$e vewoeefvekeâ hejer#ee kesâ meceÙe efMe#ekeâ keâes Gòej
145. Which of the following sequence is correct for a osves ceW DemeceLe& nw, lees efMe#ekeâ keâes Deheves efMe#eCe hej mJeÙeb efJeÛeej
diagnostic test?
keâjvee ÛeeefnS SJeb GmeceW veJeeÛeej keâe ØeÙeesie keâjvee ÛeeefnS Deewj
efvecveefueefKele ceW mes keâewve-mee ›eâce vewoeefvekeâ hejer#eCe kesâ efMe#ekeâ keâes yeÛÛes kesâ JÙeefòeâiele efnleeW keâer efÛeblee keâjveer ÛeeefnS, efMe#ekeâ
efueS mener nw? keâes Meejerefjkeâ ob[ keâe ØeÙeesie vener keâjvee ÛeeefnS leLee efMe#ekeâ keâes jšves
(a) Build a plan, create a test, administration the kesâ yepeeÙe mecePeves hej peesj osvee ÛeeefnS Deewj keâ#ee-keâ#e ceW menpe leLee
test, detect errors, repeat the test/Skeâ Ùeespevee YeÙecegòeâ JeeleeJejCe keâe efvecee&Ce keâjvee ÛeeefnS~
lewÙeej keâjW, Skeâ hejer#eCe lewÙeej keâjW, hejer#eCe keâe ØeMeemeve 147. efvecve ceW mes keâewve–mee Skeâ DeÛÚs GheueefyOe hejer#eCe keâe
keâjW, $egefšÙeeW keâe helee ueieeSB, hejer#eCe oesnjeSB~ iegCe veneR nw?
(b) Build a plan, create a test, administration the
(a) efJeMJemeveerÙelee (b) JewOelee
test, detect errors/Skeâ Ùeespevee lewÙeej keâjW, Skeâ
(c) Demhe°lee (d) Jemlegefve‰lee
hejer#eCe lewÙeej keâjW, hejer#eCe keâe ØeMeemeve keâjW, $egefšÙeeW
NCERT PRT 30–07–2017
keâe helee ueieeSB~
(c) Detect mistakes of students in previous
Ans : (c) Demhe°lee Skeâ DeÛÚs GheueefyOe hejer#eCe keâe iegCe veneR nw
papers, take a test, administration the test, peyeefkeâ efJeÕemeveerÙelee, JewOelee leLee Jemlegefve‰lee Skeâ DeÛÚs GheueefyOe
detect errors/efheÚues heshej ceW Úe$eeW keâer ieueefleÙeeW keâe hejer#eCe keâe iegCe nw~ Skeâ DeÛÚs GheueefyOe hejer#eCe keâer efJeMes<eleeDeeW
helee ueieeSB, Skeâ hejer#eCe ues, Skeâ hejer#eCe keâe ØeMeemeve keâes JÙeeJeneefjkeâ efJeMes<eleeDeeW leLee lekeâveerkeâer efJeMes<eleeDeeW ceW Jeieeake=âle
keâjW, $egefšÙeeW keâe helee ueieeSB efkeâÙee pee mekeâlee nw~ Jes efJeMes<eleeSB pees GhekeâjCe kesâ JÙeeJeneefjkeâ
GheÙeesie mes mebyebefOele nesleer nQ, pewmes- GösMÙehetCe&lee, JÙeehekeâlee,
(d) Detect mistakes of students in previous
papers, create a test, administration the test, megiecelee, efceleJÙeefÙelee Deeefo JÙeJeneefjkeâ efJeMes<eleeSB keânueeleer nw peyeefkeâ
find out the causes of problems/efheÚues heshej ceW lekeâveerkeâer efJeMes<eleeDeeW kesâ Debleie&le ceeheve GhekeâjCe kesâ efvecee&Ce leLee
Úe$eeW keâer ieueefleÙeeW keâe helee ueieeSB, Skeâ hejer#eCe yeveeS, Øeehle heefjCeeceeW keâer $egefšnervelee megefveefMÛele keâjves Jeeues ue#eCe Deeles nQ
Skeâ hejer#eCe keâe ØeMeemeve keâjW, mecemÙeeDeeW kesâ keâejCeeW keâe Fve efJeMes<eleeDeeW kesâ Debleie&le– JewOelee, efJeMJemeveerÙelee, Jemlegefve‰lee,
efJeYesokeâlee leLee ceevekeâ Deeefo Deeles nQ~
helee ueieeSB
148. ‘‘hejer#eCe Jen ceehelee nw pees nce Ûeenles nQ’’ Ùen keâLeve
DSSSB PRT 26/03/2022 (Shift-III)
DSSSB PRT 29/03/2022 (Shift-II) mevoefYe&le nw–
Ans. (d) : vewoeefvekeâ hejer#eCe Jen hejer#eCe nw efpemekesâ Éeje Úe$eeW keâer (a) efJeMJemeveerÙelee mes (b) JewOelee mes
mecemÙeeDeeW keâe helee ueieeÙee peelee nw Ùee ÛeÙeve efkeâÙee peelee nw~ Fme hejer#eCe (c) Jemlegefve‰lee mes (d) GheÙeesefielee mes
keâe ceeOÙece yengefJekeâuheerÙe ØeMve nesles nQ~ Fmekesâ Éeje Úe$eeW keâer mecemÙeeDeeW NCERT PRT 30–07–2017
keâe efveoeve neslee nw FmeefueS Fmes efveoeveelcekeâ hejer#eCe keâne peelee nw~ Ùen Ans : (b) ‘‘hejer#eCe Jen ceehelee nw pees nce Ûeenles nQ’’ Ùen keâLeve
DeewheÛeeefjkeâ Deewj DeveewheÛeeefjkeâ oesveeW Øekeâej mes efkeâÙee peelee nw~ efveoeveelcekeâ JewOelee keâes meboefYe&le keâjlee nw~ Ùen hejer#eCe keâer ÙeLeeLe&lee keâe heefjÛeeÙekeâ
hejer#eCe (Diagnostic Test) kesâ efvecve GösMÙe nQ– nw~ keâesF& Yeer ceeheve efJeefOe Gleveer ner JewOe nw efpeleveer Jen Gme keâeÙe& ceW
meheâuelee kesâ meeLe efkeâmeer ceeheve mes mecyeefvOele nw, efpemekesâ hetJe&keâLeve kesâ
• efheÚues heshej ceW Úe$eeW keâer ieueefleÙeeW keâe helee ueieevee~ efueS Ùen ØeÙegòeâ nes jner nw~ Ùen Gve GösMÙeeW keâer hetefle& keâjlee nw
• Úe$eeW keâer efJe<eÙeiele keâcepeesjer kesâ keâejCeeW keâe helee ueieevee~ efpemekesâ efueS Ùen yeveeÙee ieÙee nw~
Teaching Aptitude 169 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

149. efJeÅeeefLe&ÙeeW keâer Gòej–hegefmlekeâeDeeW keâes peebÛeles meceÙe Ans : (b) Skeâ hejer#eCe leYeer ceevÙe keânueelee nw peye Ùen, efpemes
DeOÙeehekeâ keâes– ceeheves keâe oeJee keâjlee nw Gmes ceehelee nw~ Fmes ner hejer#eCe keâer JewOelee
(a) keâ"esj nesvee ÛeeefnS Yeer keânles nQ~ Ùen hejer#eCe keâer ÙeLeeLe&lee keâe heefjÛeeÙekeâ nw~ hejer#eCe
(b) vejce nesvee ÛeeefnS ef peleveer Megælee mes Deheves GösMÙeeW keâes hetje keâjlee nw Gmes Gleveer meercee
(c) Jemlegiele Ùee ÙeLeeleLÙe nesvee ÛeeefnS lekeâ JewOe ceevee peelee nw~ Ùen Deheves GösMÙeeW keâer hetefle& keâjlee nw~
(d) yeerÛe keâe ve DeefOekeâ keâ"esj ve DeefOekeâ vejce 154. Skeâ efJeMJemeveerÙe ceveesJew%eeefvekeâ peeBÛe keâe DeeMeÙe nw–
PRT KVS 2010 (a) ceeheve keâer heefjMegælee
Ans : (c) efJeÅeefLe&ÙeeW keâer Gòej hegefmlekeâeDeeW keâes peebÛeles meceÙe (b) JÙeJenej keâe hetJee&vegceeve
DeOÙeehekeâ keâes Jemlegiele Ùee ÙeLeeleLÙe nesvee ÛeeefnS~ GvnW efkeâmeer Yeer (c) ceeheve keâer mebielelee
Øekeâej kesâ hetJee&«en SJeb YesoYeeJe mes ØeYeeefJele ngS efyevee Gòej hegefmlekeâe ceW (Consistency of measurement)
efueKes ieÙes ÙeLeeleLÙe kesâ DeeOeej hej ßes‰ Deekeâueve keâjvee ÛeeefnS~ (d) GheÙeg &òeâ ceW mes keâesF& veneR
PRT POST CODE 70/90 29.12.2013 (Cancelled)
150. Skeâ DeÛÚer GheueefyOe peeBÛe keâe Skeâ DeefYeue#eCe
Ans : (c) Skeâ efJeMJemeveerÙe ceveesJew%eeefvekeâ peeBÛe keâe DeeMeÙe ceeheve
efvecveefueefKele ceW mes keäÙee veneR nw?
keâer mebielelee nw~ efJeMJemeveerÙe ceveesJew%eeefvekeâ hejer#eCe keâer peeBÛe keâs efueS
(a) efJeefOeceevÙelee (b) efJeMJemeveerÙelee
leeefkeâ&keâ meceleguÙe hejer#eCe cesb efkeâmeer hejer#eCe keâs efJeefYeVe heejmheefjkeâ
(c) efÉDeLe&ceevÙelee (d) Jemlegefve‰lee mebyebOe SJeb heoeW keâe mechetCe& hejer#eCe mes men–mebyebOe %eeve Øeoeve efkeâÙee
PRT KVS 04–10–2015 peelee nw~ Fmes Deebleefjkeâ mebieefle iegCeebkeâ Yeer keânles nQ~ Fme efJeefOe kesâ
Ans : (c) Skeâ DeÛÚer GheueefyOe peeBÛe keâe Skeâ DeefYeue#eCe ØeÙeesie keâer ceevÙelee Ùen nw efkeâ hejer#eCe ceW meefcceefuele efkeâÙes ieÙes ØelÙeskeâ
efÉDeLe&ceevÙelee veneR nw peyeefkeâ efJeefOeceevÙelee, efJeMJemeveerÙelee, heo ceW mebielelee/mecepeeleerÙe Ùee Skeâmeceeve nesvee ÛeeefnS~
Jemlegefve‰lee, efJeYesokeâlee, GösMÙehetCe&lee, JÙeehekeâlee leLee efceleJÙeefÙelee 155. Skeâ ceevekeâ hejer#eCe efJeefOe ceW efvecveefueefKele iegCe DeJeMÙe
Deeefo Fmekesâ cegKÙe DeefYeue#eCe nQ~ nesves ÛeeefnS–
151. kegâ[j efjÛe[&meve efJeefOe keâe Fmlesceeue ............... keâe (a) cetuÙeebkeâve Deewj ØeÙeespÙelee
Devegceeve ueieeves kesâ efueS efkeâÙee peelee nw~ (b) JewOelee Deewj cetuÙeebkeâve
(a) JewOelee (b) efJeMJemeveerÙelee (c) efJemle=lelee, cetuÙeebkeâve Deewj JÙeJeneÙe&lee
(c) ØeÙeespÙelee (d) Jemlegefve‰lee (d) JewOelee, efJeMJemeveerÙelee Deewj JÙeJeneÙe&lee
PRT Post Code 70/09 02.02.2014 KVS–PRT Post Code 16/17, 29–10–2017
Ans : (b) kegâ[j efjÛe[&meve efJeefOe keâe Fmlesceeue efJeMJemeveerÙelee keâe Ans : (d) Skeâ ceevekeâ hejer#eCe efJeefOe ceW JewOelee, efJeMJemeveerÙelee,
Devegceeve ueieeves kesâ efueS efkeâÙee peelee nw~ Fme efJeefOe keâes leeefke&âkeâ JÙeJeneÙe&lee, Jemlegefve<"lee, efJeYesokeâlee, GösMÙehetCe&lee, JÙeehekeâlee efceleJÙeefÙelee,
meceleguÙelee efJeMJemeveerÙelee Yeer keânles nQ~ Fme efJeefOe ceW ØeÙeesie keâer meblegueve, vÙeeÙeÙegòeâlee Deeefo kesâ iegCe efJeÅeceeve nesves ÛeeefnS~
ceevÙelee Ùen nw efkeâ hejer#eCe ceW meefcceefuele efkeâÙee ieÙee ØelÙeskeâ heo 156. ‘Skeâ efve<keâ<e& keâer JewOelee keâes peeBÛevee’ yuetce kesâ
mecepeeleerÙe Ùee Skeâ ner mecetn keâe nesvee ÛeeefnS~ efjÛe[&meve ves Fme JeieeakeâjCe ceW efkeâme Jeie& ceW DeeSiee?
efJeefOe kesâ ØeÙeesie kesâ efueS cegKÙe ™he mes oes met$eeW 'KR–20' leLee (a) %eeve (b) efJeMues<eCe
'KR–21' keâe Øeefleheeove efkeâÙee~ (c) efvecee&Ce (d) cetuÙeebkeâve
152. efJeefJeOelee: efJeefJeOelee osves kesâ efueS, efJeefJeOe yeveeves kesâ KVS–PRT Post Code 16/17, 29–10–2017
efueS~ ................ : efmLeefle Ùee iegCeJeòee keâer efve<he#elee Ans : (d) ‘Skeâ efve<keâ<e& keâer JewOelee keâes peeBÛevee’ yuetce kesâ JeieeakeâjCe
kesâ efueS, meewos ceW efve<he#elee kesâ efueS~ ceW %eeveelcekeâ GösMÙe kesâ cetuÙeebkeâve mlej kesâ Devleie&le DeeSiee~ cetuÙeebkeâve
(a) meceevelee (b) Dehe#eheele mlej hej efkeâmeer GösMÙe keâer hetefle& kesâ efueS DeeJeMÙekeâ meece«eer leLee efJeefOeÙeeW kesâ
(c) meceeJesMe (d) FveceW mes keâesF& veneR cetuÙe efveOee&jCe mes mecyeefvOele efveCe&Ùe ØeeÙe: efueÙes peeles nQ~
PRT Post Code 70/09 02.02.2014 157. Deeies efJeMues<eCe ceW, Ùen heeÙee ieÙee efkeâ Skeâ hejer#eCe Gve
Ans : (b) efpeme Øekeâej efJeefJeOelee keâe ØeÙeesie efJeefJeOelee osves kesâ efueS, henuegDeeW keâes heÙee&hle ™he mes veneR ceehe heeÙee efpevekesâ efueS
efJeefJeOe yeveeves kesâ efueS efkeâÙee peelee nw "erkeâ Gmeer Øekeâej Dehe#eheele keâe Gmes yeveeÙee ieÙee Lee hejer#eCe keâer ................ Kejeye nw~
ØeÙeesie efmLeefle Ùee iegCeJeòee keâer efve<he#elee kesâ efueS, meewos ceW efve<he#elee (a) efJeMJemeveerÙelee (b) hetJee&vegcesÙelee
kesâ efueS ner efkeâÙee peelee nw~ (c) JewOelee (d) hegve:Glheeokeâlee
153. Skeâ hejer#eCe leYeer ceevÙe keânueelee nw, peye Ùen– KVS–PRT Post Code 16/17, 29–10–2017
Ans : (c) Deeies efJeMues<eCe ceW, Ùen heeÙee ieÙee efkeâ Skeâ hejer#eCe Gve
(a) efve<he#e Deewj efMe#ekeâ hetJee&«en mes cegòeâ neslee nw
henuegDeeW keâes heÙee&hle ™he mes veneR ceehe heeÙee efpevekesâ efueS Gmes yeveeÙee
(b) efpemes ceeheves keâe oeJee keâjlee nw, Gmes ceehelee nw
(c) meceÙe kesâ meeLe, Deveg™he heefjCeece oslee nw ieÙee Lee~ lees hejer#eCe keâer JewOelee Kejeye nw~ Ùeefo hejer#eCe Deheves
GösMÙe keâer hetefle& meheâuelee hetJe&keâ veneR keâjles nQ Ùee hetefle& keâjves ceW
(d) meebmke=âeflekeâ hetJee&«en kesâ efKeueeheâ yeÛeeJe keâjlee nw
PRT Post Code 70/09 02.02.2014 DemeceLe& jnles nQ lees Gmes DeJewOe hejer#eCe keâne pee mekeâlee nw~
Teaching Aptitude 170 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

158. efvecve ceW keâewve yeekeâer leerve kesâ mecetn mes mecyeefvOele veneR 162. Skeâ ØeMve–he$e keâe efvecee&Ce keâjves kesâ heMÛeeled DeOÙeehekeâ
nw? Ùen peevevee Ûeenlee nw efkeâ keäÙee Fmemes Gve efJeefMe°
(a) leke&âmebiele JewOelee (b) mebjÛevee JewOelee DeefOeiece GösMÙeeW keâe hejer#eCe nes peeSiee, pees Gme
(c) ØeefleoMe& JewOelee (d) hee"dÙe›eâceer JewOelee hee"Ÿe›eâce kesâ efueS efveOee&efjle efkeâS ieS Les~ yeleeFS Jen
PRT–KVS Post Code 150/14, 19–10–2014 DeOÙeehekeâ efvecveefueefKele ceW mes efkeâmemes mecyeæ nw?
Ans : (c) efJeefYeVe ceeheveefJeoeW ves JewOelee kesâ efYeVe–efYeVe JeieeakeâjCe efoÙes (a) hejer#eCe keâer JewOelee
nQ– (b) efJe<eÙeJemleg keâe efJemleej
leke&âmebiele JewOelee (c) hejer#eCe keâer efJeMJemeveerÙelee
mebjÛevee JewOelee (d) hejer#eCe keâer Jemlegefve‰lee
hee"dÙe›eâceer Ùee efJe<eÙeer JewOelee PRT–KVS 07–01–2017
Ans : (a) GheÙeg&òeâ ØeMve ceW DeOÙeehekeâ hejer#eCe keâer JewOelee keâer peeBÛe
DeJeÙeJeelcekeâ JewOelee
keâj jne nw~ efkeâmeer hejer#eCe keâer Skeâ DeeJeMÙekeâ SJeb cenòJehetCe&
keâeÙee&lcekeâ JewOelee
efJeMes<elee Gmekeâer JewOelee nesleer nw~ DeÛÚs hejer#eCe keâes Jemlegefve‰,
™he JewOelee JÙeehekeâ, efJeYesoerkeâjCe SJeb efJeMJemeveerÙe nesves kesâ meeLe–meeLe JewOe nesvee
Dele: ØeefleoMe& JewOelee yeekeâer leerve kesâ mecetn mes mecyeefvOele veneR nw~ Yeer DeeJeMÙekeâ nw~ Ùeefo hejer#eCe Gve GösMÙeeW keâer hetefle& keâjlee nw
159. Jener efJeÅeeLeea mes Ùeefo ueieeleej meceeve veleerpes heeÙes peeles efpemekesâ efueS Gmes yeveeÙee ieÙee nw lees nce Ssmes hejer#eCe keâes JewOe
nQ lees cetuÙeebkeâve...............nw~ hejer#eCe keânWies~ hejer#eCe kesâ Fme iegCe keâes hejer#eCe keâer JewOelee keâne
(a) JewOe (b) DeJewOe peelee nw~
(c) efJeMJemeveerÙe (d) DeefJeMJemeveerÙe 163. efvecveefueefKele ceW mes keâewve mee DeÛÚs hejer#eCe keâer iegCeJeòee
PRT–KVS Post Code 150/14, 19–10–2014 veneR nw?
Ans : (c) Jener efJeÅeeLeea mes Ùeefo ueieeleej meceeve veleerpes heeÙes peeles nQ (a) JÙeehekeâlee (b) efJeÕemeveerÙelee
lees cetuÙeebkeâve efJeMJemeveerÙe ceevee peelee nw~ efJeMJemeveerÙelee keâes efmLejlee (c) meeOÙelee (d) DeJeueeskeâve
iegCeebkeâ Ùee meceleguÙelee iegCeebkeâ Yeer keânles nQ~ hejer#eCe keâer uecyeeF&, DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
mepeeleerÙelee, efJeYesove #ecelee, keâef"veeF& mlej ieefleMeeruelee, Jemlegefve‰lee Ans. (d) : DeJeueeskeâve DeÛÚs hejer#eCe keâer iegCeJeòee veneR nw~
Deeefo mecemle Øeef›eâÙeeSB efkeâmeer hejer#eCe keâer efJeMJemeveerÙelee keâes ØeYeeefJele Skeâ DeÛÚs hejer#eCe keâer efvecveefueefKele efJeMes<eleeSB heeF& peeleer nQ-
keâjles nQ~ JÙeJeneefjkeâ efJeMes<eleeSB lekeâveerkeâer efJeMes<eleeSB
160. cetuÙeebkeâve................neslee nw Ùeefo Jen Jener ceehelee nw pees (1) GösMÙelee (7) ceevekeâerkeâjCe
Gmeves meesÛee Lee~ (2) JÙeehekeâlee (8) Jemlegefve‰lee
(a) JewOe (b) DeJewOe (3) efceleJÙeefÙelee (9) Yesokeâlee
(c) efJeÕemeveerÙe (d) DeefJeÕemeveerÙe (4) megiecelee (10) efJeÕemeveerÙelee
PRT–KVS Post Code 150/14, 19–10–2014 (5) meJe&ceevÙelee (11) JewOelee
Ans : (a) cetuÙeebkeâve JewOe neslee nw Ùeefo Jen Jener ceehelee nw pees Gmeves (6) ØeefleefveefOelJe (12) ceevekeâ
meesÛee Lee~ Fmes cetuÙeebkeâve keâer JewOelee Yeer keâne peelee nw~ Ùen cetuÙeebkeâve 164. efkeâmeer hejer#eCe keâer JewOelee leLee efJeMJemeveerÙelee kesâ mebyebOe ceW
keâer ÙeLeeLe&lee keâe heefjÛeeÙekeâ neslee nw~ Fmekeâe meerOee mecyevOe meowJe efvecveefueefKele ceW mes keâewve–mee keâLeve meJee&efOekeâ mener nw?
ceeheve keâer efmLej $egefš mes jnlee nw~ efmLej $egefšÙeeB efpeleveer keâce neWieer (a) peye lekeâ keâesF& hejer#eCe Jemlegefve‰ veneR nesiee, Jen JewOe
ceeheve Glevee ner DeefOekeâ JewOe nesiee~ ØeeÙe: hejer#eCe kesâ Demhe° efveoxMe, veneR nes mekeâlee
ØeMveeW keâer Yee<ee leLee MeyoeJeueer, keâef"veeF& mlej, Jemlegefve‰lee, ceeheve (b) Ùeefo keâesF& hejer#eCe JewOe veneR nw lees Jen efJeMJemeveerÙe Yeer
kesâ GösMÙe, meebmke=âeflekeâ he=‰Yetefce hejer#eCe keâer uecyeeF& Deeefo Øeef›eâÙeeSB veneR nesiee
efkeâmeer cetuÙeebkeâve Ùee hejer#eCe keâer JewOelee keâes ØeYeeefJele keâjles nQ~
(c) keâesF& hejer#eCe Ùeefo ceevekeâerke=âle veneR nw lees Jen
161. ØeeLeefcekeâ DeeBkeâÌ[eW ([sše) efkeâleves efJeMJemeveerÙe nesles nQ? efJeMJemeveerÙe Yeer veneR nesiee
(a) Deveghetjkeâ DeeBkeâÌ[eW keâer leguevee ceW ncesMee DeefOekeâ (d) peye lekeâ keâesF& hejer#eCe efJeMJemeveerÙe veneR nesiee Jen JewOe veneR
efJeMJemeveerÙe nesiee
(b) Deveghetjkeâ DeeBkeâÌ[eW keâer leguevee ceW keâce efJeMJemeveerÙe TGT–KVS, 08–01–2017
(c) DeeBkeâÌ[eW kesâ mebÛeÙeve ceW ueer ieF& meleke&âlee hej efveYe&j nw Ans : (d) peye lekeâ keâesF& hejer#eCe efJeMJemeveerÙe veneR nesiee Jen JewOe
(d) DeeBkeâÌ[W mebÛeÙeve keâjves Jeeueer SpeWmeer hej efveYe&j nw veneR nesiee~ ÙeneB efJeÕemeveerÙelee mes DeefYeØeeÙe efYeVe-efYeVe DeJemejeW Ùee
PRT–KVS Post Code 150/14, 19–10–2014 heefjefmLeefleÙeeW hej efJe<eÙe Éeje Øeehle ØeehleebkeâeW keâer Skeâ™helee mes nw~
Ans : (c) ØeeLeefcekeâ DeeBkeâÌ[eW keâer efJeMJemeveerÙelee DeeBkeâÌ[eW kesâ mebÛeÙeve efJeÕemeveerÙelee hejer#eCe ØeehleebkeâeW ceW melÙe ØemejCe keâe Devegheele nw~ JeneR
ceW ueer ieÙeer mele&keâlee hej efveYe&j keâjlee nw~ FmeefueS DeeBkeâÌ[eW keâe meb«en hejer#eCe keâer JewOelee keâe leelheÙe& Gme meercee lekeâ nw efpeme meercee lekeâ
keâjles meceÙe meYeer hetJee&«eneW SJeb YesoYeeJe mes jefnle jnvee ÛeeefnS leLee hejer#eCe Jener ceehelee nw efpemekesâ efueS Fmekeâe efvecee&Ce efkeâÙee ieÙee nw~
ÙeeÂefÛÚkeâlee hej yeue efoÙee peevee ÛeeefnS~ Ùen hejer#eCe keâer ÙeLeeLe&lee keâe heefjÛeeÙekeâ nw~
Teaching Aptitude 171 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

165. hejer#eCe efJeefveoxMeve/yuet efØebš kesâ Devegmeej efkeâmeer hejer#eCe 168. Reliability means :
keâer jÛevee keâjves mes ØeeÙe: efkeâme Ûeerpe ceW Je=efæ nesleer nw? efJeÕemeveerÙelee keâe DeLe& nw:
(a) efJe<eÙeJemleg keâer JewOelee (b) meceJeleea JewOelee (a) Hypothetical estimate of variation
(c) keâvmš^keäš JewOelee (d) efJeMJemeveerÙelee efYeVelee keâe keâeuheefvekeâ Devegceeve
TGT–KVS, 08–01–2017 (b) The quality of being correct
Ans : (a) hejer#eCe efJeefveoxMeve Ùee yuet efØebš kesâ Devegmeej efkeâmeer mener nesves keâer iegCeJeòee
hejer#eCe keâer jÛevee keâjves mes ØeeÙe: efJe<eÙeJemleg keâer JewOelee ceW Je=efæ nesleer (c) Consistency of test results
nw~ yuet-efØebš cesW efJe<eÙe-Jemleg kesâ efJeefYeVe ØekeâjCeeW leLee efMe#eCe GösMÙeeW hejer#eCe kesâ heefjCeeceeW keâer mebieefle
ceW efoÙes peeves Jeeues Yeej keâes meeceevÙele: mhe<š efkeâÙee peelee nw~ (d) Degree to which a test measures
166. Does not involve the use of objective- based ef[«eer efpemekesâ efueS Skeâ hejer#eCe ceehelee nw~
learning and testing . DSSSB PRT 25/03/2022 (Shift-III)
GösMÙe DeeOeeefjle efMe#eCe Deewj hejer#eCe kesâ GheÙeesie ceW Ans. (c) : efJeMJemeveerÙelee (Reliability) Skeâ ceehe keâer efmLejlee leLee
Meeefceue veneR nw– mLeeefÙelJe keâes meboefYe&le keâjlee nw pewmes- meYeer heefjefmLeefleÙeeW ceW Skeâ ner
(a) Assured assessments validity heefjCeece yeej-yeej efceuelee nes~ GoenjCe kesâ efueS Ùeefo Skeâ hejer#eCe
megefveefMÛele Deekeâueve JewOelee~ keâes Skeâ efJeMes<elee (pewmes Deblece&gKelee) keâes ceeheves kesâ efueS ef[peeFve
(b) Ambiguity over syllabus efkeâÙee ieÙee nes, lees ØelÙeskeâ yeej efkeâmeer efJe<eÙe hej hejer#eCe efkeâÙee peelee
hee"Ÿe›eâce keâes ueskeâj Demhe<šlee nw, lees heefjCeece ncesMee ØelÙeskeâ heefjefmLeefleÙeeW ceW meceeve ner nesvee
(c) Clear curriculum definition ÛeeefnS~
mhe<š hee"ŸeÛeÙee& heefjYee<ee Dele: efJeMJemeveerÙelee (Reliability) hejer#eCe heefjCeeceeW keâer efmLejlee
(d) Apparent expected student outcomes (Consistency of test result) nw~
mhe<š Dehesef#ele Úe$e heefjCeece
169. In order to improve the quality of education
DSSSB PRT 27/03/2022 (Shift-II)
and overall development of the child, the
Ans. (b) : GösMÙe DeeOeeefjle efMe#eCe Deewj hejer#eCe kesâ GheÙeesie ceW evaluation process needs to focus on the ____ of
efvecveefueefKele Meeefceue nes mekeâlee nQ- development.
∗ megefveefMÛele Deekeâueve JewOelee efMe#ee keâer iegCeJeòee Deewj yeÛÛes kesâ mece«e efJekeâeme ceW
∗ mhe<š hee"dÙeÛeÙee& heefjYee<ee megOeej ueeves kesâ efueS, cetuÙeebkeâve Øeef›eâÙee keâes efJekeâeme kesâ
........ hej OÙeeve kesâefvõle keâjves keâer DeeJeMÙekeâlee nw~
∗ mhe<š Dehesef#ele Úe$e heefjCeece I. School areas
peyeefkeâ hee"Ÿe›eâce keâes ueskeâj Demhe°lee GösMÙe DeeOeeefjle efMe#eCe Deewj I. efJeÅeeueÙeer #es$eeW
hejer#eCe kesâ GheÙeesie ceW Meeefceue veneR nw~ II. Non-school areas
167. The act of counting on another person's II. iewj-efJeÅeeueÙeer #es$eeW
emotional reaction to appraise an uncertain
situation is called? (a) Both I and II/I leLee II oesveeW
Deefveef§ele efmLeefle keâe cetuÙeebkeâve keâjves kesâ efueS efkeâmeer (b) Only II/kesâJeue II
DevÙe JÙeefòeâ keâer YeeJeelcekeâ Øeefleef›eâÙee keâes efieveves keâer (c) Only I/kesâJeue I
ef›eâÙee keânueeleer nw? (d) Neither I nor II/vee ner I vee ner II
(a) Coping Mechanism/keâesefhebie cewkesâefve]pce~ DSSSB PRT 16/03/2022 (Shift-II)
(b) Social Referencing/meeceeefpekeâ meboYe&~ Ans. (a) : efMe#ee keâer iegCeJeòee Deewj yeÛÛes kesâ mece«e efJekeâeme ceW megOeej
(c) Displaying emotions/YeeJeveeDeeW keâes ØeoefMe&le keâjvee~ ueeves kesâ efueS, cetuÙeebkeâve Øeef›eâÙee keâes efJekeâeme kesâ efJeÅeeueÙeer #es$eeW leLee
(d) Social acting/meeceeefpekeâ DeefYeveÙe~ iewj-efJeÅeeueÙeer #es$eeW hej OÙeeve osves keâer DeeJeMÙekeâlee nesleer nw~
DSSSB PRT 30/03/2022 (Shift-I) cetuÙeebkeâve kesâ Devleie&le JÙeefòeâ mechetCe& JÙeefòeâlJe keâe cetuÙeebkeâve efkeâÙee
Ans. (b) : Deefveef§ele efmLeefle keâe cetuÙeebkeâve keâjves kesâ efueS efkeâmeer peelee nw efkeâ yeÛÛes keâes pees kegâÚ Yeer efmeKeeÙee ieÙee Gmekeâe GösMÙe keäÙee
DevÙe JÙeefòeâ keâer YeeJeelcekeâ Øeefleef›eâÙee keâes efieveves keâer ef›eâÙee ‘‘meeceeefpekeâ nw, efmeKeeves Jeeueer efJeefOeÙeeB efkeâleveer meHeâue jneR Deewj Gmekesâ JÙeJenej ceW
meboYe&’’ keânueeleer nw~ Ùen efkeâmeer efJeMes<e efmLeefle ceW Øeefleef›eâÙee keâjves kesâ efkeâlevee heefjJele&ve DeeÙee~ cetuÙeebkeâve Éeje efMe#ekeâ, efMe#eeLeea, hee"Ÿe›eâce,
lejerkesâ mes Deheves keâeÙeeX Deewj Øeefleef›eâÙeeDeeW keâes Devegketâefuele keâjves kesâ GösMÙe SJeb efMe#eCe efJeefOeÙeeW Deeefo keâe menpelee mes mhe°erkeâjCe efkeâÙee
efueS DevÙe ueesieeW kesâ meeLe leguevee keâjkesâ Deheves mJeÙeb kesâ efJe<eÙe ceW peelee nw~ cetuÙeebkeâve keâer DeeJeMÙekeâlee–
meesÛeves Ùee efJeÛeej keâjves, DeefYeJÙeefòeâ Ùee JÙeJenej keâjves keâe cetuÙeebkeâve (1) Úe$eeW kesâ ceeie&oMe&ve kesâ efueS
keâjvee nw~ meeceeefpekeâ meboYe& yeeleÛeerle keâjves keâer IešveeDeeW keâe Skeâ ›eâce (2) JÙeefòeâiele efYeVelee peeveves kesâ efueS
nw pees ØeeÙe: leye Meg™ neslee nw peye Skeâ yeÛÛes keâes heÙee&JejCe ceW Skeâ (3) DeelceefJeÕeeme yeÌ{eves kesâ efueS
Deefveef§ele Ùee DevÙe Jemleg Ùee efmLeefle keâe meecevee keâjvee heÌ[lee nw~
(4) efMe#eCe efJeefOeÙeeW ceW veJeerveerkeâjCe kesâ efueS
(GoenjCe kesâ efueS yeÛÛee Skeâ Depeveyeer) Deewj peevekeâejer kesâ efueS
ceelee-efhelee Ùee osKeYeeue keâjves Jeeues keâes osKelee nw~ leye Jen Gvekesâ (5) ®efÛeÙeeW SJeb kegâMeueleeDeeW keâer peeBÛe kesâ efueS
Øeefle cegmkeâeve Ùee efmej efnueekeâj Øeefleef›eâÙee keâjlee nw~ Dele: Jen yeÛÛee NCERT ves 1988 ceW keâne nw efkeâ cetuÙeebkeâve Deeefo keâe GösMÙe
meeceeefpekeâ ™he mes GvnW Devle:keâjCe ceW meboefYe&le keâj ueslee nw~ ‘‘efMe#ee ceW iegCeelcekeâ megOeej ueevee nw~’’
Teaching Aptitude 172 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

170. keâ#ee IV keâer efMeef#ekeâe efMe#eeefLe&ÙeeW mes keânleer nw Jes Deheves (c) keâ#ee efMe#ekeâ ceevekeâerke=âle hejer#eCe kesâ efJekeâeme Deewj
keâeÙe&–he$ekeâ, DeJeueeskeâve–efjheesš& Deewj me$e ceW Skeâef$ele ØeMeemeve kesâ Øeefle efpeccesoej nw
keâer ieF& meece«eer keâes Skeâ heâesu[j ceW [eue oW~ (d) Ghejesòeâ meYeer
Fve heâesu[jeW keâes ............. keâne pee mekeâlee nw PRT Post Code 70/09 02.02.2014
(a) heefjÙeespevee keâeÙe& (b) Iešvee–Je=leeble DeefYeuesKe Ans : (a) Skeâ efMe#ekeâ keâe ome mes leerme ØeefleMele meceÙe Deekeâueve
(c) heesš&heâesefueÙees (d) oòe keâeÙe& Deewj cetuÙeebkeâve ceW JÙeleerle neslee nw~ efMe#ekeâ keâ#ee efMe#eCe kesâ oewjeve
KVS TGT 2018 jÛeveelcekeâ cetuÙeebkeâve kesâ efueS hee" Ùeespevee yeveeles meceÙe ner kegâÚ
Ans : (b) Iešvee–Je=leeble DeefYeuesKe efMe#eeefLe&ÙeeW kesâ Éeje lewÙeej efkeâÙee meceÙe efveOee&efjle keâjlee nw~ Fme efveOee&efjle meceÙe ceW efMe#ekeâ efMe#eCe kesâ
ieÙee Skeâ Ssmee heâesu[j neslee nw efpemeceW Jes Deheves keâeÙe&–he$ekeâ, Ghejevle hee" mes mecyeefvOele kegâÚ cenòJehetCe& ØeMve hetÚkeâj Úe$eeW kesâ
DeJeueeskeâve efjheesš& Deewj me$e kesâ oewjeve Skeâef$ele keâer ieÙeer mecemle meece«eer keâes DeefOeiece mlej Deewj $egefšÙeeW keâer henÛeeve keâjlee nw~ leoghejevle GmeceW
[eueles nQ~ Fmemes efMe#eeLeea keâe mJeÙeb keâe DeJeueeskeâve neslee nw~ megOeej keâjlee nw~ Fme hetjer Øeef›eâÙee ceW Gmekeâe 10–30 ØeefleMele meceÙe
171. efvecveefueefKele ceW mes keâewve–mee keâLeve hegjeves Úe$eeW hej «es[
Deekeâueve Deewj cetuÙeebkeâve ceW JÙeleerle neslee nw~
kesâ ØeYeeJe hej DevegmebOeeve Éeje meceefLe&le keâjlee nw? 174. ceOÙe–«es[ ef[peeFve keâeÙe& heæefle efyebog mes yesnlej nw
(a) Úe$e «es[ ØeCeeueer keâer Dehes#ee heeme/hesâue ØeCeeueer kesâ
keäÙeeWefkeâ–
Debleie&le yesnlej ØeoMe&ve keâjles nQ~ (a) mketâueer efMe#ee ceW ceOÙe–«es[ Deblejeue DevÙe GheueefyOe mes
(b) Úe$eeW keâe ØeoMe&ve «esef[bie ØeCeeueer mes ØeYeeefJele veneR neslee nw~ mebyebefOele Ûej kesâ Deblej mes mebyebefOele veneR nw~
(c) Úe$e heeme/hesâue ØeCeeueer keâer Dehes#ee «es[ ØeCeeueer kesâ (b) meebefKÙekeâerÙe efveÙeb$eCe Éeje Øeehle ØeYeeJeMeeruelee keâe
Debleie&le yesnlej ØeoMe&ve keâjles nQ~ Devegceeve MetvÙe kesâ yejeyej neslee nw~
(d) FveceW mes keâesF& veneR~ (c) Smemeer , Âef°keâesCe Devegceeefvele Dehesef#ele GheueefyOe keâe
PRT Post Code 70/09 02.02.2014
Devegceeve ueieeves kesâ efueS mketâue kesâ Úe$eeW keâer meeceeefpekeâ
DeeefLe&keâ efJeMes<eleeDeeW keâe GheÙeesie keâjlee nw~
Ans : (c) Úe$e heeme–hesâue ØeCeeueer keâer Dehes#ee «es[ ØeCeeueer kesâ
(d) Úe$eeW kesâ Mejerj keâer efJeMes<eleeSB efmLej jnleer nQ; Jes meeefLeÙeeW
Debleie&le yesnlej ØeoMe&ve keâjles nQ keäÙeeWefkeâ Fme ØeCeeueer ceW Dehes#eeke=âle
keâce oyeeJe cenmetme neslee nw~ ÛetBefkeâ efJeefYeVe hejer#ee mebmLeeDeeW leLee Éeje neefmeue GheueefyOe keâes ØeYeeefJele veneR keâjleer nQ~
efJeÅeeueÙeeW keâe Debkeâve mlej efYeVe neslee nw~ Dele: heefj#eeefLe&ÙeeW keâer leguevee PRT Post Code 70/09 02.02.2014
nsleg «esef[bie ØeCeeueer keâes mejueleehetJe&keâ ØeÙeesie efkeâÙee pee mekeâlee nw~ Ans : (a) ceOÙe–«es[ ef[peeFve keâeÙe&heæefle efyevog mes yesnlej nw keäÙeeWefkeâ
Úe$eeW keâes heeme–hesâue keâjves Ùee Debkeâ osves kesâ mLeeve hej kegâÚ meerefcele mketâueer efMe#ee ceW ceOÙe–«es[ Deblejeue DevÙe GheueefyOe mes mebyebefOele Ûej
mebKÙee Jeeueer iegCeelcekeâ ßesCeer 5, 7, 9 Ùee 11 Deeefo ceW meheâueleehetJe&keâ kesâ Deblej mes mebyebefOele veneR nw~ «esef[bie ef[peeFve oes Øekeâej keâe neslee nw~
keâesF& Yeer hejer#eCe DeefOekeâ efJeMJemeveerÙe leLee JewOelee mes yeeBš mekeâlee nw~ henuee ØelÙe#e ßesCeerkeâjCe– FmeceW JÙeefòeâiele ØeoMe&ve keâe cetuÙeebkeâve
efkeâvleg «esef[bie ØeCeeueer meeceevÙele: 5 efyevog (A–E Ùee 0–4) «esef[bie iegCeelcekeâ ™he mes efkeâÙee peelee nw leLee Fmes ØelÙe#e ™he mes De#ej ßesCeer
ØeÙeesie efkeâÙee peelee nw~ Jele&ceeve meceÙe «es[ ØeCeeueer kesâ GheÙeesie hej yeue kesâ ™he ceW Yeer JÙeòeâ keâjles nQ~ otmeje DeØelÙe#e ßesCeerkeâjCe– FmeceW
efoÙee pee jne nw~ efJeÅeeefLe&ÙeeW keâe ØeoMe&ve henues DebkeâeW kesâ ™he ceW efveOee&efjle efkeâÙee peelee nw
172. ØeefleMelekeâ jQkeâ keâe celeueye nw–
leLee Gmekesâ yeeo ceW efJeefYeVe lejerkesâ Deheveeles ngS ßesCeer ceW heefjJele&ve
efkeâÙee peelee nw~ Ùen efJeÅeeefLe&ÙeeW keâes heeBÛe mecetneW (A–E) ceW Jeieeake=âle
(a) hejer#eCe ceW Øeehle JeemleefJekeâ Debkeâ keâjlee nw pees Thej mes veerÛes keâer Deesj ßes‰lece mes Demeblees<epevekeâ mlej
(b) heeme Debkeâ Øeehle keâjves Jeeues Úe$eeW keâe Devegheele lekeâ neslee nw~
(c) Skeâ hejer#eCe hej mener ØeefleMele Fme Øekeâej ceOÙe «esef[bie ef[peeFve ceW yeÛÛeeW kesâ yeerÛe kesâ Deblej keâes
(d) meceeve Ùee keâce Debkeâ Øeehle keâjves Jeeues Úe$eeW keâe Devegheele legueveelcekeâ ™he mes veneR osKee peelee nw~
PRT Post Code 70/09 02.02.2014 175. efvecveefueefKele ceW mes keâewve–mee Jemlegefve‰ ØeMve nw?
Ans : (d) ØeefleMelekeâ jQkeâ keâe celeueye nw meceeve Ùee keâce Debkeâ Øeehle
(a) cegòeâ Gòej Jeeuee ØeMve (b) melÙe Ùee DemelÙe
keâjves Jeeues Úe$eeW keâe Devegheele~ efkeâmeer mkeâesj keâe ØeefleMelekeâ jQkeâ Gmekesâ
(c) efveyebOeelcekeâ ØeMve (d) ueIegGòejelcekeâ ØeMve
DeeJe=efòe efJelejCe ceW mkeâesj keâe ØeefleMele neslee nw pees Fmekesâ yejeyej Ùee
PRT POST CODE 70/90 29.12.2013 (Cancelled)
Gmemes keâce nes mekeâlee nw~ GoenjCe kesâ efueS Ùeefo efkeâmeer efJeÅeeLeea keâe
ØeefleMelekeâ jQkeâ 98 nw lees Fmekeâe celeueye nw efkeâ 97 efJeÅeeLeea Gme Ans : (b) melÙe Ùee DemelÙe Jemlegefve‰ ØeMve kesâ Devleie&le Deelee nw~
efJeÅeeLeea mes keâce Debkeâ Øeehle efkeâÙes nQ peyeefkeâ 2 efJeÅeeLeea Gmemes pÙeeoe Debkeâ Jemlegefve‰ ØeMve keâer ßesCeer ceW Ssmes ØeMve Ùee heo Deeles nQ efpevekesâ Gòej
Øeehle efkeâÙes nQ~ Jele&ceeve ceW Ùen ØeCeeueer ØeÙeesie ceW ueeF& pee jner nw~ efveefMÛele nesles nQ~ Jemlegefve‰ ØeMve cegKÙe ™he mes oes Øekeâej kesâ nesles nQ–
173. efvecveefueefKele ceW mes keâewve–mee keâLeve Deekeâueve Deewj
cetuÙeebkeâve kesâ yeejs ceW melÙe nw?
(a) Skeâ efMe#ekeâ keâe ome mes 30 ØeefleMele meceÙe Deekeâueve
Deewj cetuÙeebkeâve ceW JÙeleerle neslee nw
(b) ceevekeâerke=âle hejer#eCe keâe ØeÙeesie Úe$e keâer Mewef#ekeâ Øeieefle
keâe efvejer#eCe keâjves Deewj cetuÙeebkeâve keâjves kesâ efueS efkeâÙee
peelee nw
Teaching Aptitude 173 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

176. ‘heesš&heâesefueÙees’ kesâ mecyevOe ceW keâewve–mee keâLeve mener nw ? Ans : (a) DeOÙeehekeâ Éeje yeÛÛes kesâ meef›eâÙe JÙeJenej keâe DeveJejle
(a) Fmemes yeÛÛeeW keâes efueefKele keâeÙe& keâjves keâer Deeole heÌ[ JeCe&ve Sveskeâ[esšue efjkeâe@[& Ùee GheeKÙeeveelcekeâ efjkeâe@[& keânueelee nw~
peeleer nw Ùen Úe$eeW Ùee efJe<eÙe kesâ Mewef#ekeâ efJekeâeme mes mecyeefvOele cenòJehetCe& leLee
(b) Fmemes yeÛÛeeW keâer ›eâefcekeâ Øeieefle kesâ yeejs ceW helee Ûeuelee nw meeLe&keâ IešveeDeeW keâe Jemlegefve‰ SJeb meeLe&keâ ØemlegleerkeâjCe nw~ Ùes
(c) yeÛÛeeW kesâ keâeÙe& keâes Skeâ peien mebkeâefuele keâjvee ØecegKe IešveeSB DeewheÛeeefjkeâ leLee DeveewheÛeeefjkeâ oesveeW Øekeâej keâer nes mekeâleer nQ~
GösMÙe nw 180. efvecveefueefKele ceW mes keäÙee Gme KeeBÛes Ùee jWpe keâes metefÛele
(d) Fmemes efMe#ekeâ kesâ meceÙe keâer yeÛele nesleer nw keâjlee nw efpemekesâ Yeerlej efkeâmeer ÙeesiÙelee Ùee iegCe kesâ efueS
DSSSB TGT 2016 efkeâmeer JÙeefòeâ keâer ØeJeerCelee mlej keâe hewâmeuee efkeâÙee peelee
Ans : (b) ‘heesš&heâesefueÙees’ mes yeÛÛeeW keâer ›eâefcekeâ Øeieefle kesâ yeejs ceW nw?
helee Ûeuelee nw~ heesš&heâesefueÙees, efJeÅeeLeea kesâ %eeve keâewMeue leLee (a) «es[ (b) Debkeâ
DeefYeJe=efòe keâs ØeceeCe GheueyOe keâjeles nQ~ Ùen efJeÅeeLeea keâer Øeieefle keâe (c) (a) Deewj (b) oesveeW (d) FveceW mes keâesF& veneR
ØeuesKe nw~ heesš&heâesefueÙees Skeâ DeJeefOe DeLeJee hetjs Je<e& ceW efJeÅeeefLe&ÙeeW kesâ PRT KVS 04–10–2015
mecemle keâeÙeeX keâe mebkeâueve keâjlee nw~ efJeÅeeefLe&ÙeeW keâes efveOee&efjle efkeâÙes
Ans : (c) «es[ Deewj Debkeâ oesveeW ner Gme KeeBÛes Ùee jWpe keâes metefÛele
ieÙes meYeer keâeÙe& leLee efMe#ekeâ Éeje efkeâÙee ieÙee cetuÙeebkeâve Gmekesâ
heesš&heâesefueÙees ceW efveefnle neslee nw~ keâjles nQ efpemekesâ Yeerlej efkeâmeer ÙeesiÙelee Ùee iegCe kesâ efueS efkeâmeer JÙeefòeâ
kesâ ØeJeerCelee kesâ mlej keâe hewâmeuee efkeâÙee peelee nw~ efJeÅeeefLe&ÙeeW kesâ
177. efvecveefueefKele ceW mes keâewve DeeF&meeršer-me#ece cetuÙeebkeâve
GheueefyOe keâe hejer#eCe keâjves kesâ heMÛeeled Øeehle heefjCeeceeW keâe legueveelcekeâ
heæefle nw ? DeOÙeÙeve keâjves kesâ efueS Gvekeâes Debkeâ Ùee «es[ Øeoeve efkeâÙes peeles nQ pees
(a) JÙeefòeâiele mee#eelkeâej (b) hesve Deewj heshej šsmš Gvekesâ cetuÙeebkeâve kesâ efueS DeeOeej Øeoeve keâjles nQ~ Dele: (a) Deewj (b)
(c) Úe$e heesš&HeâesefueÙees (d) Dee@veueeFve Deekeâueve «es[ Deewj Debkeâ oesveeW Fmekesâ Devleie&le Deeles nQ~
DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
181. efMe#ekeâ Úe$eeW keâer #ecelee efkeâme lejn ceehelee nw?
Ans. (d) : Dee@veueeFve Deekeâueve DeeF&meeršer-me#ece cetuÙeebkeâve heæefle
(a) Úe$eeW keâer peeBÛe keâjkesâ
nw~ Dee@veueeFve DeefOeiece keâer ØeCeeueer ceW keâchÙetšj meneÙekeâ Deekeâueve
(b) Úe$eeW keâes hetÚkeâj
keâer efJeefYeVe efJeefOeÙeeW keâe ØeÙeesie efkeâÙee peelee nw~ Dee@veueeFve DeefOeiece
keâe Deekeâueve keâjves kesâ efueS nceW lekeâveerkeâeW kesâ mecePeves leLee ØeÙeesie (c) Úe$eeW Éeje efkeâÙes ieÙes efJeefJeOe keâeÙeeX keâe efJeMues<eCe keâjkesâ
keâjves keâer DeeJeMÙekeâlee nesleer nw, Fme keâeÙe& nsleg efceues-pegues SmeeFveceWš (d) Úe$e kesâ ceelee–efhelee keâes hetÚkeâj
keâe ØeÙeesie efkeâÙee peelee nw~ pees Dee@veueeFve ceeOÙece mes meerKeves Jeeues PRT (SPECIAL EDUCATION) Post Code 01/13,
efJeefYeVe Mewef#ekeâ DeeÙeeceeW keâe Deekeâueve/cetuÙeebkeâve keâjves ceW menpe ™he 28.07.2013
mes ceoo keâjles nQ~ Ans : (a) efMe#ekeâ Úe$eeW keâer #ecelee keâe ceeheve Gvekeâer peeBÛe keâjkesâ
178. efvejhes#e ßesCeerkeâjCe ceW yeÛÛeeW keâer efve<heefòe kesâ Deekeâueve keâjlee nw~ #ecelee, ceeheve Úe$eeW keâer Jele&ceeve DeJemLee keâer peeBÛe keâjlee
keâe meboYe& efyebog neslee nw? nw Deewj YeefJe<Ùe kesâ efueS Devegceeve ueieelee nw~ Úe$e keâer YeeJeer MeefòeâÙeeW
(a) hetJe& efveOee&efjle ceevekeâ
keâe Deekeâueve Gmekeâer Jele&ceeve #eceleeDeeW SJeb DeØelÙe#e ™he mes MeefòeâÙeeW
(b) meeceevÙe mebYeeJevee Je›eâ kesâ DeeOeej hej efveOee&efjle ceevekeâ
kesâ DeeOeej hej efkeâÙee peelee nw~ Dele: #ecelee ceeheve ceW #ecelee keâe ceeheve
ØelÙe#e ™he mes veneR efkeâÙee peelee yeefukeâ Gmekeâe Deekeâueve DeØelÙe#e ™he
(c) DebkeâeW kesâ DeeOeej hej Thej mes veerÛes lekeâ yejeyej ØeefleMele
ßesCeer ceW yeeBš keâj efveOee&efjle ceevekeâ mes efkeâÙee peelee nw~
(d) efJeefYeVe «esef[bie mecetneW kesâ efueS mJesÛÚe mes Ûegves ieS 182. cewvenóve, keâevmeeme, ceW heebÛeJeeR «es[ keâ#ee ceW Úe$eeW keâes
ØeefleMele ßesCeer kesâ DeeOeej hej efveOee&efjle ceevekeâ Deheves keâece keâer efJeefYeVe keâueeke=âefleÙeeW keâes Fkeâªe keâjves
PRT–KVS, 16–12–2017 Deewj Deheves efMe#ekeâ Deewj Gvekesâ ceelee–efhelee kesâ efueS
Ans : (b) efvejhes#e ßesCeerkeâjCe ceW yeÛÛeeW keâer efve<heefòe kesâ Deekeâueve keâe keäÙee keâj mekeâles nQ Gmes Deheveer veesšyegkeâ ceW efueKeves kesâ
meboYe& efyevog meeceevÙe mebYeeJevee Je›eâ kesâ DeeOeej hej efveOee&efjle ceevekeâ efueS keâne peelee nw~ Ùen efkeâmekeâe Skeâ GoenjCe nw?
neslee nw~ GoenjCe kesâ efueS efve<heefòe Deekeâueve ceW Ùeefo efkeâmeer Úe$e keâes (a) efveyebOe cetuÙeebkeâve (b) ØeeceeefCekeâ cetuÙeebkeâve
30 Debkeâ leLee otmejs Úe$e keâes 55 Debkeâ Øeehle nesles nQ lees Ùen keâne (c) heesš&heâesefueÙees cetuÙeebkeâve (d) ØeoMe&ve keâe cetuÙeebkeâve
peeÙesiee efkeâ henuee efJeÅeeLeea otmejs efJeÅeeLeea mes ÙeesiÙelee Je #ecelee ceW 25 PRT+ Post Code 70/09 02.02.2014
Debkeâ keâce nw~ ÙeneB nce heeme Ùee hesâue keâes DelÙeefOekeâ cenòJe veneR osles Ùeefo heeBÛeJeer «es[ keâ#ee ceW Úe$eeW keâes Deheves keâece keâer
Ans : (c)
keäÙeeWefkeâ nes mekeâlee nw hejer#eCe mecemle efJeÅeeefLe&ÙeeW kesâ efueS keâef"ve nes
efJeefYeVe keâueeke=âefleÙeeW keâes Fkeâªe keâjves Deewj Deheves efMe#ekeâ Deewj Gvekesâ
Deewj DeefOekeâebMe efJeÅeeLeea 33³ Debkeâ Yeer ve Øeehle keâj mekesâ neW~ Ssmeer
ceelee efhelee kesâ efueS keäÙee keâj mekeâles nQ Gmes Deheveer veesšyegkeâ ceW efueKeves
efmLeefle ceW efvejhes#e ßesCeerkeâjCe efkeâÙee peelee nw~ kesâ efueS keâne peelee nw~ lees Ùen heesš&heâesefueÙees cetuÙeebkeâve keâe GoenjCe
179. DeOÙeehekeâ Éeje yeÛÛes kesâ meef›eâÙe JÙeJenej keâe DeveJejle nw~ heesš&heâesefueÙees efJeÅeeLeea kesâ %eeve, #ecelee, keâewMeue leLee DeefYeJe=efòe kesâ
JeCe&ve nw– ØeceeCe GheueyOe keâjelee nw~ Ùen efJeÅeeueÙe ceW efJeÅeeLeea keâer GheueefyOe,
(a) Sveskeâ[esšue efjkeâe@[& (b) peerJeveer Øeieefle ÙeesiÙelee leLee yegefæ kesâ meboYe& ceW efMe#ekeâ leLee efJeÅeeLeea, efMe#ekeâ
(c) mee#eelkeâej DeefYeYeeJekeâ leLee efMe#ekeâ leLee DevÙe hesMesJejeW kesâ ceOÙe mebØes<eCe yeÌ{eves
(d) FveceW mes keâesF& veneR
NCERT PRT 30–07–2017 keâes heesef<ele keâjlee nw~
Teaching Aptitude 174 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

183. Úe$eeW Éeje Skeâ efveef§ele DeJeefOe ceW efkeâS ieS keâeÙeeX keâe Ans. (b) : GheueefyOe hejer#eCe keâe JÙeJeneefjkeâ GheÙeesie Gme meercee keâe
meb«en keäÙee keânueelee nw? cetuÙeebkeâve keâjves ceW ceoo keâjvee nw efpeme hej efMe#ee kesâ GösMÙeeW keâes
(a) heefjÙeespevee (b) efJeYeeie (heesš&heâesefueÙees) neefmeue efkeâÙee pee jne nw~ DeLee&le GheueefyOe hejer#eCe Éeje Ùen helee
(c) [eÙejer (d) DeefYeuesKe ueieeÙee peelee nw efkeâ efMe#eCe kesâ efpeve GösMÙeeW keâe efveOee&jCe efkeâÙee ieÙee
Lee Gvekeâes Øeehle keâj efueÙee ieÙee nw Ùee veneR~
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
Úe$eeW keâer Mewef#ekeâ GheueefyOeÙeeW keâe ceeheve keâjves kesâ efueS efMe#ekeâeW SJeb
Ans. (b) : Úe$eeW Éeje Skeâ efveef§ele DeJeefOe ceW efkeâÙes ieÙes keâeÙeex keâe efJeMes<e%eeW Éeje efvejvlej ™he mes GheueefyOe hejer#eCe keâe ØeÙeesie Dekeämej
meb«en heesš&HeâesefueÙees Ùee efJeYeeie keânueelee nw~ heesš&HeâesefueÙees Jewkeâefuhekeâ efkeâÙee peelee nw~ GheueefyOe hejer#eCe Éeje %eeve Ùee keâewMeue kesâ efkeâmeer
leLee efJeÕemeveerÙe cetuÙeebkeâve keâer Skeâ Ssmeer efJeefOe nw efpemeceW Úe$e keâer efJeMes<e #es$e ceW JÙeefòeâ kesâ Deefpe&le efvehegCelee keâer Jele&ceeve efmLeefle keâer ceehe
mecemle Øeieefle keâes uecyes meceÙe lekeâ efJeefYeVe DeefOeiece heefjefmLeefleÙeeW ceW nesleer nw~
ceehee peelee nw~ heesš&HeâesefueÙees cetuÙeebkeâve ceW efJeefYeVe %eele efJeefMe° GheueefyOe hejer#eCe kesâ leerve cenlJehetCe& GheÙeesie nQ–
DevegosMeve GösMÙeeW keâes Øeehle keâjves kesâ efueS Úe$e Éeje Skeâ efveef§ele (1) Úe$ees Éeje Deefpe&le efkeâÙes ieÙes efvehegCelee keâes ceeheves ceW~
DeJeefOe ceW efkeâS ieÙes mecemle keâeÙeeX keâe meb«en neslee nw~ (2) cenlJehetCe& ØeÙeesie ceeie&efveoxMeve ceW leLee
184. Skeâ efMe#ekeâ Deheveer hemebo kesâ Skeâ efJeMes<e #es$e ceW Úe$eeW (3) ØeÙeesie Úe$eeW kesâ efueS GheÛeejer keâeÙe&›eâce keâer DeeJeMÙekeâlee keâes
keâer ÙeesiÙelee Deewj ®efÛe peevevee Ûeenlee nw~ efMe#ekeâ keâes efveOee&efjle keâjves ceW neslee nw~
efkeâme Øekeâej kesâ cetuÙeebkeâve keâe GheÙeesie keâjvee ÛeeefnS? 187. efkeâme Øekeâej keâer hejer#eCe meece«eer ceW, Úe$eeW keâes efueKeves
(a) vewoeefvekeâ cetuÙeebkeâve (b) efvecee&Ceelcekeâ cetuÙeebkeâve mes henues peevekeâejer keâe ÛeÙeve, JÙeJeefmLele Deewj Skeâerke=âle
(c) hetJee&Yeemeer cetuÙeebkeâve (d) meejebMe cetuÙeebkeâve keâjves keâer DeeJeMÙekeâlee nesleer nw?
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM (a) mcejCe hejer#eCe (b) efveyebOe hejer#eCe
(c) GösMÙe hejer#eCe (d) DeOÙeeÙe hejer#eCe
Ans. (c) : Skeâ efMe#ekeâ pees Deheveer hemebo kesâ Skeâ efJeMes<e #es$e ceW
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM
Úe$eeW keâer ÙeesiÙelee Deewj ™efÛe peevevee Ûeenlee nw Fmekesâ efueS efMe#ekeâ
Ans. (b) : efveyebOe hejer#eCe meece«eer ceW Úe$eeW keâes efueKeves mes henues
keâes hetJee&Yeemeer cetuÙeebkeâve keâe GheÙeesie keâjvee ÛeeefnS~ meceÙe kesâ meeLe
peevekeâejer keâe ÛeÙeve, Gmes JÙeJeefmLele Deewj Skeâerke=âle keâjves keâer
JÙeJenej ceW ngS heefjJele&veeW keâes mecePeves kesâ efueS hetJee&Yeemeer cetuÙeebkeâve DeeJeMÙekeâlee nesleer nw~
keâe GheÙeesie ØeeÙe: efkeâÙee peelee nw~ efveyebOe hejer#eCe efMe#ekeâeW kesâ efueS GheÙeesieer nesles nQ peye Jes Ûeenles nQ efkeâ
185. Skeâ efMe#ekeâ Ùen Deekeâueve keâjvee Ûeenlee nw efkeâ Skeâ Úe$e peevekeâejer keâe ÛeÙeve, DeeÙeespeve, efJeMues<eCe, mebMues<eCe Deewj
Úe$e ieefCele ØeÙeesieMeeuee ceW ØeeÙeesefiekeâ keâeÙe& kesâ oewjeve cetuÙeebkeâve keâjW~
GhekeâjCeeW keâe GheÙeesie Ùee mebÛeeueve kewâmes keâjlee nw~ efkeâmeer Yeer Øekeâej kesâ efveyebOe ØeMve hej Úe$eeW mes DeÛÚs ØeoMe&ve keâer Gcceero
efMe#ekeâ keâes efkeâme cetuÙeebkeâve GhekeâjCe keâe GheÙeesie keâjves keâjves mes henues efMe#ekeâeW keâes Ùen megefveef§ele keâjvee ÛeeefnS efkeâ Gvekesâ heeme
keâer DeeJeMÙekeâlee nw? DeeJeMÙekeâ keâewMeue nw Ùee veneR~ efvecveefueefKele Ûeej keâewMeue Ssmes nQ pees
(a) jÛeveelcekeâ hejer#eCe (b) ceewefKekeâ hejer#eCe
Úe$eeW keâes efveyebOe hejer#ee osves mes henues mecePevee, meerKevee Deewj DeYÙeeme
keâjvee ÛeeefnS–
(c) ØeoMe&ve/efve<heeove hejer#eCe (d) efueefKele hejer#eCe
(1) ØeMveeW keâe meJeexòece Gòej osves kesâ efueS meerKeer ieÙeer peevekeâejer mes
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM GheÙegòeâ meece«eer keâe ÛeÙeve keâjves keâer #ecelee~
Ans. (c) : Ùeefo keâesF& efMe#ekeâ pees Ùen Deekeâueve keâjvee Ûeenlee nw efkeâ (2) Gme meece«eer keâes ØeYeeJeer lejerkesâ mes JÙeJeefmLele keâjves keâer #ecelee~
Skeâ Úe$e ieefCele ØeÙeesieMeeuee ceW ØeeÙeesefiekeâ keâeÙe& kesâ oewjeve GhekeâjCeeW (3) Ùen efoKeeves keâer #ecelee efkeâ efkeâmeer efJeefMe° mevoYe& ceW efJeÛeej kewâmes
keâe GheÙeesie kewâmes keâjlee nw Ùee kewâmes GvnW mebÛeeefuele keâjlee nw~ lees mebyebefOele Deewj hejmhej ef›eâÙee keâjles nQ~
Fmekesâ efueS efMe#ekeâ keâes ØeoMe&ve hejer#eCe Ùee efve<heeove hejer#eCe kesâ (4) JeekeäÙe Deewj hewje«eeHeâ oesveeW ceW ØeYeeJeer ™he mes efueKeves keâer #ecelee~
cetuÙeebkeâve GhekeâjCe keâe GheÙeesie keâjvee ÛeeefnS~ ØeoMe&ve hejer#eCe kesâ 188. Which of the following combination of aspects
ceeOÙece mes Jen osKe mekeâlee nw efkeâ Úe$e GhekeâjCe keâes mener lejerkesâ mes to be assessed and tool and technique required
ØeÙeesie keâj hej jne nw Ùee veneR~ to assess them is/are correct ?
186. efvecveefueefKele ceW mes keâewve mee GheueefyOe hejer#eCe keâe ef vecveefueefKele ceW mes keâewve-mes henuegDeeW keâe Deekeâueve
JÙeJeneefjkeâ GheÙeesie nw? ef keâÙee peevee nw Deewj GhekeâjCe Deewj lekeâveerkeâ Gvekeâe
Deekeâueve keâjves kesâ efueS DeeJeMÙekeâ nw/mener nw?
(a) Ùen Úe$eeW kesâ yeejs ceW JÙeeJemeeefÙekeâ efveCe&ÙeeW ceW ceoo keâjlee nw~ (I) Mathematical reasoning–Observation of
(b) Ùen Gme meercee keâe cetuÙeebkeâve keâjves ceW ceoo keâjlee nw orderly approach to normal tasks.
efpeme hej efMe#ee kesâ GösMÙeeW keâes neefmeue efkeâÙee pee jne nw~ ieefCeleerÙe leke&â-meeceevÙe keâeÙeeX kesâ efueS JÙeJeefmLele
(c) Ùen meYeer mebkeâeÙe kesâ meecebpemÙehetCe& efJekeâeme keâe JeCe&ve Âef<škeâesCe keâe DeJeueeskeâve
keâjlee nw~ (II) Disposition towards mathematics–
(d) JÙeefòeâ kesâ meYeer Øekeâej keâer efveoxMehejkeâ Øeieefle ceW Fmekeâe Observing the participation of the child in
different mathematical activities like
cenlJe nw~ mathematics exhibition, puzzles and
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM games.
Teaching Aptitude 175 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

DSSSB , KVS, CTET, EMRS,
Join Telegram NVS , BPSC ,For
- @TeachingExam RPSC
Kvs, Nvs
UPTET , AEES
DSSSB , AWES ,
EMRS
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS
 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

ieefCele kesâ Øeefle De®efÛe-efJeefYeVe yeÛÛeeW ceW Yeeieeroejer (b) Standardized Test or Objective Method
keâe DeJeueeskeâve keâjvee ieefCeleerÙe ieefleefJeefOeÙeeB pewmes ceevekeâerke=âle hejer#eCe Ùee GösMÙe efJeefOe
ØeoMe&veer, hensefueÙeeB Deewj Kesue~ (c) Projective Technology/Øe#esheerÙe lekeâveerkeâ
(a) Both I and II/ I Deewj II oesveeW (d) Instructional Technique/efveoxMeelcekeâ lekeâveerkeâ
(b) Only I/kesâJeue I DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(c) Only II/kesâJeue II Ans. (a) : mebÛeÙeer efjkeâe[& keâe[& keâes JÙeefòeâlJe kesâ cetuÙeebkeâve kesâ iewj
(d) Neither I nor II/vee ner I vee ner II ceevekeâer k e= â le hejer#eCe Ùee JÙeefòeâhejkeâ efJeefOe kesâ Devleie&le Jeieeake=âle efkeâÙee
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM pee mekeâlee nw~
Ans. (a) : ieefCeleerÙe leke&â Deewj ieefCele kesâ Øeefle De™efÛe keâe Deekeâueve mebÛeÙeer DeefYeuesKe keâe[& mketâue ceW efMe#ekeâeW Éeje Úe$eeW kesâ efJe<eÙe ceW [sše
keâjves kesâ efueS efvecveefueefKele GhekeâjCeeW Deewj lekeâveerkeâeW keâe ØeÙeesie efkeâÙee Skeâ$e keâjves kesâ GösMÙe mes lewÙeej keâer ieF& Skeâ cetuÙeJeeve lekeâveerkeâ nw~
pee mekeâlee nw– efMe#eeefLe&ÙeeW kesâ yeejs ceW mebÛeÙeer DeefYeuesKe efMe#ekeâeW, hejeceMe&oeleeDeeW Deewj
• ieefCeleerÙe leke&â #ecelee– Fmekeâe Deekeâueve keâjves kesâ efueS DeefYeYeeJekeâeW keâes GheÙeesieer metÛeveeSB Øeoeve keâjles nQ~
efJeefYeVe efJeefOeÙeeW pewmes, peeBÛe, ØeoMe&ve, DeJeueeskeâve ef›eâÙeekeâueehe 191. Artifacts, lab reports or reading logs are
Deeefo keâe ØeÙeesie efkeâÙee pee mekeâlee nw~ examples of what type of assessment ?
• ieefCele kesâ Øeefle De™efÛe– Fmekeâe Deekeâueve keâjves kesâ efueS keâueeke= âefle, ØeÙeesieMeeuee efjheesš& Ùee jeref[bie uee@ie efkeâme
yeÛÛeeW keâer keâ#ee-keâ#e kesâ ef›eâÙeekeâueeheeW keâe, ØeMve nue keâjves kesâ Øekeâej kes â Deekeâueve keâe GoenjCe nQ?
lejerkeâeW keâe Deewj Gvekesâ efJeefYeVe hee"Ÿe menieeceer ef›eâÙeekeâueeheeW pewmes (a) Summative assessment/Ùeesieelcekeâ Deekeâueve
ØeoMe&veer, hensefueÙeeB Kesue Deeefo keâe ØeÙeesie efkeâÙee pee mekeâlee nw~ (b) Diagnostic test (Formative assessment)
Dele: I leLee II oesveeW mener nQ~ vew oeefvekeâ hejer#eCe (Heâe@cexefšJe DemesmeceWš)
189. Which of the following students can be taken to (c) CCE/ melele SJeb JÙeehekeâ cetuÙeebkeâve
work for portfolio evaluation? (d) Portfolio assessment/heesš&HeâesefueÙees Deekeâueve
I. List of story books read by a child DSSSB PRT 26/03/2022 (Shift-III)
II. Collection of leaves, objects etc. heesš&HeâesefueÙees cetuÙeebkeâve, cetuÙeebkeâve keâe Skeâ Øekeâej neslee
Ans. (d) :
III. Self-assessment seat samples of children. nw efpemeceW Úe$e efMe#ekeâ kesâ meeLe efceuekeâj menpe JeeleeJejCe ceW keâeÙe&
heesš&HeâesefueÙees cetuÙeebkeâve kesâ efueS efvecveefueefKele ceW mes keâjles nQ~ heesš&HeâesefueÙees Deekeâueve ceW efJeefYeVe %eele efJeefMe° DevegosMeve
Úe$e]eW keâe/kesâ keâewve-mee/mes keâeÙe&/keâeÙeeX keâes keâece ceW GösMÙeeW keâes Øeehle keâjves kesâ efueS Úe$e kesâ Éeje efkeâS ieS ØeeÙe: mecemle
efueÙee pee mekeâlee nw? JÙeJeefmLele keâeÙeeX keâe meb«en neslee nw~ keâueeke=âefle, ØeÙeesieMeeuee efjheesš& Ùee
I. yeÛÛes Éeje heÌ{er ieF& keâneveer keâer hegmlekeâeW keâer metÛeer jeref[bie uee@ie heesš&HeâesefueÙees Deekeâueve keâe GoenjCe nw~
II. heefòeÙeeW, JemlegDeeW Deeefo keâe meb«en 192. Which of the following are the techniques of
III. yeÛÛeeW keâer mJele: cetuÙeebkeâve Meerš kesâ vecetves assessment of the learner in Mathematics ?
(a) Only II/kesâJeue II ef vecveefueefKele ceW mes keâewve-meer ieefCele ceW efMe#eeLeea kesâ
(b) Both I and III/I leLee III oesveeW Deekeâueve keâer lekeâveerkeWâ nw?
(c) I, II and III/I, II leLee III I. Project
I. heefjÙeespevee
(d) Only I/kesâJeue I
II. Portfolio
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
II. heesš&HeâesefueÙees
Ans. (c) : heesš&HeâesefueÙees cetuÙeebkeâve kesâ efueS yeÛÛeeW Éeje heÌ{er ieF&
III. Exhibition participation
keâneveer keâer hegmlekeâeW keâer metÛeer, heefòeÙeeW, JemlegDeeW Deeefo kesâ meb«en Je
III. ØeoMe&veer ceW Yeeieeroejer
yeÛÛeeW keâer mJele: cetuÙeebkeâve Meerš kesâ vecetveeW keâes keâece ceW efueÙee pee
(a) I and II/I leLee II (b) II and III/II leLee III
mekeâlee nw~
heesš&HeâesefueÙees Skeâ Øekeâej keâer HeâeFue nesleer nw efpemeceW efkeâmeer JÙeefòeâ (c) I, II and III/I, II leLee III (d) Only I/kesâJeue I
Ùee yeeuekeâ kesâ peerJeve kesâ mecemle #es$eeW keâer ›eâceyeæ SJeb JÙeJeefmLele DSSSB PRT 16/03/2022 (Shift-III)
peevekeâejer Skeâ$e keâjkesâ megjef#ele jKeer peeleer nw DeLee&led efkeâmeer yeeuekeâ keâer Ans. (c) : ieefCele ceW Deekeâueve lekeâveerkeâ Skeâ cenlJehetCe& keâejkeâ nw pees
keäÙee GheueefyOe nw keäÙee keâefceÙeeB nQ Fve mecemle he#eeW keâer peevekeâejer Úe$eeW ceW ieefCele kesâ Øeefle efÛebleve ceW Ùeesieoeve osleer nw keäÙeeWefkeâ Ùen kesâJeue
heesš&HeâesefueÙees ceW mebefÛele jnleer nw~ Dele: I, II leLee III meYeer mener nQ~ Úe$eeW keâes leovegmeej hejer#eCe Deewj Debkeâ Øeoeve keâjves hej kesâefvõle nw~
190. Cumulative record cards can be classified
ieefCele ceW Deekeâueve kesâJeue Ùen peeBÛeves kesâ efueS efkeâÙee peelee nw efkeâ
under which of the following types of Úe$e keâes Gòej %eele nw Ùee veneR %eele nw~ Dele: heefjÙeespevee,
personality assessment ? heesš&HeâesefueÙees, ØeoMe&veer ceW Yeeieeroejer Ùes meYeer ieefCele ceW efMe#eeLeea kesâ
mebÛeÙeer efjkeâe@[& keâe[& keâes JÙeefòeâlJe kesâ cetuÙeebkeâve kesâ Deekeâueve keâer lekeâveerkeWâ nQ~ Dele: I, II leLee III meYeer mener nQ~
efvecveefueefKele ØekeâejeW ceW mes efkeâmekesâ Devleie&le Jeieeake=âle 193. In schools, quantitative data can be in the form
efkeâÙee pee mekeâlee nw? of ________.
(a) Unstandardized Test or subjective Method ef JeÅeeueÙeeW ceW, mebKÙeelcekeâ DeebkeâÌ[s ––––– kesâ ™he ceW nes
iewj-ceevekeâerke=âle hejer#eCe Ùee JÙeefòeâhejkeâ efJeefOe mekeâles nQ~
Teaching Aptitude 176 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(a) Circulars/heefjhe$eeW Ans. (d) : mee#eelkeâej cetuÙeebkeâve keâe Skeâ GhekeâjCe Deewj lekeâveerkeâ
(b) Report Cards/Øeieefle he$e nw~ cetuÙeebkeâve mee#eelkeâej lekeâveerkeâ Skeâ mebie"ve keâes cee$eelcekeâ ™he mes
(c) Appraisal/cetuÙeebkeâve Ùen efveOee&efjle keâjves keâer Devegceefle oslee nw efkeâ keäÙee DeeJesokeâ kesâ heeme
(d) Memorandum/%eeheve efkeâmeer efJeMes<e Yetefcekeâe kesâ efueS DeeJeMÙekeâ keâeÙeeX keâes hetje keâjves kesâ
DSSSB PRT 07/03/2022 (Shift-II) efueS DeeJeMÙekeâ #ecelee, keâewMeue SJeb %eeve nw~ ØeceeCeve SJeb ØeÛeej
Ans. (b) : Øeieefle he$e Ùee Debkeâ metÛeer Skeâ DelÙevle ner cenlJehetCe& GösMÙeeW kesâ efueS Fme lekeâveerkeâ keâe GheÙeesie Mewef#ekeâ mesefšbime ceW Yeer
omleeJespe nw, efpemes efJeÅeeLeea kesâ efJeefYeVe ieefleefJeefOeÙeeW Deewj hejer#ee ceW ØeeÙe: efkeâÙee peelee nw~
Øeehle efkeâÙes ieS DebkeâeW kesâ DeeOeej hej lewÙeej efkeâÙee peelee nw~ Dele: 196. In which tools student can get nearly direct
experience of a real situation ?
Øeieefle he$e ceW efJeÅeeLeea keâe hetje veece, pevceefleefLe, DeeF&0[er0 ›eâceebkeâ,
efJeÅeeLeea efkeâve GhekeâjCeeW mes JeemleefJekeâ heefjefmLeefle keâe
oeefKeuee ›eâ0, peeefle, TBÛeeF&, Jepeve, ceesyeeFue veb. Deeefo mhe<š ™he
ueieYeie ØelÙe#e DevegYeJe Øeehle keâj mekeâlee nw?
mes Øeieefle he$e ceW efueKes nesles nQ~
(a) Informative tools/FveHeâe@jcesefšJe GhekeâjCe
Dele: keâne pee mekeâlee nw efkeâ efJeÅeeueÙeeW ceW, mebKÙeelcekeâ DeebkeâÌ[s Øeieefle-
(b) Communicative tools/keâcÙegefvekesâefšJe GhekeâjCe
he$e kesâ ™he ceW nes mekeâles nQ~
(c) Constructive tools/jÛeveelcekeâ GhekeâjCe
194. Which of the following is not the correct
characteristic of e-portfolios assessment ? (d) Situating tools/efmeÛegSefšbie GhekeâjCe
efvecveefueefKele ceW mes keâewve mee F&-heesš&HeâesefueÙees Deekeâueve DSSSB PRT 07/03/2022 (Shift-I)
keâe mener DeefYeue#eCe veneR nw ? Ans. (d) : efJeÅeeLeea efmeÛegSefšbie GhekeâjCe Ùee efmLeefle GhekeâjCe kesâ Éeje
I. It provides information for only Jeemleef Jekeâ heefjefmLeefle keâe ueieYeie ØelÙe#e DevegYeJe Øeehle keâj mekeâlee nw~
summative assessment. Fme GhekeâjCe kesâ Éeje ieefleMeeruelee mebÛeej Deewj owefvekeâ ieefleefJeefOeÙeeW ceW
Ùen kesâJeue mebkeâueveelcekeâ Deekeâueve kesâ efueS meneÙelee Øeoeve keâjkesâ peerJeve keâer iegCeJeòee ceW DeYetlehetJe& megOeej ueeves
peevekeâejer Øeoeve keâjlee nw~ keâer meHeâuelee efceueleer nw~
II. Portfolios provide samples of students’ on efmeÛegSefšbie (efmLeefle) GhekeâjCe kesâ Éeje efJeÅeeefLe&ÙeeW kesâ meeceves Ieefšle nes
going work jns keâeÙeex, ÂMÙeeW keâe DevegYeJe ØelÙe#e Je meerOes ™he ceW efJeÅeeLeea keâes
heesš&HeâesefueÙees Úe$eeW kesâ Jele&ceeve ceW Ûeue jns keâeÙeeX osKeves Je mecePeves keâes efceuelee nw efpememes Jen meHeâueleehetJe&keâ Gmekeâe
kesâ vecetves Øeoeve keâjles nQ~ DeJeueeskeâve keâj mekeâles nQ~
(a) Only II/kesâJeue II 197. In which of the following 'Observational skill is
(b) Both I and II/I leLee II oesveeW not involved ?
(c) Only I/kesâJeue I
ef vecveefueefKele ceW mes efkeâme ceW ‘DeJeueeskeâve keâewMeue’
Meeefceue veneR nw?
(d) Neither I nor II/vee ner I vee ner II
(a) Bird observation/he#eer DeJeueeskeâve
DSSSB PRT 07/03/2022 (Shift-II)
(b) Map of the fort/ogie& kesâ vekeäMes
Ans. (a) : Skeâ heesš&HeâesefueÙees cetuÙeebkeâve keâes DeJemej kesâ ™he ceW leLee
(c) Photographs of the fort/ogie& keâer lemJeerjW
Deekeâueve keâe ØeeceeefCekeâ ™he ceevee peelee nw keäÙeeWefkeâ FmeceW Úe$e Éeje
efkeâS ieÙes keâece kesâ ØeceeefCekeâ vecetves Meeefceue nesles nQ~ (d) Music/mebieerle
DSSSB PRT 29/03/2022 (Shift-I)
Fmekeâe GheÙeesie efkeâmeer Úe$e keâer #eceleeDeeW SJeb ÙeesiÙeleeDeeW keâes yeÌ{eJee
osves kesâ efueS efkeâÙee pee mekeâlee nw Ùee Fmekeâe ØeÙeesie efkeâmeer efJeefMe<š Ans. (d) : DeJeueeskeâve, DeOÙeÙeve keâer Jen efJeefOe nw efpemeceW DeOÙeÙeve
hee"Ÿe›eâce kesâ Yeerlej Úe$e keâer efMe#ee keâe cetuÙeebkeâve keâjves kesâ efueS Yeer efJe<eÙe SJeb Iešvee keâe Deefle met#ce Ùee ienvelee mes DeOÙeÙeve efkeâÙee peelee
efkeâÙee pee mekeâlee nw~ nw~ FmeceW IešveeDeeW keâer JeemleefJekeâ Øeke=âefle, Gvekeâer iecYeerjlee, efJemleej
SJeb hejmhej mecyevOeeW keâe met#ce DeJeueeskeâve keâjkesâ ner JeemleefJekeâ leLÙeeW
Fme Øekeâej keâne pee mekeâlee nw efkeâ keâLeve 2 kesâ Devegmeej - keâe mebkeâueve efkeâÙee peelee nw~ GheÙeg&òeâ efJekeâuheeW ceW ‘mebieerle’ DeJeueeskeâve
heesš&HeâesefueÙees Úe$eeW kesâ Jele&ceeve ceW Ûeue jns keâeÙeeX kesâ vecetves Øeoeve keâjles keâewMeue’ ceW Meeefceue veneR nw peyeefkeâ DevÙe efJekeâuhe he#eer DeJeueeskeâve,
nQ pees efkeâ GefÛele keâLeve nw~ ogie& kesâ vekeäMes SJeb ogie& keâer lemJeerjW Deeefo DeJeueeskeâve keâewMeue kesâ
leLee keâLeve I ceW keâne ieÙee nw efkeâ Ùen kesâJeue mebkeâueveelcekeâ Deekeâueve Devleie&le Meeefceue efkeâS peeles nQ~
kesâ efueS peevekeâejer Øeoeve keâjlee nw pees efkeâ Skeâ ieuele keâLeve nw 198. As per the traditional examination system
keäÙeeWefkeâ ÙeneB hej ‘kesâJeue’ Meyo keâes peesÌ[e ieÙee pees efkeâ mebkeâueveelcekeâ which of the following domains is given less
Deekeâueve kesâ efueS DevegefÛele nw~ Dele: kesâJeue II mener nw~ importance?
195. Interview is the tool and technique of ....... heejbheefjkeâ hejer#ee ØeCeeueer kesâ Devegmeej efvecveefueefKele ceW mes
mee#eelkeâej _____ keâe GhekeâjCe Deewj lekeâveerkeâ nw~ efkeâme #es$e keâes keâce cenlJe efoÙee peelee nw?
(a) materialization/YeeweflekeâerkeâjCe (a) Cognitive/meb%eeveelcekeâ
(b) observation/DeJeueeskeâve (b) Psychomotor/ceveesØesjCee
(c) evaluation/Deekeâueve (c) Affective/YeeJeelcekeâ
(d) assessment/cetuÙeebkeâve (d) Holistic/mece«e (nesefueefmškeâ)
DSSSB PRT 25/03/2022 (Shift-I) DSSSB PRT 27/03/2022 (Shift-I)
Teaching Aptitude 177 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : heejcheefjkeâ hejer#ee ØeCeeueer kesâ Devegmeej YeeJeelcekeâ #es$e keâes I. Giving marks is more appropriate than
keâce cenlJe efoÙee peelee nw keäÙeeWefkeâ YeeJeelcekeâ he#e keâe mecyevOe ceveg<Ùe giving grades.
kesâ Devle:keâjCe ùoÙe Je YeeJeeW ceW efveefnle neslee nw~ Fme #es$e ceW Gve Debkeâ osvee «es[ osves mes pÙeeoe GheÙegòeâ nw~
GösMÙeeW leLee ue#ÙeeW keâes efueÙee peelee nw, pees Úe$eeW keâer ™efÛe, II. Assessment is more comprehensive than
evaluation.
DeefYeJe=efòe, cetuÙe Deeefo ceW JÙeJenejiele heefjJele&ve ueeles nQ leLee Gvekeâe
efvejvlej efJekeâeme keâjles nQ~ peyeefkeâ meb%eeveelcekeâ, ceveesØesjCee SJeb mece«e Deekeâueve cetuÙeebkeâve mes DeefOekeâ JÙeehekeâ nw~
(nesefueefmškeâ) #es$e keâes heejcheefjkeâ hejer#ee ØeCeeueer kesâ Devegmeej DeefOekeâ III. In the evaluation process, children can be
involved in the work process.
cenlJe efoÙee peelee nw~ cetuÙeebkeâve Øeef›eâÙee ceW yeÛÛeeW keâes keâeÙe& Øeef›eâÙee mes
199. Which of the following is a systematically pegÌ[s jnves kesâ efueS Øeeslmeeefnle efkeâÙee pee mekeâlee nw~
organized collection of a student's work that
covers a specific period of time? (a) I and II/I leLee II
efvecveefueefKele ceW mes keâewve Skeâ Úe$e kesâ keâece keâe Skeâ (b) Only III/kesâJeue III
JÙeJeefmLele mebieef"le meb«en nw pees Skeâ efJeefMe<š DeJeefOe keâes (c) II and III/II leLee III
keâJej keâjlee nw? (d) I, II and III/I, II leLee III
(a) Debates /Jeeo-efJeJeeo DSSSB PRT 24/03/2022 (Shift-III)
(b) Assessment /cetuÙeebkeâve Ans. (b) : Deekeâueve Skeâ Ssmeer Øeef›eâÙee nw efpemeceW Úe$eeW keâes efyevee
(c) Project work /Øeespeskeäš keâeÙe& Deb k eâ DeLeJee «es e f [ b i e kes â heâer [yewkeâ Øeoeve efkeâÙee peelee nw, efpememes
(d) Portfolios /hesefškeâe Ùee heesš&HeâesefueÙees Mew e f # ekeâ Gös M ÙeeW keâer Øeeef h le ceW Deefvlece cetuÙeebkeâve (Jeeef<e&keâ hejer#ee) kesâ
DSSSB PRT 29/03/2022 (Shift-II) het J e& meg O eej mecYeJe nes mekes â~
Ans. (d) : hesefškeâe (Portfolios) Ùee heesš&HeâesefueÙees Skeâ Úe$e kesâ peyeefkeâ cetuÙeebkeâve Skeâ meleled Ûeueves Jeeueer Øeef›eâÙee nw, Fmekesâ Éeje
keâece keâe Skeâ JÙeJeefmLele mebieef"le meb«en nw, pees Skeâ efJeefMe° DeJeefOe Mewef#ekeâ GheueefyOe keâer ner peeBÛe veneR keâer peeleer nw yeefukeâ
keâes keâJej keâjlee nw~ Gmekesâ megOeej ceW Yeer meneÙelee Øeoeve keâer peeleer nw~
efJeÅeeefLe&ÙeeW Éeje mecheVe keâeÙeeX keâe GösMÙehetCe& JÙeJeefmLele mebkeâueve pees Fme Øekeâej keâne pee mekeâlee nw efkeâ cetuÙeebkeâve, Deekeâueve mes DeefOekeâ
efJeÅeeLeea kesâ Gòece ØeÙeemeeW keâes oMee&lee nw, Úe$e heesš&heâesefueÙees keânueelee JÙeehekeâ nw, leLee cetuÙeebkeâve Øeef›eâÙee ceW yeÛÛeeW keâes keâeÙe& Øeef›eâÙee mes pegÌ[s
nw~ Ùen Skeâ heâeFue, hewkesâš Deewj yewie Deeefo kesâ Deekeâej keâe neslee nw jnves kesâ efueS Øeeslmeeefnle Yeer efkeâÙee pee mekeâlee nw~
efpemeceW Úe$eJeej, keâ#eeJeej leLee efJe<eÙeJeej efJeÅeeefLe&ÙeeW kesâ Glke=â° keâeÙeex 202. Skeâ efMe#ekeâ efMe#eeefLe&ÙeeW keâes kegâÚ ceeveoC[ osles nQ Deewj
keâes megjef#ele jKee peelee nw efpememes cetuÙeebkeâve nsleg efJeÅeeefLe&ÙeeW keâer keânles nQ efkeâ Jes Gve hej DeeOeeefjle Deheveer heefjÙeespevee keâe
GheueefyOeÙeeB, keâefceÙeeB, JÙeefòeâiele peerJeve mecyevOeer peevekeâejer, mJeemLÙe Deekeâueve keâjW~ efvecveefueefKele ceW mes keâewve–mes Deekeâueve
mecyevOeer peevekeâejer efJeÅeeLeea Éeje efkeâS ieS mecemle ef›eâÙeekeâueeheeW kesâ lejerkesâ keâe ØeÙeesie efMe#ekeâ Éeje efkeâÙee ieÙee nw?
FlÙeeefo keâes peeveves SJeb Gvekeâe efveoeve keâjves ceW ceoo efceueleer nw~ (a) jÛeveelcekeâ Deekeâueve (Formative assessment)
200. The observer observes the group passively (b) mecekeâ#eer Deekeâueve (Peer assessment)
from a distance without his/her presence in the (c) mJe Deekeâueve (Self assessment)
group. Such process takes place in:
(d) mebkeâuheveelcekeâ Deekeâueve (Summative assessment)
heÙe&Jes#ekeâ mecetn ceW Deheveer GheefmLeefle kesâ efyevee mecetn keâes
KVS TGT 2018
otj mes efveef<›eâÙe ™he mes osKelee nw~ Ssmeer Øeef›eâÙee nesleer
nw– Ans : (c) efMe#ekeâ Éeje mJe–Deekeâueve kesâ lejerkesâ keâe ØeÙeesie efkeâÙee
ieÙee nw~ efMe#eeLeea yengle KegMeer mes Deheves DevegYeJeeW keâer mechetCe&lee hej
(a) Participant observation /ØeefleYeeieer DeJeueeskeâve
mebpeeroieer mes efšhheCeer osles nQ~ JÙeefòeâiele Deewj meecetefnkeâ oesveeW mlej kesâ
(b) Peer Assessment /menkeâceea cetuÙeebkeâve Ssmes DeYÙeeme yeveeÙes peeves ÛeeefnS efpevemes yeÛÛes Deheves DeefOeiece keâe
(c) Assignments /keâeÙe& Deekeâueve keâjves Deewj Gme hej mJele: efÛebleve keâjves ceW me#ece nes heeÙes~
(d) Non-participant observation Fme lejn mes DevegYeJe GvnW mJe–efveÙeceve keâer #eceleeSB Yeer osles nQ pees
iewj ØeefleYeeieer DeJeueeskeâve ‘meerKeves kesâ efueS Ùee meerKeves’ nsleg DelÙevle pe™jer nesleer nw~
DSSSB PRT 29/03/2022 (Shift-II) 203. ‘ØeÙeesie keâjvee’ Deekeâueve keâe Skeâ mebkesâlekeâ nw~ efvecveefueefKele
Ans. (d) : heÙe&Jes#ekeâ mecetn ceW Deheveer GheefmLeefle kesâ efyevee mecetn keâes ceW mes keâewve–mee ØeÙeesie keâjves mecyevOeer mebkesâlekeâ keâe Deekeâueve
otj mes efveef<›eâÙe ™he mes osKelee nw lees Ùen iewj ØeefleYeeieer DeJeueeskeâve keâer keâjves keâe meyemes GheÙegòeâ lejerkeâe nw?
Øeef›eâÙee kesâ ™he ceW peevee peelee nw~ iewj-ØeefleYeeieer DeJeueeskeâve keâe (a) me=peveelcekeâ uesKeve (b) efveoMe&ve/ØeoMe&ve
GheÙeesie Meeefceue mecegoeÙe Ùee meeceeefpekeâ JÙeJemLee ceW ØeJesMe keâjkesâ (c) nmlehejkeâ ieefleefJeefOe (d) efÛe$e–he"ve
efkeâmeer Iešvee keâes peeveves SJeb mecePeves kesâ efueS efkeâÙee peelee nw pees osKeer KVS TGT 2017
pee jner ieefleefJeefOeÙeeW mes Deueie jnkeâj efkeâÙee pee jne nes~ nmlehejkeâ ieefleefJeefOe, ØeÙeesie keâjves mecyevOeer mebkesâlekeâ keâe
Ans : (c)
201. Which one of the following statements is Deekeâueve keâjves keâe meyemes GheÙegòeâ lejerkeâe nw, keäÙeeWefkeâ ØeÙeesie mebyebOeer
correct regarding evaluation? Deekeâueve kesâ ceeOÙece mes efJeÅeeefLe&ÙeeW keâer ef›eâÙeelcekeâlee SJeb jÛeveelcekeâlee
cetuÙeebkeâve kesâ meboYe& ceW efvecveefueefKele ceW mes keâewve mee keâe Deekeâueve efkeâÙee pee mekeâlee nw leLee Fmemes mJeÙeb keâjkesâ meerKeves keâe
keâLeve mener nw? DeJemej Yeer Øeehle neslee nw~
Teaching Aptitude 178 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

204. Mewef#ekeâ Øeef›eâÙeeDeeW kesâ cetuÙeebkeâve kesâ mevoYe& ceW Deehe Ans : (c) mketâueer Deblej kesâ yeerÛe efMeMegDeeW kesâ efueS mketâueer
efkeâme keâLeve mes menceefle Øekeâš keâjWies? ØeYeeJeMeeruelee keâe Deekeâueve keâjves keâe meyemes Deece lejerkeâe meebefKÙekeâer
(a) keâ#ee 8 lekeâ efJeÅeeefLe&ÙeeW keâes hesâue ve efkeâS peeves kesâ efveÙeb$eCe keâe nw~ meebefKÙekeâer ieefCele keâer Jen MeeKee nw efpemeceW DeekeâÌ[eW
ØeeJeOeeve kesâ keâejCe ner efJeÅeeLeea meerKe veneR hee jns nQ keâe meb«enCe, ØeoMe&ve, JeieeakeâjCe Deewj Gmekesâ iegCeeW kesâ Deekeâueve keâe
(b) hejer#ee Deewj hesâue nes peeves keâe [j JeemleJe ceW yeÛÛeeW kesâ efJemleejhetJe&keâ DeOÙeÙeve efkeâÙee peelee nw Fmekeâe efJeefYeVe #es$eeW pewmes–
efueS hesÇjCee keâe œeesle yevekeâj keâece keâjlee nw ceeveefJekeâer, efMe#ee, meeceeefpekeâ efJe%eeve, ceveesefJe%eeve Deeefo ceW ØeeÙe:
(c) yeÛÛeeW keâes heeme-hesâue keâjvee JeemleJe ceW JÙeJemLeeiele ØeÙeesie efkeâÙee peelee nw~
efJeheâueleeDeeW keâes yeÛÛeeW kesâ efmej ceÌ{vee nw 208. efMe#eeLeea kesâ ‘mJe–efJeefveÙeceve’ keâe leelheÙe& nw–
(d) keâ#ee 8 lekeâ efJeÅeeefLe&ÙeeW keâes hesâue veneR keâjves kesâ ØeeJeOeeve (a) Dehevee DeefOeiece mJeÙeb cee@veeršj keâjves keâer Gmekeâer ÙeesiÙelee
kesâ keâejCe osMe ceW efMe#ee keâe mlej efiej jne nw (b) Úe$e JÙeJenej nsleg efJeefveceÙe yeveevee
DSSSB PRT 2018 (c) Úe$e efvekeâeÙe Éeje yeveeS ieS efveÙece Je efJeefveÙece
Ans : (c) ‘‘yeÛÛeeW keâes heeme–hesâue keâjvee JeemleJe ceW JÙeJemLeeiele (d) mJe–DevegMeemeve SJeb efveÙeb$eCe
efJeheâueleeDeeW keâes yeÛÛeeW kesâ efmej ceÌ{vee nw~’’ Ùen keâLeve Mewef#ekeâ PRT POST CODE 70/90 29.12.2013 (Cancelled)
Øeef›eâÙeeDeeW kesâ cetuÙeebkeâve kesâ mevoYe& ceW meJee&efOekeâ GheÙegòeâ nw~ keäÙeeWefkeâ Ans : (a) efMe#eeLeea kesâ ‘mJe–efJeefveÙeceve’ keâe leelheÙe& nw– Dehevee
yeÛÛeeW keâes Hesâue keâjves mes JÙeJemLee Hesâue ceeveer peeleer nw~ DeefOeiece mJeÙeb cee@veeršj keâjves keâer Gmekeâer ÙeesiÙelee~ efMe#eeLeea Éeje mJe–
205. DeJeueeskeâve keâes Deekeâueve keâe Yeeie leYeer keâne pee mekeâlee efJeefveÙeceve GvnW mJeÙeb kesâ DeefOeiece hej efJeÛeej keâjves kesâ heÙee&hle DeJemej
nw peye Deekeâueve– Øeoeve keâjlee nw~ Fme Øekeâej kesâ efJeefveÙeceve ceW efJeÅeeLeea efMe#eCe kesâ
(a) DeefveJeeÙe&le: DeewheÛeeefjkeâ ™he mes efkeâÙee pee jne nes GösMÙeeW leLee efve<heeove kesâ efveÙeceeW mes Oeerjs-Oeerjs DeJeiele nes peeles nQ
(b) efveÙeefcele ™he mes efkeâÙee pee jne nes leLee GösMÙeeW keâer Øeeefhle kesâ efueS ØeÙeemejle nes peeles nQ~ Fme Øeef›eâÙee ceW
(c) Øeefleefove ØelÙeskeâ yeÛÛes keâe efkeâÙee pee jne nes Jes GösMÙe kesâ efveOee&jCe, Deheveer Øeieefle keâer peeBÛe leLee heefjCeeceeW hej
(d) ueÌ[kesâ-ueÌ[efkeâÙeeW keâe Deueie-Deueie efkeâÙee pee jne nes hegveefJe&Ûeej keâer Øeef›eâÙee ceW meefcceefuele nesles nQ~
DSSSB PRT 2017 209. Deekeâueve keâes ‘GheÙeesieer Deewj ®efÛekeâj’ Øeef›eâÙee yeveeves kesâ
Ans : (a) DeJeueeskeâve keâes Deekeâueve keâe Yeeie leYeer keâne pee mekeâlee efueS efvecveefueefKele meeJeOeeveer yejleveer ÛeeefnS–
nw peye Deekeâueve DeefveJeeÙe&le: DeewheÛeeefjkeâ ™he mes efkeâÙee pee jne nes~ (a) efJeÅeeueÙeer leLee men–efJeÅeeueÙeer meerceeDeeW ceW Úe$e kesâ
DeJeueeskeâve efkeâmeer JÙeefòeâ, Jemleg, Iešvee DeLeJee Øeef›eâÙee keâes osKekeâj Ùee DeefOeiece kesâ yeejs ceW metÛevee Skeâef$ele keâjves kesâ efueS
DeJeueesefkeâle keâjkesâ Gmekesâ JÙeJenej kesâ ceeheve keâer ØeefJeefOe nw~ Ùen mece«e efJeefJeOe lejerkeâeW keâe GheÙeesie keâjves ceW
™he mes mecemle he#eeW keâes DeJeueesefkeâle keâjleer nw~ (b) he=‰hees<eCe osves kesâ efueS lekeâveerkeâer heefjYee<ee keâe ØeÙeesie
206. efvecveefueefKele ØeMveeW keâes heefÌ{S- keâjves ceW
I. ceQves ef›eâÙeekeâueehe keâer Ùeespevee efkeâleveer DeÛÚer (c) Deueie–Deueie Úe$eeW ceW leguevee keâjves ceW
yeveeF&? (d) Úe$eeW keâer yegefæceeve DeLeJee Deewmele efMe#eeefLe&ÙeeW kesâ ™he ceW
II. ceQves Ùeespevee keâe DevegmejCe efkeâlevee DeÛÚe efkeâÙee~ henÛeeve keâjves ceW
III. cesjer MeefòeâÙeeB keäÙee Leer? PRT POST CODE 70/90 29.12.2013 (Cancelled)
IV. cegPes meÛecegÛe keâef"ve keäÙee ueiee? Ans : (a) Deekeâueve keâes ‘GheÙeesieer Deewj ®efÛekeâj’ Øeef›eâÙee yeveeves kesâ
efueS efJeÅeeueÙeer leLee men–efJeÅeeueÙeer meerceeDeeW ceW Úe$e kesâ DeefOeiece kesâ
Thej efoS ieS ÛeejeW Øekeâej kesâ ØeMveeW kesâ GòejeW mes nesiee:
yeejs ceW metÛevee Skeâef$ele keâjves kesâ efueS efJeefJeOe lejerkeâeW keâe GheÙeesie
(a) efMe#ekeâ Éeje mece«e Deekeâueve
keâjvee ÛeeefnS leeefkeâ Gvekeâe mece«e Deekeâueve Deemeeveer mes efkeâÙee pee
(b) yeÛÛeeW keâe mJe-Deekeâueve mekesâ~ yeeue kesâefvõle efMe#ee ceW Deekeâueve keâes cee$e Gvekesâ keâ#eeÙeer %eeve
(c) efMe#ekeâeW keâe mJe-Deekeâueve lekeâ meerefcele veneR jKee peelee yeefukeâ Fmes Gvekesâ yeenjer peerJeve,
(d) yeÛÛeeW Deewj efMe#ekeâeW, oesveeW keâe mJe-Deekeâueve JÙeJenej, DeefYeJe=efòe, cetuÙeeW Deeefo lekeâ efJemleeefjle efkeâÙee peelee nw pees
DSSSB PRT 2017 efJeÅeeueÙe kesâ meeLe–meeLe efJeÅeeueÙe kesâ yeenjer peerJeve mes meerOes leewj hej
Ans : (d) GheÙeg&òeâ ØeMveevegmeej efoÙes ieS ÛeejeW Øekeâej kesâ ØeMveeW kesâ pegÌ[s nesles nQ~ DeLee&led Deekeâueve keâe cegKÙe GösMÙe Gvekesâ mewæeefvlekeâ
GòejeW mes yeÛÛes Deewj efMe#ekeâ, oesveeW Dehevee-Dehevee mJe-Deekeâueve keâjkesâ %eeve kesâ meeLe–meeLe JÙeJeneefjkeâ %eeve keâe Yeer cetuÙeebkeâve keâjvee
Deheves keâeÙeeX ceW DeeF& $egefšÙeeW keâes ØelÙe#e ™he mes mJeÙeb ner megOeej DeeJeMÙekeâ neslee nw~
mekeWâies~ 210. DeJeueeskeâveerÙe leLÙeeW mes efve<keâ<e& efvekeâeueves keâer Øeef›eâÙee
207. mketâueer Deblej kesâ yeerÛe efMeMegDeeW kesâ efueS mketâueer ............ keâner peeleer nw~
ØeYeeJeMeeruelee keâe Deekeâueve keâjves keâe meyemes Deece (a) ceefmle<keâ–DeeueesÌ[ve (Brain storming)
lejerkeâe keâewve–mee nw? (b) efJeMues<eCe
(a) cewefš^keäme (b) «es[ Âef°keâesCe kesâ ceOÙe (c) Øeefleheeove
(c) meebefKÙekeâerÙe efveÙeb$eCe (d) FveceW mes keâesF& veneR (d) efveieceve
PRT Post Code 70/09 02.02.2014 DSSSB TGT 2016
Teaching Aptitude 179 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (b) DeJeueeskeâveerÙe leLÙeeW mes efve<keâ<e& efvekeâeueves keâer Øeef›eâÙee keâer meheâuelee peeveves ceW GheÙegòeâ hejer#ee ØeCeeueer efJekeâefmele keâjves ceW
efJeMues<eCe keâner peeleer nw~ efkeâmeer efJeOeeve Ùee JÙeJemLee›eâce keâer met#celee ceeheve leLee cetuÙeebkeâve keâe efJeMes<e cenòJe neslee nw~ DeefYeYeeJekeâ Deheves
mes hejer#eCe keâjves leLee Gvekesâ cetue leòJeeW keâes Keespeves keâer ef›eâÙee keâes yeÛÛeeW nsleg efJeÅeeueÙe, hee"dÙe›eâce, YeeJeer efoMee leÙe keâjves ceW cetuÙeebkeâve
‘efJeMues<eCe’ veece efoÙee peelee nw~ keâe meneje uesles nQ~ Fme Øekeâej Úe$eeW, DeOÙeehekeâeW, DeefYeYeeJekeâeW meYeer
211. ceeheve keâe henuee ÛejCe keäÙee nw? keâes cetuÙeebkeâve efMe#ee ceW megOeej keâjves, Øeieefle keâjves YeeJeer efoMee ceW
(a) efveCe&Ùe uesvee efkeâ keäÙee ceehevee nw
Deeies yeÌ{ves leLee GösMÙeeW keâer Øeeefhle kesâ efueS Øesefjle keâjlee nw~
(b) hejer#eCe keâe efJekeâeme 215. ØeMveeW kesâ Gòej efueKeves keâer peien peye efMe#eeLeea keâes
(c) hejer#eCe keâe ØeyebOeve Deeceves–meeceves mee#eelkeâej kesâ ceeOÙece mes ØeMve efoS peeles
(d) FveceW mes keâesF& veneR
nQ, Jen nw–
PRT Post Code 70/09 02.02.2014 (a) leeefuekeâe (b) ØeMveeJeueer
Ans : (a) ceeheve keâe henuee ÛejCe Ùen efveCe&Ùe uesvee neslee nw efkeâ keäÙee (c) DevegmetÛeer (d) hejer#eCe
ceehevee nw~ ceeheve ceW Ùen cenòJehetCe& neslee nw efkeâ nce efpeme efkeâmeer Yeer PRT–KVS Post Code 150/14, 19–10–2014
Jemleg kesâ iegCe keâe ceeheve keâjvee Ûeenles nQ Gmeer keâe ceeheve nes ve efkeâ Ans : (c) Deveg m et Ûeer ØeeLeef c ekeâ leLÙe meb k eâueve keâer Skeâ Ssmeer efJeefOe nw
efkeâmeer DevÙe iegCe Ùee Ûej keâe~ peye keâesF& hejer#eCe FefÛÚle ÙeesiÙelee Ùee ef p emeceW DeJeuees k eâve, mee#eelkeâej leLee ØeMveeJeueer Fve leerveeW keâer ner
iegCe keâe hetCe& Ùee DeebefMekeâ ceeheve keâjlee nw leye Øeehle Debkeâ $egefšhetCe& nes efJeMes<eleeSB SJeb iegCe Skeâ meeLe heeÙes peeles nQ~ Fmekesâ Éeje Gve #es$e kesâ
peeles nQ~ ÛetBefkeâ Ùes $egefšÙeeB meYeer hejer#eeefLe&ÙeeW keâes Skeâ meceeve ™he mes metÛeveeoeleeDeeW mes Yeer metÛevee Øeehle keâer peeleer nw pees efkeâ heÌ{s efueKes veneR
ØeYeeefJele keâjleer nQ FmeefueS FvnW efmLej $egefš Yeer keânles nQ~ nQ~ Ùen Skeâ ØelÙe#e efJeefOe nw, efpemeceW mee#eelkeâejkeâlee& Gòejoelee kesâ
212. .............. keâes OÙeevehetJe&keâ DevÙeeÙe keâes jeskeâves kesâ efueS
meeLe Deeceves–meeceves Skeâ meeLe yew"keâj ØeMve hetÚkeâj Yejlee nw~ Ùen
ef[peeFve efkeâÙee peevee ÛeeefnS~ ØeMveeW keâer Skeâ DeewheÛeeefjkeâ leeefuekeâe Ùee heâece& nesleer nw efpemekeâe ØeÙeesie
efÉleerÙekeâ mecebkeâ Ùee leLÙe mebkeâueve ceW neslee nw~ DevegmetÛeer kesâ ceeOÙece mes
(a) ceeheve jCeveerefle (b) Deekeâueve jCeveerefle
meeceeefpekeâ DeefYeJe=efòeÙeeW, efJeÛeejeW, JÙeJenej ØeefleceeveeW, mecetn JÙeJenejeW
(c) megvenjs DeJemejeW (d) Ghejesòeâ meYeer Deeefo mes mecyeefvOele leLÙeeW keâe mebkeâueve efkeâÙee peelee nw~
PRT Post Code 70/09 02.02.2014
216. ceeveefmekeâ ................... kesâ efJeÛeej kesâ Éeje efve<he#e
Ans : (b) Deekeâueve jCeveerefle keâe ØeÙeesie OÙeevehetJe&keâ DevÙeeÙe keâes
ØeMebmee cetuÙe keâe jJewÙee DeheveeÙee pee mekeâlee nw~
jeskeâves kesâ efueS ef[peeFve efkeâÙee peevee ÛeeefnS~ Deekeâueve jCeveerefleÙeeB
(a) cetuÙeebkeâve (b) DeeÛejCe
efve<he#e, keâce KeÛeeaueer, efJeMJemeveerÙe, Jemlegefve‰ leLee JewOe nesveer ÛeeefnS
leLee hejer#eCe efpeme ØeefleoMe& hej ØeMeeefmele efkeâÙee peevee nw Gmeer ÙeesiÙelee (c) ceeheve (d) cenòJe
Je #ecelee kesâ Deveg™he nesvee ÛeeefnS efpememes Skeâ efJeÕemeveerÙe heefjCeece PRT–KVS Post Code 150/14, 19–10–2014
Øeehle nes mekeâlee nw~ Ans : (c) ceeveefmekeâ ceeheve kesâ efJeÛeej kesâ Éeje efve<he#e ØeMebmee cetuÙe
213. Ùen Kegues Deece osKee ieÙee nw efkeâ ............. ceeheve ceW
keâe jJewÙee DeheveeÙee pee mekeâlee nw~ ceeheve keâes efkeâmeer JÙeefòeâ Ùee Jemleg
yengle pÙeeoe GuePeelee nw~ ceW ef v eefnle efkeâmeer efJeMes<elee leLee DeeJeMÙekeâlee keâer cee$ee keâe Deebefkeâkeâ
JeCe&ve Øeehle keâjves keâer Øeef›eâÙee kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw,
(a) Meemeve (b) heÙee&JejCe
DeLee&led ceeheve keâe mJe™he cee$eelcekeâ nw leLee Ùen Skeâ cenòJehetCe&
(c) DeefOeiece (d) cetuÙeebkeâve Øeef›eâÙee nw~
PRT–KVS Post Code 150/14, 19–10–2014
217. efkeâmeer keâe cetuÙe Je keâercele ceeuetce keâjves keâer Øeef›eâÙee nw–
Ans : (d) Ùen Kegues Deece osKee ieÙee nw efkeâ cetuÙeebkeâve ceeheve ceW
(a) hejer#eCe (b) ceeheve
yengle pÙeeoe GuePeelee nw~ efkeâmeer Jemleg ceW efveefnle efkeâmeer iegCe keâer cee$ee
keâes met#celee mes %eele keâjvee ceeheve nw~ ceeheve ØeeÙe: Skeâ efJeceerÙe Je (c) Deekeâueve (d) cetuÙeebkeâve
mLeeÙeer neslee nw Deewj Ùen cetuÙeebkeâve keâes DeeOeej Øeoeve keâjlee nw~ NCERT PRT 30–07–2017
cetuÙeebkeâve Skeâ JÙeehekeâ ØelÙeÙe Je Øeef›eâÙee nw pees efkeâmeer Jemleg ceW efveefnle Ans : (d) efkeâmeer keâe cetuÙe Je keâercele ceeuetce keâjves keâer Øeef›eâÙee
iegCeeW keâer cee$ee kesâ DeeOeej hej Gmekeâer JeebÚveerÙelee keâer ßesCeer keâe cetuÙeebkeâve kesâ Debleie&le ceeveer peeleer nw~ yeÇskeâheâeru[ leLee ceesj[eskeâ kesâ
efveOee&jCe keâjlee nw pees meceÙe heefjefmLeefle leLee DeeJeMÙekeâlee kesâ Devegmeej Devegmeej– ‘‘cetuÙeebkeâve efkeâmeer meeceeefpekeâ, meebmke=âeflekeâ DeLeJee Jew%eeefvekeâ
meceÙe-meceÙe hej heefjJeefle&le nesleer jnleer nw~ efMe#ee ceW ceeheve Deewj ceeveoC[ kesâ meboYe& ceW efkeâmeer Iešvee keâes Øeleerkeâ DeeJebefšle keâjvee nw
cetuÙeebkeâve oesveeW keâe ner DelÙevle cenòJe nw leLee oesveeW ner efMe#ee kesâ efpememes Gme Iešvee keâe cenòJe DeLeJee cetuÙe %eele efkeâÙee pee mekesâ~’’
GösMÙeeW SJeb ue#ÙeeW keâes Øeehle keâjves ceW meneÙelee keâjles nQ~ 218. Úe$e keâer Øeieefle Deewj keâcepeesefjÙeeW kesâ yeejs ceW Gvekesâ
214. ØesjCee ner cetuÙeebkeâve keâe ................... GösMÙe nw~ efMe#ekeâeW Deewj ceelee-efhelee keâes peevekeâejer Øeoeve keâjves kesâ
(a) cetue (b) ØeeLeefcekeâ efueS mketâue keâes –––––– jKevee ÛeeefnS~
(c) SsefÛÚkeâ (d) JewÙeefòeâkeâ (a) Sveskeâ[esšue efjkeâe@[& (b) DeJeueeskeâve efjkeâe@[&
PRT–KVS Post Code 150/14, 19–10–2014 (c) mebÛeÙeer efjkeâe@[& (d) efMe<Ùe keâe ØeoMe&ve
Ans : (a) ØesjCee ner cetuÙeebkeâve keâe cetue GösMÙe nw~ cetuÙeebkeâve Úe$eeW DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
keâes Deheveer Øeieefle keâer peevekeâejer lees oslee ner nw meeLe ner GvnW Deeies Ans. (c) : Úe$e keâer Øeieefle Deewj keâcepeesefjÙeeW kesâ yeejs ceW Gvekesâ efMe#ekeâeW
yeÌ{ves keâer ØesjCee FÛÚeMeefòeâ leLee DeelceefJeMJeeme Yeer peeie=le keâjlee nw~ Deewj ceelee-efhelee keâes peevekeâejer Øeoeve keâjves kesâ efueS mketâue keâes mebÛeÙeer
DeOÙeehekeâeW keâes efMe#eCe nsleg GheÙegòeâ ØeefJeefOe kesâ ÛegveeJe ceW efMe#eCe efJeefOe efjkeâe[& (DeefYeuesKe) jKevee ÛeeefnS~ mebÛeÙeer DeefYeuesKe kesâ Devleie&le efJeefYeVe
Teaching Aptitude 180 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

#es$eeW, pewmes– GheefmLeefle, Meejerefjkeâ mJeemLÙe, meeceevÙe JÙeJenej, meHeâeF&, (c) Fmekeâe GÛÛe vewoeefvekeâ cetuÙe
Mewef#ekeâ ÙeesiÙelee, Øeieefle, o#elee, efJekeâeme, ™efÛeÙeeW, JÙeefòeâlJe Deeefo (d) FmeceW mebMegefæ kesâ ceeOÙece mes Devegceeve keâe efJeueesheve
mebyebOeer metÛeveeDeeW keâe efJemle=le DeefYeuesKe jnlee nw~ FmeerefueS efkeâmeer Yeer TGT–KVS, 08–01–2017
Úe$e keâer JeemleefJekeâ efmLeefle peeveves, Øeieefle keâer ieefle keâe efJeMues<eCe keâjves Ans : (a) melÙe–DemelÙe hejer#eCe keâe meJee&efOekeâ cenòJehetCe& ueeYe nw,
leLee mece«e cetuÙeebkeâve ceW mebÛeÙeer DeefYeuesKe yesno cenlJehetCe& nesles nQ~ Fmekeâe JÙeehekeâ ØeefleoMe&ve~ melÙe-DemelÙe hejer#eCe Jemlegefve<" Øekeâej keâe
219. Ùes GoenjCe efkeâme ßesCeer mes mebyebefOele nQ- hejer#eCe neslee nw efpemeceW efJe<eÙe kesâ JÙeehekeâ #es$e keâes meceeefnle efkeâÙee pee
meJee&efOekeâ ØeYeeJeer meceeOeeve ÛegveW, meyemes ÙeesiÙe mekeâlee nw~ melÙe-DemelÙe hejer#eCe Skeâevlej hejer#eCe keânueelee nw~
GcceeroJeej keâes mesJee ceW jKes, veÙes yepeš keâes mhe° keâjW 223. Øe#esheerÙe lekeâveerkeâ Fmekesâ ceeheves ceW GheÙeesie nesleer nw–
Deewj vÙeeÙeesefÛele efmeæ keâjW? (a) JÙeefòeâ keâer mJe–ÙeLeeLe&Jeeo keâer DeeJeMÙekeâlee
(a) DevegØeÙeesie (b) cetuÙeebkeâve (b) JÙeefòeâ keâer efJeÉlee ®efÛe
(c) me=peve (d) efJeMues<eCe (c) JÙeefòeâ keâer ØeYeeJeMeeueer YeeJevee, mebIe<e&, DeeJeMÙekeâlee, meeceevÙele:
DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM JÙeefòeâÙeeW keâer YeeJevee Devepeeves ceve mes meb«enCe keâjvee
Ans. (b) : meJee&efOekeâ ØeYeeJeer meceeOeeve Ûegves, meyemes ÙeesiÙe GcceeroJeej keâes (d) yeÛÛeeW keâer Yee<ee keâes megOeejves kesâ efueS oC[ SJeb hegjmkeâej
mesJee ceW jKeW, veÙes yepeš keâes mhe° keâjW Deewj vÙeeÙeesefÛele efmeæ keâjW, Ùes DeeJeMÙekeâ JÙeefòeâ cetuÙe heæefle
meYeer GoenjCe cetuÙeebkeâve mes mebyebefOele nQ~ cetuÙeebkeâve kesâ Éeje ner ÙeesiÙelece PRT–KVS Post Code 150/14, 19–10–2014
Jemleg Ùee JÙeefòeâ keâe ÛegveeJe efkeâÙee pee mekeâlee nw, efkeâmeer Yeer yeele keâes Ans : (c) Øe#esheerÙe lekeâveerkeâ JÙeefòeâ keâer ØeYeeJeMeeueer YeeJevee, mebIe<e&,
vÙeeÙeesefÛele "njeÙee pee mekeâlee nw Deewj efkeâmeer Yeer efJe<eÙe-Jemleg keâes mhe° DeeJeMÙekeâlee, meeceevÙele: JÙeefòeâÙeeW keâer YeeJevee Devepeeves ceve mes meb«enCe
efkeâÙee pee mekeâlee nw~ FmeerefueS efkeâmeer Yeer Jemleg, JÙeefòeâ Ùee efJe<eÙe keâer keâjves ceW GheÙeesieer nesleer nQ~ Øe#esheCe mes DeefYeØeeÙe DeÛesleve keâes peeveves keâer
#eceleeDeeW, ÙeesiÙeleeDeeW, iegCeeW Deewj oes<eeW keâes peeveves kesâ efueS Gmekeâe Gme Øeef›eâÙee mes nw, efpemeceW JÙeefòeâ Deheves efJeÛeejeW, Âef°keâesCe, mebJesieeW, iegCeeW,
cetuÙeebkeâve efkeâÙee peelee nw~ DeeJeMÙekeâleeDeeW leLee pe™jleeW Deeefo keâes DevÙe JÙeefòeâÙeeW Ùee JemlegDeeW kesâ
220. efvecveefueefKele ceW mes efkeâme Deekeâueve lekeâveerkeâ keâe GheÙeesie ceeOÙece mes Dehejes#e ™he mes DeefYeJÙeòeâ keâjlee nw~
ØeewÅeesefiekeâer keâer meneÙelee mes efkeâÙee pee mekeâlee nw ? 224. Which of the following pair of assessment-
(a) efMe#ekeâ keâer GheefmLeefle ceW šŸetšesefjÙeue approach feature is NOT correct?
(b) efJe%eeve ØeÙeesieMeeuee ceW ØeÙeesie keâjles meceÙe menkeâceea ef vecveefueefKele ceW mes keâewve-meer cetuÙeebkeâve heæefle keâer
DeJeueeskeâve peesÌ[er mener veneR nw ?
(c) ÛeÛee&, yenme, mebiees‰er Deewj jesue hues (a) Traditional-student viewed as passive
recipient of assessment/heejcheefjkeâ-Úe$e keâes
(d) heef$ekeâe uesKeve
DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
cet uÙeebkeâve kesâ efveef<›eâÙe Øeehlekeâlee& kesâ ™he ceW osKee peelee nw
(b) Collaborative-assessment procedure related to
Ans. (c) : ÛeÛee&-heefjÛeÛee&, Jeeo-efJeJeeo (yenme) mebiees‰er Deewj jesue curriculum
hues Ùee DeefYeveÙe Deeefo Deekeâueve ØeefJeefOeÙeeW keâe GheÙeesie lekeâveerkeâer keâer menÙeesieelcekeâ-hee"Ÿe›eâce mes mecyeefvOele cetuÙeebkeâve Øeef›eâÙee
meneÙelee mes efkeâÙee pee mekeâlee nw~ Fve ØeefJeefOeÙeeW keâer meneÙelee mes (c) Collaborative-Based on medical model
Deekeâueve lekeâveerkeâ keâe GheÙeesie ØeewÅeesefiekeâer keâer meneÙelee mes efkeâÙee pee menÙeesieelcekeâ-efÛeefkeâlmee cee@[ue hej DeeOeeefjle
mekeâlee nw~ otmejs MeyoeW ceW, Ùes ØeefJeefOeÙeeB yeÛÛeeW keâes Øepeeleebef$ekeâ ™he mes (d) Traditional–One about assessment procedure
meerKeves ceW meneÙelee keâjleer nQ Deewj meeLe ner Gvekesâ Deekeâueve ceW Yeer heejcheefjkeâ-cetuÙeebkeâve keâer Øeef›eâÙee kesâ yeejs ceW Skeâ
cenlJehetCe& Yetefcekeâe efveYeeleer nQ~ DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
221. efvecveefueefKele ceW mes efkeâmekeâer mebØeeefhle Jemlegefve‰ Øekeâej kesâ Ans. (c) :
hejer#eCe ceoeW keâe ØeÙeesie keâjves ceW veneR keâer pee mekeâleer nw? • heejcheefjkeâ cetuÙeebkeâve – Úe$eeW keâes cetuÙeebkeâve kesâ efveef<›eâÙe
(a) efJe<eÙeJemleg keâe JÙeehekeâ efJemleej Øeehlekeâlee& kesâ ™he ceW osKee peelee nw~
(b) mecemÙee meceeOeeve ÙeesiÙelee • menÙeesieelcekeâ cetuÙeebkeâve – hee"Ÿe›eâce mes mecyeefvOele cetuÙeebkeâve
(c) GÛÛe keâesefš keâer efJeMJemeveerÙelee Øeef›eâÙee nw~
(d) mecebkeâve Øeef›eâÙee ceW Jemlegefve‰lee • menÙeesieelcekeâ cetuÙeebkeâve – Úe$eeW kesâ Úesšs mecetn Skeâ meeLe keâece
TGT–KVS, 08–01–2017 keâjles nQ~
Ans : (b) mecemÙee meceeOeeve ÙeesiÙelee keâer mebØeeefhle Jemlegefve‰ Øekeâej kesâ • heejcheefjkeâ cetuÙeebkeâve – cetuÙeebkeâve Øeef›eâÙee kesâ yeejs ceW nw~
hejer#eCe ceoeW keâe ØeÙeesie keâjves mes veneR keâer pee mekeâleer nw~ mecemÙee Dele: efJekeâuhe (c) keâe pees[Ì e mener veneR nw~
meceeOeeve ÙeesiÙelee keâer mebØeeefhle efJe<eÙeefve<" Øekeâej kesâ hejer#eCe ceoeW keâe 225. Guba and Lincoln (1981) suggest that the
ØeÙeesie keâjkesâ efkeâÙee peelee nw, keäÙeeWefkeâ efJe<eÙe efve‰ Øekeâej kesâ hejer#eCe evaluation generates five kinds of information.
efJe<eÙe kesâ %eeve keâes veeheves kesâ efueS efkeâÙee peelee nw~ Which of the following is considered under that
222. melÙe–DemelÙe hejer#eCe keâe meJee&efOekeâ cenòJehetCe& ueeYe kind of information?
nw– iegyee Deewj efuebkeâve (1981) keâe megPeeJe nw efkeâ cetuÙeebkeâve
(a) Fmekeâe JÙeehekeâ ØeefleoMe&ve heeBÛe Øekeâej keâer peevekeâejer GlheVe keâjlee nw~ efvecveefueefKele
(b) Fmekesâ ceoeW keâer JewOelee ceW mes keâewve-meer peevekeâejer Gme Øekeâej keâer nw~
Teaching Aptitude 181 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

I. Information about values. 228. Which of the following forms a part of the
cetuÙeeW kesâ yeejs ceW peevekeâejer assessment in a learning-centered approach to
II. Information about standard to merits. learning?
ÙeesiÙelee kesâ ceevekeâ kesâ yeejs ceW peevekeâejer efvecve ceW mes efkeâme ™he ceW meerKeves kesâ efueS cetuÙeebkeâve kesâ
III. Information about relevant issues. Yeeie kesâ Âef°keâesCe meerKeves ceW keâewve-mee nw?
Øeemebefiekeâ cegöeW kesâ yeejs ceW peevekeâejer~ I. Peer and self-assessment/menkeâceea Deewj mJele:
(a) I, II and III/I, II Deewj III cetuÙeebkeâve
(b) I and III/I Deewj III
II. Integrated assessment/mecesefkeâle cetuÙeebkeâve
(c) I and II/I Deewj II
III. Students and teachers agree on feedback
(d) II and III/II Deewj III timeframes/Úe$eeW Deewj efMe#ekeâeW keâe Øeefleef›eâÙee
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
meceÙe meercee hej mencele nesvee
Ans. (a) : iegyee Deewj efuebkeâve kesâ Devegmeej cetuÙeebkeâve mes heeBÛe Øekeâej
(a)
keâer peevekeâejer Øeehle nesleer nw efpeveceW Meeefceue nw– cetuÙeeW kesâ yeejs ceW I, II and III/ I, II leLee III
peevekeâejer, Øeemebefiekeâ cegöeW kesâ yeejs ceW peevekeâejer, ÙeesiÙelee kesâ ceevekeâ kesâ
(b) I and II/ I leLee II
yeejs ceW peevekeâejer, cetuÙeebkeâve GösMÙeeW kesâ yeejs ceW JeCe&veelcekeâ peevekeâejer
(c) II and III/ II leLee III
Deewj Øeemebefiekeâ oMe&keâeW keâer efÛebleeDeeW kesâ Øeefle mebJesoveMeerue peevekeâejer
(d) I and III/ I leLee III
(ÙeneB ceelee-efhelee Deewj efMe#ekeâ)~ Dele: I, II leLee III meYeer Øekeâej nQ~
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
226. Which of the following is true about modern Ans. (a) : menkeâceea Deewj mJele: cetuÙeebkeâve, mecesefkeâle cetuÙeebkeâve leLee
day examinations?
efvecveefueefKele ceW mes keâewve-mee DeeOegefvekeâ hejer#eeDeeW kesâ Úe$eeW Deewj efMe#ekeâeW keâe Øeefleef›eâÙee meceÙe meercee hej mencele nesvee Deeefo
yeejs ceW mener nw? DeefOeiece kesâ efueS DeefOeiece kesâefvõle Gheeiece ceW efveOee&jCe keâe meef›eâÙe
(I) Focus on the capacity to memorize
Yeeie nw~ DeefOeiece kesâefvõle efMe#ee ceW cetuÙeebkeâve DeefOekeâ mece«e Deewj
Ùeeo keâjves keâer #ecelee hej OÙeeve oW DeefOeiece kesâ meeLe pegÌ[e neslee nw~ FmeceW Meeefceue nw-
(II) Focus on the capacity to reproduce * meceekeâefuele cetuÙeebkeâve
Glheeove keâer #ecelee hej OÙeeve oW * mebjÛeveelcekeâ DevegJele&ve kesâ meeLe jÛeveelcekeâ cetuÙeebkeâve
(a) Neither I nor II/ve I ve ner II * menhee"er Deewj mJeÙeb kesâ Éeje cetuÙeebkeâve
(b) Both I and II/I Deewj II oesveeW * meerKeves Deewj efJeMes<e%elee ØeoMe&ve keâjves kesâ efueS keâF& DeJemej
(c) Only I/kesâJeue I * efJeÅeeLeea Deewj DeOÙeehekeâ DevegJele&ve kesâ efueS meceÙe efveOee&efjle keâjves
(d) Only II/kesâJeue II ceW mencele nesles nQ~
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM * hetjs meceÙe efJeMegæ cetuÙeebkeâve efkeâÙee peelee nw~
Ans. (b) : DeeOegefvekeâ hejer#eeSB Ùeeo keâjves Deewj Glheeove keâer #ecelee hej
Dele: I, II leLee III meYeer mener nQ~
OÙeeve osleer nQ, pees efkeâ DeeOegefvekeâ heefjØes#Ùe kesâ Devegmeej mener veneR nw~
hejer#eeSB Ssmeer nesveer ÛeeefnS pees Ùeeo keâjves keâes nleeslmeeefnle keâj mecePe keâes 229. Which of the following points we should keep
Øeeslmeeefnle keâjW~ hejer#eeSB peye Glheeove keâer #ecelee hej OÙeeve osleer nw, lees Jes in our mind while collecting the assessment
information regarding the child?
mecePe keâes yeÌ{eJee osleer nw, efkeâvleg peye Ùeeo keâjves keâer #ecelee hej OÙeeve osleer
nQ, lees jšves keâes yeÌ{eJee osleer nQ~ Dele: I leLee II oesveeW mener nQ~ yeÛÛes kesâ mecyevOe ceW cetuÙeebkeâve keâer peevekeâejer Skeâ$e
227. On which of the following criteria can self-
keâjles meceÙe, nceW efvecveefueefKele ceW mes keâewve-mes efyevog
assessment/assessment questions be asked ? Deheves ef oceeie ceW jKeves ÛeeefnS?
efvecve ceW mes efkeâme ceeheoC[ hej mJe-cetuÙeebkeâve/cetuÙeebkeâve I. What are the sources to collect information
kesâ ØeMve hetÚs pee mekeâles nQ? while assessing the child?
I. Pronunciation/GÛÛeejCe yeÛÛes keâe Deekeâueve keâjles meceÙe peevekeâejer Skeâ$e
II. Stress/leveeJe keâjves kesâ œeesle keäÙee nQ?
(a) Only I/kesâJeue I II. In what way the information can be
collected
(b) Neither I nor II/ve ner I Deewj ve ner II
efkeâme lejn mes peevekeâejer Skeâ$e keâer pee mekeâleer nw?
(c) Only II/kesâJeue II
III. What kind of information should be
(d) Both I and II/I leLee II oesveeW
collected/efkeâme lejn keâer peevekeâejer Skeâ$e keâer
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
peeveer ÛeeefnS?
Ans. (d) : GÛÛeejCe Deewj leveeJe oesveeW ner ceeheoC[ hej mJe-
cetuÙeebkeâve DeLeJee cetuÙeebkeâve ØeMve hetÚs pee mekeâles nQ~ meeceeefpekeâ (a) II and III/II Deewj III
ceveesefJe%eeve ceW Deelce-cetuÙeebkeâve mJeÙeb keâes osKeves leLee mecePeves keâer (b) I, II and III/I, II Deewj III
Øeef›eâÙee nw Ùen Ssmes henuegDeeW keâe Deekeâueve keâjves kesâ efueS ØeÙeesie keâer (c) Only II/kesâJeue II
peeleer nw pees efkeâmeer keâer henÛeeve kesâ efueS cenlJehetCe& nw~ Dele: I leLee II (d) I and III /I Deewj III
oesveeW mener nQ~ DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
Teaching Aptitude 182 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : yeÛÛes kesâ mecyevOe ceW cetuÙeebkeâve keâjles meceÙe nceW Ùen OÙeeve 232. Which of the following is true about the
jKevee ÛeeefnS efkeâ yeÛÛeeW mes efkeâme lejn mes peevekeâejer Skeâ$e keâer pee mekeâleer traditional assessment?
I. Based on medical model
nw Deewj efkeâme lejn keâer peevekeâejer Skeâ$e keâer peeveer ÛeeefnS~ meeceevÙele: yeÛÛeeW
II. Procedures are included to curriculum
keâe cetuÙeebkeâve keâjles meceÙe efJeefYeVe Øekeâej keâer mecYeJe metÛeveeSB cee$eelcekeâ SJeb heejbheefjkeâ cetuÙeebkeâve kesâ yeejs ceW efvecveefueefKele ceW mes
iegCeelcekeâ oesveeW ™hees ceW YeueerYeeBefle Skeâ$e keâer peeveer ÛeeefnS~ yeÛÛes keâe keâewve-mee mener nw?
Deekeâueve keâjles meceÙe peevekeâejer Skeâ$e keâjves kesâ efueS m$eesleeW keâe peevevee
I. efÛeefkeâlmee cee@[ue hej DeeOeeefjle
cenlJehetCe& nw~ Dele: I, II Deewj III leerveeW mener nQ~
II. Øeef›eâÙeeDeeW keâes hee"Ÿe›eâce ceW meefcceefuele efkeâÙee peelee
230. Provide opportunities for pupils to check their
own work either individually or in pairs is nw~
termed as ………. (a) Only II/kesâJeue II
efJeÅeeefLe&ÙeeW keâes JÙeefòeâiele ™he mes Ùee peesÌ[s ceW Deheves (b) Both I and II/I Deewj II oesveesb
mJeÙeb kesâ keâeÙeeX keâer peeBÛe keâjves kesâ DeJemej Øeoeve keâjvee, (c) Only I/kesâJeue I
........ keâne peelee nw~ (d) Neither I nor II/ve lees I Deewj ve ner II
(a) Self-assessment /Deelce-cetuÙeebkeâve DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
(b) Self-correction/Deelce megOeej Ans. (b) : heejbheefjkeâ cetuÙeebkeâve kesâ yeejs ceW oesveeW keâLeve heejbheefjkeâ
(c) selecting activities /ieefleefJeefOeÙeeW keâe ÛeÙeve keâjvee cetuÙeebkeâve efÛeefkeâlmee cee@[ue hej DeeOeeefjle neslee nw Deewj Fmes Øeef›eâÙeeDeeW
(d) Planning learning /meerKeves keâer Ùeespevee yeveevee kesâ hee"Ÿe›eâce ceW Meeefceue efkeâÙee peelee nw mener nQ~
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM heejbheefjkeâ cetuÙeebkeâve ienjeF& mes mee#eelkeâej, ceveesJew%eeefvekeâ hejer#eCe leLee
Ans. (a) : efJeÅeeefLe&ÙeeW keâes JÙeefòeâiele ™he mes Ùee peesÌ[s ceW Deheves mJeÙeb heÙe&Jes#ekeâ kesâ meeLe ÛeÛee& Deewj meceer#ee kesâ ™he efkeâÙee peelee nw FmeceW
kesâ keâeÙeeX keâer peeBÛe keâjves kesâ DeJemej Øeoeve keâjvee, Deelce cetuÙeebkeâve JÙeefkeäleiele efJeMes<eleeDeeW hej DelÙeefOekeâ peesj efoÙee peelee nw~ Dele: I leLee
keâne peelee nw~ Ùen Deehekeâes F&ceeveoejer SJeb melÙeefve‰e mes Deheveer II oesveeW mener nQ~
leekeâle Deewj Gve #es$eeW keâe Deekeâueve keâjves ceW me#ece yeveeleer nw efpeveceW 233. Which of the following is/are the aspects of
mJeÙeb keâes megOeej keâjves keâer DeeJeMÙekeâlee nw~ educational evaluation in teaching-learning
process?
231. Which of the following combination of Assessed I. Content
thing-Tools and technique used is not correct ? II. Learning objectives
cetuÙeebkeâve keâer ieF& Jemleg - GhekeâjCe efvecveefueefKele ceW mes III. Learning activities
keâewve mee mebÙeespeve mener veneR nw ? IV. Evaluation procedures
I. Mathematical Reasoning-Observation of efMe#eCe DeefOeiece Øeef›eâÙee ceW Mewef#ekeâ cetuÙeebkeâve kesâ keâewve-
interaction in the group. keâewve mee henuet nw/nQ?
I. ieefCeleerÙe leke&â - mecetn ceW Deble:ef›eâÙee keâe Øes#eCe I. meece«eer
II. Using mathematical knowledge to solve
II. meerKeves kesâ cekeâmeo
problems-projects and assignments.
II. mecemÙeeDeeW keâes nue keâjves kesâ efueS ieefCeleerÙe %eeve keâe III. efMe#eCe ieefleefJeefOeÙeeB
GheÙeesie keâjvee - Øeespeskeäš Deewj DemeeFveceWš IV. cetuÙeebkeâve keâer heÇef›eâÙee
(a) Both I and II/I leLee II oesveeW (a) I,II and III/I,II Deewj III
(b) Only II/kesâJeue II (b) II,III and IV/II,III Deewj IV
(c) Only I/kesâJeue I (c) I,II,III and IV/I,II,III Deewj IV
(d) Neither I nor II/vee ner I vee ner II (d) I,III and IV/I,III Deewj IV
DSSSB PRT 07/03/2022 (Shift-III) DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
Ans. (d) : cetuÙeebkeâve keâer ieF& Jemleg - GhekeâjCe kesâ mebÙeespeve kesâ Ans. (c) : efMe#eCe DeefOeiece Øeef›eâÙee ceW Mewef#ekeâ cetuÙeebkeâve ceW meece«eer
Devegmeej keâLeve I leLee keâLeve II oesveeW ner ÙeneB hej ieuele keâLeve nQ~ (efJe<eÙe-Jemleg), meerKeves kesâ cekeâmeo (GodosMÙe) efMe#eCe ieefleefJeefOeÙeeB,
keäÙeeWefkeâ keâLeve 1 kesâ Devegmeej– cetuÙeebkeâve keâer Øeef›eâÙee meYeer Meeefceue nesleer nQ~ Dele: I, II, III leLee
IV meYeer mener nQ~
ieefCeleerÙe leke&â– ieefCeleerÙe leke&â ceW JÙeeJemeeefÙekeâ ieefCele%e
efJekeâemeMeerue Devegceeve ueieeles nQ efHeâj Gme hej keâeÙe& keâjles nQ efkeâ keäÙee 234. Which of the following question refers to face
validity?
Jes Devegceeve meYeer efmLeefleÙeeW ceW ueeiet nesles nQ Ùee kegâÚ efmLeefleÙeeW ceW ueeiet efvecveefueefKele ceW mes keâewve mee ØeMve cegKe JewOelee keâes
nesles Deewj kegâÚ efmLeefleÙeeW ceW vener; leLee Fme hej yengle leke&â-efJeleke&â keâjles
meboefYe&le keâjlee nw?
nQ Deewj efHeâj Gmes ØeceeefCele keâjkesâ ieefCeleerÙe efJeÛeejeW Deewj DeJeOeejCeeDeeW
(a) Are you measuring what you think you are
kesâ yeerÛe mecyevOe mLeeefhele keâjles nQ~ Dele: ieefCeleerÙe leke&â kesâ mecetn ceW measuring ?/keäÙee Deehe Jen ceehe jns nQ pees Deehekeâes
Deble: ef›eâÙee keâe Øes#eCe veneR neslee nw~ ueielee nw efkeâ Deehe ceehe jns nQ?
leLee keâLeve II kesâ Devegmeej– mecemÙeeDeeW keâes nue keâjves kesâ efueS (b) How well does the test measure what you
ieefCeleerÙe %eeve keâe GheÙeesie keâjvee Yeer Øeespeskeäš Deewj DemeeFveceWš kesâ want it to?/hejer#eCe efkeâleveer DeÛÚer lejn ceehelee nw pees
Devleie&le veneR Deelee nQ~ Deehe Fmemes Ûeenles nQ?
Teaching Aptitude 183 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(c) Does the assessment content cover what you 237. Which of the following statement is not
want to assess?/keäÙee cetuÙeebkeâve meece«eer ceW Jen correct?
Meeefceue nw efpemekeâe Deehe Deekeâueve keâjvee Ûeenles nQ? efvecveefueefKele ceW mes keâewve mee keâLeve mener veneR nw ?
(d) Do the assessment items appear to be (a) Giving grades is more appropriate than
appropriate?/keäÙee cetuÙeebkeâve ceo GefÛele Øeleerle nesles nQ? giving marks for evaluating activities
DSSSB PRT 29/03/2022 (Shift-III) ieefleefJeefOeÙeeW kesâ cetuÙeebkeâve kesâ efueS Debkeâ osves keâer leguevee
Ans. (d) : cegKe JewOelee Jen meercee nw efpemekesâ lenle Skeâ hejer#eCe keâes ceW «es[ osvee DeefOekeâ GheÙegòeâ nw~
efJe<eÙe Jemleg kesâ ™he ceW osKee peelee nw, efpemes ceeheves kesâ efueS Ùen (b) Evaluation can be demotivating in work
DeJeOeejCee keâes DeeÛÚeefole keâjlee nw~ Ùen Skeâ hejer#eCe keâer heejoefMe&lee keâeÙe& efMe#ee Ùeespevee ceW cetuÙeebkeâve DeØesjkeâ nes mekeâlee nw~
(Ùee) Øeemebefiekeâlee keâes meboefYe&le keâjlee nw keäÙeeWefkeâ Ùen ØeefleYeeefieÙeeW keâe (c) Work education program is to develop useful
hejer#eCe keâjlee nw~ Dele: keäÙee cetuÙeebkeâve ceo GefÛele Øeleerle nesles nQ? life skills/keâeÙe& efMe#ee keâeÙe&›eâce GheÙeesieer peerJeve
Ùen ØeMve cegKe JewOelee keâes meboefYe&le keâjlee nw~ keâewMeue efJekeâefmele keâjvee nw~
235. Interviews and focused group discussions come (d) The evaluative process should be such that
under which type of assessment technique ? the children should learn to work and gain
mee#eelkeâej Deewj kesâefvõle mecetn ÛeÛee&SB efkeâme Øekeâej keâer knowledge/cetuÙeebkeâve Øeef›eâÙee Fme Øekeâej nesveer ÛeeefnS
cetuÙeebkeâve lekeâveerkeâ kesâ lenle Deeleer nQ? efkeâ yeÛÛes keâece keâjvee meerKeW Deewj %eeve Øeehle keâjW
(a) Reflective journal/efÛebleveMeerue heef$ekeâe DSSSB PRT 07/03/2022 (Shift-II)
(b) Assignments/DemeeFveceWš Ans. (b) : keâeÙe& efMe#ee Ùeespevee ceW cetuÙeebkeâve DeØesjkeâ nes mekeâlee nw~
(c) Self report techniques/mJeÙeb efjheesš& lekeâveerkeâ Ùen keâLeve mener veneR nw keäÙeeWefkeâ cetuÙeebkeâve keâe Skeâ ØecegKe GösMÙe
(d) Concept tests/DeJeOeejCee hejer#eCe efMe#eeLeea kesâ DeefOeiece keâer keâcepeesefjÙeeW leLee Gmekesâ keâejCeeW keâe helee
DSSSB PRT 27/03/2022 (Shift-III) ueieevee nw~
Ans. (c) : mJe-efjhee&sš lekeâveerkeâ (Self report techniques) [sše keâeÙe& efMe#ee cetuÙeebkeâve Øeef›eâÙee kesâ mevoYe& ceW efvecveefueefKele keâLeve melÙe
Skeâ$e keâjves kesâ lejerkeâeW keâe JeCe&ve keâjleer nw peneB ØeefleYeeieer, ØeÙeesiekeâlee& nQ–
kesâ nmle#eshe kesâ efyevee mJelev$e ™he mes Deheves yeejs ceW peevekeâejer Øeoeve
µ ieefleefJeefOeÙeeW kesâ cetuÙeebkeâve kesâ efueS Debkeâ osves keâer leguevee ceW «es[
keâjles nQ~ Ùen lekeâveerkeâ Dekeämej DeJeueeskeâve DeOÙeÙeveeW Deewj ØeÙeesieeW ceW
ØeefleYeeefieÙeeW keâer Øeefleef›eâÙee Øeehle keâjves kesâ lejerkesâ kesâ ™he ceW GheÙeesie osvee DeefOekeâ GheÙegòeâ nw~
keâer peeleer nw~ µ keâeÙe& efMe#ee keâeÙe&›eâce GheÙeesieer peerJeve keâewMeue efJekeâefmele keâjlee nw~
mee#eelkeâej (Interviews) leLee heâeskeâme mecetn ÛeÛee& (focused µ cetuÙeebkeâve Øeef›eâÙee Fme Øekeâej nesveer ÛeeefnS efkeâ yeÛÛes keâece keâjvee
group discussions) Deeefo mJe-efjheesš&-lekeâveerkeâ kesâ cetuÙeebkeâve ceW meerKes Deewj %eeve Øeehle keâjW~
ØeÙeesie efkeâÙes peeles nQ~ µ keâeÙe& efMe#ee Ùeespevee ceW cetuÙeebkeâve GlØesjkeâ nes mekeâlee nw~
236. Beliefs and assumptions about which of the 238. Which of the following pair is not correct in the
following influence the actual teaching-learning context of methods of assessment?
processes and practices ? efvecveefueefKele ceW mes keâewve mee Ùegice cetuÙeebkeâve keâer heæefle
efvecveefueefKele ceW mes efkeâmekesâ yeejs ceW efJeÕeeme Deewj kesâ meboYe& ceW mener veneR nw?
hetJee&vegceeve JeemleefJekeâ efMe#eCe DeefOeiece Øeef›eâÙeeDeeW Deewj (a) Peer Assessment : Guardian Assessment
DeYÙeemeeW keâes ØeYeeefJele keâjles nQ? menkeâceea cetuÙeebkeâve – DeefYeYeeJekeâ cetuÙeebkeâve
I. Process of classroom interactions (b) Individual Assessment : Activity done by a
I. keâ#ee keâer hejmhej ef›eâÙee keâer Øeef›eâÙee
included child/JÙeefòeâiele Deebkeâueve–Skeâ meefcceefuele
II. Modes of evaluation yeÛÛes Éeje keâer ieF& ieefleefJeefOe
II. cetuÙeebkeâve kesâ lejerkesâ
(c) Self assessment : Personal assessment
(a) Only II/kesâJeue II
Deelce cetuÙeebkeâve – JÙeefòeâiele cetuÙeebkeâve
(b) Both I and II/I leLee II oesveeW (d) Group Assessment : Co-operative assessment
(c) Only I/kesâJeue I mecetn cetuÙeebkeâve – menkeâejer cetuÙeebkeâve
(d) Neither I nor II/vee ner I vee ner II DSSSB PRT 24/03/2022 (Shift-I)
DSSSB PRT 20/03/2022 (Shift-I)
Ans. (a) : menkeâceea cetuÙeebkeâve- DeefYeYeeJekeâ cetuÙeebkeâve Ùegice
Ans : (b) keâ#ee keâer hejmhej ef›eâÙee keâer Øeef›eâÙee SJeb cetuÙeebkeâve kesâ
cetuÙeebkeâve keâer heæefle kesâ meboYe& ceW mener veneR nw~ efMe#ee ceW cetuÙeebkeâve
lejerkesâ, efJeÕeeme Deewj hetJee&vegceeve JeemleefJekeâ efMe#eCe DeefOeiece Øeef›eâÙeeDeeW
Deewj DeYÙeemeeW keâes ØeYeeefJele keâjles nQ~ efMe#eCe Skeâ mebJeeoelcekeâ efJeefOeÙeeW ceW Úe$e Øeefleef›eâÙee, Deelce cetuÙeebkeâve, menkeâceea DeJeueeskeâve
ieefleefJeefOe nw~ keâ#ee keâer Devle:ef›eâÙee efMe#ekeâ Deewj Úe$eeW kesâ yeerÛe mebÛeej Deeefo Meeefceue nw~ Deekeâueve efkeâmeer JÙeefòeâ Ùee efkeâmeer Ûeerpe kesâ yeejs ceW
nw pees keâ#ee keâer Øeefleef›eâÙeeMeerue ieefleefJeefOe kesâ ™he ceW ueieeleej Ûeueleer peevekeâejer Øeehle keâjves, meceer#ee keâjves Deewj GheÙeesie keâjves keâe lejerkeâe
jnleer nw~ Skeâ efveÙeefcele DeYÙeeme kesâ ™he ceW Ùen efMe#eeefLe&ÙeeW kesâ yeerÛe nw~ Deekeâueve keâe GösMÙe Ùener neslee nw efkeâ peneB DeeJeMÙekeâlee nes,
Yee<ee keâewMeue kesâ efJekeâeme keâes yeÌ{eleer nw~ Dele: I leLee II oesveeW megOeej efkeâÙee pee mekesâ~ Deekeâueve kesâ lejerkeâeW kesâ meboYe& ceW mener peesÌ[s
mener nQ~ efvecveefueefKele nQ–
Teaching Aptitude 184 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

menkeâceea cetuÙeebkeâve – menhee"er Deekeâueve (a) 4 (b) 2

(Peer Assessment) – (Self Assessment) (c) 3 (d) 5
JÙeefòeâiele Deekeâueve – Meeefceue yeÛÛes Éeje keâer ieF& ieefleefJeefOe DSSSB PRT 26/03/2022 (Shift-I)
(Individual Assessment) – (Activity done by an Ans. (b) : DeefOeiece ceW Deekeâueve– metÛevee, meb«enCe leLee Gme hej
included child) efJeÛeej-efJeceMe& keâer Øeef›eâÙee nw, efpevnW nce efJeefYeVe ceeOÙeceeW kesâ Éeje
Deelce cetuÙeebkeâve – JÙeefòeâlJe cetuÙeebkeâve Øeehle keâj kesâ menpelee mes mecePee mekeâles nQ efkeâ efJeÅeeLeea keäÙee peevelee nw,
(Self Assessment) – (Personal Assessment) keäÙee mecePelee nw leLee Deheves Mewef#ekeâ DevegYeJeeW mes Øeehle %eeve keâes
mecetn cetuÙeebkeâve – menkeâejer cetuÙeebkeâve heefjCeece kesâ ™he ceW JÙeòeâ keâj mekeâlee nw efpemekesâ Éeje Úe$e kesâ
(Group Assessment) – (Co–operative Assessment) DeefOeiece ceW Je=efæ nesleer nw~
239. What does assessment refer to ? DeefOeiece ceW Deekeâueve ØeeÙe: cegKÙe ™he mes oes Øekeâej keâe neslee nw- (1)
Deekeâueve mes keäÙee leelheÙe& nw? jÛeveelcekeâ Deekeâueve– pees meerKeves keâer Øeef›eâÙee mes henues Deewj
(a) Bringing meaning to the collected data Gmekesâ oewjeve neslee nw Deewj (2) Ùeesieelcekeâ Deekeâueve– pees meerKeves
through interpretation/JÙeeKÙee kesâ ceeOÙece mes kesâ Ûe›eâ ceW ØecegKe KeC[eW kesâ Deble ceW Ùee meceeefhle hej neslee nw~
Skeâef$ele [sše ceW DeLe& ueevee 242. Sociometry is an important tool of ......
(b) Collection of data and collection of evidence meceepeefceefle _____ keâe Skeâ cenlJehetCe& GhekeâjCe nw~
from same source/[sše keâe meb«en Deewj Skeâ ner Œeesle I. Peer assessment
mes mee#Ùe Skeâ$e keâjvee I. mecekeâ#e Deekeâueve
(c) Determine standards/ceevekeâeW keâes efveOee&efjle keâjlee nw II. Self-assessment
(d) Collection of data and gathering evidence II. mJe-Deekeâueve
from various sources through different
(a) Only II/kesâJeue II
tools/efJeefYeVe GhekeâjCeeW kesâ ceeOÙece mes [sše keâe meb«en
(b) Neither I nor II/vee ner I vee ner II
Deewj efJeefYeVe ŒeesleeW mes mee#Ùe Skeâ$e keâjvee
(c) Both I and II/I leLee II oesveeW
DSSSB PRT 29/03/2022 (Shift-I)
(d) Only I/kesâJeue I
Ans. (d) : efJeefYeVe GhekeâjCeeW kesâ ceeOÙece mes [sše keâe meb«en Deewj
efJeefYeVe ŒeesleeW mes mee#Ùe Skeâ$e keâjvee, Deekeâueve keânueelee nw~ DSSSB PRT 16/03/2022 (Shift-II)
Deekeâueve (Assessment) Skeâ Ssmeer Øeef›eâÙee nw efpemeceW nce meYeer kesâ Ans. (d) : meceepeef c eef le mecekeâ#e mecetn Deekeâueve keâe Skeâ cenlJehetCe&
heeme yengle meejer metÛeveeSb Skeâef$ele nesleer nQ~ efpemeceW meyemes henues nceW GhekeâjCe nw~ meceepeefceefle ‘‘mecetneW ceW JÙeefòeâÙeeW kesâ yeerÛe mJeerke=âefle Ùee
Gve meYeer metÛeveeDeeW keâes ›eâceJeej ueieevee neslee nw~ Fmekesâ yeeo Gmes hetjer DemJeerke=âefle keâer meercee keâes ceeheves kesâ ceeOÙece mes meeceeefpekeâ efmLeefle,
lejn mes mecePevee neslee nw efkeâ JeneB nceW yesnlej veleerpes efceues Deewj keâneb mebjÛevee Deewj efJekeâeme kesâ efueS, JeCe&ve, Keespe Deewj cetuÙeebkeâve keâjves
veleerpeeW ceW keâceer osKeves keâes efceueer~ Fme Øeef›eâÙee ceW nceW leLÙeeW keâes keâer Skeâ efJeefOe nw~’’
DeeOeej ceevekeâj ner osKevee neslee nw~ >øeâebpe ves meceepeefceefle keâes ‘‘Skeâ mecetn ceW JÙeefòeâÙeeW kesâ yeerÛe Deekeâ<e&Ce
240. OBPTA Model stands for.
Deewj Øeeflekeâ<e&Ce keâes ceehekeâj meeceeefpekeâ efJevÙeeme keâer Keespe Deewj nsjHesâj
OBPTA cee@[ue keâe hetCe& Øehe$e nw–
kes â efueS Fmlesceeue keâer peeves Jeeueer efJeefOe’’ kesâ ™he ceW heefjYeeef<ele efkeâÙee
nw~ Ùen Skeâ mecetn ceW JÙeefòeâÙeeW keâer hemebo, mebÛeej Deewj yeeleÛeerle kesâ
(a) Objective Based Part Time Assessment
(Dee@ypesefkeäšJe yesm[ heeš& šeFce DemesmeceWš)
hewšve& keâe DeOÙeÙeve keâjves keâe Skeâ cenòJehetCe& meeOeve nw~ Dele: kesâJeue
efyebog (I) mener nw~
(b) Objective Based Planning, Teaching and
Assessment (Dee@ypesefkeäšJe yesm[ hueeefvebie, šerefÛebie Sb[ 243. Which of the following statement is correct?
DemesmeceWš) efvecveefueefKele ceW mes keâewve-mee keâLeve mener nw?
I. Same method of evaluation should be used
(c) Objective Based Part Test Analysis (Dee@ypesefkeäšJe
for slow, average and fast learners.
yesm[ heeš& šsmš Sveeefueefmeme) OeerceW, Deewmele Deewj leer›e efMe#eeefLe&ÙeeW kesâ efueS
(d) Objective Based Plan Team Association cetuÙeebkeâve kesâ meceeve lejerkeâeW keâe GheÙeesie efkeâÙee
(Dee@ypesefkeäšJe yesm[ hueeve šerce SmeesefmeSMeve) peevee ÛeeefnS~
DSSSB PRT 27/03/2022 (Shift-II) II. Self-evaluation, peer evaluation and group
Ans. (b) : OBPTA cee@[ue keâe hetCe& Øehe$e- Objective Based evaluation should also be made a part of
Planning, Teaching and Assessment, nw~ the evaluation process.
Ùen cee@[ue Mewef#ekeâ keâeÙeeX keâes Ssmeer JÙeJemLee Øeoeve keâjves mes nw, mJe cetuÙeebkeâve, mecekeâ#e cetuÙeebkeâve Deewj mecetn
efpemeceW GheueyOe meeOeveeW keâe ›eâceyeæ GheÙeesie efkeâÙee pee mekesâ~ FmecebW cetuÙeebkeâve keâes Yeer cetuÙeebkeâve Øeef›eâÙee keâe efnmmee
ØecegKe ™he mes hetJe& ØeeLeefcekeâ, ØeeLeefcekeâ, ceeOÙeefcekeâ, efJeMJeefJeÅeeueÙe, yeveeÙee peevee ÛeeefnS~
lekeâveerkeâer efMe#ee, Deewj meeceeefpekeâ efMe#ee mes mecyeefvOele efJeefYevve Øekeâej (a) Only II/kesâJeue II
keâer ÙeespeveeSb lewÙeej keâer peeleer nQ~ (b) Neither I nor II/vee ner I vee ner II
241. How many stages are there in assessment of (c) Both I and II/I leLee II oesveeW
learning ? (d) Only I/kesâJeue I
DeefOeiece kesâ Deekeâueve ceW efkeâleves ÛejCe nesles nQ? DSSSB PRT 16/03/2022 (Shift-II)
Teaching Aptitude 185 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (a) : OeerceW, Deewmele SJeb leer›e efMe#eeefLe&ÙeeW kesâ efueS cetuÙeebkeâve kesâ Ans. (b) : cetuÙeebkeâve keâer lekeâveerkeâeW kesâ meboYe& ceW mener megcesefuele
meceeve lejerkesâ keâe GheÙeesie keâjvee ÛeeefnS~ Ùen keâLeve ieuele nw keäÙeeWefkeâ ‘mee#eelkeâej-JÙeJenej keâes peevevee’ nw~ mee#eelkeâej oes Ùee oes mes DeefOekeâ
yeÛÛeeW ceW Gvekesâ yegefæ mlej leLee #eceleeDeeW ceW efYeVelee nesleer nw Fmeer mes JÙeefòeâÙeeW Éeje efkeâmeer efJeMes<e GösMÙe keâer Øeeefhle kesâ efueS Deeceves-meeceves
Jen Skeâ-otmejs mes efYeVe nesles nQ~ leerveeW Øekeâej kesâ efJeÅeeefLe&ÙeeW keâe yeeleÛeerle keâjkesâ efkeâmeer kesâ JÙeJenej keâes peevevee nw~ mee#eelkeâj Skeâ
cetuÙeebkeâve Deueie-Deueie nesvee ÛeeefnS~ mJecetuÙeebkeâve, mecekeâ#e Øekeâej keâer ceewefKekeâ ØeMveeJeueer nw efpemeceW mee#eelkeâejkeâlee& efkeâmeer Yeer
cetuÙeebkeâve Deewj mecetn cetuÙeebkeâve Yeer cetuÙeebkeâve Gvekeâer #eceleeDeeW kesâ JÙeefòeâ kesâ efJeÛeejeW Deewj Øeefleef›eâÙeeDeeW keâes efueKeves kesâ yepeeÙe Gmekesâ
Deveg™he leLee Øeef›eâÙee keâe efnmmee yeveeÙee peevee ÛeeefnS Ùen keâLeve mener meccegKe jnkeâj yeeleÛeerle keâjkesâ Øeehle keâjles nQ~
nw~ cetuÙeebkeâve ceW yeÛÛeeW kesâ mechetCe& JÙeefòeâlJe keâe cetuÙeebkeâve efkeâÙee peelee 246. _____ is a list of question which is completed by
the students or by the teachers.
nw efkeâ yeÛÛeeW keâes pees kegâÚ efmeKeeÙee ieÙee Gvekeâe GösMÙe keäÙee nw, Ùen –––––– ØeMve keâer Skeâ metÛeer nw efpemes Úe$eeW Ùee efMe#ekeâeW
Gvekesâ owefvekeâ peerJeve ceW efkeâlevee SJeb efkeâme Øekeâej GheÙeesieer nw, Jen Éeje hetje efkeâÙee peelee nw~
menhee"er kesâ meeLe keâeÙe& keâjves ceW efkeâlevee OÙeeve os jnW nQ~ yeÛÛes mecetn (a) Questionnaire/ØeMveeJeueer
keâeÙe& ceW Deheveer efkeâleveer menYeeefielee efoKee jns nQ~ Ùen meYeer Ûeerpes (b) Examination/Fbefleneve
cetuÙeebkeâve Éeje osKee pee mekeâlee nw~ NCERT ves 1988 ceW keâne nw (c) Lecture/Yee<eCe
efkeâ cetuÙeebkeâve keâe GösMÙe ‘‘efMe#ee ceW iegCeelcekeâ megOeej ueevee’’ nw~
(d) Cumulative record/mebÛeÙeer efjkeâe@[&
cetuÙeebkeâve keâF& Øekeâej nQ efkeâvleg Jele&ceeve meceÙe ceW meyemes GheÙegòeâ DSSSB PRT 07/03/2022 (Shift-I)
cetuÙeebkeâve ‘‘melele Deewj JÙeehekeâ’’ cetuÙeebkeâve keâes ner ceevee peelee nw~ Ans. (a) : ØeMveeJeueer (Questionnaire) ØeMveeW Ùee keâLeveeW keâe Skeâ
244. keâ#ee heeBÛe keâe Skeâ DeOÙeehekeâ efJeÅeeefLe&ÙeeW kesâ ceOÙe Ssmee mecetn nw, efpemekesâ ceeOÙece mes JÙeefòeâ mes ØeMve hetÚkeâj DeeJeMÙekeâ
hejmhej efveYe&jlee Deewj mecyevOeeW ceW meecebpemÙe keâer metÛeveeSB Skeâef$ele keâer peeleer nQ~
DeJeOeejCee keâes efmeKeeves kesâ efueS yeÛÛeeW keâes Skeâ Yetefcekeâe ØeMveeJeueer DevegmevOeeve keâjves keâe Skeâ Deewpeej Ùee Øeef›eâÙee nw, efpemeceW
DeefYeveÙe keâjves kesâ efueS keânlee nw Fmekesâ efueS ueesieeW mes metÛevee Skeâ$e keâjves kesâ efueS Gvemes Deveskeâ Øekeâej kesâ ØeMve
efvecveefueefKele ceW mes keâewve mee GhekeâjCe Gmekesâ efueS hetÚs peeles nQ~
Yetefcekeâe DeefYeveÙe keâer iegCeJeòee efveOee&efjle keâjves ceW Dele: ØeMveeJeueer ØeMve keâer Skeâ metÛeer nw, efpemes Úe$eeW Ùee efMe#ekeâeW Éeje
meneÙekeâ nesiee? hetje efkeâÙee peelee nw~
(a) Deeceves–meeceves keâe mee#eelkeâej 247. Observation, interaction and interviews are the
tools and techniques of which process?
(b) cetuÙe efveOee&jCe ceeheveer
DeJeueeskeâve, Deble:ef›eâÙee Deewj mee#eelkeâej efkeâme Øeef›eâÙee
(c) ØeMveeJeueer kesâ GhekeâjCe Deewj lekeâveerkeâ nQ?
(d) meceepeefceefle (a) Evaluation/cetuÙeebkeâve
PRT–KVS 07–01–2017 (b) Exploration/DevJes<eCe
Ans : (d) Skeâ DeOÙeehekeâ keâes efJeÅeeefLe&ÙeeW kesâ ceOÙe hejmhej efveYe&jlee (c) Production/Glheeove
Deewj mecyevOeeW ceW meecebpemÙe keâer DeJeOeejCee keâer iegCeJeòee efveOee&jCe (d) Multiplication/iegCeve
keâjves kesâ efueS meceepeefceefle GhekeâjCe keâe ØeÙeesie keâjvee ÛeeefnS~ efJe<eÙe DSSSB PRT 23/03/2022 (Shift-II)
kesâ meeceeefpekeâ mecyevOeeW, meceeÙeespeve Je Devle:ef›eâÙee kesâ ceeheve nsleg Ans : (a) DeJeueeskeâve (Observation), Deble: ef›eâÙee
meceepeefceefle keâe ØeÙeesie efkeâÙee peelee nw~ otmejs MeyoeW ceW keâesF& JÙeefòeâ (Interaction) Deewj mee#eelkeâej (Interviews), cetuÙeebkeâve Øeef›eâÙee
DevÙe JÙeefòeâÙeeW mes kewâmes mebyebOe jKelee nw leLee DevÙe JÙeefòeâ Gmemes efkeâme
kesâ GhekeâjCe Deewj lekeâveerkeâ nQ~
Øekeâej keâe mebyebOe jKeles nQ Ùen Øeef›eâÙee peeveves SJeb mecePeves kesâ efueS cetuÙeebkeâve Skeâ Ùeesieelcekeâ Øeef›eâÙee nw, efpemekesâ ceeOÙece mes efkeâmeer hetJe&
meceepeefceefle lekeâveerkeâer keâe ØeÙeesie ØeeÙe: efkeâÙee peelee nw~ efveefce&le Mewef#ekeâ keâeÙe&›eâce DeLeJee hee"Ÿe›eâce keâer meceeefhle hej DeefveJeeÙe&
245. Which one of the following pair is correctly ™he mes Úe$eeW keâer Mewef#ekeâ GheueefyOe %eele keâer peeleer nw Deewj Deble ceW
matched with context to the techniques of GvnW «es[ Øeoeve efkeâÙee peelee nw~
evaluation ? 248. keâ#ee ceW efØebš mece=æ JeeleeJejCe mes DeeMeÙe nw–
cetuÙeebkeâve keâer lekeâveerkeâeW kesâ meboYe& ceW efvecveefueefKele ceW mes (a) keâ#ee ceW heÌ{eF& pee jner efJe<eÙe–Jemleg kesâ Deveg™he efueefKele
keâewve-mee Ùegice mener megcesefuele nw? meece«eer ØeoefMe&le keâjvee
(a) Observation : Finding new discoveries (b) keâ#ee ceW jbieerve Ûeeš&, heesmšj Deeefo ueieevee
DeJeueeskeâve : veF& KeespeeW keâes {tBÌ{vee (c) keâ#ee keâer oerJeejeW hej jbieerve keâefJelee Deeefo heWš keâjevee
(b) Interview : Knowing the behavior (d) keâ#ee ceW yeÌ[s Deekeâej ceW JeCe&ceeuee kesâ Ûeeš& ueieevee
mee#eelkeâej : JÙeJenej keâes peevevee DSSSB TGT 2016
(c) Cumulative record : Governmental data
keâ#ee ceW efØebš mece=æ JeeleeJejCe mes DeeMeÙe nw, keâ#ee ceW
Ans : (a)
mebÛeÙeer DeefYeuesKe : mejkeâejer [sše
(d) Questionnaire : Scholars thesis
heÌ{eF& pee jner efJe<eÙe–Jemleg kesâ Deveg™he efueefKele meece«eer ØeoefMe&le
ØeMveeJeueer : efJeÉeve Leerefmeme keâjvee~ keäÙeeWefkeâ yeÛÛes Yee<ee leye yesnlej lejerkesâ mes meerKeles nw peye Yee<ee
DSSSB PRT 25/03/2022 (Shift-I) keâe mece=æ heefjJesMe GheueyOe nw~
Teaching Aptitude 186 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

249. ‘efkeâmeer keâ#ee ceW efÛe$eelcekeâ leLee jbie–efyejbies Ûeeš& nesves 253. Skeâ DeOÙeehekeâ efueKevee efmeKeeves kesâ efueS DeKeyeej keâer
ÛeeefnS~’ keâewve–mee efJekeâuhe Fmekesâ GösMÙe keâer hetefle& veneR Skeâ efjheesš& GheÙeesie ceW ueelee nw~ efueKeves kesâ efueS Fme
keâjlee? lejn keâer meece«eer GheÙeesie keâer ieF&, Fmes keâne peelee nw–
(a) yeÛÛeeW keâes meerKeves–efmeKeeves keâe JeeleeJejCe Øeoeve keâjles nQ~ (a) yeenjer meece«eer (b) ÙeLeeLe&Jeeoer meece«eer
(b) Gmemes Mewef#ekeâ JeeleeJejCe keâes yeveeves ceW ceoo efceueleer nw~ (c) mJeeYeeefJekeâ meece«eer (d) efJeMJemeveerÙe meece«eer
(c) yeÛÛes Gmekeâer meece«eer mes meerKeves keâe ØeÙeeme keâjles nQ~ KVS Assistant Teacher (Nursery) 31–08–2014
(d) yeÛÛeeW kesâ keâuhevee ueeskeâ kesâ jbieeW leLee Deeke=âefleÙeeW keâes Ans : (a) yeenjer meece«eer Jen nesleer nw pees hejbhejeiele efMe#eCe meneÙekeâ
henÛeeve veneR efceueleer nw~ meece«eer mes efYevve, mLeeveerÙe, keâce KeÛeeaueer Deewj owefvekeâ peerJeve ceW
NVS TGT 2017 GheÙeesieer nesleer nw~ DeKeyeej Skeâ yeenjer meece«eer keâe GoenjCe nw~
Ans : (d) ‘efkeâmeer keâ#ee ceW efÛe$eelcekeâ leLee jbie–efyejbies Ûeeš& nesves 254. Skeâ efMeef#ekeâe Deheves DeOÙeeheve ceW ÂMÙe–ßeJÙe meece«eer
ÛeeefnS’ Ùen efvecve GösMÙe keâer hetefle& keâjlee nw– keâe menÙeesie Deewj Meejerefjkeâ ieefleefJeefOeÙeeW keâe GheÙeesie
yeÛÛeeW keâes meerKeves–efmeKeeves keâe JeeleeJejCe Øeoeve keâjles nQ~ keâjleer nw keäÙeeWefkeâ Jes–
Mewef#ekeâ JeeleeJejCe keâes yeveeves ceW ceoo efceueleer nw~ (a) ØeYeeJeer cetuÙeebkeâve ceW ceoo keâjles nQ
yeÛÛes Gmekeâer meece«eer mes meerKeves keâe ØeÙeeme keâjles nQ~
(b) efMe#eeefLe&ÙeeW keâes ceveesjbpeve Øeoeve keâjles nQ
yeÛÛeeW kesâ keâuhevee ueeskeâ kesâ jbieeW leLee Deeke=âefleÙeeW keâes henÛeeve
(c) %eeve Je=efæ ceW DeefOekeâlece FefvõÙeeW keâe GheÙeesie keâjJeeles nQ
efceueleer nw peyeefkeâ yeÛÛeeW kesâ keâuhevee ueeskeâ kesâ jbieeW leLee
Deeke=âefleÙeeW keâes henÛeeve veneR efceueleer nw, Ùen efJekeâuhe Fmekesâ (d) efMeef#ekeâe keâes jenle efoueeles nQ
GösMÙe keâer hetefle& veneR keâjlee nw~ KVS Assistant Teacher (Nursery) 31–08–2014
250. MÙeece–heâuekeâ leeueerce keâes keâewve–meer ßesCeer/mecetn ceW Ans : (c) efMeef#ekeâe Éeje DeOÙeeheve ceW ÂMÙe–ßeJÙe meece«eer keâe
meceeefJe° efkeâÙee pee mekeâlee nw? menÙeesie leLee Meejerefjkeâ ieefleefJeefOeÙeeW keâe GheÙeesie, %eeve Je=efæ ceW
(a) ßeJÙe–meeOeve (b) ÂMÙe–meeOeve
DeefOekeâlece FefvõÙeeW keâe GheÙeesie keâjJeeves kesâ efueS keâj jner nw~ ÂMÙe-
(c) ßeJÙe–ÂMÙe meeOeve (d) Ghejesòeâ ceW mes keâesF& veneR
ßeJÙe meeceef«eÙeeW leLee ieefleefJeefOeÙeeW Éeje meerKee %eeve ve kesâJeue Úe$eeW ceW
PRT (SPECIAL EDUCATION)
Glmeen peeie=le keâjlee nw Jejved meerKes ngS %eeve keâes uebyes meceÙe lekeâ
Post Code 01/13, 28.04.2013 Deheves mce= efle hešue ceW mebpeesS jKeves ceW meneÙekeâ Yeer neslee nw~
Ans : (b) MÙeece–heâuekeâ leeueerce keâes ÂMÙe–meeOeve mecetn ceW Meeefceue 255. ßeJÙe–Yee<eerÙe (Audio–lingual) heæefle (pees mesvee
efkeâÙee peelee nw~ ÂMÙe meeOeve kesâ ØeÙeesie mes %eeve ØelÙe#eerkeâjCe Éeje heæefle Yeer peeveer peeleer nw) ................. keâes lJeefjle «enCe
Øeehle neslee nw~ Fme Øekeâej kesâ meeOeveeW ceW cee@[ue, Ûeeš&, «eeheâ, (Rapid Acquisition) keâjves ceW heâefuele (result) nesleer
ceeveefÛe$e, yeguesefšve yees[&, heäuesveue yees[&, meb«eneueÙe, cewefpekeâ ueeuešsve, nw~
mueeF[W, JeemleefJekeâ heoeLe& Deeefo Meeefceue efkeâÙes peeles nQ~ (a) heÌ{ves Deewj yeesueves keâe keâewMeue
251. Fvemesš–1(B) Øe#esheCe keâye efkeâÙee ieÙee ? (b) heÌ{ves Deewj megveves keâe keâewMeue
(a) 30 DeØewue, 1983 (b) 30 Deiemle, 1983 (c) yeesueves Deewj megveves keâe keâewMeue
(c) 30 efomecyej, 1983 (d) 30 peveJejer, 1984 (d) efueKeves Deewj heÌ{ves keâe keâewMeue
PRT (SPECIAL EDUCATION) PRT Post Code 71/09 & 101/12, 25.08.2013
Post Code 01/13, 28.04.2013 Ans : (c) ßeJÙe Yee<eerÙe heæefle (pees mesvee heæefle kesâ veece mes Yeer
Ans : (b) YeejleerÙe je°^erÙe Ghe«en (Fvemesš) keâe ØeLece Ùeeve Fvemesš peeveer peeleer nw), yeesueves Deewj megveves kesâ keâewMeue keâes lJeefjle «enCe keâjves
1(A) 4 efmelecyej, 1982 ceW ÚesÌ[e ieÙee Lee~ otmeje Fvemesš 1(B) ceW heâefuele nesleer nw~
30 Deiemle, 1983 ceW ÚesÌ[e ieÙee, leermeje Fvemesš 1(C) 22 pegueeF&,
256. Yeejle ceW efMe#ee efJeefYeVe mlejeW kesâ efueS iegCeJeòeehetCe&
1988 ceW ÚesÌ[e ieÙee~ Fvemesš Éeje Deesheve efJeMJeefJeÅeeueÙe keâer
heefjkeâuhevee keâes meekeâej ™he efceuee nw, efpememes efMe#ee efJeYeeie efouueer Je ef[efpešue efJe<eÙe– metÛeer lewÙeej keâjves kesâ efueS Yeejle
DevÙe jepÙeeW ceW Mewef#ekeâ otjoMe&ve kesâ Éeje Mewef#ekeâ keâeÙe&›eâce Øemeeefjle mejkeâej Éeje keâer ieF& henue ceW Meeefceue nw–
efkeâÙes pee mekesâ~ Fvemewš-1 yeer Skeâ YeejleerÙe mebÛeej Ghe«en nw~ (a) Yeejle mejkeâej keâe mee#eele heesš&ue
252. Ùetvesmkeâes (UNESCO) mesšsueeFš efveoxefMele šsueerefJepeve (b) ØeesÅeesefiekeâer kesâ yeue hej yesnlej meerKeves mecyevOeer je°^erÙe
keâeÙe&›eâce ØeLece yeej keâye GheÙeesie efkeâÙee ieÙee? keâeÙe&›eâce
(a) 1926 (b) 1959 (c) meerKeves Deewj Dee@veueeFve efMe#eCe kesâ efueS ceušerceeref[Ùee
(c) 1961 (d) 1965 Mew#eefCekeâ mebmeeOeve
PRT (SPECIAL EDUCATION) (d) GheÙeg&òeâ meYeer
Post Code 01/13, 28.04.2013
PRT KVS 04–10–2015
Ans : (d) Ùetvesmkeâes (UNESCO) mesšsueeFš efveoxefMele šsueerefJepeve
keâeÙe&›eâce ØeLece yeej 1965 ceW ØeÙeesie ceW ueeÙee ieÙee~ mesšsueeFš Ans : (d) Yeejle ceW efMe#ee kesâ efJeefYeVe mlejeW kesâ efueS iegCeJeòeehetCe&
Fbmš^keäMeveue šsueerefJepeve SkeämehesefjceWš (SITE) Je<e& 1975 ceW Yeejle ceW ef[efpešue efJe<eÙe–metÛeer lewÙeej keâjves kesâ efueS Yeejle mejkeâej Éeje keâer
Meg™ keâer ieÙeer Skeâ ØeÙeesieelcekeâ Ghe«en mebÛeej heefjÙeespevee Leer, efpemes ieÙeer henue ceW efvecve Meeefceue nw–
veemee Deewj YeejleerÙe Debleefj#e DevegmebOeeve mebie"ve (ISRO) Éeje mebÙegòeâ (i) mee#eele– meJeeËieerCe efMe#ee kesâ efueS Yeejle mejkeâej keâe efve:Megukeâ
™he mes ef[peeFve efkeâÙee ieÙee Lee~ heesš&ue
Teaching Aptitude 187 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(ii) ØeewÅeesefiekeâer kesâ yeue hej yesnlej meerKeves mecyevOeer je°^erÙe keâeÙe&›eâce Ans : (b) yuewkeâ–yees[& Øeespeskeäšj meneÙekeâ–meece«eer veneR nw~ DevÙe mueeF[
(iii)meerKeves Deewj Dee@veueeFve efMe#eCe kesâ efueS ceušerceeref[Ùee Øeespeskeäšj, DeesJejns[ Øeespeskeäšj, Sefheef[Ùeemkeâeshe (heefjefÛe$eoMeea), nwC[nsu[
Mew#eefCekeâ mebmeeOeve Deewj Øeespeskeäšj Deeefo Øeespeskeäšj meneÙekeâ–meece«eer nw~
(iv) F&–hee"Meeuee pees efJeÅeeueÙe efMe#ee Deewj efMe#ekeâ efMe#ee kesâ meYeer 261. Ùen efMe#ekeâ keâer DevegosMeer meece«eer nw–
mlejeW hej ef[efpešue ÙeesiÙe mebmeeOeveeW keâe Skeâ meeLe GheÙeesie~
(a) keâeÙe&hegmlekeâ (b) hetjkeâ meece«eer
Dele: meYeer mener nw~
(c) Sšueme (d) hee"dÙe›eâce ieeF[
257. DeOÙeehekeâ Éeje ßeJÙe–ÂMÙe meeOeveeW keâes efkeâme ™he ceW
PRT–KVS Post Code 150/14, 19–10–2014
mecePevee ÛeeefnS ?
Ans : (b) hetjkeâ meece«eer efMe#ekeâ keâer DevegosMeer meece«eer nesleer nw~
(a) hejchejeiele DeOÙeeheve keâe Devegkeâuhe
efMe#ekeâ hetjkeâ meece«eer kesâ ceeOÙece mes efMe#eCe keâes ØeYeeJeer yeveelee nw~
(b) DeOÙeeheve kesâ efueS ØeÙegòeâ DevÙe ÙegefòeâÙeeW keâe mebhetjkeâ hetjkeâ meece«eer efMe#eCe Deewj DeOÙeehekeâ oesveeW kesâ efueS ceeie&oMe&ve keâe
(c) Ssmeer Ùegefòeâ pees DeOÙeehekeâ keâer lewÙeejer keâe meceÙe yeÛeeleer nw keâeÙe& keâjleer nw~ hetjkeâ meece«eer kesâ Debleie&le hegmlekeâ, efMe#eCe meneÙekeâ
(d) keâ#ee kesâ efvelÙe›eâce (ueerkeâ) mes Deueie Skeâ megKeoeF& meece«eer pewmes– MÙeeceheó, DeesJej ns[ Øeespeskeäšj, keâchÙetšj Deeefo~ hetjkeâ
heefjJele&ve meece«eer kesâ ØeÙeesie mes efMe#ekeâ keâes efMe#eCe ceW meneÙelee efceueleer nw~ meeLe
PRT KVS 2010 ner efJeÅeeLeea Yeer efJe<eÙe keâe %eeve ØeYeeJeer {bie mes Øeehle keâj heeles nQ Deewj
Ans : (a) DeOÙeehekeâ Éeje ßeJÙe–ÂMÙe meeOeveeW keâes hejchejeiele Gmekeâe Øeehle %eeve Yeer mLeeÙeer neslee nw~
DeOÙeeheve keâe Devegkeâuhe ceevee peevee ÛeeefnS~ otmejs MeyoeW ceW ßeJÙe– 262. MÙeeceheó keâe ØeÙeesie efkeâme efMe#eCe meece«eer kesâ mecetn ceW
ÂMÙe meeOeveeW keâes hejchejeiele efMe#eCe kesâ efJekeâuhe kesâ ™he ceW heÇÙeesie Deelee nw?
efkeâÙee peevee ÛeeefnS keäÙeeWefkeâ hejchejeiele efMe#eCe keâer Dehes#ee ßeJÙe ÂMÙe
(a) ÂMÙe meece«eer (b) ßeJÙe meece«eer
meeOeveeW kesâ ØeÙeesie mes efMe#eCe ØeYeeJeer neslee nw~
(c) ÂMÙe–ßeJÙe meece«eer (d) Øe#esefhele meece«eer
258. efMe#ekeâ ................. kesâ efueS efMe#eCe mebyebOeer meneÙekeâ–
NCERT PRT 30–07–2017
meece«eer keâe GheÙeesie keâjles nQ–
Ans : (a) MÙeeceheó keâe ØeÙeesie ÂMÙe efMe#eCe meneÙekeâ meece«eer kesâ
(a) Úe$eeW keâes ØeYeeefJele keâjves
mecetn ceW Deelee nw~ ÂMÙe meece«eer Jes efMe#eCe meneÙekeâ meece«eer nesles nQ
(b) efMe#eCe keâes jesÛekeâ yeveeves
pees ØelÙe#e ™he mes efoKeeF& cee$e osles nQ pewmes– cee@[ue, Ûeeš&, «eeheâ,
(c) Úe$eeW keâes Skeâe«eefÛele yeveeves
ceeveefÛe$e, yeguesefšve yees[&, heäuesveue yees[&, meb«eneueÙe, cewefpekeâ ueeuešwve
(d) Úe$eeW kesâ mecePe mlej kesâ Yeerlej efMe#eCe keâes jKeves mueeF[W JeemleefJekeâ heoeLe& leLee MÙeeceheó Deeefo~
PRT KVS 04–10–2015
263. šerSueSce (TLM) keâe GheÙeesie Fmekesâ efueS keâjvee
Ans : (b) efMe#ekeâ, efMe#eCe keâes jesÛekeâ yeveeves kesâ efueS efMe#eCe
ÛeeefnS–
mebyebOeer meneÙekeâ–meece«eer keâe GheÙeesie keâjles nQ keäÙeeWefkeâ efMe#eCe
meneÙekeâ–meece«eer Éeje keâef"ve mes keâef"ve efJe<eÙe–Jemleg keâes mejue, (a) DeOÙeeheve keâes DeefOekeâ GheÙeesieer yeveevee
mhe°, ®efÛekeâj SJeb meeLe&keâ yeveeÙee pee mekeâlee nw~ Ùes he"ve–hee"ve ceW (b) DeOÙeeheve keâes ØeYeeJeMeeueer yeveevee
veJeervelee ueeleer nw leLee efJeÅeeefLe&ÙeeW ceW Jew%eeefvekeâ Âef°keâesCe keâes yeÌ{eJee osves kesâ (c) "esme GoenjCe osvee
meeLe–meeLe keâ#ee ceW DevegMeemeve yeveeÙes jKeves ceW Yeer meneÙekeâ nQ~ (d) DeefOeiece keâes mejue yeveevee
259. DevegmebOeeve mes helee Ûeuelee nw efkeâ nceejer heÌ{eF& keâe PRT–KVS Post Code 150/14, 19–10–2014
........... ÂMÙe Deewj ßeJeCe DebieeW kesâ ceeOÙece mes «enCe Ans : (d) šer S ueSce (TLM) keâe GheÙeesie DeefOeiece keâes mejue yeveeves
efkeâÙee peelee nw– kesâ efueS efkeâÙee peelee nw~ Deepe keâ#ee–keâ#e efMe#eCe nsleg efJeefYeVe ßeJÙe–
(a) 60% (b) 85% ÂMÙe meneÙekeâ GhejkeâjCeeW keâe GheÙeesie efkeâÙee pee jne nw~ Fvekesâ
(c) 50% (d) 95% GheÙeesie mes efMe#ekeâ keâes efMe#eCe ceW meneÙelee efceueleer nw~ meeLe ner
PRT KVS 04–10–2015 efJeÅeeLeea Yeer efJe<eÙe keâe %eeve ØeYeeJeer {bie mes keâj heeles nQ Deewj Gmekeâe
Ans : (b) nceejer heÌ{eF& keâe 85³ ÂMÙe Deewj ßeJeCe DebieeW kesâ ceeOÙece Øeehle %eeve Yeer mLeeÙeer jnlee nw~ efMe#eCe meneÙekeâ meece«eer (TLM) kesâ
mes «enCe efkeâÙee peelee nw~ ÂMÙe leLee ßeJeCe FefvõÙeeW kesâ GheÙeesie mes yeeuekeâ Debleie&le efvecveefueefKele GhekeâjCe Deeles nQ– MJesle/MÙeeceheó, uehesš
keâer ef›eâÙeeMeeruelee leLee mebJesoveelcekeâlee efJekeâefmele nesleer nw~ Deewj Fme keâejCe heâuekeâ, heäuesveue yees[&, efkeäuehe yees[&, FbšjsefkeäšJe yees[&, DeesJej ns[
Jes mJeYeeefJekeâ {bie mes efYeVe–efYeVe JemlegDeeW kesâ yeejs ceW %eeve Øeehle keâjles jnles Øeespeskeäšj, ef[efpešue kewâceje, ceušerceeref[Ùee Øeespeskeäšj, keâchÙetšj,
nQ Deewj Fme lejn Øeehle %eeve uebyes meceÙe lekeâ ceefmle<keâ ceW yevee jnlee nw~ jsef[Ùees Deeefo~
260. efvecveefueefKele ceW mes efkeâmes Skeâ Øeespeskeäšj meneÙekeâ– 264. osMe keâer Skeâ FbšjwefkeäšJe Ghe«en–DeeOeeefjle otjmLe efMe#ee
meece«eer veneR ceevee peelee? ØeCeeueer, pees ÂMÙe–ßeJÙe ceeOÙece keâe GheÙeesie keâjleer nw,
(a) mueeF[ Øeespeskeäšj keâes Fme veece mes peevee peelee nw–
(b) yuewkeâ yees[& (a) meecegoeefÙekeâ jsef[Ùees (FM) (b) CLASS
(c) DeesJejns[ Øeespeskeäšj (c) DTH (d) EDUSAT
(d) Sefheef[Ùeemkeâeshe (heefjefÛe$eoMeea) NVS, PGT 19–09–2019
PRT KVS 04–10–2015 DSSSB PRT 10/11/2018 (Shift-I)
Teaching Aptitude 188 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans : (d) EDUSAT DeLee&led Educational Satellite peermewš–3 Ans : (b) efMe#ekeâ, efMe#eCe–DeefOeiece meece«eer keâe ØeÙeesie DeefOeiece
keâe ner DevÙe veece nw, pees hee"Meeuee mlej mes GÛÛe efMe#ee lekeâ megotj keâes DeLe&hetCe& yeveeves kesâ efueS keâjles nQ~ efMe#eCe DeefOeiece meece«eer keâe
efMe#ee kesâ efueS yevee nw~ Ùen osMe keâer Skeâ FbšjwefkeäšJe Ghe«en DeeOeeefjle ØeÙeesie ØeYeeJeer efMe#eCe leLee ®efÛekeâj DeefOeiece kesâ efueS efkeâÙee peelee nw~
otjmLe efMe#ee ØeCeeueer nw pees ÂMÙe–ßeJÙe ceeOÙece keâe GheÙeesie keâjleer nw efMe#eCe DeefOeiece meece«eer mes efMe#eCe ceW kesâJeue mejuelee ner veneR Deeleer
leLee Ùen osMe Yej ceW Mew#eefCekeâ meece«eer kesâ mebefJelejCe kesâ efueS keâ#ee Jejved veJeervelee keâe Yeer meceeJesMe neslee nw~ efMe#ekeâ Éeje Fmekesâ ØeÙeesie
keâes Ghe«en DeeOeeefjle oeslejheâe mebÛeej GheueyOe keâjeleer nw~ Ùen henuee mes efMe#eCe ceW Skeâe«elee Deeleer nw Deewj keâ#eeiele DevegMeemeve keâer mecemÙee
meceefhe&le ‘‘efMe#ee Ghe«en’’ nw~ Deheves Deehe nue nes peeleer nw~
265. .................... mLeeveerÙe meece«eer keâe Skeâ GoenjCe nw 269. keâ#eeDeeW ceW ‘efMe#eCe Ùeb$eeW’ keâes efkeâmeves ueeskeâefØeÙe efkeâÙee?
efpemekeâe GheÙeesie Úe$eeW keâes heÙee&JejCe kesâ yeejs ceW (a) Leeve&[eFkeâ (b) efmkeâvej
peevekeâejer osves kesâ efueS efkeâÙee pee mekeâlee nw~ (c) ceeefjÙee ceeWšsmejer (d) efheÙeepes
(a) leeefuekeâeSb (b) keâešt&ve DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM
(c) keâueeke=âefleÙeeB (d) hee"dÙehegmlekeWâ Ans. (b) : keâ#eeDeeW ceW ‘efMe#eCe Ùeb$eeW’ keâes efmkeâvej ves ueeskeâefØeÙe
NVS, PGT 17–09–2019 yeveeÙee~ efmkeâvej keâe ceevevee Lee efkeâ GheÙegòeâ GhekeâjCeeW kesâ ØeÙeesie mes
Ans : (c) keâueeke=âefleÙeeB, mLeeveerÙe meece«eer keâe Skeâ GoenjCe nw ceeveJe DeefOeiece keâes DeefOekeâ ØeYeeJeMeeueer {bie mes efveÙebef$ele efkeâÙee pee
efpemekeâe GheÙeesie Úe$eeW keâes heÙee&JejCe kesâ yeejs ceW peevekeâejer osves kesâ efueS mekeâlee nw~ Fme mebyebOe ceW Gvekesâ kegâÚ Mewef#ekeâ Ùeesieoeve yengle cenlJehetCe&
efkeâÙee pee mekeâlee nw~ mLeeveerÙe keâueeke=âefleÙeeW kesâ ceeOÙece mes mLeeveerÙe nw, efpemeceW ØecegKe nQ- efMe#eCe ceMeerve Deewj DeefYe›eâefcele DevegosMeve~
mebmke=âefle, Yeewieesefuekeâ efmLeefle, heÙee&JejCeerÙe oMeeDeeW Deeefo keâe helee efmkeâvej ves Deheves Éeje ef[peeFve keâer ieF& efMe#eCe ceMeerve keâes
Ûeuelee nw~ FmeefueS mLeeveerÙe keâueeke=âefleÙeeW keâes efMe#eCe meneÙekeâ meece«eer 'GLIDER' veece efoÙee nw~
kesâ ™he ceW ØeÙeesie efkeâÙee peevee ÛeeefnS~ 270. jbiecebÛe (efLeSšj) ceW, IešveeDeeW keâes ØeoefMe&le keâer pee
266. ................ keâ#ee efLeSšj kesâ efueS Deemeeve hee"dÙe– mekeâves Jeeueer ef›eâÙeeDeeW keâes DevegJeeefole efkeâÙee peelee nw
meece«eer nw~ peyeefkeâ ‘Je=leeble (vejsMeve)’ ceW IešveeDeeW keâes ................
(a) keâneefveÙeeB (b) DeelcekeâLeeSB Øemlegle efkeâÙee peelee nw~
(c) JÙeekeâjCe (d) keâefJelee (a) ceewefKekeâ Deewj efueefKele ™he mes
NVS, PGT 17–09–2019 (b) efueefKele ™he mes
Ans : (a) keâneefveÙeeB keâ#ee efLeSšj kesâ efueS Deemeeve hee"dÙe–meece«eer (c) ceewefKekeâ ™he mes
nw~ efMe#eCe ceW efLeÙesšj (veešdÙe mebÙeespeve) keâesF& veÙee efJe<eÙe veneR nw (d) mebJeeo kesâ ™he ceW
yeefukeâ Fmes efMe#eCe keâe DeefYeVe Deewj DeefveJeeÙe& efJe<eÙe keâne peeÙes lees NVS, PGT 19–09–2019
DeefleMeÙeesefòeâ veneR nesieer~ Fmeer Øekeâej keâneveer Yeer efLeSšj keâe DeefYeVe Ans : (a) ‘jbiecebÛe’ ceW IešveeDeeW keâes ØeoefMe&le keâer pee mekeâves Jeeueer
Debie nw~ keâneefveÙeeB efLeSšj keâes peerJeblelee Øeoeve keâjleer nQ Deewj efLeSšj ef›eâÙeeDeeW keâes DevegJeeefole efkeâÙee peelee nw peyeefkeâ Je=leeble (vejsMeve) ceW
efMe#eCe keâes~ IešveeDeeW keâes ceewefKekeâ Deewj efueefKele ™he ceW Øemlegle efkeâÙee peelee nw~
267. ßeJÙe–ÂMÙe meneÙekeâ meece«eer keâe cegKÙe GösMÙe nw– efkeâmeer Iešvee, Jemleg, efJe<eÙe, efmLeefle Deeefo keâer peevekeâejer Øeehle keâjves
(a) Meeefyokeâ Gheeiece kesâ Øeefle Skeâebeflekeâ ØeÙeesie keâer yepeeÙe kesâ GösMÙe mes Gmemes mebyeæ keâner Ùee yeleueeF& peeves Jeeueer yeeleW Ùee
efJeefJeOelee Øeoeve keâjvee efkeâÙee peeves Jeeuee JeCe&ve Je=leeble keânueelee nw~
(b) JeemleefJekeâ DeefOeiece DevegYeJeeW ceW meeLe&keâ efJeÅeeLeea 271. efvecveefueefKele ceW mes keâewve meer MeyoeJeueer efMe#eCe keâer
menYeeefielJe keâe DeJemej osvee lekeâveerkeâ veneR nw ?
(c) peye Yeer keâ#ee yesÛewve Ùee keâesueenue hetCe& ueies, Gmes Meeble keâjvee (a) hensefueÙeeb (b) De#ejeW ceW Ieeuecesue
(d) DeefOeiece DevegYeJe kesâ kegâÚ he#eeW keâes mhe° keâjvee (c) ceeveme efÛe$e (d) Meyo efvecee&Ce
TGT–KVS, 08–01–2017 DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
Ans : (d) ßeJÙe-ÂMÙe meneÙekeâ meece«eer keâe cegKÙe GösMÙe nw – Ans. (c) : hensefueÙeeB, De#ejeW ceW Ieeuecesue, Meyo efvecee&Ce Deeefo MeyoeJeueer
DeefOeiece DevegYeJe kesâ kegâÚ he#eeW keâes mhe<š keâjvee~ keâ#ee-keâ#e efMe#eCe efMe#eCe keâer lekeâveerkeâ nw peyeefkeâ ceeveme-efÛe$e efMe#eCe keâer Skeâ efJeefOe nw,
nsleg efJeefYeVe ßeJÙeÂMÙe meneÙekeâ GhekeâjCeeW keâe GheÙeesie efkeâÙee peelee nw~ efpemeceW efkeâmeer Yeer efJe<eÙe Jemleg kesâ efJeefYeVe leLÙeeW, efyevogDeeW, efJeÛeejeW Deeefo keâes
Fvekesâ GheÙeesie mes efMe#ekeâ keâes efMe#eCe ceW meneÙelee efceueleer nw~ meeLe ner jsKeeefÛe$e kesâ ceeOÙece mes Øemlegle efkeâÙee peelee nw~
efJeÅeeLeea Yeer efJe<eÙe keâe %eeve ØeYeeJeer {bie mes Øeehle keâj heeles nQ Deewj 272. efvecveefueefKele ceW mes keâewve metÛevee lekeâveerkeâer keâe ueeYe
Gmekeâe Øeehle %eeve Yeer DeefOekeâ mLeeÙeer jnlee nw~ veneR nw ?
268. efMe#ekeâ, efMe#eCe–DeefOeiece meece«eer keâe ØeÙeesie efkeâme (a) metÛevee keâer hegveØee&efhle (b) metÛevee keâe mebj#eCe
efueS keâjles nQ? (c) metÛevee keâe helee ueieevee (d) %eeve keâe efJemHeâesš
(a) efJeÅeeefLe&ÙeeW keâes DeefYeØesefjle keâjves kesâ efueS DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
(b) DeefOeiece keâes DeLe&hetCe& yeveeves kesâ efueS Ans. (c) : metÛevee Ùee peevekeâejer keâe helee ueieevee metÛevee lekeâveerkeâer
(c) efMe#eCe efJeefOe keâe DevegmejCe keâjves kesâ efueS keâe cegKÙe ueeYe veneR nw peyeefkeâ metÛevee keâer hegveØee&efhle, metÛevee keâe
mebj#eCe, %eeve keâe efJemHeâesš, metÛevee keâe ØemeejCe Deeefo metÛevee
(d) efJeÅeeefLe&ÙeeW keâer Øeieefle kesâ cetuÙeebkeâve kesâ efueS
PRT–KVS, 16–12–2017 lekeâveerkeâer kesâ ueeYe nQ~
Teaching Aptitude 189 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

273. Which of the following teacher learning (ii) ÂMÙe DeefOeiece meece«eer
method is a projected aid used by a teacher in (iii) ßeJÙe-ÂMÙe DeefOeiece meece«eer
the teaching-learning process?
keâewve-meer efMe#ekeâ meerKeves keâer efJeefOe keâes efMe#ekeâ meerKe (iv) Øe#esefhele DeefOeiece meece«eer
efJeefOe ceW efMe#ekeâ Éeje ØeÙeesie keâes Devegceeve efkeâÙee ieÙee (v) DeØe#esefhele DeefOeiece meece«eer
nw? (vi) DevegYeJeelcekeâ DeefOeiece meece«eer
(a) Photographs/lemJeerjeW (vii) metÛevee SJeb mebÛeej lekeâveerkeâ DeefOeiece meece«eer
(b) Chalk Board/MÙeece heó (viii) ef›eâÙeekeâueehe DeeOeeefjle DeefOeiece meece«eer
(c) Field trips/#es$e Ùee$eeSB (ix) JeemleefJekeâ Jemleg
(d) Epidiascope/heejeheej efÛe$eoMeea (x) lewÙeej efMe#eCe DeefOeiece meece«eer
DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM Dele: mheMe& mecyevOeer meece«eer DeefOeiece meece«eer keâe Øekeâej veneR
Ans. (d) : efMe#ekeâ meerKe efJeefOe ceW heejeheej efÛe$eoMeea Øe#esheCe meece«eer
nw ~ FmeefueS I, III leLee IV DeefOeiece meece«eer nw~
keâe ØeÙeesie efMe#ekeâ efMe#eCe kesâ oewjeve keâjles nQ~ Sefhe[eÙemkeâeshe Skeâ 276. Which of the following teaching aid is not a
visual aid?/efvecveefueefKele ceW mes keâewve-meer efMe#eCe
GhekeâjCe nw efpemekeâe GheÙeesie DeheejoMeea Deewj heejoMeea oesveeW ÚefJeÙeeW
keâes Øeespeskeäš keâjves kesâ efueS efkeâÙee peelee nw~ Deeceleewj hej hegmlekeâ meneÙelee ÂMÙe meneÙelee veneR nw?
he=‰eW, efÛe$eeW, heefòeÙeeW Deeefo keâes ÚefJeÙeeW keâes Øeespeskeäš keâjves kesâ efueS (a) Slides/mueeF[ (b) Films/efheâuce
GheÙeesie efkeâÙee peelee nw~ (c) Black board/yuewkeâ yees[& (d) Charts/Ûeeš&
274. Which of the following is NOT an audio-visual DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
aid used by a teacher in classroom for teaching- Ans. (b) : mueeF[dme, MÙeeceheó, Ûeeš&, ceeveefÛe$e, efÛe$e, cee@[ue,
learning process? jbieerve efleefueÙeeB, HeäuewMe keâe[& , mebKÙeeDeeW Je De#ejeW kesâ keâe[&, efKeueewves
efvecveefueefKele ceW mes keäÙee efMe#eCe-DeefOeiece Øeef›eâÙee kesâ Deeefo ÂMÙe efMe#eCe-DeefOeiece meece«eer nQ peyeefkeâ efHeâuce ßeJÙe-ÂMÙe
efueS keâ#ee ceW efMe#ekeâ Éeje ØeÙegòeâ ßeJÙe-ÂMÙe meece«eer DeefOeiece meece«eer nw~
veneR nw? 277. Which of the following is NOT an Audio aid
(a) Television/šsueerefJepeve used by a teacher in classroom?
(b) Films/efheâuceW ef vecveefueefKele ceW mes efkeâme keâ#ee ceW efMe#ekeâ Éeje ØeÙegòeâ
(c) Computer assisted instruction Dee@ ef[Ùees meneÙekeâ veneR nw?
keâchÙetšj mes meneÙelee Øeehle efveoxMe (a) Models/cee@[ue
(d) Graphs/jsKeebkeâve (b) Cassette/kewâmesš
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM (c) Radio broadcasts/jsef[Ùees ØemeejCe
Ans. (d) : «eeheâ, (jsKeebkeâve) Ûeeš&, yuewkeâ yees[&, cee@[ue, efÛe$e Deeefo (d) CD player/meer[er huesÙej
ÂMÙe efMe#eCe DeefOeiece meece«eer nQ ve efkeâ ÂMÙe-ßeJÙe efMe#eCe DeefOeiece DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
meece«eer~ peyeefkeâ šsueerefJepeve, efheâuceW, keâchÙetšj meneÙekeâ efveoxMeve Deeefo Ans. (a) : cee@[ue keâ#ee ceW efMe#ekeâ Éeje ØeÙegòeâ Dee@ef[Ùees meneÙekeâ
ÂMÙe-ßeJÙe efMe#eCe DeefOeiece meece«eer nQ, efpevekeâe ØeÙeesie DeOÙeehekeâ Éeje meece«eer veneR nw~ Dee@ef[Ùees meneÙekeâ meece«eer nw– kewâmesš, jsef[Ùees
keâ#ee efMe#eCe kesâ oewjeve efkeâÙee peelee nw~ ØemeejCe, meer[er huesÙej, «eeceesheâesve Deeefo~
275. Which of the following is a type of learning DeOÙeÙeve kesâ oewjeve hee"dÙe meece«eer keâes mecePeeles meceÙe efMe#ekeâ efpeve-
material? efpeve meeceef«eÙeeW keâe ØeÙeesie keâjlee nw Ùen efMe#eCe meneÙekeâ meece«eer
efvecveefueefKele ceW mes keâewve-meer Skeâ Øekeâej keâer DeefOeiece keânueeleer nw~ meneÙekeâ meece«eer leerve Øekeâej keâer nesleer nw–
meece«eer nw? 1. ßeJÙe meeOeve–jsef[Ùees, «eeceesheâesve, šsueerheâesve~
(I) Visual content material/ÂMÙe meece«eer 2. ÂMÙe meeOeve–MÙeeceheó, efÛe$e cee@[ue, ceeveefÛe$e Deeefo~
(II) Tactcle/mheMe&veerÙe 3. ßeJÙe ÂMÙe meeOeve–ÛeueefÛe$e, veeškeâ, mceeš&heâesve Deeefo~
(III) Information and communication 278. Which of the following is/are an example(s) of
Technology/metÛevee Deewj mebÛeej ØeewÅeesefiekeâer audio-visual material, which can be used about
(IV) Using the surrounding environment cotton industry?
Deemeheeme kesâ JeeleeJejCe keâe GheÙeesie keâjvee efvecveefueefKele ceW mes keâewve-mee ÂMÙe-ßeJÙe meece«eer keâe
(a) I, II, III and IV/I, II, III leLee IV Skeâ GoenjCe nw, efpemekeâe GheÙeesie keâheeme GÅeesie kesâ yeejs
(b) I, III and IV/ I, III leLee IV ceW efkeâÙee pee mekeâlee nw?
(c) II, III and IV/II, III leLee IV (I) While teaching about cotton industry, the
(d) I, II and III/ I, II leLee III teacher can show a video clipping to the
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM students showing different stages of the
industry.
Ans. (b) : efMe#eCe DeefOeiece meece«eer keâes Gmekeâer efJeMes<elee kesâ DeeOeej keâheeme GÅeesie kesâ yeejs ceW heÌ{eles meceÙe, GÅeesie kesâ
hej efvecve JeieeX ceW efJeYeeefpele efkeâÙee ieÙee nw– efJeefYeVe ÛejCeeW keâes oMee&les ngS Úe$eeW keâes efMe#ekeâ
(i) ßeJÙe DeefOeiece meece«eer Skeâ Jeeref[Ùees efkeäueeEheie keâes efoKee mekeâlee nw~
Teaching Aptitude 190 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

(II) Using a chart with pictures and maps efvece>efueefKele ceW mes keâewve-mes cenlJehetCe& efyebog nQ efpevnW
showing the locations of industrial centres efkeâmeer Yeer efMe#eCe-DeefOeiece meece«eer keâe ÛeÙeve keâjles
of cotton industry./keâheeme GÅeesie kesâ DeewÅeesefiekeâ
meceÙe efJeÛeej efkeâÙee peevee ÛeeefnS?
kesâvõeW kesâ mLeeveeW keâes efoKeeves Jeeues efÛe$eeW Deewj
I. GefÛele DeeÙeg
ceeveefÛe$eeW kesâ meeLe Skeâ Ûeeš& keâe GheÙeesie keâjvee~
II. GefÛele mlej
(III) Organising a discussion among the
students on the various uses of cotton. III. GheueyOelee
keâheeme kesâ efJeefYeVe GheÙeesieeW hej Úe$eeW kesâ yeerÛe Skeâ IV. jÛeveelcekeâ GheÙeesie
ÛeÛee& keâe DeeÙeespeve~ (a) I, III and IV/ I, III Deewj IV
(a) Both I and II/ I Deewj II oesveeW (b) I, II, III and IV/ I, II, III Deewj IV
(b) Only I/ kesâJeue I (c) I, II and III/ I, II Deewj III
(c) Only III/ kesâJeue III (d) II, III and IV/ II, III Deewj IV
(d) Both II and III/ II Deewj III oesveeW DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM Ans. (b) : efMe#eCe DeefOeiece meece«eer keâe ÛegveeJe keâjles meceÙe yeÛÛeeW
Ans. (a) : ÂMÙe-ßeJÙe meece«eer ceW meeceeefpekeâ efJe%eeve Jeie& keâes keâer GefÛele DeeÙeg, Gvekesâ GefÛele Mewef#ekeâ mlej, Gvekesâ ceeveefmekeâ Deewj
peerJeveoeve osves keâer Meefòeâ nesleer nw~ ÙeneB lekeâ efkeâ NCF 2005 ves Meejerefjkeâ mlej, meece«eer keâer GheueyOelee, jÛeveelcekeâ GheÙeesie,
ÂMÙe-ßeJÙe (Dee@ef[Ùees-efJepegDeue) meece«eer kesâ DeefOekeâ mes DeefOekeâ ØeYeeJeMeeruelee, efJe<eÙe mes mecyevOe Deeefo keâes DeJeMÙe OÙeeve ceW jKevee
mebmeeOeveeW kesâ GheÙeesie keâer efmeHeâeefjMe keâer nw~ ÂMÙe-ßeJÙe meece«eer keâe ÛeeefnS~ Dele: I, II, III leLee IV meYeer efyevog mener nw~
Skeâ GoenjCe efpemekeâe GheÙeesie keâheeme GÅeesie kesâ yeejs ceW efkeâÙee pee 281. Which of the following educational resources
mekeâlee nw- are available at the school level?
metleer JeŒe GÅeesie kesâ yeejs ceW heÌ{eves kesâ oewjeve, efMe#ekeâ Skeâ Jeeref[Ùees efvecveefueefKele Mewef#ekeâ mebmeeOeveeW ceW mes keâewve-mee mketâue
efkeäueefhebie keâe GheÙeesie keâj mekeâles nQ pees GÅeesie kesâ efJeefYeVe ÛejCeeW keâes mlej hej GheueyOe nw?
Kesle mes ueskeâj lewÙeej ceeue kesâ efJeheCeve lekeâ efoKeelee nw~ I. Library /ueeFyeÇsjer
Ùeefo Ùen mebYeJe veneR nw, lees keâce mes keâce efÛe$eeW kesâ meeLe Skeâ II. Laboratory /ØeÙeesieMeeuee
Ûeeš& Deewj DeewÅeesefiekeâ kesâvõeW keâer DeJeefmLeefle oMee&ves Jeeuee ceeveefÛe$e III. Garden/yeieerÛee
efMe#eeefLe&ÙeeW keâes efoKeeÙee pee mekeâlee nw~
IV. Playground/Kesue keâe cewoeve
peneB Yeer mebYeJe nes, osKeves Deewj cenmetme keâjves keâe DevegYeJe Øeoeve
(a) I, III and IV/I, III Deewj IV
keâjves kesâ efueS Skeâ vecetvee keâ#ee ceW Yeer ueeÙee pee mekeâlee nw~
(b) I, II, III and IV/I, II, III Deewj IV
Dele: I Deewj II oesveeW keâLeve mener nQ~
(c) II, III and IV/II, III Deewj IV
279. A …….. is a large piece of paper or a board
which is made into a poster or a picture by (d) I, II and III/I, II Deewj III
sticking on illustrations. DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
Skeâ ........ keâeiepe Ùee yees[& keâe Skeâ yeÌ[e šgkeâÌ[e nw Ans. (b) : ueeFyeÇsjer, ØeÙeesieMeeuee, yeieerÛee, Kesue keâe cewoeve, meerKeves
efpemes efÛe$e hej efÛehekeâekeâj Skeâ heesmšj Ùee efÛe$e yeveeÙee keâe keâesvee, efMe#eCe-DeefOeiece meeceef«eÙeeB, Yee<ee ØeÙeesieMeeuee, Deeefo
peelee nw~ mketâue mlej hej GheueyOe Mewef#ekeâ mebmeeOeve nQ~ Dele: I, II, III leLee
(a) Word stars/Meyo efmeleejs IV meYeer GheueyOe nw~
(b) Collage/keâesueepe 282. Which of the following is a partially 3D, full
(c) Dialogues /mebJeeo size replica or scale model of a landscape
(d) Vocabulary charts /MeyoeJeueer Ûeeš& typically showing historical events, nature
scenes etc. for purposes of education or
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
entertainment?
Ans. (b) : Skeâ keâeiepe Ùee yees[& keâe yeÌ[e šgkeâÌ[e efpeme hej efÛe$e efvecveefueefKele ceW mes keâewve-mee DeebefMekeâ ™he mes 3[er, hetCe&
efÛehekeâekeâj heesmšj Ùee efÛe$e yeveeÙee peelee nw, Gmes keâesueepe keânles nQ~ Deekeâej keâer Øeefleke=âefle Ùee efkeâmeer heefjÂMÙe kesâ hewceeves keâe
keâesuee@pe-Ùen keâeiepe Ùee yees[& keâe Skeâ yeÌ[e šgkeâÌ[e neslee nw efpemes efÛe$eeW cee@[ue nw pees Deeceleewj hej efMe#ee Ùee ceveesjbpeve kesâ
hej efÛehekeâekeâj heesmšj Ùee efÛe$e yeveeÙee peelee nw~ GösMÙeeW kesâ efueS Ssefleneefmekeâ IešveeDeeW, Øeke=âefle kesâ ÂMÙeeW
280. Which of the following are important points Deeefo keâes oMee&lee nw?
that should be considered while selecting any
(a) Realia/efjÙeefueÙee (JeemleefJekeâlee)
teaching-learning material?
I. Age appropriate (b) Artifacts /keâueeke=âefleÙeeB
II. Level appropriate (c) Diorama/[eÙeesjcee (efÛe$eeJeueer)
III. Availability (d) Globe/iueesye
IV. Creative use DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
Teaching Aptitude 191 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (c) : efÛe$eeJeueer (Diorama) keâe leelheÙe& Mewef#ekeâ Ùee ceveesjbpeve (iii) yeng«es[ Deewj yeng-mlejerÙe efMe#eCe efJeefOeÙeeW ceW, keâ#ee kesâ ØeyevOeve
kesâ GösMÙe mes ØeÙeesie efkeâÙes peeves Jeeues Ssefleneefmekeâ IešveeDeeW keâes Deewj ØeYeeJeer efMe#eCe ceW efMe#ekeâ keâer efMe#eCe DeefOeiece meece«eer
heejcheefjkeâ ™he mes oMee&ves Jeeues ÂMÙe, Øeeke=âeflekeâ ÂMÙe Ùee veiej efÛe$e cenlJehet Ce& meneÙelee keâjleer nQ~
kesâ DebMele: ef$eefJeceerÙe, hetCe& Deekeâej Øeefle™he Ùee ceevekeâ Øeefle™he mes nw~ (iv) efMe#eCe-DeefOeiece meece«eer efJeÅeeefLe&ÙeeW kesâ DeefOeiece keâes mLeeÙeer
Diorama keâe efvecee&Ce ieòes, Lecee&keâesue, efceóer, js[erces[ ke=âef$ece meece«eer yeveeves ceW cenlJehetCe& Yetefcekeâe efveYeeleer nQ~
pewmes- heewOes, Peeef[Ì ÙeeW, MeekeâeW Deeefo keâer meneÙelee mes efkeâÙee peelee nw~ (v) ef Me#eCe-DeefOeiece meece«eer DeefOeiece keâes ™efÛekeâj Je Deekeâ<e&keâ
283. What are the tips for an effective classroom use yeveeves ceW ceoo keâjleer nw~ Dele: I, II Deewj III meYeer keâLeve mener
of digital video? nw ~
I. Familiarise yourself with the 285. What is/are the characteristics of a good
website/media etc. teaching-learning material?
II. Watch a sequence several times before I. The material should have utilitarian value
showing it, so you know when to pause. II. The TLM should be light weight, safe and
ef[efpešue Jeeref[Ùees kesâ ØeYeeJeer keâ#ee GheÙeesie kesâ efueS sturdy
keäÙee megPeeJe nQ? III. Familiarity of TLMs will help to introduce
I. JesyemeeFš/ceeref[Ùee Deeefo mes mJeÙeb keâes heefjefÛele new concepts
nesvee~ Skeâ DeÛÚer efMe#eCe-DeefOeiece meece«eer keâer efJeMes<eleeSB
keäÙee nw/nw?
II. ØeoMe&ve mes henues meerkeäJeWme keâes keâF& yeej osKevee
leeefkeâ Deehe peeve mekeWâ efkeâ keâye jeskeâvee nw~ I. meece«eer keâe GheÙeesefieleeJeeoer cetuÙe nesvee ÛeeefnS~
II. šerSueSce kesâ nukesâ Jepeve, megjef#ele Deewj cepeyetle
(a) Both I and II/I Deewj II oesveeW
(b) Neither I nor II/ve lees I ve ner II
nesvee ÛeeefnS~
III. šerSueSce keâer heefjefÛelelee veF& DeJeOeejCeeDeeW keâes
(c) Only I/kesâJeue I
hesMe keâjves ceW ceoo keâjsieer~
(d) Only II/kesâJeue II
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM (a) I, II and III/I, II Deewj III
Ans. (a) : ef[efpešue Jeeref[Ùees kesâ ØeYeeJeer keâ#ee GheÙeesie kesâ efueS (b) I and II/I Deewj II
JesyemeeFš/ceeref[Ùee Deeefo mes mJeÙeb keâes heefjefÛele nesvee ÛeeefnS leLee (c) II and III/II Deewj III
ØeoMe&ve mes henues meerkeäJeWme keâes keâF& yeej osKevee ÛeeefnS leeefkeâ Ùen helee (d) I and III/I Deewj III
jns efkeâ Gmes keâye jeskeâvee nw~ Dele: I Deewj II oesveeW mener nw~ DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
284. What is the need for 'Teaching-Learning' Ans. (a) Skeâ DeÛÚer efMe#eCe DeefOeiece meece«eer keâer efvecve efJeMes<elee nw-
material in the teaching learning process? efMe#eCe DeefOeiece meece«eer keâe GheÙeesefieleeJeeoer cetuÙe nesvee, efMe#eCe
(I) Learning of new concepts became easier DeefOeiece meece«eer (TLM) keâe nukeâe Jepeve, megjef#ele SJeb cepeyetle
(II) They are needed for effective self- nesvee, meeLe ner šer. Sue. Sce keâer heefjefÛelelee veF& DeJeOeejCeeDeeW keâes
learning hesMe keâjves ceW ceoo keâjleer nes~
(III) In multi-grade and multi-level situations,
they provide vital help to teachers for Jen meece«eer pees efMe#ee keâes mejue, megiece, Deekeâ<e&keâ, ¢oÙe«eener leLee
effective management of their classes. yeesOeiecÙe yeveeleer nes leLee efMe#eCe ceW ceooieej meece«eer efMe#eCe DeefOeiece
efMe#eCe DeefOeiece Øeef›eâÙee ceW ‘efMe#eCe-DeefOeiece’ meece«eer meece«eer keânueeleer nw~ Dele: I, II Deewj III meYeer keâLeve mener nw~
keâer keäÙee DeeJeMÙekeâlee nw? 286. The full form of TLM is ––––––––.
(I) veF& DeJeOeejCeeDeeW keâe meerKevee Deemeeve nes peelee nw~ TLM keâe hetCe& ™he ––––– nw~
(II) Jes ØeYeeJeer mJe-DeefOeiece kesâ efueS DeeJeMÙekeâ nesleer nw~ (a) Total learning matter/DeefOeiece keâe hetCe& efJe<eÙe
(III) yeng-«es[ Deewj yeng-mlejerÙe efmLeefleÙeeW ceW, Jes (b) Total listening material/hetCe& ßeJeCe meece«eer
efMe#ekeâeW keâes keâ#eeDeeW keâe ØeYeeJeer ØeyebOeve keâjves (c) Teaching – learning material/
nsleg cenlJehetCe& meneÙelee Øeoeve keâjles nQ~ efMe#eCe-DeefOeiece meece«eer
(a) I and II/ I Deewj II (d) Teaching – learning module/
(b) I, II and III/ I, II Deewj III efMe#eCe-DeefOeiece Øeefleceeve
(c) II and III/ II Deewj III DSSSB PRT 07/03/2022 (Shift-II)
(d) I and III/ I Deewj III
Ans. (c) : Ghejesòeâ ØeMve keâer JÙeeKÙee osKeW~
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
287. What are the tips for effective classroom use of
Ans. (b) : efMe#eCe-DeefOeiece Øeef›eâÙee ceW efMe#eCe-DeefOeiece meece«eer keâer
digital video ?
efvecve keâejCeeW mes DeeJeMÙekeâlee nesleer nw- (I) Make sure everybody can hear and see the
(i) efMe#eCe-DeefOeiece meece«eer kesâ ØeÙeesie mes veÙeer DeJeOeejCeeDeeW keâes film.
meerKevee Deemeeve nes peelee nw~ (II) Make sure children know what they have
(ii) eqMe#eCe-DeefOeiece meece«eer mJe-DeefOeiece kesâ efueS ØeYeeJeer nesleer nQ~ to do while viewing and why.
Teaching Aptitude 192 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

ef[efpešue Jeeref[ÙeeW kesâ ØeYeeJeer keâ#ee GheÙeesie kesâ efueS Ans. (c) : mebmeeOeveeW kesâ yeejs ceW efMe#eeefLe&ÙeeW keâes heÌ{eles meceÙe vecetves
keäÙee megPeeJe nw? kesâ leewj hej ce=oe kesâ vecetves, KeefvepeeW kesâ vecetves leLee ke=âef<e GlheeoeW kesâ
(I) megefveef§ele keâjW efkeâ nj keâesF& efHeâuce megve Deewj osKe vecetves keâe ØeÙeesie efkeâÙee pee mekeâlee nw~ Dele: I, II Deewj III meYeer efyevog
mekeâlee nw~ mener nw~
(II) megefveef§ele keâjsW efkeâ yeÛÛeeW keâes helee nw efkeâ GvnW keäÙee 290. Which of the following is an eye support?
osKevee nw Deewj keäÙeeW keâjvee nw~ efvecveefueefKele ceW mes keâewve-mee Skeâ Ûe#eg meneÙekeâ nw?
(a) Neither I nor II/ve lees I Deewj ve ner II I. Masks/ceemkeâ
II. The Magnet/Ûegcyekeâ
(b) Only II/kesâJeue II
(a) Neither I nor II/ve lees I ve ner II
(c) Only I/kesâJeue I
(b) Only II/kesâJeue II
(d) Both I and II/oesveeW I Deewj II
(c) Both I and II/I leLee II oesveeW
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
(d) Only I/kesâJeue I
Ans. (d) : ef[efpešue efJeef[ÙeeW kesâ ØeYeeJeer keâ#ee GheÙeesie kesâ efueS
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
DeeJeMÙekeâ nw efkeâ ØelÙeskeâ Úe$e keâes efHeâuce osKeves Deewj megveves keâe
Ans. (c) : ceemkeâ Deewj cewivesš (Ûegcyekeâ) oesveeW Ûe#eg meneÙekeâ Ùee ves$e
DeJemej efceues leLee Úe$eeW keâes henues mes ner Ùen helee nesvee ÛeeefnS efkeâ
meneÙekeâ nQ~ Ùes oesveeW ner DeeBKeeW Éeje osKes pee mekeâles nQ DeLee&led Ùes
GvnW keäÙee osKevee nw Deewj keäÙeeW osKevee nw~ Fme Øekeâej peye efHeâuce
oesveeW ÂMÙe meeceef«eÙeeB nQ~ Dele: I leLee II oesveeW efyevog mener nw~
osKeves kesâ GösMÙe helee neWies lees Úe$e GmeceW ™efÛe ueWies~ Dele: I Deewj II
291. Which of the following types of learning
oesveeW keâLeve mener nw~ materials are in the form of real objects or
288. Which of the following is a visual support? ideals that make the concept very clear?
I. Puppets efvecveefueefKele ceW mes efkeâme Øekeâej keâer DeefOeiece meeceef«eÙeeB
II. Flashcards and games JeemleefJekeâ JemlegDees b Ùee DeeoMeeX kesâ ™he ceW nQ pees
efvecveefueefKele ceW mes keâewve-mee Skeâ ÂMÙe meceLe&ve nw? DeJeOeejCeeDeeW keâes yengle mhe° keâjleer nQ?
I. keâ"hegleefueÙeeB (a) Visual material/ÂMÙe meece«eer
II. HeäuewMekeâe[& leLee Kesue (b) Surrounding environment/Deeme-heeme keâe heefjJesMe
(a) Only I/kesâJeue I (c) Information and communication Technology
(b) Only II/kesâJeue II metÛevee Deewj mebÛeej ØeewÅeesefiekeâer
(c) Neither I nor II/ve lees I Deewj ve ner II (d) Tacticle material/mheMe& meece«eer
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
(d) Both I and II/I leLee II oesveeW
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM Ans. (d) : mheMe& DeefOeiece meeceef«eÙeeB JeemleefJekeâ JemlegDeeW Ùee DeeoMeeX
kesâ ™he ceW nesleer nQ pees DeJeOeejCeeDeeW keâes yengle mhe° keâjleer nw~ mheMe&
Ans. (d) : keâ"hegleefueÙeeB SJeb HeäuewMekeâe[& leLee Kesue oesveeW ner Skeâ
DeefOeiece meece«eer kesâ Debleie&le JeemleefJekeâ JemlegSB, cee@[ume, ef$eDeeÙeeceer
ÂMÙe meceLe&ve nw~ ÂMÙe meceLe&ve Ssmeer Ûeerpe nw efpevnW nce osKeles nw pees ØeefleefÛe$e Deeefo Deeleer nw~ Ùes meYeer meeceef«eÙeeB yeÛÛeeW keâes JeemleefJekeâ
mebÛeej Øeef›eâÙee keâes yeÌ{eles nw~ yeÛÛeeW kesâ efueS ÂMÙe meceLe&ve ceW DevegYeJe Øeoeve keâjleer nw efpememes Gvekeâe DeefOeiece mLeeÙeer neslee nw~
JeemleefJekeâ JemlegSB, jsKee efÛe$e, Meyo Ùee ef›eâÙee lemJeerjs Meeefceue nes
292. Which of the mode of computer assisted
mekeâlee nw~ Fvekeâe GheÙeesie ÂMÙe keâeÙe&›eâce keâ#ee kesâ efueS efveÙece learning is correctly paired ?
meeceeefpekeâ DeeKÙeeve keâeÙe& efJeMues<eCe ceW efkeâÙee pee mekeâlee nw~ Dele: I keâchÙetšj Deefmemšs[ ueefveËie keâe keâewve mee lejerkeâe mener {bie
leLee II oesveeW efyevog mener nw~ mes peesÌ[e ieÙee nw ?
289. Which of the following specimens can be used I. Drill and practice session- Allows
while teaching the learners about resources? experimental data to be analyzed.
I. Specimens of soils ef[^ue Deewj DeYÙeeme me$e- ØeÙeesieelcekeâ [sše keâe
II. Specimens of minerals efJeMues<eCe keâjves keâer Devegceefle oslee nw~
III. Specimens of agricultural products II. Tutorial mode- Information and
mebmeeOeveeW kesâ yeejs ceW efMe#eeefLe&ÙeeW keâes heÌ{eles meceÙe FveceW explanatory material is presented in small
mes efkeâme vecetves keâe ØeÙeesie efkeâÙee pee mekeâlee nw? segments.
I. ce=oe kesâ vecetves šŸetšesefjÙeue efJeefOe- metÛevee Deewj JÙeeKÙeelcekeâ
meece«eer Úesšs Keb[ ceW Øemlegle keâer peeleer nw~
II. KeefvepeeW kesâ vecetves
III. Data analysis-It is the question-answer
III. ke=âef<e GlheeoeW kesâ vecetves type program.
(a) Both I and II /oesveeW I Deewj II [sše efJeMues<eCe- Ùen nw ØeMve-Gòej Øekeâej keâe
(b) Only I /kesâJeue I keâeÙe&›eâce nw~
(c) I, II, and III /I, II, Deewj III (a) I, II and III/I, II leLee III (b) Only II/kesâJeue II
(d) Only II/ kesâJeue II (c) I and II/I leLee II (d) Only III/kesâJeue III
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM DSSSB PRT 07/03/2022 (Shift-III)
Teaching Aptitude 193 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

 Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : šŸetšesefjÙeue efJeefOe– FmeceW metÛevee Deewj JÙeeKÙeelcekeâ 296. Úe$eeW keâer ceele=Yee<ee ceW TLM keâe efJekeâeme keâjvee Yeer
meece«eer Úesšs Keb[ ceW Øemlegle keâer peeleer nw~ efMe#ekeâ keâes Úe$eeW ceW_____meerKeves keâer YeeJevee hewoe
Ùen efMe#eCe keâe Skeâ cenlJehetCe& lejerkeâe nw peneb Skeâ šŸetšj Úe$eeW kesâ keâjves keâe DeJemej Øeoeve keâjlee nw~
Skeâ Úesšs mecetn keâes Gvekeâer meb%eeveelcekeâ Deewj Mew#eefCekeâ #eceleeDeeW ceW (a) menÙeesieelcekeâ (b) ÂMÙe
megOeej keâjves ceW ceoo keâjlee nw~ (c) Dee@ef[Ùees (d) Dekesâuee
Ùen Skeâ efMe#ekeâ Éeje efkeâmeer JÙeefòeâ Ùee efJeÅeeefLe&ÙeeW kesâ Skeâ Úesšs mecetn DSSSB PRT 30/03/2022 (Shift-III)
keâes efoS ieS DeOÙeÙeve keâer DeJeefOe nw~ Ans. (a) : Úe$eeW keâer ceele=Yee<ee ceW TLM (Teaching Learning
ef[^ue Deewj DeYÙeeme me$e– FmeceW keâchÙetšj hej JemlegDeeW keâes Material) keâe efJekeâeme keâjvee Yeer efMe#ekeâ keâes Úe$eeW ceW menÙeesieelcekeâ
KeeRÛevee, ceehevee Deewj JÙeJeefmLele keâjvee pewmeer ieefleefJeefOeÙeeB mebYeJe nQ~ meerKeves keâer YeeJevee hewoe keâjves keâe DeJemej Øeoeve keâjlee nw~ efMe#eCe
Deeceleewj hej keâchÙetšj Deefmemšs[ ueefve&ie ceW uebyes Gòej efueKeves mes yeÛee meneÙekeâ meece«eer (TLM) efMe#ekeâ keâe Jen meeOeve nw, efpemekesâ ceeOÙece
peelee nw~ mes Jen Deheveer efMe#eCe-DeefOeiece Øeef›eâÙee keâes ØeYeeJeMeeueer yeveelee nw~
[sše efJeMues<eCe– Ùen keâchÙetšj keâes mebmeeOeve meece«eer Keespeves kesâ Ùen DeefOeiece Øeef›eâÙee keâes mLeeÙeer SJeb jesÛekeâ yeveeves keâe keâeÙe& keâjlee
efueS cenlJehetCe& keâeÙe& Øeoeve keâjlee nw~ Dele: keâLeve kesâJeue II mener nw~ nw~ TLM kesâ Devleie&le Úe$eeW keâes efÛe$e, iueesye, Ûeeš&, cee@[ue Deeefo
293. Which of the following is usually based on kesâ ceeOÙece mes ØelÙeÙe keâes mecePeeves keâe keâeÙe& efkeâÙee peelee nw~ efMe#eCe
pictures?/efvecveefueefKele ceW mes keâewve-mee Deeceleewj hej meneÙekeâ-meece«eer keâes TLM SJeb Teaching Aids kesâ veece mes Yeer
efÛe$eeW hej DeeOeeefjle nw? peevee peelee nw~ Ùen efMe#eCe keâes ØeYeeJeMeeueer yeveeves keâe Skeâ Gòece
(a) Listen and transfer information meeOeve nw~
peevekeâejer keâes megveW Deewj mLeeveebleefjle keâjW 297. F&-ueefveËie kesâ ™he ceW_____Skeâ yeÌ{leer ngF& ØeJe=efòe nw peneb
(b) Listen and classify/megveW Deewj Jeieeake=âle keâjW efMe#ee ves keâ#eeDeeW keâer Yeeweflekeâ yeeOeeDeeW keâes heej keâj
(c) Listen and predict/megveW Deewj YeefJe<ÙeJeeCeer efueÙee nw Deewj ieefleMeeruelee neefmeue keâj ueer nw~
(d) Listen and guess/megveW Deewj Devegceeve keâjW (a) ie=n efMe#ee (b) [smkeâ DeefOeiece
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM (c) hee"Ÿe-hegmlekeâ DeefOeiece (d) ceesyeeFue DeefOeiece
Ans. (b) : ‘megveW Deewj Jeieeake=âle keâjW’, Ùen efÛe$eeW hej DeeOeeefjle nw DSSSB PRT 30/03/2022 (Shift-III)
keäÙeeWefkeâ Fme Øeef›eâÙee ceW keâesF& yeeuekeâ henues megvelee nw efheâj Gvekesâ iegCeeW Ans. (d) : F&-ueefveËie kesâ ™he ceW ceesyeeFue DeefOeiece Skeâ yeÌ{leer ngF&
Deewj oes<eeW keâe Deekeâueve keâjkesâ GvnW Jeieeake=âle keâjlee nw~ ØeJe=efòe nw peneB efMe#ee ves keâ#eeDeeW keâer Yeeweflekeâ yeeOeeDeeW keâes heej keâj
294. Under which of the following headings, the use efueÙee nw Deewj ieefleMeeruelee neefmeue keâj ueer nw~ ceesyeeFue ueefveËie Jen
of 'audio and visual clues as an aid to meaning meerKe nw efpemes ceesyeeFue GhekeâjCeeW keâe GheÙeesie keâjkesâ keâneR Yeer Deewj
is included when, making an observation sheet? efkeâmeer Yeer meceÙe efkeâÙee pee mekeâlee nw~ meece«eer lekeâ hengBÛeves kesâ efueS
efvecveefueefKele ceW mes efkeâme Meer<e&keâ kesâ lenle DeJeueeskeâve efMe#eeLeea keâes Fve GhekeâjCeeW Éeje me#ece yeveeÙee peelee nw efpevnW nce
he$ekeâ yeveeles meceÙe ‘DeLe& keâer meneÙelee kesâ ™he ßeJÙe Deheveer pesye Deewj yewkeâhewkeâ ceW jKeles nw pewmes šwyeuesš Deewj mceeš&heâesve~
Deewj ÂMÙe keâe GheÙeesie’ Meeefceue neslee nw? ceesyeeFue ueefveËie Úe$eeW keâes meerOes Deheves ceesyeeFue GhekeâjCeeW mes hee"eW keâe
(a) Speaking/yeesueves (b) Listening/megveves DeOÙeÙeve keâjves, Jeeref[ÙeeW osKeves Deewj hejer#eCe keâjves keâer Devegceefle oslee
(c) Writing/efueKeves (d) Reading/heÌ{ves nw~ nceeje YeefJe<Ùe ceesyeeFue ueefveËie keâe ner nesves Jeeuee nw keäÙeeWefkeâ
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM ceesyeeFue ueefveËie keâer meyemes DeÛÚer yeele Ùen nw efkeâ Ùen meYeer kesâ efueS
Ans. (b) : peye megveves kesâ efueS keâesF& Øes#eCe he$e yeveevee neslee nw lees GheueyOe nes mekeâlee nw FmeceW keâesF& #es$e yebOeve veneR neslee nw~
Dee@ef[Ùees efJepegDeue (ßeJÙe-ÂMÙe) mebmeeOeveeW keâe ØeÙeesie efkeâÙee peelee nw~ 298. Which of the following pairs of types of TLM -
FmeefueS megveves kesâ lenle DeJeueeskeâve he$ekeâ yeveeles meceÙe ‘DeLe& keâer Material is Correct ?
meneÙelee kesâ ™he ceW ßeJÙe Deewj ÂMÙe keâe GheÙeesie’ Meeefceue neslee nw~ I. Projected aid - Magic lantern
295. _____ are useful for working on and displaying II. Experimental aid - Photographs
flannel graph./............ heäuesvessue«eeheâ hej keâeÙe& keâjves III. Non-projected aid - Field trip
kesâ efueS leLee ØeoefMe&le keâjves kesâ efueS GheÙeesieer neslee nw~ efvecveefueefKele ceW mes keâewve mee šerSueSce meece«eer keâe
(a) English corner/FbefiueMe keâe@ve&j Øekeâej mener nw?
(b) Word cards/Je[& keâe[& I. Øe#esefhele meece«eer – peeogF& efÛejeie
(c) Cardboard box/keâe[&yees[& yee@keäme II. ØeÙeesieelcekeâ meece«eer – Heâesšes
(d) Board game/yees[& iesce III. iewj Øe#esefhele meece«eer – #es$e Ùee$ee
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM (a) I, II and III/ I, II leLee III
Ans. (b) : Je[& keâe[&, heäuesveue«eeheâ hej keâeÙe& keâjves kesâ efueS leLee (b) Only I/kesâJeue I
ØeoefMe&le keâjves kesâ efueS GheÙeesieer neslee nw~ heäuesveue«eeheâ Skeâ Øekeâej keâe (c) II and III/ II leLee III
yees[& neslee nw efpeme hej Je[& keâe[&, efÛe$eheâuekeâ Deeefo efÛehekeâekeâj keâesF& (d) I and II/ I leLee II
Yeer keâneveer Ùee Meyo yeveeÙee peelee nw~ DSSSB PRT 23/03/2022 (Shift-III)
Teaching Aptitude 194 YCT

Join Telegram - @TeachingExam For Kvs Nvs DSSSB EMRS

Ans. (b) : hee" keâes "erkeâ mes mecePeves kesâ efueS efMe#ekeâ efpeve I. This application was launched by Union
meeceef«eÙeeW keâe ØeÙeesie keâjlee nw Jen efMe#eCe meneÙekeâ meece«eer (TLM) Ministry of Education in 2016.
keânueeleer nw~ I. Fme ShueerkesâMeve keâes 2016 ceW keWâõerÙe efMe#ee ceb$eeueÙe
efMe#eCe meneÙekeâ meeceef«eÙeeB efvecveefueefKele nes mekeâleer nw- Éeje ØeejbYe efkeâÙee ieÙee Lee~
II. All the digital textbooks of NCERT can be
* Projected Aid (Øe#esefhele meece«eer)- FmeceW heeJej hJeeFbš freely accessed.
ØemlegleerkeâjCe mueeF[, efheâuce-efmš^hme, DeesJejns[ Øeespeskeäšj leLee peeogF& II. Sve. meer. F&. Deej. šer keâer meYeer ef[efpešue
efÛejeie (Magic lantern) Deeefo Meeefceue nw~ hee"ŸehegmlekeâeW keâe cegHeäle ceW GheÙeesie efkeâÙee pee mekeâlee nw~
*Experimental Aid (ØeÙeesieelcekeâ meece«eer) - Fme meeceef«eÙeeW ceW III. The application interface is available in
Photo graphs (heâesšes«eeheâ) keâes Meeefceue veneR efkeâÙee peelee nw yeefukeâ English and Hindi Only.
FmeceW DevegmebOeeve, hewšve& {tÌ{vee leLee Øes#eCe Deeefo efkeâÙee peelee nw~ III. ShueerkesâMeve DeblejeHeâuekeâ kesâJeue Deb«espeer Deewj eEnoer
* Non-projected Aid (iewj Øe#esefhele meece«eer) - FmeceW ceW GheueyOe nw~
yuewkeâyees[&, Ûeeš& Deeefo ÂMÙe efveoxMeelcekeâ GhekeâjCe Øeespeskeäš kesâ meeLe (a) Only II/kesâJeue II
efoKeeS peeles nw leLee field trip (Yeewieesefuekeâ Ùee$ee) keâes FmeceW Meeefceue (b) I and II/I leLee II
veneR efkeâÙee peelee nw~ Dele: mhe° efkeâ ÙeneB efJekeâuhe (b) kesâJeue I mener (c) Only I/kesâJeue I
efJekeâuhe nw~ (d) I, II and III/I, II leLee III
299. except ______ all the given materials are the DSSSB PRT 07/03/2022 (Shift-II)
examples of some of the most common
Ans. (a) : F&-hee"Meeuee NCERT Éeje efJekeâefmele Skeâ Dee@veueeFve
prepared teaching-learning materials.
_____keâes ÚesÌ[keâj meYeer oer ieF& meece«eer kegâÚ meyemes
hees š&ue SJeb ceesyeeFue ShueerkesâMeve nw efpemekeâer meneÙelee mes efkeâleeyeeW Je
DevÙe DeOÙeÙeve mecyeefvOele meece«eer keâe Dee@veueeFve GheÙeesie cegHeäle ceW
meeceevÙe lewÙeej efMe#eCe DeefOeiece meece«eer keâer GoenjCe nQ~
efkeâÙee pee mekeâlee nw~ Fme hej keâ#ee 1 mes 12 lekeâ keâer meYeer efJe<eÙeeW
(a) Coloured sticks/jbieerve efmškeâ
keâer efkeâleeyeeW keâes ef[efpešue cees[ hej GheueyOe keâjeF& ieF& nw~
(b) Charts/Ûeeš&
F&-hee"Meeuee heesš&ue Skeâ mebÙegòeâ ™he mes ceeveJe mebmeeOeve efJekeâeme
(c) Flowers/heg<he ceb$eeueÙe, Yeejle mejkeâej Deewj je<š^erÙe Mewef#ekeâ DevegmebOeeve SJeb ØeefMe#eCe
(d) Alphabet cards/JeCe&ceeuee keâe[& heefj<eo Éeje veJecyej 2015 ceW Meg™ keâer ieF& Leer leLee Fmekeâe
DSSSB PRT 24/03/2022 (Shift-III) Deblejeheâuekeâ yengle meejer Yee<eeDeeW ceW lewÙeej efkeâÙee ieÙee nw, pewmes efnvoer,
Ans. (c) : GheÙeg&òeâ ØeMve keâer JÙeeKÙee osKeW~ Deb«espeer, Got& Deeefo~
300. ______ is defined as a National Digital Fme Øekeâej keâne pee mekeâlee nw efkeâ F&-hee"Meeuee kesâ mevoYe& ceW ÙeneB hej
Repository to store, index, preserve, distribute keâLeve kesâJeue II melÙe nw leLee I Je III DemelÙe keâLeve nw~
and share the digital learning resources
302. Which of the following is not a MOOC
developed by the Open and Distance Learning
platform ?
institutions in the country.
_____ keâes osMe ceW cegòeâ Deewj otjmLe efMe#ee mebmLeeveeW Éeje
ef vecveefueefKele ceW mes keâewve-mee MOOC huesšHeâe@ce& veneR
efJekeâefmele ef[efpešue efMe#eCe mebmeeOeveeW keâes mšesj, Fb[skeäme, nw?
mebjef#ele, efJeleefjle Deewj meePee keâjves kesâ efueS Skeâ je„^erÙe (a) Udacity/G[sefmešer (b) Coursera/keâesmexje
ef[efpešue efjheesefpešjer kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw~ (c) Zoom/petce (d) Google primer/ietieue ØeeFcej
(a) Digital divide/ef[efpešue ef[JeeF[ DSSSB PRT 27/03/2022 (Shift-III)
(b) E-Gyankosh/F& %eevekeâes<e Ans. (c) : MOOC (cewefmeJe Deesheve Dee@veueeFve keâesme&) Demeerefcele
(c) Class/keäueeme Yeeieer oejer kesâ GösMÙe mes Skeâ mJeleb$e, Keguee, Dee@veueeFve hee"dÙe›eâce nw~
(d) Gyan Darshan/%eeve oMe&ve Ùen kew âefjÙej keâes Deeies yeÌ{eves Deewj yeÌ[s hewceeves hej iegCeJeòeehetCe& Mewef#ekeâ
DSSSB PRT 29/03/2022 (Shift-III) Deveg Y eJe Øeoeve keâjves keâe Skeâ efkeâheâeÙeleer Deewj ueÛeeruee lejerkeâe Øeoeve
Ans. (b) : F&-%eevekeâes<e keâes osMe ceW cegòeâ Deewj otjmLe efMe#ee mebmLeeveeW
keâjlee nw~
Éeje efJekeâefmele ef[efpešue efMe#eCe mebmeeOeveeW keâes mšesj, Fb[skeäme, MOOC, otjmLe efMe#ee ceW JÙeehekeâ ™he mes MeesefOele efJekeâeme nw, efpemes
mebjef#ele, efJeleefjle Deewj meePee keâjves kesâ efueS Skeâ je°^erÙe ef[efpešue henueer yeej 2008 ceW Øemlegle efkeâÙee ieÙee Lee~
efjheesefpešjer kesâ ™he ceW heefjYeeef<ele efkeâÙee ieÙee nw~ F& %eevekeâes<e, Fme huesšheâece& kesâ Devleie&le G[sefmešer, keâesmexje leLee ietieue ØeeFcej Deeefo
GheÙeesiekeâlee&DeeW keâes Skeâ JÙeefòeâiele meerKeves keâer peien Øeoeve keâjlee nw Meeefceue nQ, peyeefkeâ petce Fmekeâe huesšheâece& veneR nQ~
peneB GheÙeesiekeâlee& meerKeves keâer ØeyebOeve ØeCeeueer kesâ meeLe cegHeäle efMe#eCe 303. Which of the following is a free learning
mebmeeOeveeW keâes Skeâerke=âle keâjkesâ Deheveer Mewef#ekeâ DeeJeMÙekeâleeDeeW kesâ management platform that merges classroom
Devegmeej meerKe mekeâles nQ~ content, safe communication, and assessment
with social media savvy. Students and parents
301. Which of the following statement is correct can get quick answers to questions as well as
regarding the E-pathshala mobile application? stay current on class assignments and
F&-hee"Meeuee ceesyeeFue ShueerkesâMeve kesâ mevoYe& ceW happenings via the student planner and
efvecveefueefKele ceW mes keâewve mee keâLeve mener nw ? discussion threads.
Teaching Aptitude 195 YCT
 efvecveefueefKele ceW mes keâewve-mee cegHeäle DeefOeiece ØeyebOeve cebÛe Non-projected material/DeØe#esefhele meece«eer
(a)
nw pees keâ#ee meece«eer, megjef#ele mebÛeej Deewj cetuÙeebkeâve keâes Sensory material/mebJesoer meece«eer
(b)
meesMeue ceeref[Ùee kesâ peevekeâejeW kesâ meeLe efceueelee nw~ Úe$e Prepared material/lewÙeej meece«eer
(c)
Deewj ceelee-efhelee ØeMveeW kesâ lJeefjle Gòej Øeehle keâj mekeâles Audio-visual material/ßeJÙe-ÂMÙe meece«eer
(d)
nQ Deewj meeLe ner Úe$e Ùeespeveekeâej Deewj ÛeÛee& LeÇs[ kesâ DSSSB PRT 16/03/2022 (Shift-II)
ceeOÙece mes keâ#ee kesâ efveÙelekeâeÙe& Deewj IešveeDeeW hej Ans. (b) : Jen meece«eer pees efMe#ee keâes mejue, megiece, Deekeâ<e&keâ,
DeÅeleve jn mekeâles nQ~ ÜoÙe«eener leLee yeesOeiecÙe yeveeleer nw efMe#eCe ceW ceooieej meece«eer efMe#eCe
(a) Edmodo/S[cees[es DeefOeiece meece«eer (TLM - Teaching Learning Materials)
(b) Zoom/petce keânueeleer nw~ Ùen meece«eer meesÛe Deewj Keespe keâer ØeJe=efòe keâes Øeeslmeeefnle
(c) Duo lingo/[gDees efuebiees keâjleer nw~ Fmekesâ Éeje DeOÙeeheveerÙe meece«eer keâes mejme leLee mejue ™he
(d) Science 360/meeFDevme 360 Øeehle nes peelee nw, efJe<eÙe Jemleg keâer mhe°lee yeÌ{ peeleer nw~ DeOÙesÙe
DSSSB PRT 27/03/2022 (Shift-III) meece«eer jesÛekeâ Mewueer ceW Øemlegle nesves kesâ keâejCe DeefOekeâ yeesOeiecÙe yeve
Ans. (a) : ‘‘S[cees[es (Edmodo)’’ cegòeâ DeefOeiece ØeyebOeve cebÛe nw, peeleer nw~ ØelÙe#e DevegYeJe jnves kesâ keâejCe mJeÙeb meerKeves keâer ØeJe=efòe keâes
pees keâ#ee-meece«eer, megjef#ele mebÛeej Deewj cetuÙeebkeâve keâes meesMeue ceeref[Ùee ØesjCee leLee yeÌ{eJee efceuelee nw~ Fmekeâer meehesef#ekeâ ØeYeeJeMeeruelee keâes
kesâ peevekeâejeW kesâ meeLe efceueelee nw~ FmeceW Úe$e Deewj ceelee-efhelee ØeMveeW Decesefjkeâe kesâ ‘S[iej [sue’ ves efoÙee Lee~ Fmekesâ keâF& Øekeâej nesles nQ-
kesâ lJeefjle Gòej Øeehle keâj mekeâles nw Deewj meeLe ner Úe$e Ùeespeveekeâej DeØe#esefhele meece«eer, lewÙeej meece«eer, ÂMÙe-ßeJÙe meece«eer, ßeJÙe meece«eer,
Deewj ÛeÛee& LeÇs[ kesâ ceeOÙece mes keâ#ee kesâ efveÙelekeâeÙe& Deewj IešveeDeeW hej ÂMÙe meece«eer Deeefo~ Ùen meceÙe kesâ meeLe-meeLe efJekeâefmele nesleer jnleer
DeÅeleve jn mekeâles nQ~ nw~ peyeefkeâ mebJesoer meece«eer efMe#eCe DeefOeiece meece«eer veneR nesleer nw~
304. Which of the following is not an app for 307. Which one of the following is not the tool for
testing/gaming/quizzing ? Synchronous Interaction?
efvecve ceW mes keâewve hejer#eCe/iesefcebie/keäJeerefpebie kesâ efueS Sshe efvecveefueefKele ceW mes keâewve mee efmeb›eâesveme FbšjskeäMeve keâe
veneR nw? štue veneR nw~
(a) kahoot/keântle (a) Voice/DeeJee]pe
(b) gynzy/peervepeer (b) Live Streaming/ueeFJe mš^erefcebie
(c) mastery connect/cenejle keâveskeäš (c) Chat/Ûewš
(d) swayam/mJeÙeb (Sme.[yuÙet.S.JeeF&.S.Sce) (d) Textbooks/hee"dÙehegmlekeWâ
DSSSB PRT 27/03/2022 (Shift-III) DSSSB PRT 30/03/2022 (Shift-I)
Ans. (d) : swayam (mJeÙece) Skeâ iesefcebie/keäJeerefpebie, hejer#eCe kesâ Ans. (d) : efmeb›eâesveme FbšjwkeäMeve Jes nesles nQ efpeveceW Skeâ efmemšce otmejs
efueS Skeâ Sshe veneR nw, yeefukeâ mJeÙeb lees Skeâ SpegkesâMeve heesš&ue nw~ keâes mebosMe Yespelee nw Deewj Deeies yeÌ{ves ceW henues Skeâ Øeefleef›eâÙee keâer
Fme heesš&ue keâe cegKÙe GösMÙe Yeejle kesâ nj keâesves ceW efMe#ee GheueyOe Øeleer#ee keâjlee nw~ Fmekesâ kegâÚ ™he nQ pewmes ueeFJe Jesyeerveej, Jeeref[ÙeeW
keâjevee Deewj efMe#ee ØeCeeueer ceW megOeej keâjvee nw~ keâe@veØeWâefmebie, JejÛegDeue keäueeme™ce FlÙeeefo Deeles nQ~ hee"dÙehegmlekeâ
keângle (Kahoot) She, efpebpeer (Gynzy) She leLee ceemšsjer keâveskeäš Fmekesâ štue kesâ ™he ceW veneR GheÙeesie efkeâÙee pee mekeâlee nw keäÙeeWefkeâ FmeceW
(Mastery connect) She, iesefcebie/keäJeerefpebie hejer#eCe kesâ efueS ØeÙeesie mecemle metÛevee Skeâ peien ner Skeâef$ele jnleer nw ueesie Fmes GheÙeesie ceW
efkeâÙes peeles nQ~ ueeles nQ lees JÙeefòeâ metÛevee Øeehle keâj mekeâlee nw~ Ùen efmeb›eâesveme
305. The first teaching machine was invented by FCšjwkeäMeve keâer lejn keâeÙe& veneR keâjlee ~
.........
ØeLece efMe#eCe ceMeerve keâe DeeefJe<keâej_______Éeje efkeâÙee 308. Which among them is/are used in open
education model?
ieÙee Lee FveceW mes efkeâmekeâe cegòeâ efMe#ee cee@[ue ceW GheÙeesie efkeâÙee
(a) Edgar Dale/S[iej [sue peelee nw?
(b) Norman Crowder/vee@ce&ve ›eâeG[j
(a) Printed material /cegefõle meece«eer
(c) Pestalozzi/hesmšesuee@peer
(b) Peers/meeLeer-mebiele
(d) Sydney L Pressey/efme[veer Sue Øesmeer
(c) Printed material and Audios
DSSSB PRT 25/03/2022 (Shift-III)
cegefõle meece«eer Deewj Dee@ef[ÙeeW
Ans. (d) : efMe#eCe ceMeerves cetue ™he mes Ùebeef$ekeâ GhekeâjCe Leer pees
(d) Audios/Dee@ef[Ùees~
Mewef#ekeâ meece«eer Øemlegle keâjleer Leer Deewj Úe$eeW keâes heÌ{eleer Leer~ 1920
DSSSB PRT 30/03/2022 (Shift-I)
kesâ oMekeâ kesâ ceOÙe ceW efme[veer Sue.Øesmeer (Sydney L Pressey) Éeje
henueer yeej, ØeLece efMe#eCe ceMeerve keâe DeeefJe<keâej efkeâÙee ieÙee Lee~ Ans. (c) : cegefõle meece«eer Deewj Dee@ef[ÙeeW cegòeâ efMe#ee cee@[ue ceW
306. The Teaching-learning material can be
GheÙees ie efkeâÙee peelee nw~ cegòeâ Mewef#ekeâ mebmeeOeveebs ceW Dee@veueeFve
categorized different ways. Which of the hee"d Ù eheg mlekeâeW, Jeeref[ÙeeW efjkeâ@e[& efkeâS ieS JÙeeKÙeeve, ÙetšdÙetye efkeäuehe,
following is not correct? mJelev$e DeOÙeÙeve kesâ efueS ef[p] eeFve keâer ieF& Jesye- DeeOeeefjle hee"dÙemeece«eer,
efMe#eCe DeefOeiece meece«eer keâes efJeefYeVe lejerkeâeW ceW Jeieeake=âle SefvecesMeve Deewj efmeceguesMeve, Dee@ef[ÙeeW, ef[efpešue DeejsKe Deewj «eeefheâkeäme
efkeâÙee pee mekeâlee nw~ efvecveefueefKele ceW mes keâewve-mee mener FlÙeeefo cegòeâ efMe#ee cee@[ue ceW GheÙeesie efkeâÙee peelee nw~ cegòeâ efMe#ee efkeâmeer
veneR nw? Yeer Øee™he Deewj ceeOÙece ceW meerKeves, efmeKeeves keâer MeesOe meece«eer nesleer nw pees
Teaching Aptitude 196 YCT
 (c) Both I and II/I leLee II oesveeW
meeJe&peeefvekeâ [escesve ceW jnles nQ~ Fme efMe#ee cee@[ue ceW keâe@heerjeFš kesâ lenle
pees Skeâ Kegues ueeFmeWme kesâ lenle peejer efkeâS ieS nQ pees efyevee efkeâmeer ueeiele
(d) Neither I nor II/vee ner I vee ner II
kesâ GheÙeesie keâer Devegceefle Øeoeve keâjles nQ~ DSSSB PRT 23/03/2022 (Shift-II)
309. Given are the ways to improve online learning Ans : (b) Skeâ DeÛÚer efMe#eCe DeefOeiece meece«eer yeÛÛeeW kesâ efueS
except______. Deekeâ<e&keâ (attractive) nesveer ÛeeefnS keäÙeeWefkeâ efMe#eCe meece«eer,
Dee@veueeFve efMe#eCe ceW megOeej kesâ lejerkesâ efvecveefueefKele GhekeâjCe kesâ GheÙeesie mes yeÛÛeeW kesâ %eeve, mecePe hej DeÛÚe ØeYeeJe
efoS ieS nQ, efmeJeeÙe- heÌ[lee nw~ efMe#eCe meece«eer DeefOeiece keâeÙe&›eâceeW ceW ceoo keâjleer nQ~ Ùen
(a) Consider new learning approach efMe#ekeâ keâes ØeYeeJeer Ì{bie mes Deewj uecyeer DeJeefOe kesâ efueS DeJeOeejCeeDeeW
veS DeefOeiece Gheeiece hej efJeÛeej keâjvee~ keâes meerKeves Deewj yeveeS jKeves kesâ efueS hee" keâes ØeYeeJeer Ì{bie mes Øemlegle
(b) Connect to student individually keâjves ceW Yeer ceoo keâjleer nw~ Dele: keâLeve kesâJeue II mener nw~
Úe$e mes JÙeefòeâiele ™he mes peg[Ì vee~ 312. ________ is a prescribed book for students a
(c) Focusing on traditional approach particular age group and is called teacher in
Print.
heejbheefjkeâ Gheeiece hej OÙeeve keWâefõle keâjvee~ ...........Skeâ efJeMes<e DeeÙeg Jeie& kesâ Úe$eeW kesâ efueS efveOee&efjle
(d) Utilize a variety of technology
hegmlekeâ nw Deewj Fmes šerÛej Fve efØebš keâne peelee nw~
efJeefYeVe Øekeâej keâer lekeâveerkeâ keâe GheÙeesie keâjvee~
(a) Project book/heefjÙeespevee hegmlekeâ
DSSSB PRT 30/03/2022 (Shift-II)
(b) Notebook/veesš yegkeâ
Ans. (c) : Dee@veueeFve efMe#eCe, efMe#ekeâeW keâes Úe$eeW keâes efMe#ee osves keâe
(c) Work book/keâeÙe& hegmlekeâ
Skeâ ØeYeeJeer lejerkeâe Øeoeve keâjlee nw~ Fmes meerKeves ceW Jeeref[Ùees, heer[er
(d) Text book/hee"Ÿe hegmlekeâ
Sheâ hee@[keâemš, pewmes keâF& GhekeâjCe nQ Deewj efMe#ekeâ Fve meYeer
DSSSB PRT 26/03/2022 (Shift-II)
GhekeâjCeeW keâe GheÙeesie hee" ÙeespeveeDeeW ceW keâj mekeâles nQ~
Ans. (d) : hee"dÙe-hegmlekeâ, Skeâ efJeMes<e DeeÙeg Jeie& kesâ Úe$eeW kesâ efueS
Dee@veueeFve efMe#eCe ceW megOeej kesâ lejerkeâeW ceW heejbheefjkeâ Gheeiece hej OÙeeve efveOee&efjle hegmlekeâ nw, Deewj Fmes ‘‘šerÛej-Fve-efØebš’’ keâne peelee nw~
kesâefvõle keâjvee, Meeefceue veneR nw keäÙeeWefkeâ Dee@veueeFve efMe#eCe Skeâ hee"dÙe-hegmlekeâW Úe$eeW keâes efJe<eÙeJemleg kesâ mebkeâueve keâjves ceW meneÙelee
DeeOegefvekeâ lekeâveerkeâer kesâ keâejCe ØeYeeJeer ngDee nw, peneB heejbheefjkeâ Gheeiece Øeoeve keâjleer nQ leLee Fvekesâ ceeOÙece mes Úe$eeW keâer mcejCe leke&â Meefòeâ keâe
keâe ØeÙeesie veneR efkeâÙee peelee nw~ efJekeâeme Yeer neslee nw~
310. Which of the following Function is not caused 313. ØeeLeefcekeâ mlej hej Jeeref[Ùees Deveg™heCe Deewj ØeoMe&ve keâer
by Non-Print Media?
Dehes#ee efkeâmes lejpeern oer peeveer ÛeeefnS?
efvecveefueefKele ceW mes keâewve mee keâeÙe& vee@ve-efØebš ceeref[Ùee kesâ
(a) he"ve (b) uesKeve
keâejCe veneR neslee nw?
(c) nmle DevegYeJe (d) ceeveefmekeâ keâeÙe&
(a) Arouse Motivation/DeefYeØesjCee peieevee
PRT–KVS, 16–12–2017
(b) Increasing Concentration/Skeâe«elee yeÌ{evee
Ans : (c) ØeeLeefcekeâ mlej hej Jeeref[Ùees Deveg™heCe Deewj ØeoMe&ve keâer
(c) Diverted Attention/OÙeeve Yeškeâvee Dehes#ee nmle DevegYeJe keâes lejpeern oer peeveer ÛeeefnS keäÙeeWefkeâ Fme mlej
(d) Direct Attention/meerOee OÙeeve hej yeeuekeâ yeeuÙeeJemLee ceW neslee nw efpemes %eeve keâes mLeeÙeer yeveeves kesâ
DSSSB PRT 30/03/2022 (Shift-I) efueS leLee veJeerve %eeve keâer Øeeefhle kesâ efueS mJeÙeb keâjkesâ meerKeves hej yeue
Ans. (c) : Non-Print Media Jes nesles nQ, efpeve hej Print MeyoeW efoÙee peevee ÛeeefnS~ Fme lejn mes Deefpe&le %eeve DeefOeiece ceW meneÙekeâ
Ùee ÂMÙeeW keâe ØelÙe#e ™he mes ØeefleefveefOelJe veneR efkeâÙee peelee nw~ neslee nw~
mJeemLÙe, efJe%eeve hegmlekeâeueÙe kesâ efueS Non-Print Media lespeer mes 314. efvecveefueefKele ceW mes keâewve mee F&-efMe#eCe keâe GoenjCe nw?
cenlJehetCe& metÛevee Deewj efMe#eCe mebmeeOeve meece«eer yeve jner nw~ Jele&ceeve (a) otjmLe efMe#ee ceW ØeewÅeesefiekeâer keâe GheÙeesie keâjkesâ Úe$e Deeies
meceÙe ceW Fme ceeref[Ùee keâe ØelÙeskeâ peien GheÙeesie efkeâÙee pee jne nw efMe#ee hetjer keâjles nQ~
keäÙeeWefkeâ Ùen ØelÙeskeâ #es$e mes mebyebefOele peevekeâeefjÙeeW keâes Skeâef$ele keâjkesâ (b) Úe$e DeOÙeÙeve kesâ efueS meesMeue vesšJeefkeËâie keâe GheÙeesie
lelkeâeue Øemlegle keâjleer nw~ Ùen ceeveJe peeefle kesâ efueS nj Øekeâej mes keâjles nQ~
megefJeOee Øeoeve keâjleer nw~ Fmemes JÙeefòeâ keâe Deheves ef›eâÙee keâueehe mes (c) efMe#ekeâ heejbheefjkeâ Ûeekeâ Sb[ še@keâ cesLe[ keâe GheÙeesie
OÙeeve veneR Yeškeâ heelee nw Deewj Jen Skeâe«eefÛele neskeâj keâeÙe& keâjlee nw~ keâjles nQ~
311. A good teaching learning material should (d) efMe#ekeâ Úe$eeW keâer Øeieefle keâe Deekeâueve keâjves kesâ efueS
_____. Dee@veueeFve hejer#eCe osles nQ~
Skeâ DeÛÚer efMe#eCe DeefOeiece meece«eer keâes ____nesveer DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
ÛeeefnS~ Ans. (d) : efMe#ekeâ Úe$eeW keâer Øeieefle keâe Deekeâueve keâjves kesâ efueS
I. have no utilitarian value Dee@veueeFve hejer#eCe osles nQ~ Ùen F&-ueefveËie (F&-efMe#eCe) keâe Skeâ GoenjCe
I. keâesF& GheÙeesefieleeJeeoer cetuÙe veneR nesvee nw~ F&-ueefveËie ceW meeceevÙele: vesšJeke&â, metÛevee Deewj mebÛeej ØeewÅeesefiekeâer keâe
II. be attractive to the children ØeÙeesie DeOÙeeheve Deewj DeefOeiece ceW peeveyetPekeâj efkeâÙee peelee nw~ efMe#eCe
II. yeÛÛeeW kesâ efueS Deekeâ<e&keâ nesveer Deewj meerKeves keâer Fme efJeOee keâe JeCe&ve keâjves kesâ efueS DevÙe MeyoeW keâe
(a) Only I/kesâJeue I GheÙeesie efkeâÙee peelee nw, FveceW DeeveueeFve DeefOeiece, JeÛeg&Deue DeefOeiece,
(b) Only II/kesâJeue II efJeleefjle DeefOeiece, vesšJeke&â Deewj Jesye DeeOeeefjle DeefOeiece Deeefo Meeefceue nQ~
Teaching Aptitude 197 YCT
315. efvecveefueefKele ceW mes keâewve mee Mewef#ekeâ ØeewÅeesefiekeâer keâe 318. Which of the following is/are tools of
ueeYe veneR nw? Congnitive Research Trust (CORT)?
I. APC = Alternatives, Possibilities, Choices
(a) JeemleefJekeâ meboYe& keâer leguevee ceW keâce Kelejveekeâ DevegYeJeeW
II. PMI = Plus, Minus, Interesting (ideas)
kesâ meeLe efMe#eCe Øeoeve keâjvee~ III. CAF = Consider All Factors
(b) megKeo efMe#eCe DevegYeJe Øeoeve keâjvee~ efvecveefueefKele ceW mes keâewve meb%eeveelcekeâ DevegmebOeeve š^mš
(c) efJemleeefjle efMe#eCe Deewj mecePe kesâ efueS iegbpeeFMe Øeoeve keâjvee~ (CORT) kesâ GhekeâjCe nw?
(d) DeefOekeâ meceÙe ueskeâj efMe#eCe DevegYeJe Øeoeve keâjvee~ I. Sheermeer = Jewkeâefuhekeâ, mebYeeJeveeSB, efJekeâuhe
DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM
II. heerSceDeeF& = hueme, ceeFveme, efoueÛemhe (efJeÛeej)
Ans. (d) : Mewef#ekeâ ØeewÅeesefiekeâer kesâ efvecve ueeYe nQ-
III. meerSSheâ = meYeer keâejkeâeW hej efJeÛeej keâjW
(1) JeemleefJekeâ meboYe& keâer leguevee ceW keâce neefvekeâejkeâ DevegYeJeeW kesâ meeLe
(a) I, II and III/I, II Deewj III
efMe#eCe Øeoeve keâjvee~
(b) Both II and III/ II Deewj III oesveeW
(2) megKeo efMe#eCe DevegYeJe Øeoeve keâjvee~
(c) Both I and III/I Deewj III oesveeW
(3) efJemleeefjle efMe#eCe Deewj mecePe kesâ efueS iegbpeeFMe Øeoeve keâjvee~
(d) Both I and II/I Deewj II oesveeW
(4) ØeYeeJeer DeefOeiece kesâ efueS efJeefOe SJeb lekeâveerkeâer kesâ efJekeâeme hej
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
peesj osvee~
Ans. (a) : meb%eeveelcekeâ DevegmebOeeve š^mš (CORT) kesâ GhekeâjCe nw-
(5) efMe#ee SJeb ØeefMe#eCe ceW ceveesJew%eeefvekeâ %eeve keâe ØeÙeesie keâjvee~
APC = Jewkeâefuhekeâ, mebYeeJeveeSB, efJekeâuhe (hemebo)
Dele: efMe#eCe DevegYeJe Øeoeve keâjves ceW DeefOekeâ meceÙe uesvee Mewef#ekeâ
PMI = hueme, ceeFveme, efoueÛemhe (efJeÛeej)
ØeewÅeesefiekeâer keâe ueeYe veneR nw~ yeefukeâ ØeewÅeesefiekeâer kesâ ceeOÙece mes keâce meceÙe
CAF = meYeer keâejkeâeW hej efJeÛeej keâjW ~
ceW DeefOekeâ mes DeefOekeâ Úe$eeW keâes menpelee mes efMe#ee Øeoeve efkeâÙee pee
mekeâlee nw~ Dele: I, II Deewj III meYeer GhekeâjCe nw~
316. keâeÙe& efMe#ee keâe cetuÙeebkeâve keâjves kesâ efueS cetuÙeebkeâve 319. Which of the following Cognitive Research
Trust (CORT) tool allows the individuals to
efJeefOeÙeeW ceW mes Skeâ nw- choose from a number of different possibilities
(a) Øes#eCe (b) Deæ& Jeeef<e&keâ hejer#ee and alternatives ?
(c) heÛeea hejer#ee (d) efveyebOe Øekeâej keâer hejer#ee efvecveefueefKele ceW mes keâewve-mee meb%eeveelcekeâ DevegmebOeeve
DSSSB-PRT 06/10/2018 Time 12:30–2:30 PM š^mš (CORT) GhekeâjCe JÙeefòeâÙeeW keâes efJeefYeVe
Ans. (a) : keâeÙe& efMe#ee keâe cetuÙeebkeâve keâjves kesâ efueS Øes#eCe efJeefOe mebYeeJeveeDeeW Deewj efJekeâuheeW ceW mes keâF& keâes Ûegveves keâer
nw~ Øes#eCe efJeefOe meJee&efOekeâ GheÙegòeâ cetuÙeebkeâve efJeefOe nw~ efkeâmeer JÙeefòeâ, Devegceefle oslee nw ?
Jemleg, Iešvee DeLeJee Øeef›eâÙee keâes osKekeâj Ùee DeJeueesefkeâle keâjkesâ Gmekesâ (a) First Important Priorities (FIP)
JÙeJenej kesâ ceeheve keâer ØeefJeefOe nw~ Øes#eCe efJeefOe keâes DeJeueeskeâve efJeefOe henueer cenlJehetCe& ØeeLeefcekeâleeSB (FIP)
Yeer keânles nQ~ (b) Alternatives, Possibilities, Choices (APC)
317. Speech bubbles can be useful for.............. Jewkeâefuhekeâ mebYeeJeveeSb, efJekeâuhe (APC)
mheerÛe yeyeue............... kesâ efueS GheÙeesieer nes mekeâles nQ~ (c) Plus, Minus, Interesting (PMI)
I. simple dialogues/mejue mebJeeo hueme, ceeFveme, efoueÛemhe (PMI)
II. setting the scene/ÂMÙe keâer mLeehevee (d) Consider All Factors (CAF)
(a) Neither I nor II/ve lees I Deewj ve ner II meYeer keâejkeâeW hej efJeÛeej keâjW (CAF)
(b) Only I/kesâJeue I DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
(c) Only II/kesâJeue II DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
(d) Both I and II/I Deewj II oesveeW Ans. (a) henueer cenlJehetCe& ØeeLeefcekeâleeSB (FIP– First Important
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM Priorities) meb%eeveelcekeâ DevegmebOeeve š^mš (CORT) GhekeâjCe
Ans. (d) : mheerÛe yeyeue meeOeejCe mebJeeo leLee ÂMÙe efvecee&Ce oesveeW kesâ JÙeefòeâÙeeW keâes efJeefYeVe mebYeeJeveeDeeW Deewj efJekeâuheeW ceW mes keâF& keâes Ûegveves
efueS GheÙeesieer/ueeYeoeÙekeâ nes mekeâles nQ~ keâer Devegceefle oslee nw~
mheerÛe yeyeue Skeâ «eeefheâkeâ meccesueve nw efpevekeâe GheÙeesie keâe@efcekeâ Henueer cenlJehetCe& ØeeLeefcekeâleeSB Skeâ mecemÙee meceeOeeve ieefleefJeefOe nw pees
hegmlekeâeW, keâe@efcekeäme Deewj keâešt&ve ceW meyemes pÙeeoe efkeâÙee peelee nw~ Úe$eeW keâes MeesOe efkeâS ieÙes leLÙeeW, mJeleb$e meesÛe Deewj Øeemebefiekeâ keâeÙe&Jeener
mheerÛe yeyeue keâer meneÙelee mes nce keâneveer kesâ efJeefYeVe ÂMÙeeW keâer ëe=bKeuee kesâ yeerÛe mebyebOe osKeves kesâ efueS ceeie&oMe&ve keâjleer nw~
keâe efÛe$eCe keâj mekeâles nw Deewj FveceW mebJeeo efueKe mekeâles nw~ Dele: I CORT kesâ GhekeâjCe nw–
Deewj II oesveeW mener nw~ CAF : meYeer keâejkeâeW hej efJeÛeej keâjW~

Teaching Aptitude 198 YCT

 FIP : henueer cenlJehetCe& ØeeLeefcekeâleeSB efvecveefueefKele ceW mes efkeâme GhekeâjCe keâe GheÙeesie meesÛeves
PMI : hueme ceeFveme efoueÛemhe (efJeÛeej) keâer Meefòeâ ceW megOeej kesâ efueS efkeâÙee peelee nw–
OPV: DevÙe ueesieeW kesâ efJeÛeej I. efMe#eCe kesâ cee@[ue
AGO: GösMÙe, ue#Ùe, OÙesÙe (GösMÙe) II. GheÛeejelcekeâ efMe#eCe Deewj efveoxMe
C & S: heefjCeece Deewj Deveg›eâce
III. hee"Ÿe ›eâce heefjJeæ&ve
320. ................provides a concrete record of the
connection perceived by the students, and thus IV. cetuÙeebkeâve Deewj efveoeve
it indicates how the students knowledge is (a) I, III and IV/ I, III Deewj IV
organised and interconnected.
(b) I, II and III/ I, II Deewj III
.................Úe$eeW Éeje keâefLele keâveskeäMeve keâe Skeâ "esme
efjkeâe@[& Øeoeve keâjlee nw, Deewj Fme Øekeâej Ùen Fbefiele (c) I, II, III and IV/ I, II, III Deewj IV
keâjlee nw efkeâ Úe$e keâe %eeve kewâmes JÙeJeefmLele Deewj hejmhej (d) II, III and IV/ II, III Deewj IV
pegÌ[e ngDee nw~ DSSSB-PRT 14/11/2019 (Shift-II)
(a) Concept map/mebkeâuhevee ceeveefÛe$e DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
(b) Creative map/ef›eâSefšJe cewhe Ans. (c) : efMe#eCe kesâ cee@[ue, GheÛeejelcekeâ efMe#eCe Deewj efveoxMe,
(c) Concrete map/kebâ›eâerš vekeäMee hee"Ÿe›eâce heefjJeæ&ve, cetuÙeebkeâve Deewj efveoeve Fve meYeer GhekeâjCeeW keâe
(d) Critical map/leeefke&âkeâ vekeäMee GheÙeesie meesÛeves keâer Meefòeâ ceW megOeej kesâ efueS efkeâÙee pee mekeâlee nw~
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM Dele: efyevog I, II, III Deewj IV mener nw~
Ans. (a) : mebkeâuhevee ceeveefÛe$e Úe$eeW Éeje keâefLele keâveskeäMeve keâe Skeâ 323. Which of the following is/are a tool(s) of
"esme efjkeâe@[& Øeoeve keâjlee nw, Deewj Fme Øekeâej Ùen Fbefiele keâjlee nw efkeâ thinking ?
Úe$e keâe %eeve kewâmes JÙeJeefmLele Deewj hejmhej ™he mes pegÌ[e ngDee nw~ I. Mind maps
mebkeâuhevee ceeveefÛe$e Ùee DeJeOeejCee vekeäMee DeLeJee JewÛeeefjkeâ DeejsKe II. Cognitive Research Trust (CORT)
DeJeOeejCeeDeeW kesâ ceOÙe mecyevOeeW keâes mecePeves kesâ efueS «eeefheâkeâue III. Concepts
ØeCeeueer nw~ DeLeJee efkeâmeer keâeÙe& Ùee Øeespeskeäš keâes ØeejcYe keâjves mes henues ef vecveefueefKele ceW mes keâewve-mee/mes meesÛe keâe Skeâ GhekeâjCe
yeveeÙee ieÙee Skeâ Ssmee Keekeâe nw efpemeceW efkeâme Øekeâej mes Jen keâeÙe& nw?
efkeâÙee peeÙesiee, Gmekeâer meYeer yeeleW ›eâceevegmeej jKeer peeleer nw~ I. ceefmle<keâ keâe ceeveefÛe$e
321. What is included in meta cognitive strategies? II. meb%eeveelcekeâ DevegmebOeeve š^mš (CORT)
1. Self-assessment III. DeJeOeejCeeSB
2. Reviewing
(a) Both I and II/ I Deewj II oesveeW
cesšekeâe@ivesefšJe jCeveerefleÙeeW ceW keäÙee Meeefceue nw?
(b) Both I and III/ I Deewj III oesveeW
I. mJe-cetuÙeebkeâve
(c) Both II and III/ II Deewj III oesveeW
II. meceer#ee
(d) All I, II, and III/ meYeer I, II Deewj III
(a) Only II/kesâJeue II
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
(b) Neither I nor II/ve lees I Deewj ve ner II
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
(c) Only I/kesâJeue I
Ans. (d) : meesÛe GhekeâjCe Jes GhekeâjCe nQ pees cenlJehetCe& meb%eeveelcekeâ
(d) Both I and II/I Deewj II oesveeW
DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
efJekeâeme kesâ efueS JÙeefòeâÙeeW ceW meesÛe keâer efJeefYeVe henuegDeeW keâes yeÌ{eves kesâ
Ans. (d) : cesšekeâe@ivesefšJe jCeveerefleÙeeW ceW mJe-cetuÙeebkeâve leLee meceer#ee
efueS ef[peeFve efkeâS ieS nQ~ Ùen JÙeefòeâÙeeW keâes DeefOekeâ JÙeJeefmLele Deewj
oesveeW Meeefceue nw~ ØeYeeJeer {bie mes veJeerve efJeÛeejeW keâes GlheVe keâjves Deewj Gvekeâe GheÙeesie
keâjves cebs ceoo keâjlee nw~ meesÛe kesâ Ûeej cegKÙe GhekeâjCe nQ: ceebF[
cesšekeâe@ivesefšJe jCeveerefleÙeeB Gve efJeefOeÙeeW keâes meboefYe&le keâjleer nw pees Úe$eeW keâes
cewhme, CORT, keâe@vmeshšdme Deewj keäJes§eve~ Dele: I, II Deewj III meYeer
Gvekesâ meerKeves kesâ lejerkeâeW keâes mecePeves ceW ceoo keâjleer nw, otmejs MeyoeW ceW
mener nw~
Fmekeâe DeLe& Úe$eeW kesâ efueS Gvekeâer ‘meesÛe’ kesâ yeejs ceW meesÛeves kesâ efueS lewÙeej
meb%eeveelcekeâ DevegmebOeeve š^mš (CORT) efMe#eCe DeefOeiece Øeef›eâÙee ceW
keâer ieF& Øeef›eâÙeeSB nQ~ Dele: efyevog I Deewj II oesveeW Meeefceue nw~
322. Which of the following devices can be used for GÛÛe-›eâce meesÛe keâewMeue kesâ keâeÙee&vJeÙeve keâe Deekeâueve keâjves keâe Skeâ
improving the power of thinking? GhekeâjCe nw~ Ùen cenlJehetCe& meb%eeveelcekeâ efJekeâeme kesâ efueS Úe$eeW ceW
I. Models of teaching meesÛe kesâ efJeefYeVe henuegDeeW keâes yeÌ{eves kesâ efueS ef[peeFve efkeâÙee ieÙee~
II. Remedial teaching and instruction.
ceeFb[cewhe Ssmes DeejsKe nesles nQ pees metÛeveeDeeW keâes Âef°iele ™he mes
III. Curriculum development.
IV. Evaluation and diagnosis.
JÙeJeefmLele keâjles nQ~ Fmes šesveer yegpeve Éeje efJekeâefmele efkeâÙee ieÙee Lee~
Teaching Aptitude 199 YCT
324. Which of the following statement regarding III. Using electronic media like television and
learning by doing/ participation is correct? radio.
I. It promotes self-learning and self- šsueerefJepeve Deewj jsef[Ùees pewmes Fueskeäš^e@efvekeâ ceeref[Ùee
assessment. keâe GheÙeesie keâjvee~
II. It gives real experience of solving real life (a) II and III/II leLee III
problems.
(b) Only II/kesâJeue II
III. It is a way of combining thinking and
reasoning with the practical act of (c) I and III/I leLee III
manipulating objects for solving a (d) I, II and III/I, II leLee III
problem. DSSSB PRT 07/03/2022 (Shift-III)
efvecveefueefKele ceW mes keâewve-mee keâLeve meerKeves/Yeeieeroejer Ans. (d) : Úe$eeW keâes hee"ÙehegmlekeâeW lekeâ meerefcele jKes efyevee meerKeves kesâ
keâjves kesâ mecyevOe ceW mes mener nw? efueS Øeeslmeeefnle keâjves kesâ efueS efMe#ekeâ keâes ÛeeefnS efkeâ Jes yeeuekeâeW keâes
I. Ùen mJe-efMe#ee Deewj Deelce-cetuÙeebkeâve keâes yeÌ{eJee meceeÛeej he$e Deewj heef$ekeâeSb GheueyOe keâjeÙeW efpememes GveceW peeie™keâlee
oslee nw~ DeeÙes leLee he"ve keâewMeue efJekeâefmele nes SJeb mLeeveerÙe yeepeej Deewj
II. Ùen JeemleefJekeâ peerJeve keâer mecemÙeeDeeW keâes nue keâjves keâeÙe&mLeueeW keâe oewje keâjevee ÛeeefnS, efpememes efkeâ GveceW mecØes<eCe keâe
keâe JeemleefJekeâ DevegYeJe oslee nw~ lejerkeâe efJekeâefmele nes mekesâ Deewj YeüceCe kesâ oewjeve Jes veF&-veF& ÛeerpeeW keâes
meerKe mekeWâ Deewj GveceW DeefOeefveÙece kesâ Øeefle ™efÛe efJekeâefmele nes leLee
III. Ùen Skeâ mecemÙee keâes nue keâjves kesâ efueS Jemleg kesâ
efMe#ekeâ keâes ÛeeefnS efkeâ Jes yeÛÛeeW keâes šsueerefJepeve Deewj jsef[ÙeeW pewmes
JÙeJeneefjkeâ keâeÙe& kesâ meeLe meesÛe Deewj leke&â keâes Fueskeäš^eefvekeâ ceeref[Ùee keâe GheÙeesie keâjeÙeW efpememes efkeâ yeÛÛeeW keâes jesÛekeâ
Skeâerke=âle keâjves keâe Skeâ lejerkeâe nw~ {bie mes keâueelcekeâ ØemlegleerkeâjCe efmeKee mekeWâ~ Dele: I , II leLee III
(a) I and II /I Deewj II leerveeW keâLeve meneR nQ~
(b) I and III /I Deewj III 326. Which of the following story telling techniques
(c) II and III /II Deewj III can be ignored?/efvecveefueefKele ceW mes keâewve-meer keâneveer
(d) I, II and III /I, II Deewj III keâLeve lekeâveerkeâeW keâes DeveosKee efkeâÙee pee mekeâlee nw?
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM (a) Make children sit on the floor while reading
the story to them
Ans. (d) : pee@ve [er Jeer efpevneWves ‘keâjkesâ meerKeves’ keâer DeJeOeejCee keâe
yeÛÛeeW keâes keâneveer heÌ{les ngS heâMe& hej yew"eSB
ØemleeJe efoÙee nw pees– (b) Make comments about the illustrations and
(1) Fme yeele hej peesj oslee nw efkeâ JeemleefJekeâlee keâe DevegYeJe nesvee point them to focus pupil's attention
ÛeeefnS Deewj Úe$eeW keâes Devegketâueve Deewj meerKeves kesâ efueS Deheves efÛe$e kesâ yeejs ceW efšhheCeer keâjW Deewj GvnW efJeÅeeefLe&ÙeeW keâe
JeeleeJejCe kesâ meeLe yeeleÛeerle keâjveer ÛeeefnS~ OÙeeve kesâefvõle keâjves kesâ efueS Fbefiele keâjW~
(2) Ùen mJe efMe#ee Deewj Deelce-cetuÙeebkeâve keâes yeÌ{eJee oslee nw Deewj (c) Use gestures, mime and facial expressions
JeemleefJekeâ peerJeve keâer mecemÙeeDeeW keâes nue keâjves keâe JeemleefJekeâ FMeejeW, mebkesâleeW Deewj Ûesnjs kesâ YeeJeeW keâe GheÙeesie keâjW~
DevegYeJe oslee nw~ (d) Begin with short sessions that do not demand
too much from them/Úesšs me$eeW mes Meg® keâjW pees
(3) Ùen Skeâ mecemÙee keâes nue keâjves kesâ efueS JemlegDeeW kesâ nsj-Hesâj kesâ
Gvemes yengle DeefOekeâ ceeBie veneR keâjles nQ~
JÙeJeneefjkeâ DeefOeefveÙece kesâ meeLe meesÛe Deewj leke&â kesâ mebÙeespeve keâe
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
Skeâ lejerkeâe nw~
Ans. (a) : keâneveer keânles Ùee heÌ{eles meceÙe Ùen DeeJeMÙekeâ veneR nw efkeâ
Fme Øekeâej mhe<š nw efkeâ ØeMveiele I, II Deewj III meYeer keâLeve meerKeves Ùee
efJeÅeeefLe&ÙeeW keâes heâMe& hej yew"ekeâj ner keâneveer heÌ{eÙee peeS~ keâneveer
Yeeieeroejer keâjves kesâ mebyebOe ceW mener nw~ keânerb Yeer heÌ{eÙee Ùee efmeKeeÙee pee mekeâlee nw~ Fmekesâ Deefleefjòeâ keâneveer
325. Which of the following can be included to keânles meceÙe efMe#ekeâ keâes keâneveer ceW efoÙes ieÙes efÛe$eeW hej efšhheCeer keâjvee
encourage students to learn without confining ÛeeefnS leLee efJeÅeeefLe&ÙeeW keâes Yeer Gve hej OÙeeve kesâefvõle keâjves kesâ efueS
themselves to the textbooks?
keânvee ÛeeefnS~ keâneveer keânles meceÙe efMe#ekeâ keâes FMeejeW, Deebefiekeâ
Úe$eeW keâes hee"ŸehegmlekeâeW lekeâ meerefcele jKes efyevee meerKeves
oMeeDeeW, Ûesnjs kesâ neJe-YeeJe keâes Yeer ØeoefMe&le keâjvee ÛeeefnS~ Fmekesâ
kesâ efueS Øeeslmeeefnle keâjves kesâ efueS efvecveefueefKele ceW mes DeueeJee keâneveer ncesMee Úesšer nesveer ÛeeefnS leeefkeâ yeÛÛeeW keâe meceÙe
efkeâmes Meeefceue efkeâÙee pee mekeâlee nw ? yeyee&o ve nes~
I. Providing newspapers and periodicals. 327. which of the following tasks will ivolve
meceeÛeej he$e Deewj heef$ekeâeSb GheueyOe keâjevee~ interactions in pairs or groups?/efvecveefueefKele ceW
II. visiting local market and working places. mes efkeâme keâeÙe& ceW Ùegice Ùee mecetneW ceW DevÙeesvÙeef›eâÙee
mLeeveerÙe yeepeej Deewj keâeÙe&mLeueeW keâe oewje keâjvee~ Meeefceue nesieer?
Teaching Aptitude 200 YCT
DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE

 (a) Listen and match/megveW leLee cesue keâjW 330. In which kind of classroom teachers may
(b) Listened and classify/megveW leLee Jeieeake=âle keâjW suggest resources and learners may learn at
home using ICT for instance by using a video?
(c) Listen and label/megveW leLee uesyeue keâjW
efkeâme Øekeâej keâer keâ#ee ceW efMe#ekeâ mebmeeOeveeW keâe megPeeJe
(d) Listen and transfer information
os mekeâles nQ Deewj efMe#eeLeea ICT keâe GheÙeesie keâjkesâ Iej
megveW leLee peevekeâejer mLeeveevleefjle keâjW hej meerKe mekeâles nQ, GoenjCe kesâ efueS Jeeref[Ùees keâe
DSSSB-PRT 11/11/2019 Time 4:30–6:30 PM
GheÙeesie keâjkesâ?
Ans. (d) : megves leLee peevekeâejer mLeeveevleefjle keâjW; Fme ef›eâÙee ceW Ùegice (a) Segregated/he=Lekeâ
Ùee mecetneW ceW DevÙeesvÙeef›eâÙee Meeefceue nesieer~ DeLee&led Fme ef›eâÙee ceW
(b) Excluded/yeefn<ke=âle
meyemes henues keâesF& yeeuekeâ peevekeâejer Ùee metÛevee keâes megvelee nw efheâj Gme
(c) Flipped/heuešer (efHeäueh[)
peevekeâejer Ùee metÛevee keâes Deheves menÙeesieer Ùee mecetn kesâ heeme
(d) Formal/DeewheÛeeefjkeâ
mLeeveevleefjle keâjlee nw~ Fmekeâe celeueye nw efkeâ Fme ef›eâÙee ceW oes Ùee oes
DSSSB PRT 29/03/2022 (Shift-III)
mes DeefOekeâ yeeuekeâ Meeefceue nQ~
Ans. (c) : heuešer (efHeäueh[) Øekeâej keâer keâ#ee ceW efMe#ekeâ mebmeeOeveeW keâe
328. keâewve mee efJekeâuhe efMe#eCe Deewj meerKeves kesâ cee@[ue kesâ
megPeeJe os mekeâles nQ Deewj efMe#eeLeea ICT keâe GheÙeesie keâjkesâ Iej hej
GösMÙeeW kesâ Debleie&le veneR Deelee nw? meerKe mekeâles nQ~ heuešer keâ#ee DevegosMeveelcekeâ jCeveerefle Deewj ef[efpešue
(a) mhe° ™he mes heefjYeeef<ele Dehesef#ele Úe$e heefjCeece SJeb Dee@veueeFve ceeref[Ùee kesâ ceeOÙece mes nesves Jeeuee DeewheÛeeefjkeâ
(b) yesnlej mebkeâeÙe cetuÙeebkeâve Mew#eefCekeâ keâeÙe&›eâce keâe Skeâ Øekeâej nw~ Ùen DevegosMeveelcekeâ meece«eer keâes
(c) Deefveef§ele Deekeâueve JewOelee keâ#ee kesâ yeenj GheueyOe keâjekeâj hejbhejeiele efMe#eelcekeâ JÙeJemLee keâes
(d) mhe° hee"ŸeÛeÙee& heefjYee<ee yeouelee nw~ efHeäueh[ keäueeme™ce ceW Úe$e, ØeefMe#ekeâ kesâ vesle=lJe ceW
DSSSB PRT 30/03/2022 (Shift-III) Dee@veueeFve ueskeäÛej osKeles nQ, Dee@veueeFve ÛeÛee& keâjles nQ Deewj efjmeÛe&
Ans. (c) : Objective Based Planning, Teaching and keâjles nQ Dele: efHeäueh[ keâ#ee ceW Jeeref[Ùees keâe GheÙeesie keâjkesâ Úe$eeW Éeje
Assessment efpemes GösMÙe-DeeOeeefjle heeršerS Ùee keâYeer-keâYeer DeefOeiece efkeâÙee peelee nw~
OBPTA Yeer keâne peelee nw, QTII keâe henuee Deewj meyemes cenòJehetCe& 331. The teacher delivered her lesson plan in the
Heâeskeâme nw~ classroom and uploaded the study material on
Google drive. She gave the access of the link to
efMe#eCe Deewj meerKeves kesâ OBPTA cee@[ue kesâ GösMÙeeW kesâ Devleie&le- all the students for their ease. Which type of
1. hee"ŸeÛeÙee& keâer mhe° heefjYee<ee ICT source did she use ?
2. Dehesef#ele Úe$e heefjCeeceeW keâe mhe° ™he mes JeCe&ve keâjW ef Meef#ekeâe ves Deheveer hee" Ùeespevee keâ#ee ceW oer Deewj
3. DeeÕemle Deekeâueve JewOelee DeOÙeÙeve meece«eer keâes ietieue [^eFJe hej Deheuees[ keâj
4. efMe#ekeâeW kesâ keâeÙe&Yeej keâes Deemeeve yeveevee ef oÙee~ Gmeves meYeer Úe$eeW keâes Gvekeâer Deemeeveer kesâ efueS
5. yesnlej mebkeâeÙe cetuÙeebkeâve efuebkeâ keâe DeefYeiece Øeoeve efkeâÙee~ Gmeves efkeâme Øekeâej kesâ
6. DeefOekeâ mešerkeâ mketâue/efJeYeeie cetuÙeebkeâve DeeF&meeršer Œeesle keâe GheÙeesie efkeâÙee?
(a) Cloud computing/keäueeG[ keâchÙetefšbie
329. Which of the following is one of the largest
non-government organization working to (b) Blended learning/efceefßele ØeCeeueer efMe#ee
provide quality education to the under (c) Social media/meesMeue ceeref[Ùee
privileged children of India? (d) Traditional method/heebjheefjkeâ lejerkeâe
efvecveefueefKele ceW mes keâewve Yeejle kesâ JebefÛele yeÛÛeeW keâes DSSSB PRT 26/03/2022 (Shift-III)
iegCeJeòeehetCe& efMe#ee Øeoeve keâjves kesâ efueS keâece keâjves Ans. (a) : efMeef#ekeâe ves keâ#ee ceW Deheveer hee" Ùeespevee oer Ùee Øeoeve
Jeeuee meyemes yeÌ[e iewj-mejkeâejer mebie"ve nw? efkeâÙee Deewj DeOÙeÙeve meece«eer keâes ietieue [^eFJe hej Deheuees[ efkeâÙee~
(a) SANKALP/mebkeâuhe Gmeves meYeer Úe$eeW keâes Gvekeâer Deemeeveer kesâ efueS efuebkeâ keâer hengBÛe Øeoeve
(b) UDAAN/GÌ[eve keâer~ Gmeves keäueeG[ keâchÙetefšbie (Cloud Computing) ICT m$eesle
keâe GheÙeesie efkeâÙee~ keäueeG[ keâchÙetefšbie Ùee cesIe mebieCevee JeemleJe ceW
(c) PRATHAM/ØeLece
Fbšjvesš DeeOeeefjle Øeef›eâÙee Deewj keâchÙetšj SshueerkesâMeve keâe Fmlesceeue
(d) DRISHTI/Âef°
nw~ ietieue Shme keäueeG[ keâchÙetefšbie keâe Skeâ GoenjCe nw pees efyepevesme
DSSSB PRT 24/03/2022 (Shift-I) SshueerkesâMeve Dee@veueeFve cegnwÙee keâjelee nw Deewj Jesye yeÇeGpej keâe
Ans. (c) : ‘ØeLece’ Yeejle kesâ JebefÛele yeÛÛeeW keâes iegCeJeòeehetCe& efMe#ee Fmlesceeue keâj Fme lekeâ hengBÛee pee mekeâlee nw~ DeLee&led keäueeG[
Øeoeve keâjves kesâ efueS keâece keâjves Jeeuee meyemes yeÌ[e iewj mejkeâejer kebâhÙetefšbie keâer Skeâ Mewueer nw efpemeceW ieeflekeâ ™he mes heefjYee<Ùe Deewj
mebie"ve nw~ meved 1994 F&. ceW ØeLece keâer mLeehevee cegbyeF& Menj keâer Dekeämej DeYeemeer mebmeeOeveeW keâes Fbšjvesš hej Skeâ mesJee kesâ ™he ceW
ceefueve yeefmleÙeeW ceW yeÛÛeeW keâes efMe#ee Øeoeve keâjves kesâ efueS keâer ieF& Leer~ GheueyOe keâjeÙee peelee nw~
Teaching Aptitude 201 YCT
332. Which of the following statements is correct (b) National Means cum Merit Scholarship
regarding Massive Open Online Courses? Scheme/je°^erÙe meeOeve men cesefjš Úe$eJe=efòe Ùeespevee
Jesye-DeeOeeefjle cegHeäle otjmLe efMe#ee (cewefmeJe Deesheve (c) SPQEM
Dee@veueeFve keâesme&) kesâ mevoYe& ceW efvecveefueefKele ceW mes (d) Setting model schools
keâewve-mee keâLeve mener nw? cee@[ue efJeÅeeueÙe mLeeefhele keâjvee
I. In India, the Government of India is DSSSB PRT 29/03/2022 (Shift-II)
launching Massive Open Online Courses Ans. (a) : UDAAN (GÌ[eve) heefjÙeespevee keâe GösMÙe FbpeerefveÙeefjbie
through a web portal called SWAYAM. keâeuespe ceW ueÌ[efkeâÙeeW kesâ keâce veeceebkeâve keâes mebyeesefOele keâjvee nw~ GÌ[eve
Yeejle ceW, Yeejle mejkeâej mJeÙeb veecekeâ Jesye heesš&ue
kesâvõerÙe ceeOÙeefcekeâ efMe#ee yees[& (meeryeerSmeF&) Éeje Úe$eeDeeW keâes meueen
kesâ ceeOÙece mes Jesye-DeeOeeefjle cegHeäle otjmLe efMe#ee
osves Deewj GvnW YeejleerÙe ØeewÅeesefiekeâer mebmLeeveeW Deewj je°^erÙe ØeewÅeesefiekeâer
(cewefmeJe Deesheve Dee@veueeFve keâesme&) ueeskeâeefhe&le keâj
mebmLeeveeW pewmes ØecegKe mejkeâejer GÛÛe efMe#ee mebmLeeveeW ceW ØeJesMe kesâ efueS
jner nw~ ØeeflemheOee& keâjves ces me#ece yeveeves kesâ efueS ueeiet keâer ieF& Skeâ kesâvõ
II. Massive Open Online Courses are mejkeâej keâer Ùeespevee nw~ Fme heefjÙeespevee keâe GösMÙe Úe$eeDeeW keâes mketâueeW
available to all, free of cost to any place mes GÛÛe efMe#ee Øeehle keâjves ceW me#ece yeveevee nw, Deewj Deblele: YeefJe<Ùe
where there is access to Information and ceW efJeefYeVe vesle=lJe YetefcekeâeSb efveYeevee nw~
Communication Technology.
334. ______ is simultaneous conversation among the
Jesye-DeeOeeefjle cegHeäle otjmLe efMe#ee (cewefmeJe Deesheve group of people in the form of text, picture and
Dee@veueeFve keâesme&) meYeer kesâ efueS efkeâmeer Yeer peien sound.
hej, peneB lekeâ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer keâer _____ hee", efÛe$e Deewj OJeefve kesâ ™he ceW ueesieeW kesâ mecetn
hengBÛe nw, efve:Megukeâ GheueyOe nQ~ kesâ yeerÛe Skeâ meeLe yeeleÛeerle nw~
(a) Only I/kesâJeue I (a) Information tools/metÛevee GhekeâjCe
(b) Only II/kesâJeue II (b) Communicative tool/mebÛeejelcekeâ GhekeâjCe
(c) Neither I nor II/vee ner I vee ner II (c) Situating tools/efmLeefle GhekeâjCe
(d) Both I and II/I leLee II oesveeW (d) Constructive tools/jÛeveelcekeâ GhekeâjCe
DSSSB PRT 16/03/2022 (Shift-II) DSSSB PRT 16/03/2022 (Shift-III)
Ans. (d) : yeÌ[s hewceeves hej Kegues Dee@veueeFve hee"Ÿe›eâce ‘otjmLe efMe#ee’ Ans. (b) : mebÛeejelcekeâ GhekeâjCe hee", efÛe$e Deewj OJeefve kesâ ™he ceW
ceW neue ner ceW JÙeehekeâ ™he mes MeesOe efkeâS ieS efJekeâeme nw~ FmeceW Gceü ueesieeW kesâ mecetn kesâ yeerÛe Skeâ meeLe yeeleÛeerle nw~ peevekeâejer ceW nsjHesâj
Deewj meceÙe keâe ueÛeerueeheve neslee nw DeLee&led FmeceW meYeer kesâ efueS keâneR keâjves kesâ efueS leLee Deheves mJeÙeb kesâ %eeve keâes mecePeves kesâ efueS
Yeer, efkeâmeer Yeer Gceü peneB lekeâ metÛevee Deewj mebÛeej ØeewÅeesefiekeâer keâer hengBÛe mebÛeejelcekeâ GhekeâjCeeW keâe GheÙeesie efkeâÙee peelee nw~ mebÛeejelcekeâ
nw, efve:Megukeâ GheueyOe nw~ cewefmeJe Deesheve Dee@veueeFve keâesme& GhekeâjCeeW keâer ceoo mes Úe$e mØes[Meerš Deewj Je[& Øeesmesmej keâe GheÙeesie
(MOOCs) efkeâmeer Yeer JÙeefòeâ keâes Dee@veueeFve efMe#eCe meece«eer efJeleefjle keâj mekeâles nQ Deewj Deheves keâeÙeeX keâes mebheeefole keâj mekeâles nQ~
keâjves kesâ efueS Skeâ cee@[ue nw, pees hee"Ÿe›eâce uesvee Ûeenlee nw, efpemeceW 335. What determines the trust worthiness of the
GheefmLeefle keâer keâesF& meercee veneR nw~ Ùen ve lees, Kegueer Dee@veueeFve media through which message transmit from
sender to receiver ?
meece«eer nw Deewj ve ner keâesF& Dee@veueeFve mebÛeej nw~ Ùen Skeâ lejn keâe
Jeâewve ceeref[Ùee keâer efJeMJemeveerÙelee efveOee&efjle keâjlee nw
cegHeäle Dee@veueeFve keâesme& nw~ MOOCs otjmLe efMe#ee ces JÙeehekeâ ™he mes
efpemekesâ ceeOÙece mes Øes<ekeâ mes Øeeefhlekeâlee& lekeâ mebosMe
MeesefOele efJekeâeme nw, efpemes henueer yeej 2008 ceW hesMe efkeâÙee ieÙee nw~
Øemeeefjle neslee nw?
Yeejle mejkeâej ves ‘mJeÙeb’ (SWAYAM)' veecekeâ Jesye heesš&ue kesâ
(a) Media fidelity/ceeref[Ùee efve…e
ceeOÙece mes otjmLe efMe#ee keâes ueeskeâefhe&le efkeâÙee~ Dele: keâLeve (I) leLee
(b) Data credibility/[sše efJeÕemeveerÙelee
(II) oesveeW mener nw~
(c) Alpha socialiser/DeuHeâe meesMeueeFpej
333. Which of the following projects aims at
addressing the lower enrolment of girls in (d) Data flow control/[sše ØeJeen efveÙeb$eCe
engineering college? DSSSB PRT 29/03/2022 (Shift-III)
efvecveefueefKele ceW mes efkeâme heefjÙeespevee keâe GösMÙe Ans. (a) : ceeref[Ùee efve‰e, ceeref[Ùee keâer efJeÕemeveerÙelee efveOee&efjle keâjlee
FbpeerefveÙeefjbie keâe@uespe ceW ueÌ[efkeâÙeeW kesâ keâce veeceebkeâve keâes nw efpemekeâs ceeOÙece mes Øes<ekeâ mes Øeeefhlekeâlee& lekeâ mebosMe Øemeeefjle neslee
mebyeesefOele keâjvee nw? nw~ YeejleerÙe ceeref[Ùee kesâ Devleie&le šsueerefJepeve, jsef[Ùees, efmevescee,
(a) UDAAN meceeÛeej leLee he$e-heef$ekeâeSB Deeefo Deeles nQ~
Teaching Aptitude 202 YCT
 03. DevegYeJeelcekeâ ieefleefJeefOe-DeeOeeefjle efMe#eeMeem$e
Deewj kesâme DeOÙeÙeve DeeOeeefjle
(Experiential Activity-based Pedagogy
and Case Study Based)
1. Which is not a feature for 'Experiential Ans. (d) : ØelÙeskeâ efJeÅeeLeea keâer DeefOeiece mebyebOeer ieefle ceW efYeVelee kesâ
Learning'?
efvecveefueefKele ces bmes keâewve ‘DevegYeJeelcekeâ DeefOeiece’ keâer keâejCe DeOÙeehekeâ keâer meYeer efJeÅeeefLe&ÙeeW lekeâ hengBÛe mebYeJe veneR nesleer nw,
Skeâ efJeMes<elee veneR nw? DeefOeiece ceW o#elee DeeOeeefjle Gheeiece keâer Skeâ meercee veneR nw~
(a) Learning lies in the process DeefOeiece ceW o#elee DeeOeeefjle Gheeiece efJeÅeeefLe&ÙeeW keâes mJeÙeb keâer ieefle mes
DeefOeiece Øeef›eâÙee keâe Skeâ efnmmee neslee nw ef keâmeer keâewMeue DeLeJee ÙeesiÙelee ceW cenejLe neefmeue keâjves keâer #ecelee kesâ
(b) Learning is a continuous process DeeOeej hej Deeies yeÌ{ves keâer Devegceefle oslee nw~
DeefOeiece Skeâ melele Øeef›eâÙee nw 3. Competency based teaching basically is ---------.
(c) Learning takes place through logical o#elee DeeOeeefjle DeOÙeeheve cetuele: neslee nw :
arguments/DeefOeiece leee|keâkeâ oueerueeW kesâ ceeOÙece mes
neslee nw (a) Learner -centric/DeefOeiecekeâlee&-kesâefvõle
(d) Learning is a holistic process (b) Teacher- centric /DeOÙeehekeâ-kesâefvõle
DeefOeiece Skeâ mece«e Øeef›eâÙee nw~ (c) Curriculum - centric /hee"ŸeÛeÙee&-kesâefvõle
KVS TGT Maths 14/02/2023 (Shift-I) (d) Activity - centric /ef›eâÙeekeâueehe-kesâefvõle
Ans. (c) : DeefOeiece leeefke&âkeâ oueerueeW kesâ ceeOÙece mes neslee nw, Ùen KVS PRT 25/02/2023 (Shift-II)
‘DevegYeJeelcekeâ DeefOeiece’ keâer Skeâ efJeMes<elee veneR nw~ peyeefkeâ DeefOeiece Øeef›eâÙee Ans. (a) : o#elee DeeOeeefjle DeOÙeeheve cetuele: DeefOeiecekeâlee& kesâefvõle
keâe Skeâ efnmmee neslee nw, DeefOeiece Skeâ melele Øeef›eâÙee nw Deewj DeefOeiece Skeâ
mece«e Øeef›eâÙee nw Ùes meYeer DevegYeJeelcekeâ DeefOeiece keâer Skeâ efJeMes<elee nw~ neslee nw~ ÙeesiÙelee DeeOeeefjle DeOÙeeheve efMe#ee kesâ efueS Skeâ heefjCeece
DevegYeJeelcekeâ DeefOeiece Mewueer efmeæeble keâes keâesuye cenesoÙe Éeje DeeOeeefjle Âef°keâesCe nw pees Gceü Deewj «es[ ceW JeemleefJekeâ peerJeve efmLeefleÙeeW mes
Øeefleheeefole efkeâÙee ieÙee nw~ efvehešves kesâ efueS DeeJeMÙekeâ %eeve, keâewMeue, cetuÙeeW leLee Âef°keâesCe kesâ
2. Which one of the following does not act as a ØeoMe&ve kesâ ceeOÙece mes Úe$eeW Éeje meerKeves ceW o#elee megefveef§ele keâjleer nw~
limitation of Competency Based approach to 4. What is the role of student outdoor activities in
learning? education?
DeefOeiece ceW o#elee DeeOeeefjle Gheeiece keâes efvecveefueefKele efMe#ee kesâ #es$e ceW efJeÅeeLeea kesâ yeefnjbie keâeÙe&keâueehe keâer
ceW mes keäÙee Skeâ meercee veneR nw? keäÙee Yetefcekeâe nw?
(a) Designing activities and test items for such
competencies may not always be (a) Promote entertainment
practicable./Ssmeer o#eleeDeeW kesâ efueS ef›eâÙeeSb Deewj Fmemes ceveesjbpeve keâes yeÌ{eJee efceuelee nw~
hejer#eCe ØeMve yeveevee meowJe JÙeeJeneefjkeâ veneR neslee nw~ (b) Promote social skills
(b) Learning climates in all schools are not Fmemes meeceeefpekeâ keâewMeue keâes yeÌ{eJee efceuelee nw~
conducive for optimising learning./meYeer (c) Leads to self-conficence
efJeÅeeueÙeeW ceW DeefOeiece JeeleeJejCe DeefOeiece keâes F°lece Fmekesâ heâuemJe™he DeelceefJeMJeeme yeÌ{lee nw~
yeveeves kesâ efueS meneÙekeâ veneR neslee nw~
(d) Leads to better learning
(c) Remedial teaching is helpful for improving
grades of low achievers. /GheÛeejelcekeâ efMe#eCe keâce Fmemes yesnlej DeefOeiece Øeehle neslee nw~
DeefOeiece Øeehlekeâlee&DeeW kesâ «es[ ceW megOeej keâjves kesâ efueS KVS PRT 25/02/2023 (Shift-II)
meneÙekeâ neslee nw~ Ans. (b) : ef M e#ee kes â #es $e ceW efJeÅeeLeea kesâ yeefnjbie keâeÙe&keâueehe mes
(d) Outreach of teacher to all students is not meeceeefpekeâ keâewMeue keâes yeÌ{eJee efceuelee nw~
possible due to varied pace of learning for efMe#ee kesâ #es$e ceW efJeÅeeefLe&ÙeeW kesâ yeefnjbie keâeÙe&keâueehe mes yeÛÛes Deheves
each student./ØelÙeskeâ efJeÅeeLeea keâer DeefOeiece mebyebOeer ieefle
YeeJeveelcekeâ, yeewefækeâ SJeb JÙeJeneefjkeâ efJekeâeme ceW megOeej keâjves kesâ
ceW efYeVelee kesâ keâejCe DeOÙeehekeâ keâer meYeer efJeÅeeefLe&ÙeeW lekeâ
hengBÛe mebYeJe veneR nesleer nw~ meeLe-meeLe jÛeveelcekeâlee, mecemÙee-meceeOeeve Deewj DeelceefJeÕeeme kesâ
KVS TGT Maths 14/02/2023 (Shift-I) efJekeâeme keâes yeÌ{eJee osves ceW meneÙelee keâjleer nw~
Knowledge of ICT 203 YCT
5. Which of the following is not a characteristic of (a) Peer interaction and assistance
competency based education? mecekeâ#eerÙe Devle:ef›eâÙee (Jeelee&ueehe) Deewj meneÙelee
efvecveefueefKele ceW keâewve meer ÙeesiÙelee DeeOeeefjle efMe#ee keâer (b) Learning at own pace/Deheveer ner ieefle mes DeefOeiece
efJeMes<elee veneR nw ? (c) Practicing multiplication table chart
(a) principle of small steps/Úesšs keâoceeW keâe efmeæeble iegCeve leeefuekeâe Ûeeš& keâe DeYÙeeme keâjvee
(b) principle of peer group learning (d) Goal directed learning/ue#Ùe efveoxefMele DeefOeiece
menkeâceea mecetn meerKeves keâe efmeæeble KVS Principal 08/02/2023 (Shift-I)
(c) principle of mastery learning
Ans. (c) : ÙeesiÙelee-DeeOeeefjle efMe#ee (meeryeerF&) Âef°keâesCe Úe$eeW keâes
meerKeves ceW efvehegCelee keâe efmeæeble heÙee&JejCe keâer henJeen efkeâS efyevee Deheveer ieefle mes efkeâmeer keâewMeue Ùee
(d) principle of memorisation of facts
ÙeesiÙelee ceW cenejle neefmeue keâjves keâer #ecelee kesâ DeeOeej hej Deeies yeÌ{ves
leLÙeeW keâes Ùeeo jKeves keâe efmeæeble
keâer Devegceefle oslee nw~ Ùen efJeefOe efJeefYeVe meerKeves keâer #eceleeDeeW keâes hetje
KVS TGT English 2023
keâjves kesâ efueS lewÙeej keâer ieF& nw Deewj Fmemes Úe$e keâes DeefOekeâ kegâMeue
Ans. (d) : leLÙeeW keâes Ùeeo jKeves keâe efmeæeble ÙeesiÙelee DeeOeeefjle
heefjCeece efceue mekeâles nw~ iegCeve leeefuekeâe Ûeeš& keâe DeYÙeeme keâjvee
efMe#ee keâer efJeMes<elee veneR nw~ peyeefkeâ Úesšs keâoceeW keâe efmeæeble, #ecelee DeeOeeefjle Gheeiece keâer efJeMes<elee veneR nw~
menkeâceea mecetn meerKeves keâe efmeæeble, Deewj meerKeves ceW efvehegCelee keâe
8. For developing writing skills among class VII
efmeæeble Deeefo ÙeesiÙelee DeeOeeefjle efMe#ee keâer efJeMes<eleeSb nw~
students, which one of the following will be the
ÙeesiÙelee DeeOeeefjle efMe#ee keâer cegKÙe efJeMes<elee nw efkeâ Ùen meYeer Úe$eeW kesâ most appropriate activity?
efueS Gvekeâer he=‰Yetefce keâer hejJeen efkeâS efyevee meceevelee megefveef§ele keâjleer nw~ keâ#ee-VII kesâ Úe$eeW ceW uesKeve keâewMeue efJekeâefmele keâjves
6. Which of the following represents correct kesâ efueS, efvecveefueefKele ceW mes meJee&efOekeâ GheÙegòeâ ef›eâÙee
learning cycle of 'Experiential learning'? keâewve meer nw?
efvecveefueefKele ceW mes keâewvemee ‘DevegYeJeelcekeâ DeefOeiece’ kesâ
(a) Asking the students to describe the 'power of
mener DeefOeiece Ûe›eâ keâes efve™efhele keâjlee nw ? President'/efJeÅeeefLe&ÙeeW keâes ‘je°^heefle keâer MeefòeâÙeeW’ keâe
(a) Keen observation → Concrete experience → JeCe&ve keâjves kesâ efueS keânvee~
Active experimentation → Abstract
(b) Asking the students to describe 'My
Conceptualization/ØeKej → DeJeueeskeâve → cetle&
experience of class VII'/efJeÅeeefLe&ÙeeW keâes ‘keâ#ee-VII
DevegYeJe → meef›eâÙe ØeÙeesie → Decetle& mebØelÙeÙeerkeâjCe kesâ cesjs DevegYeJe’ keâe JeCe&ve keâjves kesâ efueS keânvee~
(b) Concrete experience → Active
(c) Asking the students to write an essay on
experimentation → Reflective observation →
'Independence Day'/efJeÅeeefLe&ÙeeW keâes ‘mJeleb$elee efoJeme’
Abstract conceptualization/cetle& DevegYeJe →
hej Skeâ efveyevOe efueKeves kesâ efueS keânvee~
meef›eâÙe ØeÙeesie → efÛebleveMeerue DeJeueeskeâueve → Decetle&
(d) Asking the students to describe the title 'My
mebØelÙeÙeerkeâjCe
one Day at Moon'/efJeÅeeefLe&ÙeeW keâes ‘Ûevõcee hej cesje
(c) Concrete experience → Reflective
Skeâ efove’ Meer<e&keâ keâe JeCe&ve keâjves kesâ efueS keânvee~
observation → Abstract Conceptualization →
KVT TGT Hindi 13/02/2023 (Shift-II)
Active experimentation/cetle& DevegYeJe →
efÛebleveMeerue DeJeueeskeâve → Decetle& mebØelÙeÙeerkeâjCe → Ans. (b) : keâ#ee-VII kesâ Úe$eeW ceW uesKeve keâewMeue efJekeâefmele keâjves kesâ
meef›eâÙe ØeÙeesie efueS, efJeÅeeefLe&ÙeeW keâes ‘keâ#ee-VII kesâ cesjs DevegYeJe’ keâe JeCe&ve keâjves keâs
(d) Experimentation → experience → reflection
efueS keânvee meJee&efOekeâ GheÙegòeâ efkeâÙee nw~ Úe$eeW ceW uesKeve keâewMeue
→ abstract coneptualisation/ØeÙeesie → DevegYeJe efJekeâefmele keâjves kesâ efueS meJee&efOekeâ GheÙegòeâ ef›eâÙee ‘efJeÛeej’ neslee nw~
→ efÛebleveMeeruelee → Decetle& mebØelÙeÙeerkeâjCe 9. Which of the following statements is incorrect?
KVS TGT Sanskrit 14/02/2023 (Shift-II) ef vecveefueefKele ceW mes keâewve-mee keâLeve mener veneR nw?
Ans. (c) : cetle& DevegYeJe → efÛebleveMeerue DeJeueeskeâve → Decetle& (a) Competency is a learning objective
mebØelÙeÙeerkeâjCe → meef›eâÙe ØeÙeesie ‘DevegYeJeelcekeâ DeefOeiece kesâ mener o#elee Skeâ DeefOeiece GösMÙe nesleer nw~
DeefOeiece Ûe›eâ keâes efve™efhele keâjlee nw~ [sefJe[ S. keâesuye ves 1984 ceW (b) Competencies can be evaluated
Dehevee DevegYeJeelcekeâ efMe#eCe efmeæeble Øeefleheeefole efkeâÙee Lee~ FvneWves o#eleeDeeW keâe cetuÙeebkeâve efkeâÙee pee mekeâlee nw~
yeleeÙee Lee efkeâ meerKeves kesâ Ûe›eâ ceW Ûeej ÛejCe nesles nw~ keâesuye kesâ (c) Activities are key to achieving competencies
DevegYeJeelcekeâ efMe#eCe efmeæeble ceW Skeâ mece«e heefjØes#Ùe Meeefceue nw~ o#elee Øeehle keâjves nsleg ef›eâÙeeSb keâjvee cenlJehetCe& nQ~
7. Which of the following is not a characteristic of (d) There is no role of remedial teaching in
'Competency based approach'? competency based approach./o#elee DeeOeeefjle
efvecveebefkeâle ceW mes keäÙee ‘#ecelee DeeOeeefjle Gheeiece’ keâer Gheeiece ceW GheÛeejelcekeâ efMe#eCe keâer keâesF& Yetefcekeâe veneR nw~
efJeMes<elee veneR nw? KVT TGT Hindi 13/02/2023 (Shift-II)
Knowledge of ICT 204 YCT
Ans. (d) : o#elee DeeOeeefjle Gheeiece ceW GheÛeejelcekeâ efMe#eCe keâer Ans. (c) : keâ#ee ceW ‘o#elee DeeOeeefjle efMe#eCe’ mes DeefYeØeeÙe jšve
keâesF& Yetefcekeâe veneR nw, Ùen keâLeve mener veneR nw~ peyeefkeâ o#elee Skeâ DeefOeiece mes mJe-DeefOeiece ceW DeblejCe mes nw~ o#elee DeeOeeefjle efMe#eCe,
DeefOeiece GösMÙe nesleer nw, o#eleeDeeW keâe cetuÙeebkeâve efkeâÙee pee mekeâlee meerKeves Deewj cetuÙeebkeâve kesâ efueS Skeâ Âef°keâesCe nw pees Úe$e kesâ
nw, o#elee Øeehle keâjves nsleg ef›eâÙeeSb keâjvee cenlJehetCe& nw Deewj o#elee meerKeves kesâ heefjCeeceeW kesâ ØeoMe&ve Deewj ØelÙeskeâ efJe<eÙe ceW efJeMes<e ™he mes
DeeOeeefjle Gheeiece ceW GheÛeejelcekeâ efMe#eCe keâer Skeâ efJeMes<e Yetefcekeâe o#elee Øeehle keâjves hej kesâefvõle nw~
nesleer nw Ùes meYeer keâLeve mener nw~ 13. What is Experiential Learning?
10. Which one of the following is not a strength of DevegYeJeelcekeâ DeefOeiece keäÙee nw?
experiential learning? (a) Group discussion mode of Learning
efvecveefueefKele ceW mes keäÙee DevegYeJeelcekeâ DeefOeiece keâe Skeâ mecetn ceW efJeceMe& kesâ ceeOÙece mes DeefOeiece
Øeyeue he#e veneR nw? (b) Hands on Learning
(a) Stimulating learning/Øesjkeâ DeefOeiece ØeeÙeesefiekeâ ØeefMe#eCe
(b) Real learning environment (c) Informal Learning
JeemleefJekeâ DeefOeiece JeeleeJejCe DeveewheÛeeefjkeâ DeefOeiece
(c) Rigidity/keâ"esjlee (d) Sports integrated Learning
(d) Learner Centred approach Kesue-Skeâerke=âle DeefOeiece
DeefOeiecekeâlee& kesâefvõle Gheeiece KVS PRT 21/02/2023 (Shift-I)
KVT TGT Hindi 13/02/2023 (Shift-II) KVS PRT 22/02/2023 (Shift-II)
Ans. (c) : keâ"esjlee DevegYeJeelcekeâ DeefOeiece keâe Skeâ Øeyeue he#e veneR nw~ Ans. (d) : DevegYeJeelcekeâ
DeefOeiece Kesue-Skeâerke=âle DeefOeiece nw~
peyeefkeâ Øesjkeâ DeefOeiece JeemleefJekeâ DeefOeiece JeeleeJejCe Deewj DeefOeiecekeâlee&
DevegYeJeelcekeâ DeefOeiece Skeâ mebueive meerKeves keâer Øeef›eâÙee nw efpemekesâ
kesâefvõle Gheeiece DevegYeJeelcekeâ DeefOeiece keâe Skeâ Øeyeue he#e nw~
lenle Úe$e keâjkesâ meerKeles nQ Deewj DevegYeJe hej efÛebleve keâjles nw~
DevegYeJeelcekeâ DeefOeiece Úe$eeW keâes keâ#ee kesâ efJeefYeVe ieefleefJeefOeÙeeW ceW Yeeie
DevegYeJeelcekeâ DeefOeiece keâes ef›eâÙee kesâ ceeOÙece mes meerKevee, keâjkesâ
uesves ceW me#ece yeveelee nw~ meerKevee, DevegYeJe kesâ ceeOÙece mes meerKevee Deewj Keespe SJeb DevJes<eCe kesâ
11. Which one of the following activities could be ceeOÙece mes meerKeves hej DeeOeeefjle nw~
the example for community learning?
efvecveebefkeâle ceW mes keäÙee meecegoeefÙekeâ DeefOeiece keâe 14. What is the logic behind advocating
competency based learning and education/
GoenjCe nes mekeâlee nw?
o#elee DeeOeeefjle DeefOeiece Deewj efMe#ee keâer lejheâoejer
(a) Class room task/keâ#ee keâe keâeÙe&
keâjves kesâ heerÚs keäÙee leke&â nw?
(b) Project based learning/heefjÙeespevee DeeOeeefjle DeefOeiece
(a) The spirit of equality/meceevelee keâer YeeJevee
(c) Experiment conducted in labs
(b) Constitutional provisions/mebefJeOeeve kesâ ØeeJeOeeve
ØeÙeesieMeeuee ceW efkeâÙee ieÙee ØeÙeesie
(d) Oral questions by teacher (c) Social pressure/meeceeefpekeâ oyeeJe
DeOÙeehekeâ Éeje hetÚs ieS ceewefKekeâ ØeMve (d) Each child learns at its own pace/
KVS PRT 22/02/2023 (Shift-II) nj yeeuekeâ Deheveer ieefle mes meerKelee nw
Ans. (b) : heefjÙeespevee DeeOeeefjle DeefOeiece meecegoeefÙekeâ DeefOeiece keâe KVS PRT 28/02/2023 (Shift-II)
GoenjCe nes mekeâlee nw~ Ans. (d) : o#elee DeeOeeefjle DeefOeiece Deewj efMe#ee keâer lejHeâoejer keâjves
heefjÙeespevee DeeOeeefjle DeefOeiece heæefle ceW Úe$e JeemleefJekeâ ogefveÙee, kesâ heerÚs Ùen leke&â nw efkeâ nj yeeuekeâ Deheveer ieefle mes meerKelee nw~
heefjJesMe Deewj JÙeefòeâiele ™he mes meeLe&keâ heefjÙeespeveeDeeW mes meef›eâÙe ™he o#elee DeeOeeefjle DeefOeiece efMe#eCe Deewj meerKeves kesâ cetuÙeebkeâve kesâ efueS
mes mebueive neskeâj menpelee mes meerKeles nw~ Skeâ ™hejsKee lewÙeej keâjlee nw Ùen JeemleefJekeâ mebmeej Deewj heefjCeeceeW kesâ
12. What do you mean by 'Competency based ØeoMe&ve hej kesâefvõle neslee nw~
Teaching' in classroom?/keâ#ee ceW ‘o#elee DeeOeeefjle 15. For following 'Competency Based Approach'
efMe#eCe’ mes Deehekeâe keäÙee DeefYeØeeÙe nw? one would not require/‘o#elee DeeOeeefjle Gheeiece’
(a) Activity based teaching Deheveeves kesâ efueS efkeâmekeâer DeeJeMÙekeâlee veneR nesieer?
keâeÙe&keâueehe DeeOeeefjle efMe#eCe (a) Preparing the list of competencies to be
(b) Attainment of minimum levels of competency achieved/Øeehle keâer peeves Jeeueer me#eceleeDeeW keâer metÛeer
in given subject by the children lewÙeej keâjvee
yeeuekeâeW keâe efJe<eÙe efJeMes<e ceW o#elee kesâ vÙetvelece mlej keâer (b) Arranging competencies in order of
Øeeefhle increasing difficulty/o#eleeDeeW keâes keâef"veeF& kesâ yeÌ{les
(c) Shift from rote learning to self learning ›eâce ceW JÙeJeefmLele keâjvee
jšve DeefOeiece mes mJe-DeefOeiece ceW DeblejCe (c) Identifying prerequisites of learning and
(d) Teacher centred approach making it a part of teaching-learning/DeefOeiece
DeOÙeehekeâ kesâefvõle Gheeiece keâer hetJee&hes#eeDeeW keâer henÛeeve keâjvee Deewj Gmes efMe#eCe-
KVS PRT 21/02/2023 (Shift-II) DeefOeiece keâe Skeâ Yeeie yeveevee
Knowledge of ICT 205 YCT
 (d) Ensuring course coverage during stipulated Ans. (a) : mekeâejelcekeâ, iewj ØeOeevelee lejerkesâ mes DeefOeiece DevegYeJe
time limit/efveOee&efjle meceÙe-meercee ceW keâesme& keâJejspe keâes
lekeâ hengBÛevee DevegYeJeelcekeâ DeefOeiece ceW DeOÙeehekeâ keâer Yetefcekeâe veneR nw~
megefveef§ele keâjvee
peyeefkeâ efJeÅeeefLe&ÙeeW keâes Gme DevegYeJe keâer henÛeeve keâjves ceW meneÙelee
KVS PRT 28/02/2023 (Shift-II)
keâjvee efpemekesâ Øeefle Jes JÙeefòeâiele ™he mes Øeefleyeæ nw, efJeÅeeefLe&ÙeeW keâes
Ans. (d) : ‘o#elee DeeOeeefjle Gheeiece’ Deheveeves kesâ efueS efveOee&efjle
mJeÙeb Øeemebefiekeâ Deewj DeLe&hetCe& mebmeeOeve {tbÌ{ves kesâ keânvee Deewj Øeeslmeeefnle
meceÙe-meercee ceW keâesme& keâJejspe keâes megefveef§ele keâjves keâer DeeJeMÙekeâlee veneR
nesieer~ peyeefkeâ Øeehle keâer peeves Jeeueer me#eceleeDeeW keâer metÛeer lewÙeej keâjvee Deeefo DeOÙeehekeâ keâer Yetefcekeâe nesleer nw~
keâjvee, o#eleeDeeW keâes keâef"veeF& kesâ yeÌ{les ›eâce ceW JÙeJeefmLele keâjvee Deewj 18. What do you mean by, Competency Based
DeefOeiece keâer hetJee&hes#eeDeeW keâer henÛeeve keâj Gmes efMe#eCe-DeefOeiece keâe Learning,?
Skeâ Yeeie yeveeves keâer DeeJeMÙekeâlee nesieer~ ‘o#elee-DeeOeeefjle DeefOeiece’ mes Deehekeâe keäÙee leelheÙe& nw?
16. Which one of the following is not a strength of (a) Proficiency in communication
experiential learning/efvecveefueefKele ceWs mes keäÙee mebhesÇ<eCe ceW ØeJeerCelee
DevegYeJeelcekeâ DeefOeiece keâe Skeâ Øeyeue he#e veneR nw? (b) Proficiency in language/Yee<ee ceW ØeJeerCelee
(a) It lays emphasis on real learning experiences/ (c) Attaining proficiency in Particular
Ùen JeemleefJekeâ DeefOeiece DevegYeJeeW hej yeue oslee nw competency in each subject
(b) It works well with experiment oriented topics ØelÙeskeâ efJe<eÙe ceW efkeâmeer efJeMes<e DeefYe#ecelee ceW ØeJeerCelee
only/Ùen kesâJeue ØeÙeesie DeeOeeefjle efJe<eÙeeW hej DeÛÚer lejn
keâece keâjlee nw Øeehle keâjvee
(c) It is a student led and individually refined (d) Learner, centric approach
method/Ùen Skeâ efJeÅeeLeea vesle=lJe Jeeuee leLee JÙeefòeâiele DeefOeiecekeâlee& kesâefvõle Gheeiece
™he mes heefj<ke=âle efJeefOe nw KVS PRT 26/02/2023 (Shift-II)
(d) It provides for choosing learning related work Ans. (c) : ‘o#elee DeeOeeefjle DeefOeiece’ mes leelheÙe& ØelÙeskeâ efJe<eÙe ceW
as a future career/Ùen Skeâ YeeJeer kewâefjÙej kesâ ™he ceW efkeâmeer efJeMes<e DeefYe#ecelee ceW ØeJeerCelee Øeehle keâjves mes nw~
DeefOeiece mebyebOeer keâeÙe& keâes Ûegveves keâe DeJemej oslee nw
ØelÙeskeâ Úe$e keâes DeeJeMÙekeâ keâewMeue ceW cenejle neefmeue keâjves Deewj
KVS PRT 28/02/2023 (Shift-II)
meHeâue JeÙemkeâ yeveves kesâ efueS meceeve DeJemej GheueyOe keâjeves kesâ efueS
Ans. (b) : DevegYeJeelcekeâ DeefOeiece kesâ mecyevOe ceW Ùen keâLeve efkeâ Ùen
kesâJeue ØeÙeesie DeeOeeefjle efJe<eÙeeW hej DeÛÚer lejn keâece keâjlee nw, o#elee DeeOeeefjle DeefOeiece keâe GheÙeesie efkeâÙee peelee nw~
DevegYeJeelcekeâ DeefOeiece keâe Skeâ Øeyeue he#e veneR nQ peyeefkeâ Ùen 19. When a child visits Local 'Zoo', the learning
JeemleefJekeâ DeefOeiece DevegYeJeeW hej yeue oslee nw, Ùen Skeâ efJeÅeeLeea could be?
vesle=lJe Jeeuee leLee JÙeefòeâiele ™he mes heefj<ke=âle efJeefOe nw Deewj Ùen Skeâ peye keâesF&-yeeuekeâ ‘mLeeveerÙe efÛeefÌ[ÙeeIej’ keâe oewje keâjlee
YeeJeer kewâefjÙej kesâ ™he ceW DeefOeiece mebyebOeer keâeÙe& keâes Ûegveves keâe DeJemej nw lees Ùen DeefOeiece nes mekeâlee nw:
oslee nw Ùes meYeer DevegYeJeelcekeâ DeefOeiece kesâ Øeyeue he#e nw~ (a) Project based learning/heefjÙeespevee DeeOeeefjle DeefOeiece
17. Which one of the following is not a role of (b) Experiential learning/DevegYeefJekeâ DeefOeiece
teacher in experiential learning?
DevegYeJeelcekeâ DeefOeiece ceW DeOÙeehekeâ keâer Yetefcekeâe (c) Collaborative learning/menYeeefieleelcekeâ DeefOeiece
efvecveefueefKele ceW mes keâewve-meer veneR nw? (d) Natural learning/vewmeefie&keâ DeefOeiece
(a) Approaching the learning experience in KVS PRT 26/02/2023 (Shift-II)
positive, non-dominating way/mekeâejelcekeâ, iewj- Ans. (b) : peye keâesF& yeeuekeâ ‘mLeeveerÙe efÛeefÌ[ÙeeIej’ keâe oewje keâjlee
ØeOeevelee lejerkesâ mes DeefOeiece DevegYeJe lekeâ hengBÛevee nw lees Ùen DeefOeiece DevegYeefJekeâ DeefOeiece nes mekeâlee nw~ DevegYeefJekeâ
(b) Helping students identify an experience in DeefOeiece Úe$eeW keâes meef›eâÙe efMe#eCe DevegYeJe Øeoeve keâjlee nw, efpememes
which they are personally committed/efJeÅeeefLe&ÙeeW
keâes Gme DevegYeJe keâer henÛeeve keâjves ceW meneÙelee keâjvee Úe$e JeemleefJekeâ heefjefmLeefleÙeeW mes pegÌ[keâj menpelee kesâ meeLe %eeve keâes
efpemekesâ Øeefle Jes JÙeefkeäleiele ™he mes Øeefleyeæ nw Deefpe&le keâjles nw~
(c) Asking students to look for relevant and 20. Which one of the following is not a phase of
meaningful resources themselves/efJeÅeeefLe&ÙeeW keâes experiential learning ?
mJeÙeb Øeemebefiekeâ Deewj DeLe&hetCe& mebmeeOeve otb{ves kesâ efueS efvecveefueefKele ceW mes keäÙee DevegYeJeelcekeâ DeefOeiece keâe Skeâ
keânvee ÛejCe veneR nw?
(d) Finding a sense of balance between the (a) Previous knowledge/hetJe& %eeve
academic and nurturing aspects of teaching/ (b) Reflective observation/efÛevleveMeerue DeJeueeskeâve
efMe#eCe kesâ Mew#eefCekeâ Deewj Øeeslmeenve osves Jeeues henuegDeeW (c) Abstract conceptualization/cetle& mebØelÙeÙeerkeâjCe
kesâ yeerÛe Skeâ meblegueve keâer YeeJevee keâe helee ueieevee (d) Active experimentation/meef›eâÙe ØeÙeesie
KVS PRT 28/02/2023 (Shift-I) KVS PRT 26/02/2023 (Shift-I)
Knowledge of ICT 206 YCT
Ans. (a) : hetJe& %eeve DevegYeJeelcekeâ DeefOeiece keâe Skeâ ÛejCe veneR nw~ (a) Model charts/cee@[ue Ûeeš& kesâ ceeOÙece mes
peyeefkeâ efÛevleveMeerue DeJeueeskeâve, cetle& mebØelÙeÙeerkeâjCe Deewj meef›eâÙe (b) Activity based teaching
ØeÙeesie Deeefo DevegYeJeelcekeâ DeefOeiece kesâ ÛejCe nw~ ieefleefJeefOe/keâeÙe&keâueehe DeeOeeefjle efMe#eCe
keâesuye cenesoÙe ves DevegYeJeelcekeâ DeefOeiece kesâ Ûeej ÛejCe yeleeS nw, pees (c) Use of group discussion method
efkeâ efvecveefueefKele nw- mecet n ceW efJeceMe& efJeefOe keâe ØeÙeesie keâjkesâ
(d) Modern ICT tools/DeeOegefvekeâ DeeF& meer šer GhekeâjCe
(1) "esme Ùee cetle& efMe#eCe
KVS TGT Social Science 12/02/2023 (Shift-I)
(2) efÛebleveMeerue DeJeueeskeâve
Ans. (b) : Jele&ceeve heefjefmLeefle ceW ieefleefJeefOe/keâeÙe&keâueehe DeeOeeefjle
(3) Decetle& DeJeOeejCee
efMe#eCe keâe ØeÙeesie keâjkesâ keâ#ee ceW JeefOe&le DeefOeiece megefveef§ele keâjWies~
(4) meef›eâÙe ØeÙeseie ieefleefJeefOe DeeOeeefjle efMe#eCe Jen Øeef›eâÙee nw efpemeceW yeÛÛes meef›eâÙe ™he
21. Which one of the following does not fall under mes leke&âmebiele leLee Meeerefjkeâ ™he mes ™efÛe uesves kesâ yeeo mJeÙeb keâer ieefle
'Competency based approach'? mes SJeb ØeYeeJeer Ì{bie mes meerKeles nw~
efvecveefueefKele ceW mes keäÙee ‘o#elee DeeOeeefjle Gheeiece’ kesâ 24. Investigatory projects given to students comes
Debleie&le veneR Deelee nw? under:
(a) Seeking peer assistance efJeÅeeefLe&ÙeeW keâer DevJes<eer heefjÙeespevee efvecveebefkeâle ceW mes
menhee"er keâer meneÙelee ceeBievee efkeâmekesâ Debleie&le Deeleer nw?
(b) Learning at own pace (a) Experiential Learning/DevegYeJeelcekeâ DeefOeiece
Deheveer ieefle mes DeefOeiece keâjvee (b) Activity based Learning/mebef›eâÙee DeeOeeefjle DeefOeiece
(c) Memorizing formula/heâecet&ueeW keâes Ùeeo keâjvee (c) Classical Learning/MeeŒeerÙe DeefOeiece
(d) Practising mastery learning (d) Cognitive Learning/DeefYe%eeveelcekeâ DeefOeiece
ØeJeerCelee DeefOeiece keâe DeYÙeeme keâjvee KVS TGT Social Science 12/02/2023 (Shift-I)
KVS PRT 25/02/2023 (Shift-I) Ans. (d) : efJeÅeeefLe&ÙeeW keâer DevJes<eer heefjÙeespevee DeefYe%eeveelcekeâ
Ans. (c) : HeâecetueeW keâes Ùeeo keâjvee ‘o#elee DeeOeeefjle Gheeiece’ kesâ DeefOeiece kesâ Debleie&le Deeleer nw~ DeefYe%eeveelcekeâ DeefOeiece Skeâ ienve
Debleie&le veneR Deelee nw~ peyeefkeâ menhee"er keâer meneÙelee ceeBievee, Deheveer Deewj meef›eâÙe Øeef›eâÙee nw pees FbefõÙeeW keâes jÛeveelcekeâ Deewj uebyes meceÙe lekeâ
ieefle mes DeefOeiece keâjvee, ØeJeerCelee DeefOeiece keâe DeYÙeeme keâjvee Deeefo Ûeueves Jeeues lejerkesâ mes mebueive keâjleer nw~ Ùen ceefmle<keâ keâer #ecelee
o#elee DeeOeeefjle Gheeiece kesâ Devleie&le Deelee nw~ DeefOekeâlece keâjves mes mecyeefvOele nw~
22. Experiential learning is not preferred because : 25. Competency based education ensures:
‘DevegYeJeelcekeâ DeefOeiece’ keâes ØeeLeefcekeâlee veneR oer peeleer DeefYe#ecelee DeeOeeefjle efMe#ee ceW megefveef§ele efkeâÙee peelee
nw keäÙeeWefkeâ Š nw:
(a) It encourages self directed learning (a) Higher order thinking skills
Ùen mJe-efveoxefMele DeefOeiece keâes yeÌ{eJee oslee nw~ GÛÛe mlej hej efÛebleve keâewMeue
(b) It focuses on process of learning and not on (b) Communication skill/mebØes<eCe keâewMeue
the outcomes/Ùen DeefOeiece keâer Øeef›eâÙee hej OÙeeve oslee (c) Positive learning/mekeâejelcekeâ DeefOeiece
nw ve efkeâ Gmekesâ heefjCeeceeW hej~ (d) Joyful learning/n<eexlheeoer (ØemeVeleeoeÙekeâ) DeefOeiece
(c) It incorporates differentiated instruction into KVS Vice Principal 09/02/2023 (Shift-I)
the classrooms/Ùen keâ#ee ceW efJeYesoer DevegosMe keâes Ans. (a) : GÛÛe mlej keâe efÛebleve keâewMeue DeefYe#ecelee DeeOeeefjle efMe#ee
Meeefceue keâjlee nw~ ceW megefveef§ele efkeâÙee peelee nw~ DeefYe#ecelee DeeOeeefjle efMe#ee vÙetvelece
(d) ICT is used extensively DeeJeMÙekeâ cetue meece«eer hej OÙeeve keWâefõle keâjleer nw, Ùen efMe#ekeâeW keâes
DeeF&.meer.šer. keâe JÙeehekeâ ™he mes ØeÙeesie efkeâÙee peelee nw~ Gvekeâer JÙeefòeâiele meerKeves keâer pe®jleeW kesâ DeeOeej hej Úe$eeW keâes
KVS PRT 25/02/2023 (Shift-I) JÙeefòeâiele meneÙelee keâjves keâer Devegceefle Øeoeve keâjlee nw~
Ans. (c) : ‘DevegYeJeelcekeâ DeefOeiece’ keâes ØeeLeefcekeâlee veneR oer peeleer nw 26. Which of the following is a component of
keäÙeeWefkeâ Ùen keâ#ee ceW efJeYesoer DevegosMe keâes Meeefceue keâjlee nw~ peyeefkeâ experiential learning ?
DevegYeJeelcekeâ DeefOeiece kesâ Devleie&le mJe-efveoxefMele DeefOeiece keâes yeÌ{eJee efvecveebefkeâle ceW mes keäÙee ØeeÙeesefiekeâ DeefOeiece keâe DeJeÙeJe
efoÙee peelee nw, FmeceW DeefOeiece keâer Øeef›eâÙee hej OÙeeve efoÙee peelee nw ve nw:
efkeâ Gmekesâ heefjCeece hej leLee DeeF&.meer.šer. kesâ JÙeehekeâ ØeÙeesie keâes (a) Critical thinking/meceeueesÛeveelcekeâ (›eâebeflekeâ) efÛebleve
ØeeLeefcekeâlee oer peeleer nw~ (b) Problem solving/mecemÙee - meceeOeeve
23. In present circumstances in classroom how do (c) Learning by doing
you ensure enhanced learning? keâeÙe& efve<heeove kesâ ceeOÙece mes DeefOeiece
Jele&ceeve heefjefmLeefle ceW Deehe keâ#ee ceW JeefOe&le DeefOeiece (d) Joyful learning/DeeveboØeo DeefOeiece
kewâmes megefveef§ele keâjWies? KVS Vice Principal 09/02/2023 (Shift-I)
Knowledge of ICT 207 YCT
Ans. (c) : keâeÙe& efve<heeove kesâ ceeOÙece mes DeefOeiece ØeeÙeesefiekeâ DeefOeiece (a) I, III and IV/I, III Deewj IV
keâe DeJeÙeJe nw~ ØeeÙeesefiekeâ DeefOeiece meerKeves keâe Skeâ Âef°keâesCe nw (b) II, III and IV/II, III Deewj IV
efpemeceW yeÛÛes Skeâ ieefleefJeefOe ceW mebueive nesles nw leLee ieefleefJeefOe hej (c) I, II, III and IV/I, II, III Deewj IV
iebYeerjlee mes efJeÛeej keâjles nw, Deewj GheÙeesieer DebleÂ&ef° SJeb efMe#ee Øeehle (d) I, II and III/I, II Deewj III
keâjles nw~
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM
27. The idea of holistic learning implies_______.
Ans. (d) : DeeefJe<keâej, SkeâeefOekeâ ØeÙeesie leLee efkeâmeer DeLe& keâes yeej-
mebhetCe&Jeeoer DeefOeiece kesâ efJeÛeej mes keäÙee leelheÙe& nw?
yeej oesnjeves pewmeer Ùes kegâÚ Ssmeer ØeefJeefOeÙeeB nw efpevekeâe GheÙeesie yeÛÛeeW ceW
(a) teaching about black hole
yuewkeâ nesue kesâ yeejs ceW heÌ{evee jÛeveelcekeâlee keâes yeÌ{eJee osves kesâ efueS efkeâÙee pee mekeâlee nw~ jóe
(b) many teachers teach about all aspects of a meerKeves mes jÛeveelcekeâlee meceehle nes peeleer nw~
topic/Skeâ Meer<e&keâ kesâ meYeer DeeÙeeceeW keâe Deveskeâ efMe#ekeâeW jÛeveelcekeâlee efMe#eCe keâer Skeâ Ssmeer jCeveerefle nw efpemeceW efJeÅeeLeea kesâ hetJe&
Éeje heÌ{eÙee peevee %eeve, DeemLeeDeeW Deewj keâewMeue keâe Fmlesceeue efkeâÙee peelee nw~
(c) teaching for all-round development of the jÛeveelcekeâlee efMe#eCe keâer Ssmeer efJeefOe nw, efpemeceW efkeâmeer Jemleg, efJeÛeej,
child/yeeuekeâ kesâ meJeeËieerCe efJekeâeme nsleg heÌ{evee keâuee, mecemÙee keâe meceeOeeve efvekeâeueves, veÙee keâjves Ùee hegveme=&efpele
(d) training teachers for integrated teaching keâjves keâe efJekeâeme efkeâÙee peelee nw~
Skeâerke=âle efMe#eCe nsleg efMe#ekeâeW keâe ØeefMe#eCe
30. Which of the following is the usefulness of the
KVS Principal 08/02/2023 (Shift-I) competency-based approach in the teaching-
Ans. (c) : mebhetCe&Jeeoer DeefOeiece kesâ efJeÛeej mes leelheÙe& yeeuekeâ kesâ learning process?
meJeeËieerCe efJekeâeme nsleg heÌ{evee nw~ mecheCet&Jeeoer DeefOeiece Skeâ Ssmee I. It keeps the learner away from rote
Âef°keâesCe nw pees DeefOekeâ ØeYeeJeer Deewj JÙeehekeâ ™he mes meerKeves kesâ efueS memorization.
efMe#eeLeea kesâ JÙeefòeâlJe kesâ mecemle henuegDeeW keâes hetjer lejn mes meef›eâÙe II. What students learn today cannot be
keâjves keâe ØeÙeeme keâjlee nw~ forgotten tomorrow.
28. efvecveefueefKele ceW mes keâewve mes ef›eâÙeekeâueehe efJe%eeve Deewj III. Assessments of competencies are directly
Yee<ee DeefOeiece kesâ meJeexòece menmecyevOe keâes ØeoefMe&le linked with the objectives of the learning
experience.
keâjWies?
efMe#eCe-DeefOeiece Øeef›eâÙee ceW ÙeesiÙelee DeeOeeefjle
(a) JeeleeJejCe keâer Keespeyeerve kesâ GösMÙe mes Skeâ JÙeehekeâ #es$e
YeüceCe keâer JÙeJemLee keâjvee Deewj yeeo ceW efJeÅeeefLe&ÙeeW mes Âef°keâesCe keâer GheÙeesefielee efvecve ceW mes keâewve meer nw ?
Skeâ efJemle=le efjheesš& lewÙeej keâjJeevee I. Ùen efMe#eeLeea keâes jšves kesâ mebmcejCe mes otj jKelee nw~
(b) Yee<ee DeOÙeehekeâeW kesâ efueS efJe%eeve keâer hee"dÙeÛeÙee& hej Skeâ II. Deepe pees Úe$e meerKeles nQ Gmes keâYeer YegueeÙee veneR
efjøewâMej keâesme& keâe DeeÙeespeve keâjvee~ pee mekeâlee~
(c) yeÛÛeeW keâes keânvee efkeâ Jes ØeeYeeef<ekeâ MeyoeJeueer keâes Ùeeo III. o#eleeDeeW keâe Deekeâueve meerOes meerKeves kesâ DevegYeJe
keâjW~ kesâ GösMÙeeW mes pegÌ[e ngDee nws~
(d) efJeÅeeefLe&ÙeeW mes keânvee efkeâ Jes efkeâmeer Jew%eeefvekeâ efJe<eÙe hej (a) I and II/ I Deewj II
Skeâ efveyevOe efueKeW~
(b) I and III/I Deewj III
PRT–KVS 07–01–2017
(c) I,II, and III/I,II Deewj III
Ans : (a) JeeleeJejCe keâer Keespeyeerve kesâ GösMÙe mes Skeâ JÙeehekeâ #es$e
YeüceCe keâer JÙeJemLee keâjvee Deewj yeeo ceW efJeÅeeefLe&ÙeeW mes Skeâ efJemle=le (d) II and III/II Deewj III
efjheesš& lewÙeej keâjJeevee Ùes ef›eâÙeekeâueehe efJe%eeve Deewj Yee<ee DeefOeiece kesâ DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
meJeexòece menmecyevOe keâes ØeoefMe&le keâjWies~ Fme ef›eâÙeekeâueehe kesâ ceeOÙece Ans. (c) : efMe#eCe DeefOeiece ceW ÙeesiÙelee DeeOeeefjle Âef<škeâesCe keâer
mes Yee<ee Deewj efJe%eeve oesveeW kesâ efMe#eCe DeefOeiece GösMÙeeW keâer Øeeefhle efvecveefueefKele GheÙeesefieleeSB nQ–
nesieer~ • ÙeesiÙelee DeeOeeefjle Gheeiece efJeÅeeLeea keâes jškeâj Ùeeo keâjves keâer
29. Which of the following is/are activities that can heæefle mes otj jKelee nw~
be used to foster creativity among
• Fme Gheeiece Éeje efJeÅeeLeea pees kegâÚ meerKelee nw, Gmes Jen keâue
children?/efvecveefueefKele ceW mes keâewve-meer Ssmeer
ieefleefJeefOeÙeeB nQ efpevekeâe GheÙeesie yeÛÛeeW ceW jÛeveelcekeâlee Yetue veneR mekeâlee nw, keäÙeeWefkeâ efJeÅeeLeea efMe#ekeâ kesâ efveoxMeve ceW
keâes yeÌ{eJee osves kesâ efueS efkeâÙee pee mekeâlee nw? ceemšjer mlej keâes Øeehle keâj efueÙee neslee nw~
I. Invention/DeeefJe<keâej • ÙeesiÙeleeDeeW kesâ cetuÙeebkeâve keâe mecyevOe ØelÙe#e ™he mes DeefOeiece
II. Multiple uses/SkeâeefOekeâ GheÙeesie DevegYeJe kesâ GösMÙeeW mes neslee nw~
III. Alliteration/oesnjevee/DevegØeeme • Fme Gheeiece ceW efMe#eCe DeefOeiece Øeef›eâÙee DeevevooeÙekeâ Deewj
IV. Rote learning/jóe meerKeves ®efÛekeâj neslee nw~
Knowledge of ICT 208 YCT
31. ………….learning is an approach to learning in Ans. (a) : o#eleeDeeW/Ghe-o#eleeDeeW keâer efJemle=le metÛeer kesâ efueS
which participants engage in an activity, reflect ieefleefJeefOeÙeeW Deewj hejer#eCe lekeâveerkeâeW keâe efvecee&Ce keâjvee ncesMee
on the activity critically and obtain useful
insight of learning.
JÙeJeneefjkeâ veneR nes mekeâlee nw keäÙeeWefkeâ meerKeves keâer ieefle Skeâ Úe$e mes
......... efMe#eCe DeefOeiece kesâ efueS Skeâ Âef°keâesCe nw otmejs Úe$e ceW efYeVe-efYeVe nesleer nw FmeefueS efveOee&efjle meceÙe kesâ Yeerlej
efpemeceW ØeefleYeeieer efkeâmeer ieefleefJeefOe ceW mebueive nesles nQ, o#eleeDeeW keâer Øeeefhle efJeÅeeefLe&ÙeeW keâes keâjvee DeOÙeehekeâ kesâ efueS keâef"ve
Øeefleefyebefyele keâjles nQ iebYeerj ™he mes ieefleefJeefOe hej, Deewj nes peelee nw~ Ùes meYeer efMe#eCe DeefOeiece Øeef›eâÙee ceW ÙeesiÙelee DeeOeeefjle
Âef°keâesCe keâer meerceeSB nQ~
GheÙeesieer DebleÂ&ef° Deewj meerKeves keâes Øeehle keâjW~
33. Which of the following statements is correct
(I) Development/efJekeâemehejkeâ
regarding the usefulness of competency based
(II) Experiential/DevegYeJeelcekeâ approach ?
(a) Only I/kesâJeue I ÙeesiÙelee DeeOeeefjle Gheeiece keâer GheÙeesefielee kesâ mevoYe& ceW
(b) Only II/kesâJeue II efvecveefueefKele ceW mes keâewve mee keâLeve mener nw?
(c) Neither I nor II/ve lees I Deewj ve ner II (a) The learning climate in all schools is equally
(d) Both I and II/oesveeW I Deewj II conductive for optimizing learning/PegkeâeJe kesâ
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM Devegketâueve kesâ efueS meYeer mketâueeW ceW meerKeves keâe ceenewue
Ans. (b) : DevegYeJeelcekeâ DeefOeiece meerKeves keâe Skeâ Âef°keâesCe Ùee meceeve ™he mes Devegketâue nw~
Gheeiece nw efpemeceW ØeefleYeeieer efkeâmeer ieefleefJeefOe ceW meef›eâÙe ™he mes mebueive (b) Teaching learning process is joyful and
interesting/efMe#eCe-meerKeves keâer Øeef›eâÙee DeeveboceÙe Deewj
nesles nQ Deewj ef›eâÙee-Øeefleef›eâÙee keâjles nQ, efpememes metPe Deewsj DeefOeiece
DevegYeJe Øeehle keâjles nQ~ otmejs Meyoebs ceW, DevegYeJeelcekeâ DeefOeiece ceW jesÛekeâ nw~
(c) Proficiency of a teacher is not a matter of
DeefOeiecekeâlee& mJeÙeb ØelÙe#e ™he mes meef›eâÙe jnkeâj DeefOeiece DevegYeJe
concern/efMe#ekeâ keâer o#elee efÛeblee keâe efJe<eÙe veneR nw
Øeehle keâjlee nw~ Fme Øekeâej keâe DeefOeiece ®efÛehetCe& Je mLeeÙeer neslee nw~
(d) The students have to learn the same topic
32. What is/are the limitations of the competency- again and again/Úe$eeW keâes Skeâ ner efJe<eÙe keâes yeej-yeej
based approach in the teaching-learning
process? meerKevee heÌ[lee nw
I. Designing activities and test items for the DSSSB PRT 24/03/2022 (Shift-II)
detailed list of competencies/ Ans. (b) : ÙeesiÙelee Skeâ JeemleefJekeâ efJeÕe keâeÙe& Ùee ieefleefJeefOe kesâ
subcompetencies may not be always ØeYeeJeer ØeoMe&ve kesâ efueS DeeJeMÙekeâ keâewMeue, %eeve, Âef°keâesCe Deewj
practicable. JÙeJenej nw~ ÙeesiÙelee Øeehle keâjves kesâ efueS, kesâJeue keâewMeue keâe Depe&ve
II. As the pace of learning varies from student
heÙee&hle veneR nQ, efkeâmeer keâes o#elee kesâ efveOee&efjle mlej hej ØeoMe&ve keâjvee
to student, it is challenging on the part of
the teacher to help the students to achieve nesiee~ efMe#eCe-DeefOeiece Øeef›eâÙee ceW ÙeesiÙelee DeeOeeefjle Gheeiece keâeheâer
the competencies within the stipulated cenlJehetCe& neslee nw~ [e@. Sme. heer. kegâueßes‰ (1999) kesâ MeyoeW ceW
time. keâne pee mekeâlee nw efkeâ efMe#eCe, Øeef›eâÙeeDeeW keâer Skeâ Ssmeer JÙeJemLee nw
efMe#eCe-DeefOeiece Øeef›eâÙee ceW ÙeesiÙelee-DeeOeeefjle Gheeiece efpemeceW Skeâ JÙeefòeâ otmejs kesâ %eeve Øeehle keâjves kesâ efueS efMe#eCe kesâ
keâer meerceeSB keäÙee nQ? keâeÙe& keâes mecheVe keâjves kesâ efueS Deveskeâ Øekeâej keâer ef›eâÙeeÙeW keâjlee nw
I. o#eleeDeeW/Ghe-o#eleeDeeW keâer efJemle=le metÛeer kesâ efueS Deewj Úe$eeW kesâ JÙeJenej ceW DeelceerÙelee kesâ meeLe JeebefÚle heefjJele&ve ueeves
ieefleefJeefOeÙeeW Deewj hejer#eCe JemlegDeeW keâer ef[peeFefvebie keâe ØeÙeeme keâjlee nQ~ Fmekeâer kegâÚ efJeMes<eleeSB nQ–
ncesMee JÙeeJeneefjkeâ veneR nes mekeâleer nw~ 1. efMe#eCe kesâ oes ØecegKe Debie nw–(1) meerKeves Jeeuee leLee (2) efmeKeeves Jeeuee~
II. ÛetBefkeâ meerKeves keâer ieefle Úe$e mes Úe$e ceW efYeVe nesleer 2. efMe#eCe meerKeves keâer Øeef›eâÙee keâes DeeveboceÙe Deewj jesÛekeâ yeveeleer nw~
nw, FmeefueS Ùen yengle keâef"ve nw, efMe#ekeâ Úe$eeW keâes 3. efMe#eCe keâer mecemle Øeef›eâÙeeDeeW keâe DeeOeej ceveesJew%eeefvekeâ neslee nw~
efveOee&efjle meceÙe kesâ Yeerlej o#eleeDeeW keâes Øeehle keâjves 4. efMe#eCe Skeâ keâewMeue Ùegòeâ ef›eâÙee nw~
ceW ceoo keâjves kesâ efueS~ 5. efMe#eCe Úe$eeW ceW Glmegkeâlee peeie=le keâjlee nw~
(a) Both I and II/ I Deewj II oesveeW 34. mketâue ceW efove kesâ DeejcYe ceW efvecve ceW mes keâewve–meer
(b) Only I/ kesâJeue I ieefleefJeefOe keâjvee– vÙetvelece GheÙegòeâ nw~
(c) Only II/ kesâJeue II (a) ØeMveesòejer (b) Skeâ$e nesvee
(d) Neither I nor II/ ve lees I Deewj ve ner II (c) ie=nkeâeÙe& osvee (d) Meejerefjkeâ ØeefMe#eCe
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM PRT–KVS Post Code 150/14, 19–10–2014
Knowledge of ICT 209 YCT
Ans : (c) mketâue ceW efove kesâ DeejcYe ceW ie=nkeâeÙe& osvee vÙetvelece Ans : (d) Øeke=âefle Devegmeej efMeef#ele keâjves mes DeefYeØeeÙe nw– ceeveJe
GheÙegòeâ nesiee~ ie=nkeâeÙe& keâ#ee kesâ Deble ceW efoÙee peelee nw peye keâ#ee– efJekeâeme ceW ‘‘Øeeke=âeflekeâ efveÙeceeW’’ kesâ Devegmeej efMeef#ele keâjvee~ Øeke=âefleJeeo
efMe#eCe ceW yeÛÛes DeefOeiece DevegYeJe Øeehle keâj uesles nQ~ efove ceW DeejcYe jšves leLee efveef<›eâÙe DeYÙeeme keâer efJeefOe keâe efJejesOe keâjlee nw~ Øeke=âefleJeeo
ceW ie=nkeâeÙe& osves mes yeÛÛes ie=n keâeÙe& keâes mketâue ceW ner keâjves keâe ØeÙeeme ‘keâjkesâ meerKeves’ SJeb ‘DevegYeJe Éeje meerKeves’ kesâ efmeæebleeW hej DeeOeeefjle
keâjves ueieles nQ, efpememes ie=nkeâeÙe& osves kesâ cegKÙe GösMÙeeW keâer Øeeefhle veneR efJeefOeÙeeW kesâ ØeÙeesie hej yeue oslee nw~
nes heeleer nw~ 38. mketâue ceW veeškeâ keâjvee efkeâme efmeæeble hej DeeOeeefjle nw?
35. If a student participates in activities like (a) peerJeve keâewMeue efMe#ee
exhibition, debate and excursion, then he/she is
(b) DeefYeJÙeefòeâ kesâ meeLe meerKevee
involved in ______.
Ùeefo keâesF& Úe$e ØeoMe&veer, Jeeo–efJeJeeo Deewj YeüceCe pewmeer (c) keâeÙe& keâjkesâ meerKevee
ieefleefJeefOeÙeeW ceW Yeeie ueslee nw, lees Jen ____ ceW Meeefceue (d) DeefYeJÙeefòeâ keâe efmeæeble
neslee nw~ DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
I. Scholastic activities Ans. (c) : mketâue ceW veeškeâ keâjvee, keâeÙe& keâjkesâ meerKeves kesâ efmeæeble
I. Mewef#ekeâ ieefleefJeefOeÙeeB hej DeeOeeefjle nw~ veeškeâ keâjvee Ùee DeefYeveÙe meef›eâÙe efMe#eCe keâe Skeâ
II. Co-scholastic activities veÙee DeeÙeece nw~ DeOÙeÙeve efkeâÙes peeves Jeeues efJe<eÙe keâes Ûeueles-efHeâjles
II. men–Mewef#ekeâ ieefleefJeefOeÙeeB hee$eeW kesâ ceeOÙece mes mebØesef<ele efkeâÙee peeS lees Gmekeâe ØeYeeJe efÛejmLeeÙeer
(a) Neither I nor II/vee ner I vee ner II
nes mekeâlee nw~
(b) Only II/kesâJeue II 39. efMe#eCe ceW Øeespeskeäš-yesm[ (heefjÙeespevee DeeOeeefjle) Deewj
(c) Only I/kesâJeue I
hues-yesm[ Âef°keâesCe Meeefceue keâjves keâe keäÙee Demej neslee
(d) Both I and II/I leLee II oesveeW
nw?
DSSSB PRT 23/03/2022 (Shift-II) (a) jÛeveelcekeâ nesves keâer mJeleb$elee veneR nesleer~
Ans : (b) keâesF& Úe$e, ØeoMe&veer, Jeeo-efJeJeeo Deewj YeüceCe pewmeer (b) yeÛÛeeW keâer Yeeieeroejer Deewj ØesjCee ceW megOeej Deelee nw~
ieefleefJeefOeÙeeW ceW Yeeie ueslee nw lees Jen men-Mewef#ekeâ-ieefleefJeefOeÙeeW (Co- (c) JÙeJenej mebyebOeer cegöeW ceW yeÌ{eJe neslee nw~
Scholastic Activities) ceW Meeefceue nw~ Dele: men-Mewef#ekeâ (d) Deelce-efveoxefMele nesves keâer yeÛÛeeW keâer #ecelee ceW ®keâeJeš
ieefleefJeefOeÙeeW kesâ Devleie&le Gve ieefleefJeefOeÙeeW keâes meefcceefuele efkeâÙee peelee nw nesleer nw~
pees efMe#eCe ieefleefJeefOeÙeeW kesâ meeLe-meeLe Ûeueleer nw~ pees yeÛÛeeW ceW DSSSB-PRT 10/11/2018 Time 8:30–10:30 AM
JÙeefòeâlJe keâer meecebpemÙehetCe& efJekeâeme keâes megefveef§ele keâjleer nQ~ Ans. (b) : efMe#eCe ceW Øeespeskeäš yesm[ (heefjÙeespevee DeeOeeefjle) Deewj hues
36. efkeâme ieefleefJeefOe ceW ØelÙe#e he"ve Meeefceue veneR nw? yesm[ (Kesue DeeOeeefjle) Âef°keâesCe Meeefceue keâjves keâe cegKÙe GösMÙe yeÛÛeeW
(a) JÙeeKÙeeve (b) mecetn ÛeÛee& kesâ Yeeieeroejer Deewj ØesjCee ceW megOeej keâjvee nw~ heefjÙeespevee DeeOeeefjle
(c) efJeÅeeLeea Jeeo–efJeJeeo (d) hee"ve Éeje he"ve
efMe#eCe Deewj Kesue DeeOeeefjle efMe#eCe ceW meYeer yeÛÛes meef›eâÙe jnkeâj
DeefOeiece DevegYeJe Øeehle keâjles nQ~ Fme Øekeâej keâe efMe#eCe jesÛekeâ Je
KVS–PRT Post Code 16/17, 29–10–2017
DeevebooeÙeer neslee nw~ FmeceW yeÛÛes DeefOeiece kesâ efueS mJeÙeb Øesefjle nesles nQ~
Ans : (a) JÙeeKÙeeve ieefleefJeefOe ceW ØelÙe#e he"ve Meeefceue veneR nw~
JÙeeKÙeeve keâe leelheÙe& efkeâmeer Yeer hee" keâes Yee<eCe kesâ ™he ceW heÌ{eves mes 40. Inviting visitors to the classroom will be which
encouraging activity ?
nw~ FmeceW efkeâleeye keâe ØelÙe#ele: GheÙeesie veneR efkeâÙee peelee nw~ Fme keâ#ee ceW DeeieblegkeâeW keâes Deecebef$ele keâjvee keâewve-meer
ieefleefJeefOe Éeje efMe#ekeâ Úe$eeW keâes mecePeves ceW ceoo keâjves kesâ efueS
GlmeenJeOe&keâ ieefleefJeefOe nesieer ?
leLÙeeW, efmeæebleeW Ùee mebyebOeeW keâes mecePeeves keâe ØeÙeeme keâjlee nw~ Fme
(a) Explaining/JÙeeKÙee keâjvee~
efJeefOe keâe GheÙeesie %eeve Deewj DeJeOeejCee Øeehle keâjves kesâ efueS efkeâÙee
peelee nw~ (b) Researching/MeesOe keâjvee~
(c) Discussing/ÛeÛee& keâjvee~
37. Øeke=âefle Devegmeej efMeef#ele keâjves mes DeefYeØeeÙe nw–
(d) Creating/sourcing authentic situations
(a) Øeke=âefle kesâ efveÙeceeW keâe DeOÙeÙeve keâjvee Deewj Mewef#ekeâ
ÙeLeeLe&/ØeeceeefCekeâ efmLeefleÙeeW keâe efvecee&Ce keâjvee~
Øeef›eâÙee ceW Gve keâe GheÙeesie keâjvee~
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
(b) peerJeve ceW ke=âef$ece keâer yepeeS Øeke=âefle keâer Deesj DeefYecegKe
Ans. (d) : ÙeLeeLe&/ØeeceeefCekeâ efmLeefleÙeeW keâe efvecee&Ce Deeieblegkeâes keâes
nesvee~
keâ#ee ceW Deecebef$ele keâjves kesâ efueS GlmeenJeOe&keâ ieefleefJeefOe nesieer~
(c) ØeeÛeerve keâeue kesâ Deeßece heæefle keâer YeeBefle Øeke=âefle keâer ieeso
ceW Mewef#ekeâ mebmLeeSB mLeeefhele keâjvee~ iesmš ueskeäÛejj, efÛeefkeâlmekeâ, efkeâmeeveesb pewmes ceeveJe mebmeeOeveeW keâes keâ#ee
(d) ceeveJe efJekeâeme ceW ‘‘Øeeke=âeflekeâ efveÙeceeW’’ kesâ Devegmeej
ceW ueeves mes meerKeves keâer efmLeefle keâes JeemleefJekeâ Deewj peerJeble yeveekeâj
efMeef#ele keâjvee~ ØeceeefCekeâ efMe#eCe megmeeOÙe nesiee~ Ùen mecegoeÙe kesâ meeLe yeeleÛeerle keâjkesâ
TGT–KVS, 08–01–2017 yeÛÛes keâes %eeve keâer Keespe Deewj DevJes<eCe ceW ceoo keâjsiee~
Knowledge of ICT 210 YCT
41. Who said, "A project is a whole-hearted Ans. (d) : ueeskeâ DeOÙeeheve keâuee Éeje yeÛÛeeW kesâ yeejs ceW oesveeW ner
purposeful activity proceeding in a social keâLeve (I) Je (II) Fvekeâer OeejCeeDeeW keâes Øeefleefyebefyele keâjlee nw DeLee&led
environment?"
keâuee yeeuekeâ kesâ Meejerefjkeâ, ceeveefmekeâ, veweflekeâ SJeb mebJesieelcekeâ efJekeâeme
efkeâmeves keâne, ‘‘Skeâ heefjÙeespevee Skeâ meeceeefpekeâ
ceW pewefJekeâ Ùeesieoeve keâjleer nw~ ueeskeâ DeOÙeeheve keâuee Éeje yeeuekeâ ceW
JeeleeJejCe ceW Deeies yeÌ{ves Jeeueer Skeâ mechetCe& GösMÙehetCe& Denbkeâejer Deewj meceepeerkeâjCe keâer DeeJeMÙekeâlee heÌ[leer nw~ Fmekeâer
ieefleefJeefOe nw?’’ efvecveebefkeâle efJeMes<eleeSB nesleer nw–
(a) E.L. Thorndike/F&. Sue. Leeve&[eF&keâ 1. efMe#eeefLe&ÙeeW kesâ me=peveelcekeâ #ecelee kesâ efJekeâeme ceW keâuee keâer Dence
(b) Dr. William Head Kilpatric Yetefcekeâe nw~
[e@. efJeefueÙece ns[ efkeâuhewefš^keâ 2. keâuee, meerKeves keâer heefjefmLeefleÙeeB efveefce&le keâjleer nw~
(c) Ballord/yewuees[&
3. keâuee, meerKeves keâes mepeerJe yeveeleer nw~
(d) John Alford Stevenson/pee@ve DeuHeâes[& mšerJeWmeve
4. keâuee, vewmeefie&keâ #ecelee keâe efJekeâeme keâjleer nw~
DSSSB-PRT 11/11/2019 Time 8:30–10:30 AM
5. keâuee, JÙeefòeâlJe kesâ efJekeâeme ceW meneÙekeâ nQ
Ans. (b) : ‘‘Skeâ heefjÙeespevee Skeâ meeceeefpekeâ JeeleeJejCe ceW Deeies
6. keâuee, cetuÙeebkeâve SJeb efveCe&Ùe keâer Meefòeâ keâes efJekeâefmele keâjleer nw~
yeÌ{ves Jeeueer Skeâ mechetCe& GösMÙehetCe& ieefleefJeefOe nw~’’ Ùen keâLeve [e@0
7. keâuee, peerJeve keâes hetCe&lee mes peerves ceW meneÙekeâ nesleer nw~
efJeefueÙece ns[ efkeâuhewefš^keâ keâe nw~
8. keâuee, meeceeefpekeâ Je=efæ keâjleer nw~
42. Which of the following is the 4th step in activity-
9. keâuee, DeeefLe&keâ o#elee keâe efJekeâeme keâjleer nw~
based-learning ?
efvecveefueefKele ceW mes keâewve mee ieefleefJeefOe-DeeOeeefjle 10. keâuee, peerJeve kesâ jÛeveelcekeâ henuet keâes mece=æ yeveeleer nw~
DeefOeiece keâe 4Jeeb ÛejCe nw ? 44. Which of the following attributes are important
activity as a learning task ?
(a) Plan/Ùeespevee
ef›eâÙeekeâueehe keâes DeefOeiece kesâ keâeÙe& kesâ ™he ceW GheÙeesie
(b) Repeat/oesnjevee
keâjves kesâ efueS efvecveefueefKele ceW mes keâewve meer efJeMes<eleeSB
(c) Organizing an activity/ieefleefJeefOe keâe DeeÙeespeve
cenlJehetCe& nQ?
(d) Reflective/hejeJeleea
I. Management of available space.
DSSSB PRT 26/03/2022 (Shift-I) I. GheueyOe mLeeve keâe ØeyebOeve~
Ans. (b) : ieefleefJeefOe DeeOeeefjle DeefOeiece ‘‘keâjkesâ meerKeves’’ kesâ ™he II. Process of assessment.
ceW peevee peelee nw~ FmeceW efMe#ekeâ mes Ùen Dehes#ee keâer peeleer nw efkeâ Jes II. Deekeâueve keâer Øeef›eâÙee~
yeÛÛeeW hej keâece keâjles meceÙe yeÛÛeeW keâer DeeJeMÙekeâleevegmeej efveoxMeeW ceW III. Time management.
heefjJele&ve keâj ieefleefJeefOe keâjJeeÙeW~ III. meceÙe ØeyebOeve~
ieefleefJeefOe DeeOeeefjle efMe#eCe kesâ Ûeej ÛejCe nesles nQ pees Fme Øekeâej nQ–
I and II/I leLee II (a)
1. Ùeespevee II and III/II leLee III (b)
2. ieefleefJeefOe keâe DeeÙeespeve Only III/kesâJeue III (c)
3. hejeJeleea I, II and III/I, II leLee III
(d)
4. oesnjevee/hegveefve&jer#eCe DSSSB PRT 24/03/2022 (Shift-III)
43. Which of the following assumptions are Ans. (d) : ‘‘DeefOeiece’’ Skeâ efvejblej Ûeueves Jeeueer meeJe&Yeewefcekeâ
reflected by folk pedagogy about the children ? Øeef›eâÙee nw efpemeceW ceveg<Ùe peerJeve Yej kegâÚ vee kegâÚ meerKelee jnlee nQ~
ueeskeâ DeOÙeeheve keâuee Éeje yeÛÛeeW kesâ yeejs ceW efvecveefueefKele DeefOeiece kesâ Devleie&le efJeefYeVe Øekeâej kesâ ef›eâÙee-keâueehe nesles jnles nw
ceW mes keâewve-meer OeejCee Øeefleefyebefyele nesleer nw? efpemekeâe GösMÙe yeeuekeâeW keâes peuoer Ùee MeerIeÇ mes Gvekesâ cevehemebo keâece
I. Egocentric and in need of socialization ceW efvehegCe yeveevee nw~ Fmekesâ Deefleefjòeâ Ùes yeÛÛeeW keâes Gvekeâer keâefceÙeeW mes
Denbkeâejer Deewj meceepeerkeâjCe keâer DeeJeMÙekeâlee ceW otj keâj Gvekesâ ™efÛe kesâ Devegmeej Gvekesâ keâeÙe& ceW efvehegCe keâjlee nw~
II. Empty vessels to be filled with knowledge ef›eâÙee keâueehe keâes DeefOeiece kesâ keâeÙe& kesâ ™he ceW ØeÙeesie keâjves kesâ efueS
that only adults can provide. efvecveefueefKele efJeMes<eleeSB cenlJehetCe& nes mekeâleer nQ-
Keeueer yele&ve %eeve mes Yejs peeves ÛeeefnS pees kesâJeue ∗ GheueyOe mLeeve keâe ØeyevOeve
JeÙemkeâ ner Øeoeve keâj mekeâles nQ~
∗ Deebkeâueve keâer Øeef›eâÙee
(a) Neither I nor II/vee ner I vee ner II
∗ meceÙe ØeyevOeve Deeefo~
(b) Only I/kesâJeue I
(c) Only II/kesâJeue II 45. ‘JeÙemkeâeW keâes Fjeoleve DevegYeJeeW keâes uesves Deewj meePee
(d) Both I and II/I leLee II oesveeW
keâjves kesâ efueS meceÙe uesvee ÛeeefnS~’ Fmekeâe keäÙee DeLe& nw?
DSSSB PRT 25/03/2022 (Shift-I) (a) Yee<ee keâer DeeJeepe hewoe keâjvee~
Knowledge of ICT 211 YCT
 (b) yeÛÛeeW keâes Gve ÛeerpeeW Deewj IešveeDeeW kesâ yeejs ceW yeele keâjves (a) Giving Feedback/Øeefleef›eâÙee osvee
kesâ DeJemej Øeoeve keâjvee pees Ùeneb Deewj Deye-Deleerle, (b) Determining the tools to check for
Jele&ceeve Deewj keâeuheefvekeâ veneR nw~ achievement of the intended learning
(c) ÙegJeeDeeW kesâ kegâleke&â keâes megvevee~ outcomes/FefÛÚle meerKeves kesâ heefjCeeceeW keâer GheueefyOe kesâ
(d) DevegYeJe meePee keâjles meceÙe JeÙemkeâeW kesâ yeeo yeÛÛeeW keâes efueS peeBÛe keâjves kesâ efueS GhekeâjCeeW keâe efveOee&jCe
oesnjevee~ (c) Stating learning outcomes
DSSSB-PRT 06/10/2018 Time 4:30–6:30 PM meerKeves kesâ heefjCeece keâe Kegueemee keâjvee~
(d) Identifying the types of learning
Ans. (b) : ‘JeÙemkeâes keâes Fjeoleve DevegYeJeeW keâes uesves Deewj meePee
keâjves kesâ efueS meceÙe uesvee ÛeeefnS~’ Fmekeâe DeLe& nw efkeâ yeÛÛeeW keâes Gve meerKeves kesâ efJeefYeVe ØekeâejeW keâer henÛeeve keâjvee~
ÛeerpeeW Deewj IešveeDeeW kesâ yeejs ceW yeele keâjves keâe DeJemej Øeoeve keâjvee DSSSB-PRT 13/11/2019 Time 4:30–6:30 PM
pees ÙeneB Deewj Deye-Deleerle, Jele&ceeve Deewj keâeuheefvekeâ veneR nw~ DeLee&le Ans. (b) : Mew#eefCekeâ efJeMues<eCe kesâ efMe#ee ÛejCe ceW FefÛÚle meerKeves
JeÙemkeâeW keâes yeÛÛeeW kesâ meeLe GvneR DevegYeJeeW keâes meePee keâjvee ÛeeefnS (DeefOeiece) kesâ heefjCeeceeW keâer GheueefyOe kesâ efueS peeBÛe keâjves kesâ efueS
pees JeemleefJekeâ nes Deewj Gvekesâ %eeve ceW Je=efæ keâjleer neW~ GhekeâjCeeW keâe efveOee&jCe keâer ieefleefJeefOe Meeefceue nw~
46. _____ are the subjective reactions to experience Mew#eefCekeâ efJeMues<eCe keâe GösMÙe nw efJeefYeVe henuegDeeW ceW efMe#eCe keâer
that are associated with physiological and Glheeokeâlee keâer peeBÛe SJeb megOeej keâjvee~ Ùen meerKeves keâer Øeef›eâÙee ceW
behavioral changes. Deeves Jeeues mekeâejelcekeâ SJeb vekeâejelcekeâ efyebogDeeW keâer henÛeeve keâjves
_____ DevegYeJe kesâ efueS JÙeefòeâhejkeâ Øeefleef›eâÙeeSb nQ pees ceW ceoo keâjlee nw~
Meejerefjkeâ Deewj JÙeJeneefjkeâ heefjJele&veeW mes pegÌ[er nQ~ Mew#eefCekeâ efJeMues<eCe leerve ÛejCeeW ceW hetjer nesleer nw-
I. Emotions (1) hetJe& mebef›eâÙee ÛejCe– Fme ÛejCe ceW efvecveefueefKele ieefleefJeefOeÙeeB
I. YeeJeveeSB Meeefceue nesleer nQ- ØeJesMe #ecelee keâe helee ueieevee, DeefOeiece kesâ
II. Awareness heefjCeeceeW keâe JeCe&ve, meece«eer Deewj DeOeervemLe mebØelÙeÙe keâe
II. peeie™keâlee efJeMues<eCe, DeefOeiece kesâ Øekeâej keâer henÛeeve keâjvee~
(a) Both I and II/I leLee II oesveeW (2) menYeeieer ÛejCe– Fme ÛejCe ceW efvecveefueefKele ieefleefJeefOeÙeeB
(b) Only I/kesâJeue I Meeefceue nQ- Göerheve Øemlegefle kesâ lejerkesâ/Âef°keâesCe leÙe keâjvee,
(c) Neither I nor II/vee ner I vee ner II Dehesef#ele efMe#eeefLe&ÙeeW keâer Øeefleef›eâÙee hej efveCe&Ùe uesvee, Øeefleef›eâÙee
(d) Only II/kesâJeue II osvee~
DSSSB PRT 24/03/2022 (Shift-I) (3) cetuÙeebkeâve ÛejCe– Fme ÛejCe ceW FefÛÚle DeefOeiece kesâ heefjCeeceeW
Ans. (b) : YeeJeveeSB DevegYeJe kesâ efueS JÙeefòeâhejkeâ Øeefleef›eâÙeeSB nw pees keâer GheueefyOe kesâ efueS GhekeâjCeeW keâes efveOee&efjle keâjvee ØeeÙe:
Meejerefjkeâ Deewj JÙeJeneefjkeâ heefjJele&veeW mes pegÌ[er nQ~ YeeJeveeSB pewefJekeâ ™he Meeefceue neslee nw~
mes DeeOeeefjle ceveesJew%eeefvekeâ efmLeefleÙeeB nQ pees vÙetjesefheâef]peÙeesuee@efpekeâue 49. Which of the following activities are involved in
heefjJele&veeW kesâ keâejCe nesleer nQ; pees efJeefYeVe keâejkeâeW pewmes efJeÛeejeW, the interactive stage of pedagogical analysis?
YeeJeveeDeeW, JÙeJeneefjkeâ Øeefleef›eâÙeeDeeW Deewj KegMeer Ùee veejepeieer mes pegÌ[er I. Giving feedback.
nesleer nQ~ II. Deciding unexpected learner's responses.
47. In a semantic pedagogical approach what type III. Deciding methods/approaches of stimulus
of play should the teacher use? presentation.
Skeâ DeLe&ef›eâÙeehejkeâ Mew#eefCekeâ Gheeiece ceW, efMe#ekeâ keâes yeeue efJekeâeme cetuÙeebkeâve kesâ FbšjwefkeäšJe ÛejCe ceW
efkeâme Øekeâej kesâ Kesue keâe GheÙeesie keâjvee ÛeeefnS? efvecveefueefKele ceW mes keâewve-meer ieefleefJeefOeÙeeB Meeefceue nQ?
I. Øeefleef›eâÙee osvee~
(a) Self-expression/Deelce DeefYeJÙeefòeâ
II. Dehesef#ele efMe#eeefLe&ÙeeW keâer Øeefleef›eâÙeeDeeW hej efveCe&Ùe
(b) Training and modification/ØeefMe#eCe Deewj mebMeesOeve
uesvee~
(c) Simulation/DevegkeâjCe
III. Øeeslmeenve Øemlegefle kesâ lejerkesâ/Âef°keâesCe leÙe keâjvee~
(d) Testing/peeBÛe
DSSSB PRT 26/03/2022 (Shift-III) (a) I,II and III/I II Deewj III
(b) Both I and II/oesveeW I Deewj II
Ans. (c) : Skeâ DeLe&ef›eâÙeehejkeâ Mew#eefCekeâ Gheeiece ceW, efMe#ekeâ keâes
DevegkeâjCe Kesue keâe GheÙeesie keâjvee ÛeeefnS~ (c) Both I and III/oesveeW I Deewj III
(d) Both II and III/oesveeW II Deewj III
DevegkeâjCe kesâ Éeje yeeuekeâ Deheves efMe#ekeâ keâe DevegkeâjCe keâj efueKevee, heÌ{vee
DSSSB-PRT 13/11/2019 Time 8:30–10:30 AM
Je veJeerve jÛevee keâjvee leLee efJeefYeVe ef›eâÙeekeâueeheeW keâes meerKelee nw~
Ans. (a) : Mew#eefCekeâ efJeMues<eCe kesâ Devle:ef›eâÙeelcekeâ ÛejCe ceW efvecve
48. Which of the following activity is involved in
the educational stage of pedagogical analysis ? ieefleefJeefOeÙeeB Meeefceue nesleer nQ–
Mew#eefCekeâ efJeMues<eCe kesâ efMe#ee ÛejCe ceW efvecveefueefKele ceW (i) keâ#ee Deekeâej keâer DevegYetefle keâjvee~
mes keâewve-meer ieefleefJeefOe Meeefceue nw? (ii) Úe$eeW keâe efveoeve keâjvee~

Knowledge of ICT 212 YCT

(iii) Øeefleef›eâÙee osvee~ (a) Only I/kesâJeue II
(iv) Dehesef#ele efMe#eee|LeÙeeW keâer Øeefleef›eâÙeeDeeW hej efveCe&Ùe uesvee~ (b) Both I and II/I leLee II oesveeW
(v) Godoerheve Øemlegefle kesâ efJeefOe/Âef<škeâesCe keâe efveCe&Ùe uesvee~ (c) Neither I nor II/vee ner I vee ner II
(vi) GodoerhekeâeW keâe ÛegveeJe keâjvee~ (d) Only I/kesâJeue I
(vii) efMe#eCe ÙegefòeâÙeeW keâe efJemleej keâjvee~ DSSSB PRT 16/03/2022 (Shift-II)
Dele: I, II leLee III meYeer mener nQ~ nj yeÛÛee DeefÉleerÙe Deewj otmejeW mes Deueie neslee nw~
Ans. (b) :
50. Which of the following team activities are efMe#ekeâ keâes yeÛÛeeW keâer JÙeefòeâiele efYeVelee Deewj Fmemes GlheVe nesves Jeeueer
included in the intervention process? mecemÙeeDeeW keâes OÙeeve ceW jKeles ngS efmeKeevee ÛeeefnS~ Deeceleewj hej
efvecveefueefKele ceW mes keâewve meer šerce ieefleefJeefOeÙeeW keâes YesoYeeJe kesâ meeLe-Yeüefcele, #ecelee mecetnve Skeâ GheeÙe nw efpemeceW meceeve
ceOÙeJeleea Øeef›eâÙee ceW Meeefceue efkeâÙee ieÙee nw ? ue#eCeeW kesâ Úe$eeW keâes mecetefnle efkeâÙee peelee nw leeefkeâ efMe#ekeâ mebiele
I. Consultation and partnership with parents. efMe#eCe heæefle keâe ÛeÙeve keâj mekeWâ~ meceeve ÙeesiÙelee mecetnve Skeâ Ssmeer
I. ceelee-efhelee kesâ meeLe hejeceMe& Deewj Gvekeâer menYeeefielee~ efJeefOe nw efpemeceW Deehe ØelÙeskeâ Úe$e keâer ÙeesiÙelee keâes JÙeefòeâiele ™he mes
II. Evaluate the student learning outcomes. osKeles nQ leLee mecetn ceW DevÙe Úe$eeW kesâ meeLe meceeve #ecelee hej jKeles
II. Úe$e meerKeves kesâ heefjCeeceeW keâe cetuÙeebkeâve keâjW~ nQ~ GoenjCe kesâ efueÙes, efJe%eeve ØeoMe&ve ceW efmeæ GÛÛe, Deewmele Deewj
(a) Neither I nor II/vee ner I vee ner II efvecve #eceleeDeeW Jeeues Úe$eeW keâes leerve Deueie-Deueie mecetneW ceW jKee
(b) Only I/kesâJeue I peelee nw~ Fme efueS ØeMve ceW keâLeve (I) Jen (II) oesveeW ner mener nQ~
(c) Only II/kesâJeue II
Ùen Úe$eeW keâes Deheves efJeÛeejeW keâes Deeies jKeves Deewj Skeâ mebÙegòeâ ØeÙeeme
kesâ meeLe, Gvekeâer #ecelee kesâ mlej kesâ Devegmeej GheÙegòeâ meceeOeeve kesâ meeLe
(d) Both I and II/I leLee II oesveeW
Deeves keâe DeJemej oslee nw~
DSSSB PRT 07/03/2022 (Shift-III)
Ans. (d) : šerce efvecee&Ce efJeefYeVe Øekeâej keâer ieefleefJeefOeÙeeW kesâ efueS Skeâ 53. Which of the following aspects convince that an
activity is going on properly in a classroom?
meecetefnkeâ Meyo nw efpemekeâe GheÙeesie meeceeefpekeâ mebyevOeeW keâes yeÌ{eves Deewj efvecveefueefKele ceW mes keâewve mee henuet Ùen efJeÕeeme efoueelee
šerceeW keâs Yeerlej YetefcekeâeDeeW keâes heefjYeeef<ele keâjves kesâ efueS efkeâÙee peelee nw efkeâ Skeâ keâ#ee ceW keâesF& ef›eâÙeekeâueehe "erkeâ mes Ûeue jne
nw efpemeceW Dekeämej menÙeesieer keâeÙe& Meeefceue nesles nQ~ Úe$eeW kesâ meerKeves kesâ nw?
heefjCeeceeW keâe cetuÙeebkeâve leLee ceelee-efhelee kesâ meeLe hejeceMe& Deewj
I. Children are manipulating materials,
meePesoejer Ssmeer šerce ieefleefJeefOeÙeeB nQ, efpevnW ceOÙeJeleea Øeef›eâÙee ceW trying different arrangements to solve a
Meeefceue efkeâÙee ieÙee nw~ Dele: I leLee II oesveeW mener nQ~ problem.
51. efJeJesÛeveelcekeâ efMe#eeMeeŒe keâe Ùen ÂÌ{ efJeMJeeme nw efkeâ yeÛÛes Skeâ mecemÙee keâes nue keâjves kesâ efueS meece«eer
(a) yeÛÛes mketâue mes yeenj keäÙee meerKeles nQ, Ùen DeØeemebefiekeâ nw~ ceW nsjHesâj keâj jns nQ, efJeefYeVe JÙeJemLeeDeeW keâe ØeÙeeme
(b) efMe#eeefLe&ÙeeW kesâ DevegYeJe Deewj ØelÙe#eCe cenòJehetCe& nesles nQ~ keâj jns nQ~
(c) Skeâ efMe#ekeâ keâes ncesMee keâ#ee–keâ#e kesâ DevegosMeve keâe II. Children could clearly state the objectives
vesle=lJe keâjvee ÛeeefnS~ and cause of doing that activity.
(d) efMe#eeefLe&ÙeeW keâes mJeleb$e ™he mes leke&âCee veneR keâjveer
yeÛÛes Gme ef›eâÙeekeâueehe keâes keâjves kesâ GösMÙeeW Deewj
ÛeeefnS~ keâejCeeW keâes mhe° ™he mes yelee mekeâles nQ~
PRT POST CODE 70/90 29.12.2013 (Cancelled) (a) Only I/kesâJeue I
Ans : (b) efJeJesÛeveelcekeâ efMe#eeMeeeŒe keâe Ùen ÂÌ{ efJeMJeeme nw efkeâ (b) Neither I nor II/vee ner I vee ner II
efMe#eeefLe&ÙeeW kesâ DevegYeJe Deewj ØelÙe#eCe cenòJehetCe& nesles nQ~ efMe#eeLeea (c) Both I and II/I leLee II oesveeW
kesâJeue Ssmes Úesšs yeÛÛes veneR nesles efpevekesâ efueS JeÙemkeâeW keâes kegâÚ nue (d) Only II/kesâJeue II
{tB{ves nesles nQ~ Jes Deheveer heefjefmLeefle Je pe™jleeW kesâ met#ce heÙe&Jes#ekeâ DSSSB PRT 24/03/2022 (Shift-III)
nesles nQ FmeefueS GvnW Deheveer efMe#ee Je YeeJeer DeJemejeW mes mebyebefOele Ans. (c) : keg â Ú henuet nw pees Ùen efJeÕeeme efoueeles nw efkeâ Skeâ keâ#ee
mecemÙeeDeeW kesâ nue keâer Øeef›eâÙee leLee efJeceMe& ceW Yeeie uesvee ÛeeefnS~ ceW keâesF& ef›eâÙee keâueehe "erkeâ mes Ûeue jner nw-
52. Which of the following is the correct advantage ∗ yeÛÛes Skeâ mecemÙee keâes nue keâjves kesâ efueS meece«eer ceW nsjHesâj keâj
of similar ability grouping of students? jns nQ, leLee efJeefYeVe JÙeJemLeeDeeW keâe ØeÙeeme keâj jns nQ~
efvecveefueefKele ceW mes keâewve-mee Úe$eeW kesâ meceeve ÙeesiÙelee ∗ yeÛÛes Gme ef›eâÙeekeâueehe keâes keâjves kesâ GösMÙeeW Deewj keâejCeeW keâes
mecetnve keâe mener ueeYe nw? mhe° ™he mes yelee mekeâles nQ~
I. Effective for group activities in subjects 54. Which of the following sitting arrangement
like mathematics and language. should be used while demonstrating an
ieefCele Deewj Yee<ee pewmes efJe<eÙeeW ceW mecetn experiment to the students?
ieefleefJeefOeÙeeW kesâ efueS ØeYeeJeer~ Úe$eeW keâes Skeâ ØeÙeesie keâe ØeoMe&ve keâjles meceÙe
II. Students can study at their own pace. efvecveefueefKele ceW mes efkeâme yew"ves keâer JÙeJemLee keâe GheÙeesie
Úe$e Deheveer ieefle mes DeOÙeÙeve keâj mekeâles nQ~ efkeâÙee peevee ÛeeefnS ?
Knowledge of ICT 213 YCT
 I. Students sitting in a half circle in front of a ØeÙeesieeW keâes heefjkeâuheveeDeeW Ùee Ûej kesâ yeerÛe mecyevOe kesâ yeejs ceW efJeefMe°
teacher. keâLeveeW keâe hejer#eCe keâjves kesâ efueS ef[peeFve efkeâÙee ieÙee nw~
efMe#ekeâ kesâ meeceves DeeOes Iesjs ceW yew"s Úe$e~ 2) heefjÙeespevee keâeÙe& (Project work):- Fmekesâ Devleie&le Úe$e
II. Students sitting in rows in the class room heefjÙeespevee kesâ ™he ceW Skeâ efJe<eÙe Ûegveles nw Deewj heefjÙeespevee keâes hetje
and teacher places himself/herself in front
of the students.
keâjles nw, Deewj Deheves efve<keâ<eeX keâes keâ#ee ceW Øemlegle Yeer keâjles nQ~
keâ#ee ceW hebefòeâÙeeW ceW yew"s efJeÅeeLeea Deewj efMe#ekeâ 56. hes[eiee@peer (Pedagogy) ceW keâchÙetšj keâe GheÙeesie neslee
mJeÙeb keâes efJeÅeeefLe&ÙeeW kesâ meeceves KeÌ[e jKeles nw~ nw–
(a) Only II/kesâJeue II (a) leeueerceeLeea keâes Øesefjle keâjves
(b) Both I and II/I leLee II oesveeW (b) heâer[ yewkeâ osves kesâ efueS
(c) Only I/kesâJeue I (c) leeueerceeLeea kesâ meeLe Øeefleef›eâÙee kesâ efueS
(d) Neither I nor II/vee ner I vee ner II (d) Ghejesòeâ meYeer kesâ efueS
DSSSB PRT 07/03/2022 (Shift-I) PRT (SPECIAL EDUCATION) Post Code 01/13,
28.04.2013
Ans. (c) : Úe$eeW keâes Skeâ ØeÙeesie keâe ØeoMe&ve keâjles meceÙe, Ssmeer
Ans : (d) hes[eiee@peer (efMe#eCe) ceW keâchÙetšj keâe DeOeesefueefKele ØeÙeesie
yew"ves keâer JÙeJemLee keâe GheÙeesie keâjvee ÛeeefnS efpemeceW Úe$e efMe#ekeâ kesâ
nw–
meeceves DeeOes Iesjs ceW yew"s neW~
leeueerceeLeea keâes Øesefjle keâjves ceW~
Ssmeer JÙeJemLee keâjves mes efMe#ekeâ Úe$eeW keâes DeefOekeâ DeÛÚs {bie mes
ØeoMe&ve keâjves ceW meHeâue nes heeÙesiee Deewj Úe$eeW keâes Yeer ØeÙeesie ØeoMe&ve heâer[yewkeâ osves kesâ efueS~
keâes mecePeves ceW Deemeeveer nesieer~ leeueerceeLeea kesâ meeLe Øeefleef›eâÙee kesâ efueS~
veesš–‘keâ#ee ceW hebefòeâÙeeW ceW yew"s efJeÅeeLeea Deewj efMe#ekeâ mJeÙeb keâes Deble:ef›eâÙee šdÙetšesefjÙeue Gheeiece kesâ ceeOÙece mes Úe$eeW keâes efMe#ee
efJeÅeeefLe&ÙeeW kesâ meeceves KeÌ[e jKeles nQ’’ Ssmeer JÙeJemLee veneR keâjvee os ves ceW~
ÛeeefnS pees Úe$eeW keâes leLee efMe#ekeâ oesveeW keâes ØeÙeesie ØeoMe&ve keâjves ceW efMe#ekeâ leLee Úe$eeW kesâ efueS leLÙeeW leLee metÛevee Øeehle keâjves ceW~
keâef"veeF& nesieer leLee Úe$e ØeÙeesie ØeoMe&ve keâes mecePeves ceW DemeceLe& Yeer Úe$eeW keâes DeYÙeeme kesâ DeJemej Øeoeve keâjves ceW~
nesiee~ 57. keäueeme™ce DeOÙeeheve ceW mecetn ieefleefJeefOe keâe keäÙee GösMÙe
55. Which of the following activity is correctly nw?
matched in the context of constructive (a) efMe#ekeâ keâe keâeÙe& Yeej keâce keâjvee~
classroom ? (b) DeefOekeâ mes DeefOekeâ yeÛÛeeW keâes DeefOeiece ceW Yeeie uesvee~
efvecveefueefKele ceW mes keâewve mee ef›eâÙeekeâueehe jÛeveelcekeâ (c) mebkeâuheveeDeeW keâes ØeYeeJeer {bie mes mhe° keâjvee~
keâ#ee kesâ meboYe& ceW mener {bie mes megcesefuele nw? (d) efJeÅeeefLe&ÙeeW keâes mJeleb$elee cegnwÙee keâjvee~
I. xperimentation- Students individually PRT–KVS Post Code 150/14, 19–10–2014
perform an experiment and then come
together to discuss the results in the group. Ans : (b) keä
u eeme™he DeOÙeeheve ceW mecetn ieefleefJeefOe keâe efvecve GösMÙe nw–
ØeÙeesie– Úe$e JÙeefòeâiele ™he mes Skeâ ØeÙeesie keâjles DeefOekeâ mes DeefOekeâ yeÛÛeeW keâes DeefOeiece ceW menYeeieer yeveevee~
nQ Deewj efHeâj mecetn ceW heefjCeeceeW hej ÛeÛee& keâjves kesâ efJeefYeVe Úe$eeW kesâ yeerÛe meeceeefpekeâ Deble:ef›eâÙee keâes yeÌ{eJee osvee~
efueS Skeâ meeLe Deeles nQ~ efMe#ee ceW meceeJesMeve keâes mebheesef<ele keâjvee~
II. Project work- students choose a topic as a Úe$eeW keâes meef›eâÙe DevegYeJe Øeeefhle ceW meneÙelee keâjvee~
project and complete the project and 58. Skeâ efMe#ekeâ ves keâ#ee 4 kesâ yeÛÛeeW keâes Skeâ ieefleefJeefOe
present their findings to the class.
efkeâš oskeâj Skeâ ØeeÙeesefiekeâ ieefleefJeefOe keâe mebÛeeueve
heefjÙeespevee keâeÙe& -Úe$e heefjÙeespevee kesâ ™he ceW Skeâ
efkeâÙee~ keâ#ee kesâ meYeer yeÛÛeeW ves Fme ieefleefJeefOe ceW hetjer
efJe<eÙe Ûegveles nQ Deewj heefjÙeespevee keâes hetje keâjles nQ
lejn mes Yeeie efueÙee~ efMe#ekeâ kesâ efueS Ùen megefveefMÛele
Deewj Deheves efve<keâ<eeX keâes keâ#ee ceW Øemlegle keâjles nQ~ keâjves keâe meyemes DeÛÚe lejerkeâe keäÙee nesiee efkeâ Úe$eeW ves
(a) Only I/kesâJeue I ieefleefJeefOe mes DeefYeØesefjle efMe#ee Øeehle keâer nw?
(b) Both I and II/I leLee II oesveeW
(a) meeefLeÙeeW Ùee efMe#ekeâeW kesâ meeLe ÛeÛee& keâe DeeÙeespeve keâjW
(c) Only II/kesâJeue II Deewj yeÛÛeeW kesâ JÙeefòeâiele efJeÛeejeW keâes Øeefleefyeefcyele nesves
(d) Neither I nor II/vee ner I vee ner II oW~
DSSSB PRT 24/03/2022 (Shift-III) (b) GvnW Skeâ Jeke&âMeerš oW Deewj Gmes nue keâjves kesâ efueS
Ans. (b) : veerÛes kegâÚ ef›eâÙee keâueehe efoÙes ieS nw pees ‘‘jÛeveelcekeâ keânW~
keâ#ee (Creativity class)’’ kesâ mevoYe& ceW mener nQ- (c) yeÛÛeeW keâes keâ#ee kesâ meeceves Skeâ–Skeâ keâjkesâ Deheves
1) ØeÙeesie (Experimentation):- Fmekesâ Devleie&le, Úe$e DevegYeJe meePee keâjves kesâ efueS keânW~
JÙeefòeâiele ™he mes Skeâ ØeÙeesie keâjles nw efheâj mecetn ceW heefjCeeceeW hej (d) Gvemes meJeeue hetÚW~
ÛeÛee& keâjves kesâ efueS Skeâ meeLe Deeles nQ~ NVS, TGT 18–09–2019 (II)
Knowledge of ICT 214 YCT
Ans : (a) ieefleefJeefOe DeeOeeefjle efMe#eCe ceW meYeer yeÛÛeeW ves meef›eâÙelee mes Ans. (b) : yeeieJeeveer Éeje %eeve, mecePe, DevegØeÙeesie Deewj keâewMeue
Yeeie efueÙee~ Úe$eeW ves ieefleefJeefOe mes DeefYeØesefjle efMe#ee Øeehle keâer Ùee veneR DeeOeeefjle GösMÙeeW keâes hetje efkeâÙee pee mekeâlee nw~ yeeieJeeveer keâer meneÙelee
Fmekeâe Deekeâueve keâjves kesâ efueS efMe#ekeâ keâes Úe$e mecetneW Ùee efMe#ekeâeW mes DeefOeiece jÛeveelcekeâ nes peelee nw Deewj Fmekesâ veleerpes DeefOekeâ ØeYeeJeer
kesâ meeLe ÛeÛee& keâe DeeÙeespeve keâjvee ÛeeefnS leeefkeâ yeÛÛes ieefleefJeefOe ceW nesles nQ~ yeÛÛeeW keâer Tpee& Je ®efÛe yeeieJeeveer ceW ueieeves mes Gvekeâer Ùen
DeefYeØesefjle DevegYeJe keâes JÙeòeâ keâj mekeWâ~ Deeole GvnW jÛeveelcekeâ yeveeleer nw~ Fmekesâ peefjÙes yeÛÛes ve kesâJeue
59. efkeâmeceW efJekeâefmele nesves Jeeueer o#eleeDeeW ceW DeeJeMÙekeâlee Øeeslmeeefnle nesles nQ yeefukeâ GveceW kegâÚ keâece keâjves keâer ®efÛe hewoe nesleer nw
DeeOeeefjle peerJeve ieefleefJeefOeÙeeW kesâ ceeOÙece mes %eeve, Deewj Gvekeâe Deelce efJeÕeeme yeÌ{lee nw~
mecePe, JÙeeJeneefjkeâ keâewMeue Deewj cetuÙe Meeefceue nesves 62. What is/are the benefit of activity based
ÛeeefnS? approach?
(a) keâeÙe& DevegYeJe (b) mee@Heäš keâewMeue ef›eâÙeekeâueehe DeeOeeefjle Gheeiece keâe/kesâ keäÙee ueeYe
(c) #es$e keâeÙe& (d) peerJeve keâewMeue nw/nQ?
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM I. It provides a scope for learning in its own
styles and determining the pace of
Ans. (a) : keâeÙe& DevegYeJe Éeje efJekeâefmele nesves Jeeueer o#eleeDeeW ceW learning/Ùen Deheveer Mewueer ceW efMe#eCe leLee
DeeJeMÙekeâlee DeeOeeefjle peerJeve ieefleefJeefOeÙeeW kesâ ceeOÙece mes %eeve, mecePe DeefOeiece keâer ieefle keâe efveOee&jCe keâjves kesâ efueS
JÙeJeneefjkeâ keâewMeue Deewj cetuÙe Meeefceue nesves ÛeeefnS~ je°^erÙe
keâeÙe&#es$e GheueyOe keâjelee nw~
hee"ŸeÛeÙee& keâer ™hejsKee-2005 ceW keâeÙe& DevegYeJe keâes keâeÙe& efMe#ee kesâ
II. It develops self learning capability
™he ceW jKee ieÙee nw~ keâeÙe& efMe#ee kesâ ceeOÙece mes efpeve o#eleeDeeW keâe
Ùen mJe-DeefOeiece keâer #ecelee efJekeâefmele keâjlee nw~
efJekeâeme efkeâÙee peeÙesiee GveceW %eeve, mecePe, JÙeJeneefjkeâ keâewMeue, cetuÙe
III. The student develops abilities such as
Deewj DeeJeMÙekeâlee DeeOeeefjle peerJeve ef›eâÙeeSb Meeefceue nesieer~
investigative abilities, evolution of his own
60. efkeâmekeâer meyemes cenlJehetCe& efJeMes<elee Gmekeâe DeÙeebef$ekeâ knowledge and structuring new
mJe™he nw efpemekeâe DeLe& nw efkeâ yeÛÛes Deheves neLeeW mes keâece knowledge./efJeÅeeLeea ceW Keespeer #eceleeDeeW, mJeÙeb
keâjles ngS meerKeWies? kesâ %eeve keâe cetuÙeebkeâve leLee veS %eeve keâer mebjÛevee
(a) JÙeeJeneefjkeâ (b) heefjÙeespevee efJeefOe pewmeer #eceleeDeeW keâe efJekeâeme neslee nw~
(c) keâeÙe& efMe#ee (d) ieefleefJeefOe DeeOeeefjle efMe#ee (a) I, II and III/I, II leLee III
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM (b) II and II/II leLee III
Ans. (c) : keâeÙe& efMe#ee keâer meyemes cenlJehetCe& efJeMes<elee Gmekeâe (c) I and II/I leLee II
DeÙeebef$ekeâ mJe™he nw efpemekeâe DeLe& nw efkeâ yeÛÛes Deheves neLeeW mes keâece (d) I and III/I leLee III
keâjles ngS meerKeWies~ DSSSB-PRT 15/11/2019 Time 8:30–10:30 AM
keâeÙe& efMe#ee GösMÙehetCe& leLee DeLe&hetCe& Meejerefjkeâ ßece ceeveer peeleer nw~ Ans. (a) : ef›eâÙeekeâueehe DeeOeeefjle Gheeiece ceW Gme efMe#eeLeea keâes cenlJe
Ùen Mewef#ekeâ Øeef›eâÙee keâe Debleefve&efnle Yeeie nw~ Ùen meecegoeefÙekeâ mesJee efoÙee peelee nw pees Deheves JeeleeJejCe ceW ef›eâÙeekeâueehe ceW mebueive jnkeâj
leLee DeLe&hetCe& meece«eer kesâ Glheeove kesâ ™he ceW mecePeer peeleer nw~ keâeÙe& veÙee %eeve Øeehle keâjlee nw~ ef›eâÙeekeâueehe DeeOeeefjle Gheeiece kesâ ueeYe-
efMe#ee Mewef#ekeâ ieefleefJeefOeÙeeW ceW %eeve mecePe, JÙeJeneefjkeâ keâewMeueeW keâes (i) ef›eâÙeekeâueehe DeeOeeefjle Gheeiece Úe$eeW keâes Deheveer Mewueer ceW
Meeefceue keâjves hej peesj osleer nw~ efMe#eCe leLee DeefOeiece keâer ieefle keâe efveOee&jCe keâjves kesâ efueS
keâeÙe&efMe#ee kesâ DeJeOeejCee keâes efvecveefueefKele keâejkeâeW kesâ DeeOeej hej keâeÙe& #es$e GheueyOe keâjelee nw~
mecePee pee mekeâlee nw- (ii) Ùen mJe-DeefOeiece keâer #ecelee efJekeâefmele keâjlee nw~
1. neLe leLee ceefmle<keâ ceW mecevJeÙe Éeje efMe#ee~
(iii) efJeÅeeLeea ceW Keespeer #eceleeDeeW, mJeÙeb kesâ %eeve keâe cetuÙeebkeâve leLee
2. Mewef#ekeâ ieefleefJeefOeÙeeW ceW meeceeefpekeâ ™he mes GheÙeesieer Meejerefjkeâ ßece veÙes %eeve keâer mebjÛevee pewmeer #eceleeDeeW keâe efJekeâeme neslee nw~
keâes meefcceefuele keâjkesâ meerKevee~
63. When a teacher enters the activity-based
3. mecegoeÙe kesâ efueS GheÙeesieer mesJeeDeeW leLee Glheeokeâ keâeÙe& kesâ ™he classroom, which of the following aspects
ceW meYeer henuegDeeW ceW Skeâ DeeJeMÙekeâ keâejkeâ kesâ ™he ceW meerKevee~ convinces the teacher that the activity is going
4. Ùen ‘keâjkesâ meerKevee’ efmeæeble hej DeeOeeefjle nw~ on properly?
61. yeeieJeeveer Éeje efvecveefueefKele ceW mes keâewve-mee GösMÙe hetje peye Skeâ efMe#ekeâ ieefleefJeefOe DeeOeeefjle keâ#ee ceW ØeJesMe
efkeâÙee pee mekeâlee nw? keâjlee nw, lees efvecve ceW mes keâewve-mee henuet efMe#ekeâ keâes
DeeÕemle keâjlee nw efkeâ ieefleefJeefOe "erkeâ mes Ûeue jner nw ?
(a) %eeve Deewj mecePe DeeOeeefjle GösMÙe
I. Children are totally involved in doing work
(b) %eeve, mecePe, DevegØeÙeesie Deewj keâewMeue DeeOeeefjle GösMÙe without being distracted by the teacher's
(c) DevegØeÙeesie Deewj keâewMeue DeeOeeefjle GösMÙe presence
(d) Âef°keâesCe DeeOeeefjle GösMÙe yeÛÛes efMe#ekeâ keâer GheefmLeefle mes efJeÛeefuele ngS efyevee
DSSSB-PRT 11/11/2018 Time 8:30–10:30 AM keâece keâjves ceW hetjer lejn mes Meeefceue nQ~
Knowledge of ICT 215 YCT
 II. If students are asked about what they are 65. Which of the following activities is used with
doing they could clearly state the objectives painting?/efvecveefueefKele ceW mes efÛe$ekeâejer kesâ meeLe
and cause of doing that activity efkeâme ieefleefJeefOe keâe GheÙeesie efkeâÙee peelee nw?
Ùeefo Úe$eeW mes hetÚe peelee nw efkeâ Jes keäÙee keâj jns nQ
(a) Listen and lebel/megvees Deewj uesyeue keâjes
lees Jes mhe° ™he mes Gme ieefleefJeefOe keâes keâjves kesâ
(b) Listen and guess/megvees Deewj Devegceeve ueieeDees
GösMÙeeW Deewj keâejCeeW keâes yelee mekeâles nQ~
(c) Listen and predict/megvees leLee YeefJe<ÙeJeeCeer keâjes
(a) Neither I nor II/ve lees I ve ner II
(d) Listen and repeat/megvees Deewj oesnjeDees
(b) Only II /kesâJeue II
DSSSB-PRT 11/11/2019 Time 12:30–2:30 PM
(c) Both I and II/oesveeW I Deewj II
Ans. (b) : keâesF& JÙeefòeâ efJeMes<e peevekeâejer megve mekeâlee nw Deewj Gmekesâ
(d) Only I/kesâJeue I
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM
DeeOeej hej, Deheves mJeÙeb kesâ DevegYeJe Deewj keâueelcekeâ keâewMeue keâes ueeiet
keâjkesâ Skeâ heWefšbie keâe Devegceeve ueieeÙee pee mekeâlee nw~ megveves kesâ
Ans. (c) : peye Skeâ efMe#ekeâ ieefleefJeefOe DeeOeeefjle keâ#ee ceW ØeJesMe
DeueeJee Skeâ heWefšbie yeveeves kesâ efueS (pees megveves keâe keâeÙe& nw), Devegceeve
keâjlee nw, lees efMe#ekeâ keâes efvecve henuet DeeÕemle keâjles nQ efkeâ ieefleefJeefOe
"erkeâ mes Ûeue jner nw- meyemes GheÙegòeâ ieefleefJeefOe nesieer~ GoenjCe kesâ efueS- Skeâ mkesâÛe
keâueekeâej Devegceeve ueieekeâj mkesâÛe yevee mekeâlee nw Deewj megve mekeâlee nw~
(i) yeÛÛes efMe#ekeâ keâer GheefmLeefle mes efJeÛeefuele ngS efyevee keâece keâjves ceW
hetjer lejn mes leuueerve jnles nQ~ 66. There are four major elements of an effective
learning activity. Which of the following is not
(ii) Ùeefo Úe$eeW mes hetÚe peelee nw efkeâ Jes keäÙee keâj jns nQ lees Jes mhe°
one of those elements?
¤he mes Gme ieefleefJeefOe keâes keâjves kesâ GösMÙeeW Deewj keâejCeeW keâes Skeâ ØeYeeJeer efMe#eCe ef›eâÙeekeâueehe kesâ Ûeej ØecegKe lelJe
yelee mekeâles nQ~ nesles nQ~ efvecveefueefKele ceW mes keâewve mee Gve lelJeeW ceW mes
64. Which of the following is/are the benefits of Skeâ veneR nw?
learning by doing or through participation in
enhancing learning? (a) Focused/OÙeeve keWâefõle
(I) Active and meaningful learning in a (b) Spontaneous involvement/mJele: DebleYee&ieerlee
contextual situation. (c) Physical effort/Meejerefjkeâ ØeÙeeme
(II) Sharing of experience among each other.
(d) Challenging/ÛegveewleerhetCe&
(III) Searching debating and coming out with
innovative and alternative ways of DSSSB PRT 20/03/2022 (Shift-I)
solving problem. Ans : (c) ØeYeeJeer efMe#eCe DeefOeiece ieefleefJeefOe Skeâ ue#Ùe GvcegKe keâeÙe&
efvecveefueefKele ceW mes keâewve-mee/mes ‘‘keâjkesâ meerKeves’’ Ùee nw efpemes Úe$eeW kesâ meerKeves keâes Fme lejn mes yeÌ{eves kesâ efueS lewÙeej efkeâÙee
‘‘menYeeefielee kesâ ceeOÙece mes DeefOeiece’’ ceW Je=efæ kesâ ueeYe ieÙee nw pees yeÛÛeeW keâe DeevebooeÙekeâ Deewj jesÛekeâ DevegYeJe Øeoeve keâjlee
ceW mes Skeâ nQ? nw~ OÙeeve keWâefõle keâjvee, ÛegveewleerhetCe&, mJele: DebleYee&ieerlee SJeb
(I) Skeâ Øeemebefiekeâ efmLeefle ceW meef›eâÙe Deewj meeLe&keâ DeebveohetCe& Skeâ ØeYeeJeer efMe#eCe ef›eâÙeekeâueehe kesâ Ûeej ØecegKe lelJe nw~
efMe#ee~ Ùen lelJe Skeâ-otmejs mes mJelev$e veneR Deefheleg hejmhej DevÙeesvÙeeefßele nQ~
(II) Skeâ otmejs kesâ yeerÛe DevegYeJe meePee keâjvee~ hejvleg Meejerefjkeâ ØeÙeeme Skeâ ØeYeeJeer efMe#eCe ef›eâÙeekeâueehe keâe lelJe veneR
(III) Keespe keâjvee, efJeÛeej-efJeceMe& keâjvee Deewj mecemÙee nw~ keäÙeeWefkeâ Ùen hetjer lejn mes meb%eeveelcekeâ nes mekeâlee nw Fmekesâ efueS
meceeOeeve kesâ DeefYeveJe Deewj Jewkeâefuhekeâ lejerkeâeW kesâ Meejerefjkeâ ØeÙeemeeW keâer DeeJeMÙekeâlee veneR nesleer nw~
meeLe yeenj Deevee~ 67. Which of the following is not a merit of
(a) I and III / I Deewj III extramural activities?
(b) I, II and III / I, II Deewj III
efvecveefueefKele ceW mes keâewve mee yeenjer ieefleefJeefOeÙeeW keâe
(c) II and III / II Deewj III
iegCe veneR nw?
(a) Helps to create patriotism and unity within
(d) I and II / I Deewj II
the students of same institution/Skeâ ner mebmLeeve
DSSSB-PRT 13/11/2019 Time 12:30–2:30 PM
kesâ Úe$eeW kesâ Yeerlej osMeYeefòeâ Deewj Skeâlee yeveeves ceW ceoo
Ans. (b) : ‘keâjkesâ meerKeves’ Ùee menYeeefielee kesâ ceeOÙece mes DeefOeiece
keâjlee nw~
keâes yeÌ{eJee osves kesâ efueS efvecve GheeÙe efkeâS pee mekeâles nQ-
(b) Too much of psychological stress may appear
• Skeâ Øeemebefiekeâ efmLeefle ceW meef›eâÙe Deewj meeLe&keâ DeefOeiece JeeleeJejCe on students/efJeÅeeefLe&ÙeeW hej DelÙeefOekeâ ceeveefmekeâ leveeJe
keâe efvecee&Ce keâjvee~ GlheVe nes mekeâlee nw~
• yeÛÛeeW keâes Skeâ-otmejs kesâ meeLe DevegYeJe meePee keâjves kesâ efueS (c) Helps students to get exposure to sports team
Øesefjle keâjvee~ and coaches of other institution/Úe$eeW keâes Kesue
• Keespe keâjvee, efJeÛeej-efJeceMe& keâjvee Deewj mecemÙee meceeOeeve kesâ šerce Deewj DevÙe mebmLeeve kesâ ØeefMe#ekeâeW kesâ mebheke&â ceW Deeves
DeefYeveJe Deewj Jewkeâefuhekeâ lejerkeâeW kesâ meeLe yeenj Deevee~ ceW ceoo keâjlee nw~
Knowledge of ICT 216 YCT
 (d) Provides various career opportunities for the 70. Which of the following speaking activities is
students in the field of sports/Kesue kesâ #es$e ceW used for free communication?
Úe$eeW kesâ efueS efJeefYeVe DeepeerefJekeâe kesâ DeJemej Øeoeve efvecveefueefKele ceW mes keâewve-meer yeesueves keâer ieefleefJeefOeÙeeW
keâjlee nw~ keâe GheÙeesie cegòeâ mebÛeej kesâ efueS efkeâÙee peelee nw?
DSSSB PRT 23/03/2022 (Shift-II) (I) Listen and participate/megvees Deewj Yeeie ues~
Ans : (b) Skeâ yeÛÛes kesâ efJekeâeme ceW yeenjer ieefleefJeefOeÙeeB cenlJehetCe& (II) Memory games/cesceesjer iescme/mce=efle Kesue~
mLeeve jKeleer nw~ Fve ieefleefJeefOeÙeeW mes ef›eâÙeelcekeâlee, meef›eâÙelee Je (a) Neither I nor II/ve lees I ve ner II
mepeielee yeveer jnleer nw Deewj mejmelee keâe JeeleeJejCe Yeer yevee jnlee nw~ (b) Only I/kesâJeue I
yeenjer ieefleefJeefOeÙeeW ceW ØeeÙe: keâ#ee kesâ yeenj keâer ieefleefJeefOeÙeeW keâes (c) Only II/kesâJeue II
Meeefceue efkeâÙee peelee nw~ pewmes– Kesue-ketâo, efÛe$eebkeâve, jbieeF&, ve=lÙe, (d) Both I and II/ I Deewj II oesveeW
lewjekeâer Deeefo~ DSSSB-PRT 15/11/2019 Time 12:30–2:30 PM
yeenjer ieefleefJeefOeÙeeW kesâ iegCe:– Ans. (d) : cegòeâ mebÛeej kesâ efueS DeheveeÙeer peeves Jeeueer oes yeesueves keâer
1. Ùen Skeâ ner mebmLeeve kesâ Úe$eeW kesâ Yeerlej osMe Yeefòeâ Deewj Skeâlee ieefleefJeefOeÙeeB-
yeveeves ceW ceoo keâjlee nw~ megvees Deewj Yeeie ues : Fme ieefleefJeefOe ceW, Úe$e efMe#ekeâ Éeje yeleeÙes
2. Úe$eeW keâes Kesue šerce Deewj DevÙe mebmLeeve kesâ ØeefMe#ekeâeW kesâ mebheke&â ceW ngS JeekeäÙeeW keâes megveles nQ, efHeâj Je yeesueves, yenme Ùee veeškeâ pewmeer
Deeves ceW ceoo keâjlee nw~ ieefleefJeefOe ceW Yeeie ueslee nw~
3. Kesue keâe #es$e, Úe$eeW kesâ efueS efJeefYeVe DeepeerefJekeâe kesâ DeJemej Øeoeve mce=efle Kesue : Fme iesce ceW, Úe$eeW keâes keâF& Meyo Ùee JeekeäÙe efoÙes
keâjlee nw~ peeles nQ, efpevnW GvnW Ùeeo keâjvee heÌ[lee nw Deewj Gve MeyoeW keâes
4. Ùen Kesue efJeÅeeefLe&ÙeeW hej DelÙeeefOekeâ ceeveefmekeâ leveeJe veneR yeefukeâ DevÙe menheeef"ÙeeW keâes heeme keâjvee neslee nw~
ceeveefmekeâ Je Meejerefjkeâ Je=efæ Deewj efJekeâeme keâjlee nw~ 71. What option can be less considerable regarding
68. Which of the following speaking activities is Role play ?
used for free communication? Jeelee&ueehe ieefleefJeefOe kesâ mebyebOe ceW keâewve mee efJekeâuhe keâce
efvecveefueefKele ceW mes keâewve-mee yeesueves keâer ieefleefJeefOeÙeeW cenlJehetCe& nes mekeâlee nw?
keâe GheÙeesie cegòeâ mebÛeej kesâ efueS efkeâÙee peelee nw? (a) It gives opportunity to only those students
I. Retelling a story who are better in acting and expressive./Ùen
Skeâ keâneveer keâes efheâj megveeveer kesâJeue Gve Úe$eeW keâes DeJemej oslee nw pees DeefYeveÙe Deewj
II. Reading silently /ÛegheÛeehe heÌ{veeA DeefYeJÙeefòeâ ceW yesnlej nQ~
(a) Both I and II /oesveeW I Deewj II (b) Help them become better thinkers, storytellers
in the future and develops confidence in them
(b) Only II /kesâJeue II to engage in healthy interaction./GvnW YeefJe<Ùe ceW
(c) Neither I nor II/ve ner I ve ner II yesnlej efJeÛeejkeâ, keâneveerkeâej yeveves ceW ceoo keâjves Deewj
(d) Only I/kesâJeue I mJemLe mebJeeo ceW mebueive nesves kesâ efueS GveceW DeelceefJeÕeeme
DSSSB-PRT 14/11/2019 Time 12:30–2:30 PM efJekeâefmele keâjvee~
Ans. (d) : efkeâmeer keâneveer keâes efHeâj mes keânvee, cegòeâ mebÛeej kesâ efueS (c) It enables students to learn the mentality of
GheÙeesieer ieefleefJeefOe nw~ yeÛÛeeW keâes keâneveer megveevee efpelevee pe™jer nw characters based on which they make critical
Glevee ner pe™jer Gvemes keâneveer megvevee nw~ Fmemes yeÛÛeeW ceW Deheves judgements/Ùen Úe$eeW keâes hee$eeW keâer ceeveefmekeâlee keâes
Deehekeâes DeefYeJÙeòeâ keâjves keâer #ecelee keâe efJekeâeme neslee nw~ meerKeves ceW me#ece yeveelee nw efpemekesâ DeeOeej hej Jes
69. Which of the following speaking activities is
DeeueesÛeveelcekeâ efveCe&Ùe uesles nQ~
used for free communication? (d) Helps students to immerse in the scene and to
efvecveefueefKele ceW mes keâewve-meer yeesueves keâer ieefleefJeefOeÙeeW understand its essence/Úe$eeW keâes ÂMÙe ceW efJemeefpe&le
keâe GheÙeesie cegòeâ mebÛeej kesâ efueS efkeâÙee peelee nw? keâjves Deewj Fmekesâ meej keâes mecePeves ceW ceoo keâjlee nw~
DSSSB PRT 30/03/2022 (Shift-II)
I. Look, listen and repeat
Ans. (a) : Jeelee&ueehe ieefleefJeefOe kesâ mebyebOe ceW keâne pee mekeâlee nw efkeâ-
osKees, megvees Deewj oesnjeDees~
Ùen Úe$eeW kesâ YeefJe<Ùe ceW yesnlej efJeÛeejkeâ, keâneveerkeâej yeveves ceW ceoo
II. Dramatisation/veeškeâerÙe ™heevlej
keâjves Deewj mJemLe mebJeeo cebs mebueive nesves kesâ efueS GveceW DeelceefJeMJeeme
(a) Only I/kesâJeue I keâe efJekeâeme keâjlee nw, Úe$eeW keâes ÂMÙe ceW efJemeefpe&le keâjves Deewj Fmekesâ
(b) Neither I nor II/ve lees I Deewj ve ner II meej keâes mecePeves ceW ceoo keâjlee nw leLee Úe$eeW keâes hee$eeW keâer
(c) Only II/kesâJeue II ceeveefmekeâlee keâes meerKeves ceW me#ece yeveelee nw efpemekesâ DeeOeej hej yeÛÛeW
(d) Both I and II/I Deewj II oesveeW DeeueesÛeveelcekeâ efveCe&Ùe uesles nQ~
DSSSB-PRT 14/11/2019 Time 8:30–10:30 AM Jeelee&ueehe ieefleefJeefOe kesâ mecyevOe ceW Ùen keânvee DevegefÛele nesiee efkeâ Ùen
Ans. (d) : osKevee, megvevee, oesnjevee (hegvejeJe=efòe) leLee veeškeâerÙe kesâJeue Gve Úe$eeW keâes DeJemej oslee nw pees DeefYeveÙe Deewj DeefYeJÙeefòeâ ceW
™heevlej, yeesueves keâer ieefleefJeefOeÙeeW keâe GheÙeesie cegòeâ mebÛeej kesâ efueS yesnlej nQ, keäÙeeWefkeâ Jeelee&ueehe ieefleefJeefOe meYeer Úe$eeW kesâ efueS ØeÙeesie ceW
efkeâÙee peelee nw~ ueeÙeer peeleer nw, kesâJeue efJeMes<e yeÛÛeeW kesâ efueS ner veneR~
Knowledge of ICT 217 YCT
 04. je<š^erÙe efMe#ee veerefle (NEP)-2020
(National Education Policy (NEP)-2020)
1. Which document discussed Multilingualism Ans. (a) : je<š^erÙe efMe#ee veerefle, 2020 keâe efJepeve ‘Yeejle keâes Skeâ
and the power of language? meMeòeâ Je peerJeble %eeve DeeOeeefjle meceepe ceW heefjJeefle&le keâjvee’ nw~ Fmes
efkeâme omleeJespe ves yengYee<eeJeeo Deewj Yee<ee keâer Meefòeâ hej Yeejle kesâ meYeer Úe$eeW keâes efJeÕe mlejerÙe, GÛÛe iegCeJeòee Jeeueer efMe#ee
yeele keâer nw ?
osves kesâ ue#Ùe mes yeveeÙee ieÙee nw~ Fme veerefle mes Úe$eeW keâer meb%eeveelcekeâ
(a) Kothari Commission/keâes"ejer DeeÙeesie #eceleeDeeW, mecemÙee meceeOeeve Âef°keâesCe keâes yeÌ{eÙee peeÙesiee~
(b) Ram Murti Committee/jece cetefle& meefceefle
4. The new structure proposed for school level
(c) NPE-1986 education by NEP-2020 is?
(d) NEP-2020
mketâueer mlej efMe#ee nsleg NEP-2020 Éeje megPeeÙee ngDee
KVS TGT Maths 14/02/2023 (Shift-I)
™he keäÙee nw?
Ans. (d) : je°^erÙe efMe#ee veerefle (NEP-2020) ceW yengYee<eeJeeo Deewj
(a) 5 + 3 + 4 (b) 2 + 3 + 3 + 4
Yee<ee keâer Meefòeâ hej yeele keâer ieF& nw~ yengYee<eeJeeo, Skeâ mes DeefOekeâ
(c) 3 + 2 + 3 + 4 (d) 5 + 3 + 3 + 4
Yee<eeDeeW keâes yeesueves, mecePeves, heÌ{ves Deewj efueKe mekeâves keâer #ecelee nw~
KVS PRT 21/02/2023 (Shift-I)
Skeâ mes DeefOekeâ Yee<ee meerKeves mes ceefmle<keâ kesâ keâeÙeeX, pewmes- mce=efle,
KVS PRT 22/02/2023 (Shift-I)
OÙeeve, mecemÙee- meceeOeeve Deewj jÛeveelcekeâlee keâes yeÌ{Jee efceue mekeâlee KVS PRT 26/02/2023 (Shift-II)
nw~ Fmekesâ ceeOÙece mes Úe$e efJeefYeVe mebmke=âefleÙeeW, Âef°keâesCeeW Deewj cetuÙeeW KVS TGT 22/02/2023 (Shift-II)
mes heefjefÛele nes mekeâles nQ~ KVS Vice Principal 09/02/2023 (Shift-I)
2. According to NEP 2020, the medium of KVS TGT Sanskrit 14/02/2023 (Shift-II)
instruction up to class V in schools should be : KVS TGT Social Science 12/02/2023 (Shift-I)
je°^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej efJeÅeeueÙeeW ceW Ans. (d) : 29 pegueeF&, 2020 keâes kesâvõ mejkeâej Éeje ‘veF& je<š^erÙe
keâ#ee 5 lekeâ efMe#ee keâe ceeOÙece nesvee ÛeeefnS : efMe#ee veerefle, 2020 keâes cebpetjer Øeoeve keâer ieF&~ veF& efMe#ee veerefle ves 3
(a) Any Foreign Language/efkeâmeer efJeosMeer Yee<ee ceW mes 18 Je<e& kesâ meYeer yeÛÛeeW kesâ efueS 5 ± 3 ± 3 ± 4 keâer Skeâ veF&
(b) Mothertongue Regional language Mew#eefCekeâ mebjÛevee keâe ØemleeJe efkeâÙee ieÙee nw~ Fme meboYe& ceW 10 ± 2
ceele=Yee<ee/ØeesosefMekeâ Yee<ee ceW JÙeJemLee ueeiet nw~ 5 ± 3 ± 3 ± 4 JÙeJemLee keâes ›eâceMe: DeeOeejYetle
(c) English/Deb«espeer ceW
(5 Je<e&), ØeejbefYekeâ (3 Je<e&), ceOÙe (3 Je<e&) leLee ceeOÙeefcekeâ (4 Je<e&)
(d) National language/je°^ Yee<ee ceW ceW efJeYeeefpele efkeâÙee ieÙee nw~
KVS PRT 25/02/2023 (Shift-II)
* ØeejbefYekeâ ÛejCe (3 Je<e&) ceW keâ#ee 3 mes 5 lekeâ (Gceü 8-11 Je<e&)
Ans. (b) : je<š^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej efJeÅeeueÙeeW ceW
keâer heÌ{eF& nesieer~
keâ#ee 5 lekeâ ceele=Yee<ee Ùee ØeeosefMekeâ Yee<ee ner efMe#ee keâe ceeOÙece nesveer
* ceOÙe ÛejCe (3 Je<e&) 11 mes 14 Je<e& kesâ yeÛÛeeW kesâ efueS keâ#ee 6
ÛeeefnS~ keâ#e-6 mes Meg™ keâj keâce mes keâce oes Je<eeX kesâ efueS mketâueer
Deewj GÛÛe efMe#ee ceW Úe$eeW kesâ efueS mebmke=âle Deewj DevÙe ØeeÛeerve YeejleerÙe mes 8 lekeâ keâer heÌ{eF& nesieer~
Yee<eeDeeW keâe efJekeâuhe GheueyOe nesiee~ * ceeOÙeefcekeâ ÛejCe (4 Je<e&) ceW Gceü 14-18 Je<e& kesâ yeÛÛeeW keâer keâ#ee
3. The vision of NEP-2020 is –––––––––– 9 mes 12 lekeâ keâer heÌ{eF& mebhevve nesieer~
je°^erÙe efMe#ee veerefle, 2020 keâe efJepeve nw : * veÙes 5 + 3 + 3 + 4 {eBÛes ceW 3 Je<e& kesâ yeÛÛees keâes Meeefceue keâj
(a) To transform India, a vibrant knowledge ØeejbefYekeâ yeeuÙeeJemLee osKeYeeue Deewj efMe#ee (Early Childhood
Society/Yeejle keâes Skeâ meMeòeâ Je peerJeble %eeve DeeOeeefjle Care and Education : ECCE) keâer Skeâ cepeyetle yegefveÙeeo
meceepe ceW heefjJeefle&le keâjvee~ keâes Meeefceue efkeâÙee ieÙee nw, efpememes yeÛÛeeW keâe Deeies Ûeuekeâj
(b) Skill India/kegâMeue Yeejle yesnlej efJekeâeme nes mekesâ~
(c) Free and compulsory education to be the age 5. By talking of holistic development, NEP-2020
of 14/14 Je<e& keâer DeeÙeg lekeâ efve: Megukeâ Deewj DeefveJeeÙe& wants to pay attention on :
efMe#ee NEP-2020 ves mebhetCe&Jeeoer efMe#ee keâer ÛeÛee& ceW efkeâme hej
(d) To make every citizen a Human Capital OÙeeve osves keâes keâne nw?
ØelÙeskeâ veeieefjkeâ keâes ceeveJe – hetBpeer yeveevee (a) Filling up the holes in our education system
KVS PRT 25/02/2023 (Shift-II) efMe#ee JÙeJemLee ceW efÚõeW keâes Yejves hej
Knowledge of ICT 218 YCT
 (b) Equality of opportunities in education je°^erÙe efMe#ee veerefle, 2020 ceW meeceeefpekeâ Deewj DeeefLe&keâ
efMe#ee ceW DeJemejeW keâer meceevelee hej ™he mes JebefÛele mecetn ceW DeefOeiece keâes yeÌ{eJee osves kesâ
(c) Giving due importance to all-cognitive, efueS efvecveebefkeâle ceW mes efkeâme hej yeue efoÙee ieÙee nw?
conative and affective domains/meYeer he#eeW- (a) Special schools/efJeMes<e mketâue
%eeveelcekeâ, ef›eâÙeelcekeâ Deewj YeeJeveelcekeâ hej Dehesef#ele yeue
(b) Eklavya schools/SkeâueJÙe efJeÅeeueÙe
osves hej
(c) Model schools/DeeoMe& efJeÅeeueÙe
(d) Designing same course throughout India
(d) ODL (Open and Distance Learning)
mecemle Yeejle kesâ efueS meceeve hee"Ÿe›eâce yeveeves hej
cegòeâ Deewj otjmLe DeefOeiece
KVT TGT Hindi 13/02/2023 (Shift-II)
KVS PRT 22/02/2023 (Shift-II)
Ans. (c) : je<š^erÙe efMe#ee veerefle 2020 ves mebhetCe&Jeeoer efMe#ee ceW Úe$eeW
Ans. (d) : je<š^erÙe efMe#ee veerefle, 2020 ceW meeceeefpekeâ Deewj DeeefLe&keâ
kesâ meYeer he#eeW %eeveelcekeâ, ef›eâÙeelcekeâ Deewj YeeJeveelcekeâ hej Dehesef#ele
™he mes JebefÛele mecetn ceW DeefOeiece keâes yeÌ{eJee osves kesâ efueS cegòeâ Deewj
yeue osves hej OÙeeve osves keâes keâne nw~ efpememes Úe$eeW ceW jÛeveelcekeâ
otjmLe DeefOeiece (ODL : Open and Distance Learning) hej
meesÛe, leeefke&âkeâ efveCe&Ùe Deewj veJeeÛeej keâer YeeJevee keâes Øeeslmeeefnle efkeâÙee
yeue efoÙee ieÙee nw~ osMe kesâ pees ÙegJee efkeâmeer mebmLee ceW efveÙeefcele ™he mes
pee mekesâ~
DeOÙeÙeve veneR keâj mekeâles, GvnW NIOS (vesMeveue mketâue Dee@Heâ Deesheve
6. A teacher finds that the adolescent's students of
his class learn by observation. This is known as
mket âefuebie) Deewj jepÙe kesâ Deesheve mketâueeW Éeje ÛeueeS pee jns ODL
_______. keâeÙe&›eâce mes peesÌ[keâj heÌ{eÙee peeÙesiee~
Skeâ DeOÙeehekeâ Ùen heelee nw efkeâ Gmekeâer keâ#ee kesâ efkeâMeesj 9. NEP stands for:/SveF&heer mes keäÙee DeefYeØesle nw :
Úe$e DeJeueeskeâve kesâ Éeje meerKeles nQ~ Fmes keäÙee keânles nQ? (a) New Education Policy/vÙet SpegkesâMeve hee@efuemeer
(a) experimental learning/DevegYeJeelcekeâ DeefOeiece (b) National Educational Program
(b) associative learning/menÛeejer DeefOeiece vesMeveue SpegkesâMeveue Øees«eece
(c) vicarious learning/ØeefleefveefOecetuekeâ DeefOeiece (c) National Education Policy
(d) insight learning/Devleo&=ef° DeefOeiece vesMeveue SpegkesâMeve hee@efuemeer
KVT TGT Hindi 13/02/2023 (Shift-II) (d) Naya Education Program
Ans. (c) : Skeâ DeOÙeehekeâ Ùen heelee nw efkeâ Gmekeâer keâ#ee kesâ efkeâMeesj veÙee SpegkesâMeve Øees«eece
Úe$e DeJeueeskeâve kesâ Éeje meerKeles nw~ Fmes ØeefleefveefOecetuekeâ DeefOeiece KVS PRT 21/02/2023 (Shift-I)
KVS PRT 22/02/2023 (Shift-II)
keânles nw~ Ùen DeefOeiece otmejeW Éeje efve<heeefole veJeerve JÙeJenej keâes
osKeves, yeveeS jKeves Deewj oesnjeves kesâ keâeÙe& kesâ ™he ceW nesleer nw~ Ans. (c) : SveF&heer keâe DeefYeØeeÙe vesMeveue SpegkesâMeve hee@efuemeer nw~
Yeejle keâer mJeleb$elee kesâ he§eeled Je<e& 1968 ceW keâes"ejer DeeÙeesie (1964-
7. The NEP 2020 has replaced
efvecveebefkeâle ceW mes efkeâmekesâ mLeeve hej je°^erÙe efMe#ee veerefle, 1966) keâer efmeHeâeefjMeeW kesâ DeeOeej hej ØeLece je<š^erÙe efMe#ee veerefle ueeiet
2020 DeeF& nw : keâer ieF&~ Je<e& 1986 ceW otmejer je<š^erÙe efMe#ee veerefle kesâ he§eeled Jele&ceeve
(a) NEP 1968/SveF&heer 1968 ceW veF& efMe#ee veerefle 2020 ueeiet nw~
(b) NCF 2005/SvemeerSheâ 2005 10. NEP 2020 mainly emphasized in primary
Education:/je°^erÙe efMe#ee veerefle, 2020 ceW cegKÙele:
(c) NPE 1986/SveheerF& 1986
(d) POA 1992/heerDeesS 1992
ØeeLeefcekeâ efMe#ee ceW efkeâme hej yeue efoÙee ieÙee nw~
(a) Reading, writing and arithmetic
KVS PRT 22/02/2023 (Shift-II)
he"ve, uesKeve Deewj DebkeâieefCele
Ans. (c) : je<š^erÙe efMe#ee veerefle, 2020 ves 34 Je<eeaÙe je<š^erÙe efMe#ee
(b) Foundational Literacy and numeracy
veerefle (NPE), 1986 keâe mLeeve efueÙee nw~ Ùen 21JeeR meoer keâer henueer
cetueYetle mee#ejlee Deewj mebKÙeeDeeW keâe %eeve
efMe#ee veerefle nw Deewj Fmekeâe GösMÙe nceejs osMe keâer keâF& yeÌ{leer
(c) Understanding their mother tongue only
efJekeâemeelcekeâ DeefveJeeÙe&leeDeeW keâes mebyeesefOele keâjvee nw~ Jele&ceeve 10 ± 2
Deheveer ceele=Yee<ee keâes ner mecePevee
ØeCeeueer keâes ›eâceMe: 3-8, 8-11, 11 – 14 Deewj 14 – 18 Je<e& keâer
(d) Functional Literacy and numeracy
DeeÙeg kesâ Deveg®he Skeâ veF& 5 + 3 + 3 + 4 hee"ŸeÛeÙee& mebjÛevee Éeje
ØekeâeÙee&lcekeâ mee#ejlee Deewj mebKÙee%eeve
ØeeflemLeeefhele efkeâÙee peeve nw~ veF& ØeCeeueer ceW leerve Je<e& keâer DeebieveyeeÌ[er/
KVS PRT 22/02/2023 (Shift-II)
hetJe& efJeÅeeueÙeer efMe#ee kesâ meeLe 12 Je<e& keâer efJeÅeeueÙeer efMe#ee nesieer~ KVS PRT 21/02/2023 (Shift-I)
8. NEP 2020 Emphasized on which one of the KVS PRT 22/02/2023 (Shift-I)
following to facilitate learning among socio- KVS PRT 21/02/2023 (Shift-II)
economically disadvantaged group: KVS Principal 08/02/2023 (Shift-I)
Knowledge of ICT 219 YCT
Ans. (b) : je<š^erÙe efMe#ee veerefle, 2020 ceW cegKÙele: ØeeLeefcekeâ efMe#ee (a) 2030 (b) 2035
ceW cetueYetle mee#ejlee Deewj mebKÙeeDeeW kesâ %eeve hej yeue efoÙee ieÙee nw (c) 2040 (d) 2025
leLee Fmekesâ efueS Skeâ je<š^erÙe efceMeve keâer mLeehevee keâe ØemleeJe efkeâÙee KVS PRT 21/02/2023 (Shift-II)
ieÙee nw~ Fme efceMeve kesâ lenle Je<e& 2025 lekeâ keâ#ee 3 mlej kesâ yeÛÛeeW Ans. (d) : je<š^erÙe efMe#ee veerefle 2020 ceW Je<e& 2025 lekeâ ØeeLeefcekeâ
nsleg DeeOeejYetle keâewMeue megefveef§ele efkeâÙee peeSiee~ efJeÅeeueÙeeW ceW yegefveÙeeoer mee#ejlee Deewj mebKÙee%eeve keâe ue#Ùe Øeehle
11. What is the purpose of 'DIKSHA' by ministry keâjves keâe ØemleeJe efoÙee ieÙee nw~ efpemeceW keâ#ee 3 kesâ yeÛÛeeW nsleg
of education?/efMe#ee ceb$eeueÙe Éeje Øeefleheeefole oer#ee DeeOeejYetle keâewMeue megefveef§ele efkeâÙee peeSiee~
keâe keäÙee ØeÙeespeve nw?
14. The PTR ratio prescribed as per NEP - 2020 in
(a) Operation Black Board/Dee@hejsMeve yuewkeâ yees[&
areas of socio - economically disadvantaged
(b) Universalisation of Primary Education population is : je<š^erÙe efMe#ee veerefle, 2020 kesâ
ØeeLeefcekeâ efMe#ee keâe meeJe&YeewceerkeâjCe
Devegmeej meeceeefpekeâ DeeefLe&keâ ¤he mes Ghesef#ele pevemebKÙee
(c) Digital Infrastructure resources
ef[efpešue DeJemebjÛevee mebmeeOeve Jeeues #es$eeW ceW efveOee&efjle efMe<Ùe-efMe#ekeâ Devegheele (heer šer
(d) Free uniform and text books in primary Deej) nw :
children/ØeeLeefcekeâ efMe#ee kesâ yeeuekeâeW kesâ efueS efve:Megukeâ (a) 35 : 1 (b) 25 : 1
Ùetefveheâe@ce& Deewj hee"Ÿehegmlekeâ (c) 30 : 1 (d) 40 : 1
KVS PRT 21/02/2023 (Shift-I) KVS PRT 21/02/2023 (Shift-II)
KVS PRT 22/02/2023 (Shift-II) Ans. (b) : je°^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej meeceeefpekeâ
Ans. (c) : oer#ee (vee@uespe Fbøeâemš^keäÛej Heâe@j vee@uespe MesÙeefjbie) keâes
DeeefLe&keâ ™he mes Ghesef#ele pevemebKÙee Jeeues #es$eeW ceW efveOee&efjle efMe<Ùe-
DeewheÛeeefjkeâ ™he mes Yeejle kesâ efMe#ee ceb$eeueÙe Éeje Øeefleheeefole efkeâÙee efMe#ekeâ Devegheele (heer šer Deej) 25: 1 nw~ efpemeceW ØelÙeskeâ 25 Úe$e
ieÙee nw~ oer#ee Skeâ Mewef#ekeâ Sshe nw, Ùen keWâõerÙe yees[& CBSE SJeb
hej Skeâ efMe#ekeâ efveÙegòeâ efkeâÙee peelee nw~
meYeer jepÙeeW kesâ efMe#ee yees[& mes pegÌ[e nw~ Fme Sshe ceW meYeer jepÙeeW kesâ
efMe#ee yees[& hee"Ÿe›eâce keâ#ee 1 mes 12 lekeâ keâer DeOÙeÙeve meece«eer 15. NEP 2020, emphasizes mainly on :
Deheuees[ keâer ieF& nw, efJeÅeeLeea SJeb efMe#ekeâ Fme Sshe kesâ ceeOÙece mes heÌ{ je<š^erÙe efMe#ee veerefle, 2020 ceW cegKÙele: efkeâme yeele hej
mekeâles nw~ yeue efoÙee ieÙee nw?
12. What is 'Bala-vatika' according to NEP 2020? (a) Functional Literacy and Numeracy
je°^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej ‘yeeueJeeefškeâe’ ØekeâeÙee&lcekeâ mee#ejlee Deewj mebKÙee%eeve
keäÙee nw? (b) Reading, writing and arithmatic
(a) Education received from he"ve, uesKeve Deewj DebkeâieefCele
5 Je<e& mes 10 Je<e& keâer DeeÙeg lekeâ Øeehle efMe#ee (c) Foundational Literacy and Numeracy
(b) Education received in primary stage from yegefveÙeeoer mee#ejlee Deewj mebKÙee%eeve
class I to V/keâ#ee 1 mes keâ#ee 5 lekeâ keâer ØeeLeefcekeâ
(d) Understanding their mother tongue only
efMe#ee
kesâJeue Deheveer ceele=Yee<ee keâes mecePevee
(c) Education upto class VIII/keâ#ee 8 lekeâ keâer efMe#ee
KVS PRT 21/02/2023 (Shift-I)
(d) Education received from age or 3 - 5 years
3 Je<e& mes 5 Je<e& lekeâ keâer DeeÙeg lekeâ Øeehle efMe#ee Ans. (c) : je°^erÙe efMe#ee veerefle, 2020 kesâ kegâÚ ØecegKe efyevog
KVS PRT 21/02/2023 (Shift-I) efvecveefueefKele nQ–
KVS PRT 22/02/2023 (Shift-II) • veF& efMe#ee veerefle ceW 5±3±3±4 met$e Jeeueer Mew#eefCekeâ mebjÛevee keâe
Ans. (d) : je<š^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej 3 mes 5 Je<e& ØemleeJe efkeâÙee ieÙee nw, efpemeceW 3 mes 18 Je<e& keâer DeeÙeg kesâ yeÛÛeeW
lekeâ keâer DeeÙeg keâe ØelÙeskeâ yeÛÛee Skeâ ‘ØeejbefYekeâ keâ#ee’ Ùee keâes Meefceue efkeâÙee peeSiee~
‘yeeueJeeefškeâe’ (pees efkeâ keâ#ee 1 mes henues neslee nw) ceW peeSiee, pees • ceele=Yee<ee Ùee #es$eerÙe Yee<ee keâes DeOÙeÙeve keâe ceeOÙece yeveves hej peesj
yeÛÛeeW keâes meb%eeveelcekeâ Deewj Yee<eeF& o#eleeDeeW kesâ %eeve mes lewÙeej keâjves efoÙee ieÙee nw~
kesâ efueS nw, efpemeceW Kesue-DeeOeeefjle Âef°keâesCe kesâ ceeOÙece mes heÌ{vee,
• ØeeLeefcekeâ efMe#ee ceW cetueYetle mee#ejlee Deewj mebKÙeeDeeW kesâ %eeve hej
efueKevee Deewj mebKÙee keâer mecePe efJekeâefmele keâjves kesâ efueS DeeJeMÙekeâ
yeue efoÙee ieÙee nw~
MeleX nw~
• Fmekeâe kesâvõ efyevog yengefJe<eÙekeâlee Deewj mece«e efMe#ee nw~
13. NEP - 2020 proposed to achieve Foundational
literacy and Numeracy in Primary schools by : Dele: efJekeâuhe (c) GheÙegòeâ Gòej nw~
je<š^erÙe efMe#ee veerefle 2020 ceW efkeâme Je<e& lekeâ ØeeLeefcekeâ 16. According to NEP 2020, ECCE stands for :
efJeÅeeueÙeeW ceW yegefveÙeeoer mee#ejlee Deewj mebKÙee%eeve keâe je<š^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej F&.meer.meer.F&. mes
ue#Ùe Øeehle keâjves keâe ØemleeJe efoÙee ieÙee nw? keäÙee DeefYeØesle nw :
Knowledge of ICT 220 YCT
 (a) Emotional Childhood Care and Education (a) 6 years/6 Je<e& (b) 5 years/5 Je<e&
FceesMeveue ÛeeFu[ng[ kesâÙej SC[ SpegkesâMeve (c) 4 years/4 Je<e& (d) 3 years/3 Je<e&
(b) Elementary Childhood Centre and Education KVS PRT 26/02/2023 (Shift-II)
SueerceWšjer ÛeeFu[ng[ meWšj SC[ SpegkesâMeve KVS TGT Science 12/02/2023 (Shift-II)
(c) Effective Childhood Care and Education Ans. (d) : je°^erÙe efMe#ee veerefle 2020, Jele&ceeve keâer 10±2 Jeeueer
FHesâefkeäšJe ÛeeFu[ng[ kesâÙej SC[ SpegkesâMeve mketâue JÙeJemLee keâes 3 mes 18 Je<e& kesâ meYeer yeÛÛeeW kesâ efueS hee"ŸeÛeÙee&
(d) Early Childhood Care and Education Deewj efMe#eCe MeeŒeerÙe DeeOeej hej 5±3±3±4 keâer Skeâ veÙeer JÙeJemLee
Deueea ÛeeFu[ng[ kesâÙej SC[ SpegkesâMeve ceW hegveie&ef"le keâjves keâer yeele keâjleer nw~ Jele&ceeve ceW 3 mes 6 Je<e& keâer
KVS PRT 21/02/2023 (Shift-I) Gceü kesâ yeÛÛes 10±2 Jeeues Ì{eÛes ceW Meeefceue veneR nw keäÙeeWefkeâ 6 Je<e& kesâ
Ans. (d) : je°^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej F&] meer] meer] F&] yeÛÛeeW keâes keâ#ee 1 ceW ØeJesMe efoÙee peelee nw~ veS 5±3±3±4 Ì{eÛes ceW
keâe DeefYeØeeÙe ‘Deueea ÛeeFu[ng[ kesâÙej SC[ SpegkesâMeve’ mes nw~ FmeceW 3 Je<e& kesâ yeÛÛeeW keâes Meeefceue keâj ØeejefcYekeâ JeeuÙeeJemLee osKeYeeue
ØeejefcYekeâ yeeuÙeeJemLee osKeYeeue Deewj efMe#ee hej peesj osves kesâ meeLe Deewj efMe#ee (F&meermeerF&) keâer Skeâ cepeyetle yegefveÙeeo keâes Meeefceue efkeâÙee
yegefveÙeeoer efMe#ee hej Yeer peesj efoÙee ieÙee nw~ ieÙee nw~ Fmekesâ Devegmeej DeewheÛeeefjkeâ efMe#ee Øeehle keâjves kesâ efueS
17. Who emphasized on the integration of essential
efJeÅeeueÙe ceW ØeJesMe keâer vÙetvelece DeeÙeg 3 Je<e& nw~
subjects, skills and capacities/DeefveJeeÙe& efJe<eÙeeW, 20. Who was the chairman of NEP – 2020's final
draft committee ?
keâewMeueeW leLee #eceleeDeeW kesâ SkeâerkeâjCe hej efkeâmeves yeue
NEP – 2020 kesâ Debeflece Øee™he yeveeves Jeeueer meefceefle
efoÙee?
keâe DeOÙe#e keâewve Lee ?
(a) NEP-2020 (b) NPE-1986
(a) K. Subramaniam/kesâ] megyeÇÿeCÙece
(c) NCF-2005 (d) NCFTE-2009
KVS PRT 28/02/2023 (Shift-II) (b) K. Kasturirangan/ kesâ] keâmlegjerjbieve
Ans. (a) : keWâõ mejkeâej ves ‘je°^erÙe efMe#ee veerefle-2020’ keâes cebpetjer (c) Dharmendra Pradhan/Oecexvõ ØeOeeve
oer nw~ veF& efMe#ee veerefle 34 Je<e& hegjeveer ‘je°^erÙe efMe#ee veerefle, 1986’ keâes (d) Shaktikant Das/Meefòeâkeâeble oeme
ØeeflemLeeefhele keâjsieer~ NEP-2020 ceW efMe#ee keâer hengBÛe, meceevelee, iegCeJeòee, KVS PRT 26/02/2023 (Shift-I)
JenveerÙe efMe#ee Deewj GòejoeefÙelJe pewmes cegöes hej efJeMes<e OÙeeve leLee DeefveJeeÙe& Ans. (b) : je°^erÙe efMe#ee veerefle 2020 kesâ Debeflece Øee™he yeveeves Jeeueer
efJe<eÙeeW, keâewMeueeW leLee #eceleeDeeW kesâ SkeâerkeâjCe hej yeue efoÙee ieÙee nw~ meefceefle kesâ DeOÙe#e Fmejes kesâ hetJe& ØecegKe jn Ûegkesâ [e] kesâ keâmlegjerjbieve
18. Who is expected to design a National
Les~ NEP2020 keâes ØeOeeveceb$eer vejsvõ ceesoer keâer DeOÙe#elee ceW kesâvõerÙe
Curricular and Pedagogical Framework for cebef$eceb[ue Éeje cebpetjer efceueves hej ueeiet keâj efoÙee ieÙee nw~ GòejeKeC[
Early Childhood Care and Education jepÙe Fmes ueeiet keâjves Jeeuee henuee jepÙe nesiee~
(NCPFECCE)/hetJe& yeeuÙeeJemLee osKeYeeue Deewj efMe#ee 21. As per NEP-2020, children of age 3-8 will come
(ECCE) nsleg je°^erÙe hee"ŸeÛeÙee& Deewj efMe#eCe MeeŒeerÙe under :/NEP-2020 kesâ Devegmeej Je<e& 3-8 kesâ yeÛÛes
{eBÛee (NCPFECCE) yeveeves keâer efpeccesoejer efkeâmemes efkeâme mlej ceW DeeÙeWies ?
Dehesef#ele nw ? (a) Pre Primary stage/hetJe& ØeeLeefcekeâ mlej
(a) SCERTs (b) NCERT (b) Preparatory stage/lewÙeejer mlej
(c) CIET (d) RCI (c) Foundational stage/yegefveÙeeoer mlej
KVS PRT 28/02/2023 (Shift-II) (d) Lower Primary stage/efvecve ØeeLeefcekeâ mlej
Ans. (b) : je°^erÙe efMe#ee veerefle, 2020 ceW 8 Je<e& keâer DeeÙeg lekeâ kesâ KVS PRT 25/02/2023 (Shift-I)
yeÛÛeeW kesâ efueS ØeejbefYekeâ yeÛeheve osKeYeeue Deewj efMe#ee kesâ efueS Skeâ Ans. (d) : veF& efMe#ee veerefle 2020 ceW Jele&ceeve ceW meef›eâÙe 10±2 kesâ
je°^erÙe hee"ŸeÛeÙee& Deewj Mew#eefCekeâ {ebÛee (NCPFECCE) efJekeâefmele Mewef#ekeâ cee@[ue kesâ mLeeve hej Mewef#ekeâ hee"Ÿe›eâce keâes 5±3±3±4
keâjsiee~ ECCE keâes DeeBieveyeeef[Ì ÙeeW Deewj Øeer-mketâueeW meefnle mebmLeeveeW keâer ØeCeeueer kesâ DeeOeej hej efJeYeeefpele keâjves keâer yeele keâner ieF& nQ~
Skeâ cenlJehetCe& ™he mes efJemleeefjle Deewj cepeyetle ØeCeeueer kesâ ceeOÙece mes NEP-2020 kesâ Devegmeej Je<e& 3-8 kesâ yeÛÛes efvecve ØeeLeefcekeâ mlej ceW
efJeleefjle efkeâÙee peeSiee, efpemeceW efMe#ekeâ Deewj DeebieveyeeÌ[er keâeÙe&keâlee& DeeÙeWies~ 3 Je<e& mes 8 Je<e& keâer DeeÙeg kesâ yeÛÛeeW kesâ efueÙes Mewef#ekeâ
ECCE efMe#eeMeeŒe Deewj hee"Ÿe›eâce ceeveJe mebmeeOeve efJekeâeme, ceefnuee hee"Ÿe›eâce keâe oes mecetneW ceW efJeYeepeve–
Deewj yeeue efJekeâeme mJeemLÙe Deewj heefjJeej keâuÙeeCe Deewj pevepeeleerÙe • 3 Je<e& mes 6 Je<e& keâer DeeÙeg kesâ yeÛÛeeW kesâ efueÙes DeeBieveyeeÌ[er/
ceeceueeW kesâ ceb$eeueÙe Éeje mebÙegòeâ ™he mes efkeâÙee peeSiee~ yeeueJeeefškeâe/Øeer-mketâue (Pre-School) kesâ ceeOÙece mes cegHeäle,
19. According to NEP-2020, what is the minimum megjef#ele Deewj iegCeJeòeehetCe& ‘ØeejbefYekeâ yeeuÙeJemLee osKeYeeue Deewj
age to admit in formal school? efMe#ee (Early childhood care and Education: ECCE)
je°^erÙe efMe#ee veerefle, 2020 kesâ Devegmeej DeewheÛeeefjkeâ keâer GheueyOelee megefveef§ele keâjvee~
efMe#ee Øeehle keâjves kesâ efueS efJeÅeeueÙe ceW ØeJesMe keâer • 6 Je<e& mes 8 Je<e& kesâ yeÛÛeeW keâes ØeeLeefcekeâ efJeÅeeueÙeeW ceW keâ#ee-1
vÙetvelece DeeÙeg efkeâleveer nw? Deewj 2 ceW efMe#ee Øeoeve keâer peeSieer~
Knowledge of ICT 221 YCT
22. Which document talked of development and (b) Increasing fund in Budget for education
popularising of reading and using of interesting efMe#ee kesâ efueS yepeš ceW efveefOeÙeeB yeÌ{evee
books besides text books at school level?/mketâueer (c) Equitable and inclusive education
mlej hej hee"ŸehegmlekeâeW mes Flej heÌ{ves Deewj ØeÙeesie kesâ efueS meceeve Deewj meceeJesMeer efMe#ee
™efÛehetCe& hegmlekeâeW kesâ efJekeâeme Deewj ueeskeâefØeÙe yeveeves keâer (d) Community participation/meecegoeefÙekeâ Yeeieeroejer
yeele efkeâme omleeJespe ceW keâner ieF&? KVS Vice Principal 09/02/2023 (Shift-I)
(a) Kothari Commission/keâes"ejer DeeÙeesie Ans. (c) : je°^erÙe efMe#ee veerefle 2020 (NEP-2020) Mewef#ekeâ
(b) NPE-1986 ØeCeeueer ceW Skeâ meceeJesMeer Deewj mebjÛeveelcekeâ heefjJele&ve keâer heefjkeâuhevee
(c) NCF-2005 hej kesâefvõle nw pees Fme efJeÛeej keâes Øeefleefyebefyele keâjlee nw, efkeâ keâesF& Yeer
(d) NEP-2020 yeÛÛee heerÚs veneR jnvee ÛeeefnS~
KVS PRT 25/02/2023 (Shift-I)
25. According to NPE-2020 the essential element
Ans. (b) : je°^erÙe efMe#ee veerefle 1986 keâe GösMÙe DemeceeveleeDeseb keâes is:-
otj keâjves efJeMes<e ™he mes YeejleerÙe ceefnueeDeeW DevegmetefÛele pevepeeefleÙeeW veF& efMe#ee veerefle 2020 kesâ Devegmeej DeefveJeeÙe& lelJe nw:
Deewj DevegmetefÛele peeefle mecegoeÙeeW kesâ efueS Mewef#ekeâ DeJemej keâer yejeyejer (a) the weight of school bag would be reduced
keâjves hej efJeMes<e peesj osvee Lee~ NPE-1986 ceW ner mketâueer mlej hej mketâue yewie keâe Jepeve IešeÙee peeSiee
hee"ŸehegmlekeâeW mes Flej heÌ{ves Deewj ØeÙeesie kesâ efueS ™efÛehetCe& hegmlekeâeW kesâ (b) the curriculum content will be reduced to
efJekeâeme Deewj ueeskeâefØeÙe yeveeves keâer yeele keâner ieF& nw~ enhance essential learning and critical
23. "PARAKH" deals with ______. thinking/hee"dÙeÛeÙee& keâer efJe<eÙeJemleg keâe DeuheerkeâjCe
‘hejKe’ keâe mebyebOe efkeâmemes nw? efkeâÙee peeSiee leeefkeâ DeeJeMÙekeâ DeefOeiece Deewj
(a) National Aptitude Test/je°^erÙe ÙeesiÙelee hejer#eCe meceeueesÛeveelcekeâ efÛebleve keâes yeÌ{eÙee pee mekesâ
(b) National Survey/je°^erÙe meJex#eCe (c) more primary schools will be opened in
(c) National Assessment Test villages/ieeBJeeW ceW Deewj DeefOekeâ ØeeLeefcekeâ efJeÅeeueÙe Keesues
je°^erÙe cetuÙeebkeâve hejer#eCe peeSbies
(d) National Monitoring of Learning outcomes (d) to enhance funds/efveefOeÙeeb yeÌ{evee
je°^erÙe DeefOeiece heefjCeece ØeyeesOeve KVS Vice Principal 09/02/2023 (Shift-I)
KVS Vice Principal 09/02/2023 (Shift-I) Ans. (b) : veF& efMe#ee veerefle 2020 kesâ Devegmeej DeefveJeeÙe& lelJe-
Ans. (c) : je°^erÙe efMe#ee veerefle 2020 kesâ lenle meYeer ceevÙelee Øeehle hee"ŸeÛeÙee& keâer efJe<eÙeJemleg keâe DeuheerkeâjCe efkeâÙee peeSiee leeefkeâ
mketâue yees[ex kesâ efueS Skeâ ceevekeâ-mesefšbie efvekeâeÙe kesâ ™he ceW Skeâ DeeJeMÙekeâ DeefOeiece Deewj meceeueesÛeveelcekeâ efÛebleve keâes yeÌ{eÙee pee mekesâ~
je°^erÙe cetuÙeebkeâve kesâvõ, hejKe 'PARAKH' (pees mece«e efJekeâeme kesâ DeeueesÛeveelcekeâ meesÛe Deewj DeefOekeâ mece«e, hetÚleeÚ DeeOeeefjle, Keespe
efueS ØeoMe&le cetuÙeebkeâve, meceer#ee Deewj mece«e efJekeâeme kesâ efueÙes %eeve kesâ DeeOeeefjle ÛeÛee& Deewj efJeMues<eCe DeeOeeefjle meerKeves kesâ efueS peien yeveeves
efJeMues<eCe kesâ efueÙes nw) mLeeefhele efkeâÙee peeSiee~ kesâ efueS, ØelÙeskeâ efJe<eÙe ceW hee"ŸeÛeÙee& meece«eer keâes Gmekesâ cetue
24. The following body is proposed in NEP 2022 to DeeJeMÙekeâleeDeeW lekeâ keâce keâjves keâer DeeJeMÙekeâlee nw~
improve standards of teachers. 26. As per NEP what classes will take school exams
DeOÙeehekeâeW kesâ mlej ceW megOeej ueeves kesâ efueS veF& efMe#ee to test basic learning outcome:
veerefle, 2022 ceW efvecveebefkeâle ceW mes keâewve meer mebmLee yeveeves veF& efMe#ee veerefle kesâ Devegmeej cetueYetle DeefOeiece heefjCeece
keâe ØemleeJe nw? kesâ hejer#eCe keâer ßesCeer ceW keâewve meer keâ#eeSB meefcceefuele nw?
(a) NCERT/Sve meer F& Deej šer (a) 3, 5 and 8/keâ#ee 3, 5 Deewj 8
(b) NCTE/Sve meer šer F& (b) 2, 4, 6/keâ#ee 2, 4, 6
(c) PSSB/heer Sme Sme yeer
(c) 3, 6, 9/keâ#ee 3, 6, 9
(d) CIET/meer DeeF& F& šer
(d) 5, 7, 9/keâ#ee 5, 7, 9
KVS Vice Principal 09/02/2023 (Shift-I)
Ans. (b) : DeOÙeehekeâeW kesâ mlej ceW megOeej ueeves kesâ efueS veF& efMe#ee KVS Vice Principal 09/02/2023 (Shift-I)
veerefle, 2022 ceW NCTE (Sve meer šer F&) mebmLee yeveeves keâe ØemleeJe nw~ Ans. (a) : je°^erÙe efMe#ee veerefle 2020, 21JeeR meoer keâer henueer efMe#ee
25. The following is key area proposed in NEP veerefle nw Deewj Fmekeâe GösMÙe osMe keâer keâF& yeÌ{leer efJekeâemeelcekeâ
2020 DeefveJeeÙe&leeDeeW keâes mebyeesefOele keâjvee nw~ veF& efMe#ee veerefle kesâ Devegmeej cetueYetle
je°^erÙe efMe#ee veerefle, 2020 ceW ØemleeefJele ØecegKe #es$e nw: DeefOeiece hejerCeece kesâ hejer#eCe keâer ßesCeer ceW 3, 5 leLee 8 keâ#eeSB meefcceefuele
(a) Strengthening of teacher education nw~ mketâueer efMe#ee kesâ meYeer mlejeW Øeer-mketâue mes ceeOÙeefcekeâ mlej lekeâ meyekesâ
DeOÙeehekeâ efMe#ee keâe megÂÌ{erkeâjCe efueS Skeâ meceeve henBgÛe megefveef§ele keâjves hej peesj osleer nww~
Knowledge of ICT 222 YCT
27. The overall aim of ECCE as per NPE-2020 is: (c) Special groups/efJeMes<e
mecetn
veF& efMe#ee veerefle-2020 kesâ Devegmeej F& meer meer F& keâe (d) Special Education zones/efJeMes<e efMe#ee #es$e
mece«e ue#Ùe nw: KVS Principal 08/02/2023 (Shift-I)
(a) To make child stronger Ans. (d) : Sve] F&] heer] 2020 kesâ Devegmeej osMe kesâ Jes #es$e peneB
yeeuekeâ keâes Deewj DeefOekeâ meMeòeâ yeveevee Mewef#ekeâ ™he mes JebefÛeleeW keâer yeÌ[er mebKÙee nw, GvnW efJeMes<e efMe#ee #es$e
(b) To unfold hidden potential
keâne peeSiee~ Sve] F&] heer] keâe ue#Ùe Ùen megefveef§ele keâjvee nw efkeâ keâesF&
efÚheer ngF& #ecelee keâes Gpeeiej keâjvee
Yeer yeÛÛee Deheves pevce Ùee he=‰Yetefce mes pegÌ[er heefjefmLeefleÙeeW kesâ keâejCe
(c) To attain optimal outcomes in cognitive,
psychomotor and affective dimensions %eeve Øeefhle Ùee meerKeves Deewj Glke=â°lee Øeehle keâjves kesâ efkeâmeer Yeer DeJemej
meb%eeveelcekeâ, ceveesieeflekeâ (ceveesØesjkeâ) Deewj YeeJeelcekeâ mes JebefÛele veneR jn peeS~
DeeÙeeceeW ceW F°lece heefjCeece Øeehle keâjvee 30. According to NEP-2020, an inclusion fund is to
(d) To develop Creativity/me=peveMeeruelee efJekeâefmele keâjvee be created for _______.
KVS Vice Principal 09/02/2023 (Shift-I) Sve.F&.heer. -2020 kesâ Devegmeej meceeJes<eCe keâes<e efkeâmekesâ
Ans. (c) : veF& efMe#ee veerefle 2020 kesâ Devegmeej F& meer meer F& keâe efueS efveefce&le efkeâÙee peeSiee?
mece«e GodosMÙe meb%eeveelcekeâ ceveesieeflekeâ (ceveesØejskeâ) Deewj YeeJeelcekeâ (a) addressing needs of rural students
DeeÙeeceeW ceW F°ce heefjCeece Øeehle keâjvee nw~ «eeceerCe Úe$eeW keâer pe™jleW hetje keâjves nsleg
yeÛeheve ceW ØeejbefYekeâ osKeYeeue Deewj efMe#ee (Deueea ÛeeFu[ng[ kesâÙej Sb[ (b) giving special attention to slum based learners
SpegkesâMeve ECCE) ceW Úesšs yeÛÛeeW kesâ efueS Kesue DeeOeeefjle Deewj ieboer yemleer ceW jnves Jeeues Úe$eeW hej efJeMes<e OÙeeve osves nsleg
ieefleefJeefOe DeeOeeefjle efMe#ee nesleer nw, efpemeceW Yee<ee, hepeume, heWefšbie leLee (c) addressing analogous access issues for socio-
mebieerle Meeefceue neslee nw, keäÙeeWefkeâ Ùen ceevevee nw efkeâ Ú: Je<e& keâer DeeÙeg economic disadvantaged groups
lekeâ yeeuekeâ kesâ efoceeie keâe 85³ mebÛeÙeer efJekeâeme nes peelee nw~ meeceeef pekeâ-DeeefLe&keâ ™he mes JebefÛele mecetneW nsleg mece™heer
28. According to NEP-2020, the preparatory class henBgÛeer yeveeves nsleg
prior to the age of 5 years is known as: (d) addressing needs of transgender students
je°^erÙe efMe#ee veerefle-2020, kesâ Devegmeej heeBÛe Je<e& keâer hejeefuebieer (š^ebmepesv[j) Úe$eeW keâer DeeJeMÙekeâleeDeeW keâer hetefle&
DeeÙeg mes henues keâer lewÙeejer keâ#ee keâes keâne peeSiee: nsleg
(a) Bal Vatikas/yeeueJeeefškeâe KVS Principal 08/02/2023 (Shift-I)
(b) NPRCs/Sve.heer.Deej.meer. Ans. (c) : Sve] F&] heer] 2020 kesâ lenle efJeMes<e peesj meeceeefpekeâ-DeefLe&keâ
(c) Ashramshalas/DeeßeceMeeuee ™he mes JebefÛele mecetneW hej jnsiee~ efpemeces yeeuekeâ-yeeefuekeâe, meeceeefpekeâ-
(d) ECCE/F&.meer.meer.F& meebmke=âeflekeâ Deewj Yeewieesefuekeâ mebyebOeer efJeefMe° henÛeeve SJeb efoJÙeebielee
KVS Principal 08/02/2023 (Shift-I) Meeefceue nQ~ Fmecebs yegefveÙeeoer megefJeOeeDeeW mes JebefÛele #es$eeW SJeb mecetneW kesâ
Ans. (a) : je°^erÙe efMe#ee veerefle 2020 kesâ Devegmeej 5 Je<e& keâer DeeÙeg efueS yeeuekeâ-yeeefuekeâe meceeJesMeer keâes<e Deewj efJeMes<e efMe#ee peesve keâer
mes henues nj yeÛÛee Skeâ ØeejbefYekeâ keâ#ee Ùee ‘‘yeeueJeeefškeâe’’ (pees efkeâ mLeehevee keâjvee Yeer Meeefceue nw~
keâ#ee 1 mes henues nw) ceW mLeeveebleefjle nes peeÙesiee, efpemeceW Skeâ ECCE 31. Sve.F&.heer. 2020 ves ØelÙeskeâ mketâue ceW DeOÙeehekeâ Úe$eeW kesâ
ÙeesiÙe efMe#ekeâ mes yeÛÛeeW kesâ DeefOeiece megefveef§ele keâjsies, efpemeceW meb%eeveelcekeâ, efkeâme Devegheele keâer keâecevee keâer?
YeeJeelcekeâ Deewj Meejerefjkeâ #eceleeDeeW Deewj ØeejefcYekeâ mee#ejlee Deewj mebKÙee-
(a) 1 : 40 mes veerÛes
%eeve efJekeâefmele keâjves hej OÙeeve keWâefõle efkeâÙee peeSiee~
(b) 1 : 30 mes veerÛes
29. According to NEP-2020, regions of country
(c) 1 : 32
with large population from educationally
disadvantaged sections will be known as: (d) 1 : 25
Sve.F&.heer.-2020 kesâ Devegmeej osMe kesâ Jes #es$e peneB KVS Principal 08/02/2023 (Shift-I)
Mewef#ekeâ ™he mes JebefÛeleeW keâer yeÌ[er mebKÙee nw, GvnW keäÙee Ans. (b) : Sve] F&] heer] 2020 ceW ØelÙeskeâ mketâue ceW DeOÙeehekeâ Úe$eeW kesâ
keâne peeSiee? Devegheele (Pupil Teacher Ratio: PTR) 1:25 mes keâce megefveef§ele
(a) Aspirational groups /Deekeâeb#eer mecetn efkeâÙee nw leLee yeÌ[er mebKÙee ceW meeceeefpekeâ DeeefLe&keâ ™he mes JebefÛele Úe$eeW
(b) Disadvantaged groups/JebefÛele mecetn
Jeeues #es$e ceW 1:25 mes keâce heeršerDeej keâe ue#Ùe jKee peeSiee~

Knowledge of ICT 223 YCT

32. According to NEP-2020, the idea of literacy 35. According to NEP 2020, emphasis on ––––––
and numeracy includes________. and numeracy should be given in the school
Sve.F&.heer. 2020 kesâ Devegmeej mee#ejlee SJeb mebKÙeelcekeâlee curriculum.
kesâ efJeÛeej ceW keäÙee Meeefceue nw? NEP 2020 kesâ Devegmeej, efJeÅeeueÙe hee"Ÿe›eâce ceW .........
(a) Reading and Arithmetic Deewj DebkeâieefCele hej peesj efoÙee peevee ÛeeefnS~
heÌ{vee SJeb DebkeâieefCele (a) Memorization/jšve
(b) Writing, Speaking and Arithmetic
(b) Physical and mental Health
efueKevee, yeesuevee SJeb DebkeâieefCele
Meejerefjkeâ Deewj ceeveefmekeâ mJeemLÙe
(c) Reading, Writing, Speaking and Arithmetic
heÌ{vee, efueKevee, yeesuevee SJeb DebkeâieefCele (c) Coding/keâesef[bie
(d) Reading, Writing and Arithmetic (d) Foundational literacy
heÌ{vee, efueKevee SJeb DebkeâieefCele ØekeâeÙee&lcekeâ mee#ejlee
KVS Principal 08/02/2023 (Shift-I) DSSSB PRT 25/03/2022 (Shift-III)
Ans. (d) : Sve] F&] heer] 2020 ceW yegefveÙeeoer mee#ejlee Deewj mebKÙee %eeve Ans. (d) : NEP 2020 kesâ Devegmeej, efJeÅeeueÙe hee"dÙe›eâce ceW
ØekeâeÙee&lcekeâ mee#ejlee Deewj DebkeâieefCele hej peesj efoÙee peevee ÛeeefnS~
kesâ leerve efJekeâemeelcekeâ ue#ÙeeW-heÌ{vee, efueKevee SJeb DebkeâieefCele keâes
Meeefceue efkeâÙee ieÙee nw~ Ùen yeÛÛeeW keâer efMe#ee kesâ ØeejefcYekeâ Je<eex ceW
ØekeâeÙee&lcekeâ mee#ejlee (Functional Literacy) keâe DeLe& ÙeneB heÌ{ves-
Yee<ee Deewj ieefCele keâewMeue keâe efvecee&Ce keâjves Deewj efoMee-efveoxMe Øeoeve
efueKeves Deewj meeceevÙe ieefCele ceW DeelceefveYe&jlee mes nw~efpememes Úe$e
keâjves kesâ GösMÙe mes yeveeÙee ieÙee nw~ mebieef"le neskeâj efJekeâeme kesâ keâeÙeex ceW Yeeie ueskeâj Deheveer efmLeefle megOeejves
33. Which of the following is related to NEP 2020 ? keâer keâesefMeMe keâjs Je DeelceefveYe&j yeve mekesâ~ cetueYetle mee#ejlee Deewj
efvecveefueefKele ceW mes keâewve-meer NEP 2020 mes mebyebefOele
mebKÙeelcekeâlee (FLN) yeÛÛeeW ceW keâ#ee 3 lekeâ DeLe& kesâ meeLe heÌ{ves-
nw?
efueKeves Deewj yegefveÙeeoer ieefCele keâer mecemÙeeDeeW keâes nue keâjves keâer #ecelee
(a) Kothari commission/keâes"ejer DeeÙeesie~
keâes meboefYe&le keâjlee nw~
(b) None of the given options
efoS ieS efJekeâuheeW ceW mes keâesF& veneR~ 36. Various Policies have been framed in NEP
1986, 1992, 2005 and 2020. All these policies
(c) Dr, K. Kasturirangan committee report
made by the Ministry of Education and other
[e@. kesâ keâmletjerjbieve meefceefle efjheesš&~
authorities have been placed in the best
(d) Basic education/cetueYetle efMe#ee~
category, under which dimension of the socio-
DSSSB PRT 27/03/2022 (Shift-I) cultural environment?
Ans. (c) : [e@. kesâ keâmletjerjbieve meefceefle efjheesš&, NEP 2020 mes NEP 1986, 1992, 2005 Deewj 2020 ceW efJeefYeVe
mecyeefvOele nw~ veF& efMe#ee veerefle keâe cemeewoe Fmejes ØecegKe jn Ûegkesâ [e@. veerefleÙeeB yeveeF& ieF& nQ~ efMe#ee ceb$eeueÙeeW Deewj DevÙe
kesâ. keâmletjerjbieve keâer DeOÙe#elee ceW lewÙeej efkeâÙee ieÙee nw~ NEP 2020
DeefOekeâeefjÙeeW Éeje yeveeF& ieF& Fve meYeer veerefleÙeeW keâes
keâes ØeOeeveceb$eer vejsvõ ceesoer keâer DeOÙe#elee ceW kesâvõerÙe cebef$eceb[ue Éeje
meeceeefpekeâ meebmke=âeflekeâ JeeleeJejCe kesâ efkeâme DeeÙeece kesâ
29 pegueeF&, 2020 keâes cebpetjer efceueves hej ueeiet keâj efoÙee ieÙee nw~
lenle meJe&ßes<" ßesCeer ceW jKee ieÙee nw?
34. The new policy regarding vocational and skill
programme was launched in ? (a) Political/jepeveereflekeâ
JÙeeJemeeefÙekeâ (JeeskesâMeveue) Deewj keâewMeue keâeÙe&›eâce kesâ (b) Economic/DeeefLe&keâ
mebyebOe ceW veF& veerefle keâye Meg™ keâer ieF& Leer ? (c) Social/meeceeefpekeâ
(a) 2019 (b) 2022
(d) Technological/ØeewÅeesefiekeâerÙe
(c) 2020 (d) 2024
DSSSB PRT 26/03/2022 (Shift-III)
DSSSB PRT 27/03/2022 (Shift-I)
Ans. (c) : JÙeeJemeeefÙekeâ (JeeskesâMeveue) Deewj keâewMeue keâeÙe&›eâce kesâ Ans. (a) : NEP 1986, 1992, 2005 Deewj 2020 ceW efJeefYeVe
mebyebOe ceW veF& veerefle 2020 ceW Meg™ keâer ieF& Leer~ Fme veerefle keâe GösMÙe veerefleÙeeB yeveeF& ieF& nQ~ efMe#ee ceb$eeueÙeeW Deewj DevÙe DeefOekeâeefjÙeeW Éeje
Úe$eeW keâes JÙeJemeeÙe hejKe Ùee efkeâmeer Skeâ keâewMeue ceW heejbiele yeveevee nw yeveeF& ieF& Fve meYeer veerefleÙeeW keâes meeceeefpekeâ meebmke=âeflekeâ JeeleeJejCe kesâ
efpememes Jen meceepe ceW mecceevehetJe&keâ jnves Deewj peerJeve peerves ÙeesiÙe yeve jepeveereflekeâ DeeÙeece kesâ lenle meJe&ßes<" ßesCeer ceW jKee ieÙee nw~
mekesâ Deewj Deheves heefjJeej kesâ GòejoeefÙelJeeW keâe Yeueer-YeBeefle efveJe&nve keâj meeceeefpekeâ meebmke=âeflekeâ JeeleeJejCe kesâ jepeveereflekeâ DeeÙeece FmeceW Dence
mekesâ~ Yetefcekeâe efveYeelee nw~
Knowledge of ICT 224 YCT
DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates & FREE NOTES ा त कर सकते ह .

FOR ALL TEACHING EXAM UPDATES & PDF - https://t.me/Teachingexam

FOR KVS NVS EMRS UPDATE & FREE NOTES - https://t.me/forKVSexam

CTET & All STATE TET EXAM- https://t.me/CTETEXAM2024PREPARATION

JOIN WHATSAPP CHANNEL FOR EVERY UPDATE LINK -

https://whatsapp.com/channel/0029Va8gvx7Fy72BDgJYIf
1V

CLICK HERE TO JOIN FOR FREE NOTES & PDF -

FOR - ALL TEACHING EXAM CTET & STATE TETs

FOR - NVS EMRS KVS

DSSSB PREVIOUS YEAR PAPER - CLICK HERE

DSSSB , KVS, CTET, EMRS, NVS , BPSC , RPSC , UPTET , AEES , AWES ,
CHANDIGRAH , ALL STATE TETs EXAM & Other Departments Related
NTT PRT TGT & PGT सभी Teaching Jobs और Others Non-Teaching Govt.
Jobs क Updates ा त कर सकते ह . JOIN for FREE NOTES & PDF.

JOIN WHATSAPP CHANNEL - CLICK HERE