CTET Exam December 2024 Answer Key Morning Shift 14 December 2024
Child Development and Pedagogy:
- In an inclusive classroom the teacher : / एक समावेशी कक्षा में शिक्षक :
(1) Segregates children based on differing academic capabilities. / अलग-अलग शैक्षणिक क्षमताओं के आधार पर बच्चों को अलग करता है।
(2) Modifies the curriculum and pedagogical strategies to suit varied needs of children. / बच्चों की विभिन्न आवश्यकताओं के अनुरूप पाठ्यचर्या और शैक्षणिक रणनीतियों को संशोधित करता है।
(3) Tries to encourage children to do better by promoting competitive spirit. / प्रतिस्पर्धा की भावना को बढ़ावा देकर बच्चों को बेहतर करने के लिए प्रोत्साहित करने की कोशिश करता है।
(4) Identifies ‘deficits’ in children and correctly labels them. / बच्चों में ‘ कमियों’ की पहचान करता है और उनका सही ढंग से नामीकरण करता है।
Answer: (2) Modifies the curriculum and pedagogical strategies to suit varied needs of children.
Detailed Explanation:
An inclusive classroom is one in which all students, regardless of their individual differences and learning abilities, learn together. The fundamental principle of inclusive education is to accommodate the diverse needs of all learners and ensure that every child feels valued and supported.
- Not Segregating Children:
Inclusivity opposes the idea of separating or segregating children based on their academic performance, disability, or any other difference. Instead of placing children in “higher” or “lower” groups, the teacher aims to create mixed-ability groups, encouraging peer interaction and support. - Modifying Curriculum and Teaching Strategies:
The hallmark of an inclusive teacher is the willingness and ability to adjust lesson plans, content delivery, materials, and assessment methods. This might involve using differentiated instruction—where the teacher presents information in multiple formats (visual, auditory, hands-on activities) and provides various ways for students to demonstrate understanding. By tailoring the curriculum and pedagogical approaches, the teacher ensures that learners with diverse backgrounds, learning styles, and academic levels can access the curriculum and achieve success. - Encouraging Cooperation over Competition:
Inclusive education places a greater emphasis on cooperation, empathy, and mutual respect rather than fostering a cut-throat competitive environment. The teacher encourages students to help each other, work in teams, and appreciate different strengths rather than comparing themselves or competing aggressively. This cooperative approach supports the development of social skills, self-esteem, and a positive classroom culture. - Focusing on Strengths Rather Than Deficits:
Instead of viewing students in terms of “deficits” or “labels,” an inclusive educator focuses on each child’s strengths and potential. The idea is to empower all students by recognizing what they can do and building upon it, rather than classifying them solely by what they cannot do. This approach helps maintain student dignity, motivation, and a sense of belonging.
Conclusion:
In an inclusive setting, the teacher’s role is not to separate or label children based on their limitations, nor to foster unhealthy competition. Instead, the teacher modifies learning materials, employs varied teaching strategies, and nurtures a supportive, collaborative environment where every child can thrive. Thus, option (2) correctly describes the approach of a teacher in an inclusive classroom.
- Universal design for learning does NOT involve : / अधिगम के सार्वभौमिक अभिकल्प में क्या शामिल नहीं है ?
(1) Providing all learners alternatives for demonstrating what the learners know. / शिक्षार्थी जो जानते हैं उसे प्रदर्शित करने के लिए सभी शिक्षार्थियों को विकल्प प्रदान करना।
(2) Tapping into all learners’ interests and offering challenges accordingly. / सभी शिक्षार्थियों के हितों में कार्य करना और तदनुसार चुनौतियों की पेशकश करना।
(3) Practicing forms of labelling and categorization of learners. / शिक्षार्थियों के नामीकरण और वर्गीकरण के विभिन्न रूपों को लागू करना।
(4) Giving all learners various ways of acquiring information and knowledge. / सभी शिक्षार्थियों को सूचना और ज्ञान प्राप्त करने के विभिन्न तरीके देना।
2. Answer: (3) Practicing forms of labelling and categorization of learners.
Detailed Explanation:
Universal Design for Learning (UDL) is an educational framework that aims to accommodate the diverse needs of all learners by providing:
- Multiple Means of Representation: Various ways to present information to learners (e.g., visuals, audio, text).
- Multiple Means of Engagement: Strategies to tap into learners’ interests and motivate them through relevant and challenging activities.
- Multiple Means of Action & Expression: Multiple options for learners to demonstrate their knowledge and understanding.
UDL focuses on inclusivity and flexibility, avoiding practices that label or categorize learners by their perceived deficits. Hence, while giving learners choices in how they learn and show their learning (options 1, 2, and 4) aligns with UDL, categorizing or labeling learners (option 3) does not. It runs counter to the inclusive and supportive philosophy of UDL.
- Which of the following are effective strategies to teach new concepts ? / नई अवधारणाओं को पढ़ाने के लिए निम्नलिखित में से कौन सी प्रभावी रणनीतियाँ हैं ?
(i) Presenting examples / (i) उदाहरण प्रस्तुत करना
(ii) Presenting non-examples / (ii) गैर-उदाहरण प्रस्तुत करना
(iii) Promoting thinking about relationships amongst concepts. / (iii) अवधारणाओं के बीच संबंधों के बारे में सोच को बढ़ावा देना।
(iv) Giving a definition and encouraging students to rote memorize it. / (iv) एक परिभाषा देना और छात्रों को इसे याद करने के लिए प्रोत्साहित करना।
(1) (i), (iii) / (i), (iii)
(2) (i), (ii), (iii) / (i), (ii), (iii)
(3) (iii), (iv), (i) / (iii), (iv), (i)
(4) (i), (ii) / (i), (ii)
3. Answer: (2) (i), (ii), (iii)
Detailed Explanation:
Effective strategies to introduce new concepts include:
- (i) Presenting Examples: Using concrete examples helps learners understand the characteristics of a concept.
- (ii) Presenting Non-Examples: Non-examples help clarify the boundaries of the concept by showing what it is not. This prevents misunderstandings.
- (iii) Promoting Thinking about Relationships Amongst Concepts: Encouraging learners to connect new concepts to previously learned ideas fosters deeper understanding and supports long-term retention.
In contrast, simply giving a definition and asking students to memorize it (iv) focuses on rote learning rather than conceptual understanding. Therefore, the most effective strategies are (i), (ii), and (iii).
- While proposing the relationship between language and thinking process, Lev Vygotsky conceptualized language as a/an : / भाषा और सोच प्रक्रिया के बीच संबंध का प्रस्ताव रखते हुए लेव वायगोत्स्की ने निम्नलिखित में से किस रूप में भाषा को अवधारणाबद्ध किया ?
(1) form of egocentric speech used to only fulfill basic needs. / भाषा आत्मकेंद्रित भाषा का एक रूप है जिसका प्रयोग केवल बुनियादी जरूरतों को पूरा करने के लिए किया जाता है।
(2) hinderance to the development of cognitive abilities. / भाषा संज्ञानात्मक क्षमताओं के विकास में बाधा डालती है।
(3) Independent domain which is not related to cognition. / भाषा का एक स्वतंत्र क्षेत्र है जोकि संज्ञान से संबंधित नहीं है।
(4) cultural tool which facilitates cognition in multiple ways. / भाषा एक सांस्कृतिक उपकरण है जो संज्ञान को कई तरीकों से सुगम बनाती है।
4. Answer: (4) cultural tool which facilitates cognition in multiple ways.
Detailed Explanation:
Lev Vygotsky, a prominent psychologist, emphasized the social and cultural aspects of cognitive development. He considered language not just as a communication tool but as a cultural tool that shapes thinking:
- Language and Thought are Interconnected: Vygotsky believed that language development and cognitive development are deeply intertwined. As children learn language, they gain new ways to think, plan, and understand the world.
- Cultural Mediator: Language carries cultural knowledge and ways of reasoning, influencing how individuals process information and solve problems.
Therefore, language, according to Vygotsky, is not an isolated system nor a hindrance; rather, it’s a powerful, culturally inherited tool that facilitates complex thought processes.
CTET Exam December 2024 Answer Key Morning Shift 14 December 2024
- While there exists a possibility of intra-group individual differences, yet most students with Autism : / हालाँकि अंतर-समूह व्यक्तिगत भिन्नताओं की संभावना मौज़ूद है, फिर भी स्वलीनता वाले अधिकांश विद्यार्थी :
(1) demonstrate advanced communication skills. / उन्नत संवाद के कौशल प्रदर्शित करते हैं।
(2) express strict adherence to routine or steps. / दिनचर्या या चरणों का सखी से पालन करते हैं।
(3) perform superior skills of imaginative play. / कल्पनाशील खेल के उच्चतर कौशलों का प्रदर्शन करते हैं।
(4) acquire advanced socio-emotional reciprocity. / उन्नत सामाजिक-भावनात्मक पारस्परिकता की उपलब्धि प्राप्त करते हैं।
5. Answer: (2) express strict adherence to routine or steps.
Explanation:
While individuals with Autism Spectrum Disorder (ASD) show a wide range of abilities and differences, a common characteristic is a marked preference for routine, predictability, and following structured steps. Many children with autism may become distressed or anxious if their routine is changed unexpectedly. Thus, adherence to routine is a well-documented and commonly observed trait.
- As per Jean Piaget’s theory of Cognitive Development: / जीन पियाजे के संज्ञानात्मक विकास के सिद्धांत के अनुसार :
(1) Learning experiences depend on children’s current level of cognitive functioning. / सीखने के अनुभव बच्चों के संज्ञानात्मक क्रियाओं के वर्तमान स्तर पर निर्भर करते हैं।
(2) Memorization should be prioritized over learning through experience. / अनुभवों के माध्यम से सीखने के बजाए याद करने की प्रक्रिया को प्राथमिकता दी जानी चाहिए।
(3) Previous knowledge doesn’t play any role in the process of learning. / पूर्व ज्ञान सीखने की प्रक्रिया में कोई भूमिका नहीं निभाता है।
(4) Biological factors such as maturation don’t play any role in cognitive development. / परिपक्वता जैसे जैविक कारक संज्ञानात्मक विकास में कोई भूमिका नहीं निभाते हैं।
6. Answer: (1) Learning experiences depend on children’s current level of cognitive functioning.
Explanation:
Jean Piaget’s theory of cognitive development states that children progress through distinct stages (sensorimotor, preoperational, concrete operational, and formal operational). Each stage reflects a certain level of cognitive functioning, and children’s ability to learn new concepts is constrained and guided by the cognitive structures (schemas) they have developed at that stage. Learning is most effective when it aligns with the child’s current developmental level, allowing them to construct new knowledge based on their existing understanding.
- While engaging students who are visually challenged, teachers should use / उन बच्चों को जिन्हें दृष्टि-बाधिता है उन्हें शामिल करते समय, शिक्षकों को
(1) Braille, is an auditory system. / ब्रेल; एक श्रवण प्रणाली है।
(2) Frequency modulated transmission devices; are a tactile system. / आवृत्ति संग्राहक संचरण उपकरण; स्पर्श तंत्र हैं।
(3) Frequency modulated transmission devices; are an auditory system. / आवृत्ति संग्राहक संचरण उपकरण; श्रवण तंत्र हैं।
(4) Braille, is a tactile system. का उपयोग करना चाहिए है। / ब्रेल; एक स्पर्श प्रणाली है।
7. Answer: (4) Braille, is a tactile system.
Explanation:
For visually challenged learners, tactile and auditory methods are crucial. Braille is a well-known tactile reading and writing system that uses raised dots on paper. Students read Braille with their fingertips, enabling them to access written language without visual input. Frequency-modulated devices and other auditory aids can also help, but specifically, Braille is recognized as a tactile system, making option (4) correct.
- Fiza analyzes that she has more problems in learning topic X than in learning topic Z because she is interested in topic Z and is paying focused attention to it. Which of the following construct describes Fiza’s abilities to analyze her thinking? / फ़िजा ने विश्लेषण किया कि उसे विषय Z सीखने की तुलना में विषय X सीखने में अधिक समस्याएँ हैं क्योंकि वह विषय Z में रुचि रखती है और उस पर ध्यान केंद्रित कर रही है। निम्नलिखित में से कौनसी संरचना फ़िज़ा की सोच का विश्लेषण करने की क्षमता का वर्णन करता है ?
(1) Memory / स्मृति
(2) Cognition / संज्ञान
(3) Cognitive conflict / संज्ञानात्मक संघर्ष
(4) Metacognition / अधिसंज्ञान
8. Answer: (4) Metacognition.
Explanation:
Metacognition refers to “thinking about one’s own thinking.” It involves self-awareness about one’s cognitive processes, including monitoring understanding and evaluating the effectiveness of different strategies for learning. In the given scenario, Fiza is reflecting on why she finds one topic harder than another, showing awareness of her own learning processes, interests, and attention. This is a clear example of metacognitive activity.
- Howard Gardner’s theory of multiple intelligence proposes that: / हॉवर्ड गार्डनर के बहुबुद्धि सिद्धांत का प्रस्ताव है कि :
(1) Intelligence is primarily inherited. / बुद्धि मुख्य रूप से आनुवनशिक विरासत में मिलती है।
(2) Intelligence can be measured accurately and predicated precisely. / बुद्धि को सटीक रूप से मापा जा सकता है और सटीक रूप से विधेय किया जा सकता है।
(3) Intelligence can successfully predict academic success. / बुद्धिमत्ता अकादमिक सफलता का सफलतापूर्वक अनुमान लगा सकती है।
(4) Intelligences change over time. / बुद्धि समय के साथ बदलती है।
9. Answer: (4) Intelligences change over time.
Explanation:
Howard Gardner’s theory of multiple intelligences suggests that there are multiple types of intelligences (such as linguistic, logical-mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalistic), and these intelligences are not fixed. They can develop and change over time based on learning experiences, environment, and individual growth. The theory emphasizes the dynamic nature of intelligence rather than treating it as a static, singular trait.
- Which of these statements would advocates of progressive education agree with ? / प्रगतिशील शिक्षा के हिमायती इनमें से किस कथन से सहमत होंगे?
(1) Children are naturally ‘uncivilized’ and socialization is necessary to make them moral human beings. / बच्चे स्वाभाविक रूप से ‘असभ्य’ होते हैं और उन्हें नैतिक मानव बनाने के लिए समाजीकरण आवश्यक है।
(2) Children are born in a social, cultural, economic context and this background influences their development. / बच्चे एक सामाजिक, सांस्कृतिक, आर्थिक संदर्भ में पैदा होते हैं और यह पृष्ठभूमि उनके विकास को प्रभावित करती है।
(3) Children are a distinct life-stage that hold importance because of ‘what they would become as adults’ rather than ‘what they are as children’. / बचपन एक अलग जीवन-चरण है जिसमें ‘बच्चे के रूप में वे क्या हैं’ के बजाय ‘वे वयस्कों के रूप में क्या बनेंगे’ ज़्यादा महत्व रखता है।
(4) Children are naturally ‘good’ and society corrupts them. / बच्चे स्वाभाविक रूप से ‘अच्छे’ होते हैं और समाज उन्हें भ्रष्ट करता है।
10. Answer: (2) Children are born in a social, cultural, economic context and this background influences their development.
Explanation:
Proponents of progressive education believe that learning is deeply influenced by the social and cultural context in which a child is raised. Rather than viewing children as “uncivilized” or inherently “good” or focusing solely on what they will become as adults, progressive educators emphasize understanding children as they are in their current context. They recognize that children’s development is shaped by their social, cultural, and economic backgrounds, aligning with statement (2).
CTET Exam December 2024 Answer Key Morning Shift 14 December 2024
- Assertion (A): Creating an environment of fear and stress keeps students ‘on their’ toes and facilitates meaningful learning. / अभिकथन (A) : भय और तनाव का वातावरण बनाना छात्रों को सचेत और हरदम तैयार रखता है और सार्थक सीखने को सुसाधित करता है।
Reason (R): Learning is governed only by extrinsic factors. / कारण (R): अधिगम केवल बाहरी कारकों द्वारा नियंत्रित होता है।
Choose the correct option. / सही विकल्प चुनें।
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A). / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है।
(2) (A) is true but (R) is false. / (A) सही है लेकिन (R) गलत है।
(3) Both (A) and (R) are false. / (A) और (R) दोनों गलत हैं।
(4) Both (A) and (R) are true and (R) is the correct explanation of (A). / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।
11. Answer: (3) Both (A) and (R) are false.
Explanation:
- The assertion (A) suggests that creating an environment of fear and stress leads to meaningful learning. Research and educational theory both indicate that high stress and fear generally inhibit meaningful understanding and long-term retention. Students learn best in supportive and motivating environments rather than fear-based ones. Hence, (A) is false.
- The reason (R) claims that learning is governed only by extrinsic factors. This is also not true. Learners are influenced by both intrinsic (interest, motivation, curiosity) and extrinsic factors (rewards, grades, external conditions). Thus, (R) is also false.
- Which of the following is an example of a performance goal orientation? / निम्न में से कौन सा प्रदर्शन लक्ष्य अभिविन्यास का एक उदाहरण है ?
(1) A student studies hard to get a good grade and be better than others. / एक छात्र अच्छा ग्रेड पाने और दूसरों से बेहतर होने के लिए कड़ी मेहनत करता है।
(2) A student studies hard to learn as much as possible from the teacher. / एक छात्र शिक्षक से अधिक से अधिक सीखने के लिए कठिन अध्ययन करता है।
(3) A student studies hard to further her own growth. / एक छात्र अपनी समझ को आगे बढ़ाने के लिए कड़ी मेहनत करता है।
(4) A student studies hard to achieve a deep understanding of a topic. / एक छात्र किसी विषय की गहरी समझ हासिल करने के लिए कठिन अध्ययन करता है।
12. Answer: (1) A student studies hard to get a good grade and be better than others.
Explanation:
Performance goal orientation is about outperforming peers and seeking recognition for one’s abilities rather than focusing on personal improvement or deep understanding. In option (1), the student’s motive is to surpass others and obtain better grades, which reflects a performance-oriented mindset.
- Which of the following is an example of assessment for student’s learning ? / निम्न में से कौन विद्यार्थियों में सीखने के लिए आकलन का एक उदाहरण है ?
(1) A quiz and brainstorming at the beginning of class to check for prior knowledge. / पूर्व ज्ञान की जाँच के लिए कक्षा की शुरुआत में एक प्रश्नोत्तरी और विचार-मंथन।
(2) A standardized test used to compare students across the country. / देश भर के छात्रों की तुलना करने के लिए एक मानकीकृत परीक्षण।
(3) A rubric given to students at the beginning of a project, outlining what they need to do achieve a certain grade. / एक परियोजना की शुरुआत में छात्रों को दिया गया रूब्रिक, यह रेखांकित करते हुए कि उन्हें एक निश्चित ग्रेड प्रापन करने के लिए क्या करना चाहिए।
(4) A final exam that covers all the material learned throughout the term. / एक अंतिम परीक्षा जिसमें पूरे सत्र में सीखी गई सभी सामग्री शामिल होती है।
13. Answer: (1) A quiz and brainstorming at the beginning of class to check for prior knowledge.
Explanation:
Assessment for learning (formative assessment) involves using assessment activities to gain insight into students’ existing understanding, guide future teaching, and help students improve their learning processes. A quiz and brainstorming session at the start of a lesson allows teachers to gauge prior knowledge, identify misconceptions, and then adapt instruction to meet learners’ needs—this is a clear example of assessment for learning.
- Option (3), giving a rubric at the beginning, could also support learning, but the question likely expects the most direct and common example of formative assessment. The initial quiz and brainstorming are classic formative strategies used specifically to inform and guide immediate instruction and learning.
- Which of the following statement aptly describes the purpose of a diagnostic assessment? / निम्नलिखित में से कौन-सा कथन नैदानिक आकलन के उद्देश्य का उपयुक्त वर्णन करता है ?
(1) To identify the attitude patterns of students and design a career guidance programme as pe their needs. / विद्यार्थियों के अभिवृत्ति स्वरूप की पहचान करना और उनकी आवश्यकताओं के अनुसार एक व्यावसायिक निर्देश कार्यक्रम तैयार करना।
(2) To provide feedback to the teacher about their teaching methods. / शिक्षकों को उनके शिक्षण विधियों के बारे में प्रतिपुष्टि प्रदान करना।
(3) To identify the areas where students may need additional support or instruction. / उन क्षेत्रों की पहचान करना जहाँ विद्यार्थियों को अतिरिक्त सहायता या निर्देश की आवश्यकता हो सकती है।
(4) To give students the opportunity to critically assess the work of their peers. / विद्यार्थियों को अपने सहकर्मियों के काम का समालोचनात्मक आकलन करने का अवसर प्रदान करना।
14. Answer: (3) To identify the areas where students may need additional support or instruction.
Explanation:
A diagnostic assessment is given before starting instruction or at the beginning of a learning sequence to diagnose students’ current understanding, identify their strengths and weaknesses, and determine the specific areas where they need further assistance. It helps the teacher tailor future teaching strategies accordingly.
- Lev Vygotsky views cognitive development as : / लेव वायगोत्स्की संज्ञानात्मक विकास को किस रूप में देखते हैं ?
(1) an individual activity / एक व्यक्तिगत क्रिया
(2) a unified process / एक एकीकृत प्रक्रिया
(3) effective adoption to the environment process / पर्यावरण को प्रभावी रूप से अपनाने की प्रक्रिया
(4) a collaborative process / एक सहयोगात्मक प्रक्रिया
15. Answer: (4) a collaborative process
Explanation:
Lev Vygotsky emphasized that cognitive development is rooted in social and cultural interactions. He believed that learning occurs through collaboration with more knowledgeable others (peers, teachers, family members) who help the learner advance within their Zone of Proximal Development (ZPD).
CTET Exam December 2024 Answer Key Morning Shift 14 December 2024
- Following Lev Vygotsky’s ideas, a teacher should : / लेव वायगोत्स्की के सिद्धांत का पालन करते हुए, एक शिक्षक को :
(1) disseminate the knowledge to be memorized by the students. / विद्यार्थियों द्वारा कंठस्थ किए जाने वाले ज्ञान का प्रसार करना चाहिए।
(2) encourage students to compete with each other. / विद्यार्थियों को एक दूसरे के साथ प्रतिस्पर्धा करने के लिए प्रोत्साहित करना चाहिए।
(3) practice reciprocal teaching with her students, / अपने विद्यार्थियों के साथ पारस्परिक अध्यापन का पालन कर्ना चाहिए।
(4) discourage the use of cultural tools by students. / विद्यार्थियों द्वारा सांस्कृतिक उपकरणों के उपयोग को हतोत्साहित करना चाहिए।
16. Answer: (3) practice reciprocal teaching with her students.
Explanation:
Following Vygotsky’s ideas, a teacher should engage in practices where students and the teacher share the responsibility of teaching and learning. Reciprocal teaching involves dialogue and cooperative learning where students and the teacher take turns leading discussions, asking questions, and clarifying concepts, thereby learning collaboratively.
- Which of the following is an example of a question that promotes analytical thinking ? / निम्न में से कौन सा एक ऐसे प्रश्न का उदाहरण है जो विवेचनात्मक सोच को बढ़ावा देता है ?
(1) Which countries were directly involved in the World War II ? / द्वितीय विश्व युद्ध में कौन से देश प्रत्यक्ष रूप से शामिल थे?
(2) Which factors contributed to the outbreak of World War II? / द्वितीय विश्व युद्ध के फैलने में किन कारकों का योगदान थाँ?
(3) Who was the leader of Germany during World War II ? / द्वितीय विश्व युद्ध के दौरान जर्मनी का नेता कौन था ?
(4) In which year did World War II end ? / द्वितीय विश्व युद्ध किस वर्ष समाप्त हुआ था ?
17. Answer: (2) Which factors contributed to the outbreak of World War II?
Explanation:
A question that promotes analytical thinking requires learners to go beyond recalling basic facts and instead explore underlying causes, relationships, and reasons. Asking about the factors that led to the outbreak of WWII encourages students to analyze historical events, consider multiple viewpoints, and synthesize information rather than merely stating dates or names.
- Assertion (A) : 12-year Amana gets scared every time the teacher asks her to answer or solve the maths problem on the blackboard because she fears that the teacher will scold her and she would be embarrassed. / अभिकथन (A) : 12 साल की अमाना हर बार डर जाती है जब शिक्षिका उसे ब्लैकबोर्ड पर गणित की समस्या का जवाब देने या हल करने के लिए कहती है क्योंकि उसे डर है कि शिक्षिका उसे डाँटेंगी और वह शर्मिंदा होगी।
Reason (R) : When students feel unsafe and anxious their learning is adversely affected. / कारण (R) : जब छात्र असुरक्षित और चिंतित महसूस करते हैं तो उनकी शिक्षा पर प्रतिकूल प्रभाव पड़ता है।
Choose the correct option. / सही विकल्प चुनें।
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A). / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है।
(2) (A) is true but (R) is false. / (A) सही है लेकिन (R) गलत है।
(3) Both (A) and (R) are false. / (A) और (R) दोनों गलत है।
(4) Both (A) and (R) are true and (R) is the correct explanation of (A). / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।
18. Answer: (4) Both (A) and (R) are true and (R) is the correct explanation of (A).
Explanation:
- The assertion (A) states that Amana is scared each time the teacher asks her to solve a math problem in front of the class due to fear of scolding and embarrassment. This scenario suggests that fear and anxiety are influencing her response to learning tasks.
- The reason (R) states that when students feel unsafe and anxious, their learning is adversely affected. This directly explains why Amana’s fear (unsafe feeling) is interfering with her ability to learn effectively.
Both (A) and (R) are correct, and (R) accurately explains the situation described in (A).
- Jean Piaget perceives □( ) to be □( ) Lev-Vygotsky believes □( ) to be / जीन पियाजे □( ) को □( ) मानता है। लेव वायगोत्स्की □( ) को □( ) मानता
(1) Egocentric speech, effective in self-regulation; private speech, a sign of cognitive immaturity / आत्मकेन्द्रित वाक्, स्व-विनियमित में प्रभावी; निजी वाक्, संज्ञानात्मक अपरिपक्वता का संकेत
(2) Private speech, a sign of cognitive immaturity; egocentric speech, effective in self-regulation / निजी वाक्, संज्ञानात्मक अपरिपक्वता का संकेत; आत्मकेन्द्रित वाक्, आत्म-विनियमित में प्रभावी
(3) Private speech, effective in self-regulation; egocentric speech, a sign of cognitive immaturit / निजी वाक्, आत्म-विनियमित में प्रभावी; आत्मकेन्द्रित वाक्, संज्ञानात्मक अपरिपक्वता का संकेत
(4) Egocentric speech, a sign of cognitive immaturity; private speech, effective in self-regulatic / आत्मकेन्द्रित वाक्, संज्ञानात्मक अपरिपक्वता का संकेत; निजी वाक्, स्व-विनियमित में प्रभावी
19. Answer: (4) Egocentric speech, a sign of cognitive immaturity; private speech, effective in self-regulation
Explanation:
- Jean Piaget viewed “egocentric speech” in children as a sign of cognitive immaturity. He believed children’s self-talk indicated that they were not yet able to fully take another’s perspective.
- Lev Vygotsky, on the other hand, considered “private speech” as a crucial tool for self-regulation and thought development. Children use private speech to plan, guide, and control their own behavior, thus aiding cognitive growth.
Therefore, option (4) correctly pairs Piaget’s and Vygotsky’s perspectives on children’s speech.
- Assertion (A) : As compared to boys, girls have an innate tendency to be affected more by social and cultural factors. / अभिकथन (A) : लड़कों की तुलना में लड़कियों में सामाजिक और सांस्कृतिक कारकों से अधिक प्रभावित होने की जन्मजात प्रवृत्ति होती है।
Reason (R) : Girls are genetically more sensitive and emotionally weaker than boys, making it more likely for them to conform to societal expectations. / कारण (R) : लड़कियाँ आनुवंशिक रूप से लड़कों की तुलना में अधिक संवेदनशील और भावनात्मक रूप से कमजोर होती हैं, जिसके कारण उनकी सामाजिक अपेक्षाओं के अनुरूप होने की संभावना अधिक हो जाती है।
Choose the correct option. / सही विकल्प चुनें।
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A). / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है।
(2) (A) is true but (R) is false. / (A) सही है लेकिन (R) गलत है।
(3) Both (A) and (R) are false. / (A) और (R) दोनों गलत हैं।
(4) Both (A) and (R) are true and (R) is the correct explanation of (A). / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।
20. Answer: (3) Both (A) and (R) are false.
Explanation:
- The assertion (A) claims that girls have an “innate tendency” to be more influenced by social and cultural factors than boys. There is no strong evidence of such an innate tendency. Differences in how boys and girls respond to societal and cultural pressures are largely due to socialization rather than innate dispositions.
- The reason (R) states that girls are genetically more sensitive and emotionally weaker than boys, which leads them to conform more to societal expectations. This statement is also not supported by reputable research. Gender differences in emotional sensitivity and behavior are complex, influenced by cultural norms and social contexts rather than just genetics or inherent emotional weakness.
Hence, both the assertion and the reason are incorrect.
CTET Exam December 2024 Answer Key Morning Shift 14 December 2024
- Ten year old Kakuli is struggling with a difficult math problem. What can her teacher do to enhance her problem-solving skills? / दस साल की काकुली गणित के एक कठिन सवाल से जूझ रही है। उसके समस्या समाधान कौशल को बढ़ाने के लिए उसकी शिक्षिका क्या कर सकती है ?
(1) – Tell her to skip the problem and move on to the next one / उसे समस्या को छोड़ने और अगले एक पर जाने के लिए कहें
(2) Encourage her to keep trying and offer scaffolding when needed / कोशिश करते रहने के लिए उसे प्रोत्साहित करें और जरूरत पड़ने पर आलम्बन प्रदान करें
(3) Give severe punishment so that it is not repeated in future / कड़ी से कड़ी सजा दें ताकि भविष्य में ऐसा दोबारा न हो
(4) Give her the solution to the problem / उसे समस्या का समाधान दें
21. Answer: (2) Encourage her to keep trying and offer scaffolding when needed
Explanation:
To enhance a student’s problem-solving skills, the teacher can encourage persistence and provide support through scaffolding. This means giving the student hints, asking guiding questions, or breaking down the problem into smaller parts without directly providing the solution. This approach promotes resilience, critical thinking, and independence.
- An example of ‘class inclusion’ / ‘वर्ग समावेशन’ का एक उदाहरण :
Assertion (A) : Lokesh has trouble with classifying one concept (Delhi) as a subset of another (India). / अभिकथन (A) : लोकेश को एक संकल्पना (दिल्ली) को दूसरी संकल्पना (भारत) के उप-समूह के रूप में वर्गीकृत करने में परेशानी होती है।
Reason (R) : Understanding how emotions affect memory and learning can lead to selfregulated learning. / कारण (R) : यह समझना कि भावनाएँ स्मृति और सीखने को कैसे प्रभावित करती हैं, स्व-विनियमित सीखने को संसाधित कर सकता है।
Choose the correct option. / सही विकल्प चुनें।
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A). / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है।
(2) (A) is true but (R) is false. / (A) सही है लेकिन (R) गलत है।
(3) Both (A) and (R) are false. / (A) और (R) दोनों गलत हैं।
(4) Both (A) and (R) are true and (R) is the correct explanation of (A). / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।
22. Answer: (2) (A) is true but (R) is false.
Explanation:
- The assertion (A) states that Lokesh has trouble understanding that Delhi is a subset of India. This difficulty relates to the concept of “class inclusion,” where a child must recognize that a smaller class (e.g., Delhi as a city) is included within a larger class (e.g., India as a country). Children often struggle with such hierarchical categorizations at certain cognitive development stages. So, (A) is true.
- The reason (R) speaks about how understanding emotions affects memory and learning leading to self-regulated learning. While this is a valid statement about emotions and learning, it does not explain Lokesh’s difficulty with class inclusion (a cognitive categorization issue). Thus, (R) is not related to (A), making (R) false in this context.
- In which of the following method teacher and student interchange their roles ? / निम्नलिखित में से किस विधि में शिक्षक और विद्यार्थी अपनी भूमिकाओं का विनिमय करते हैं ?
(1) Receptive learning / ग्रहणशील अधिगम
(2) Expository teaching / वर्णनात्मक अध्यापन
(3) Reciprocal teaching / पारस्परिक अध्यापन
(4) Conditioned learning / अनुकूलित अधिगम
23. Answer: (3) Reciprocal teaching
Explanation:
Reciprocal teaching is an instructional approach in which teacher and students take turns leading small group discussions. In this method, students practice being the “teacher” by asking questions, summarizing, clarifying, and predicting. As roles are interchanged, learners become more engaged, and the teacher can better gauge their understanding.
- The behaviours, interests, attitudes, skills and personality traits that a culture considers appropri for specific gender are referred to as □( ) and are □( ) / □( ) व्यवहार, रुचियाँ, दृष्टिकोण, कौशल और व्यक्तित्व लक्षण जिन्हें एक संस्कृति विशिष्ट जेंडर के लिए उपयुक्त मानती □( ) के रूप में संदर्भित किया जाता है और यह □( ) होते हैं।
(1) Gender roles; genetically determined / जेंडर भूमिकाएँ; आनुवंशिक रूप से निर्धारित
(2) Gender identity; culturally defined / जेंडर पहचान; सांस्कृतिक रूप से परिभाषित
(3) Gender identity; genetically determined / जेंडर पहचान; आनुवंशिक रूप से निर्धारित
(4) Gender roles; culturally defined . / जेंडर भूमिकाएँ; सांस्कृतिक रूप से परिभाषित
24. Answer: (4) Gender roles; culturally defined
Explanation:
“Gender roles” refer to the behaviors, interests, attitudes, skills, and personality traits that a particular culture deems appropriate for individuals based on their gender. These roles are not genetically determined; they are shaped and reinforced by societal and cultural factors. Therefore, they are culturally defined.
- Assertion (A) : Each child finds opportunities to play, experiment and discover their world Reason (R): Childhood is a universal construct. Choose the correct option. / अभिकथन (A) : प्रत्येक बच्चे को खेलने, प्रयोग करने और अपनी दुनिया की खोज करने के अवसर मिलते हैं। कारण (R): बचपन एक सार्वभौमिक निर्माण है। सही विकल्प चुनें।
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A) / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है।
(2) (A) is true but (R) is false. / (A) सही है लेकिन (R) गलत है।
(3) Both (A) and (R) are false. / (A) और (R) दोनों गलत हैं।
(4) Both (A) and (R) are true and (R) is the correct explanation of (A). / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।
25. Answer: (1) Both (A) and (R) are true but (R) is not the correct explanation of (A)
Explanation:
- (A) states that each child finds opportunities to play, experiment, and discover their world. Generally, children across different cultures and environments do get opportunities—though varied—to engage in play, exploration, and discovery. This is a widely accepted principle in developmental psychology.
- (R) states that childhood is a universal construct. While understandings of childhood vary across cultures, the recognition of childhood as a distinct phase of human development is indeed universal in the sense that all human beings pass through it.
However, the universality of childhood (R) does not directly explain why children find opportunities to play, experiment, and discover (A). Thus, (A) and (R) are both true, but (R) does not explain (A).
- You are a teacher who wants to encourage your students to think critically and creatively. Which of the following strategies is most likely to foster this type of thinking? / आप एक शिक्षक हैं जो अपने छात्रों को आलोचनात्मक और र्चनात्मक रूप से सोचने के लिए प्रोत्साहित करना चाहते हैं। निम्नलिखित में से कौन सी रणनीति इस प्रकार की चिंतन को बढ़ावा देने की सबसे अधिक संभावना है ?
(1) Providing students with open-ended questions to come up with their own solutions. / छात्रों को उनके अपने समाधान खोजने के लिए खुले सिरे वाले प्रश्न प्रदान करना।
(2) Giving students multiple-choice tests to assess their knowledge. / छात्रों को उनके ज्ञान का आकलन करने के लिए बहुविकल्पी परीक्षण देना।
(3) Lecturing on the topic and providing students with detailed notes. / विषय पर व्याख्यान देना और छात्रों को विस्तृत नोट्स प्रदान करना।
(4) Assigning a project in which students must memorize and present information on a topic. / एक परियोजना सौंपना जिसमें छात्रों को किसी विषय पर जानकारी को याद रखना और प्रस्तुत करना हो।
26. Answer: (1) Providing students with open-ended questions to come up with their own solutions.
Explanation:
Open-ended questions encourage students to think critically and creatively, as they must form their own interpretations, strategies, and solutions rather than just recalling memorized information. This approach fosters higher-order thinking skills.
- Assertion (A) : In an inclusive classroom, all curriculum adaptations should be directed to lower the educational standards for ‘Special children’. / अभिकथन (A) : एक समावेशी कक्षा में, सभी पाठ्यचर्य अनुकूलन के शैक्षिक मानकों को ‘विशेष बच्चों’ के लिए निम्नस्तर करने के लिए निर्देशित किया जाना चाहिए।
Reason (R): ‘Special children’ do not have any potential for learning in mainstream classroom.
कारण (R) : ‘विशेष बच्चो’ की मुख्यधारा की कक्षा में सीखने की कोई संभावना नहीं है।
Choose the correct option. / सही विकल्प चुनें।
(1) Both (A) and (R) are true but (R) is not the correct explanation of (A). / (A) और (R) दोनों सही हैं लेकिन (A) की (R) सही व्याख्या नहीं करता है।
(2) (A) is true but (R) is false. / (A) सही है लेकिन (R) गलत है।
(3) Both (A) and (R) are false. / (A) और (R) दोनों गलत हैं।
(4) Both (A) and (R) are true and (R) is the correct explanation of (A). / (A) और (R) दोनों सही हैं और (A) की (R) सही व्याख्या करता है।
27. Answer: (3) Both (A) and (R) are false.
Explanation:
- (A) says that all curriculum adaptations in an inclusive classroom should be directed to lowering standards for ‘special children’. This is false; the intent of inclusion is to provide appropriate support, not to lower expectations.
- (R) claims that ‘special children’ have no potential for learning in a mainstream classroom. This is also false. Inclusive education acknowledges that all children can learn given the right support and opportunities.
Therefore, both (A) and (R) are incorrect.
- Which of the following statements about Lawrence Kohlberg’s theory is correct ? / लॉरेंस कोहलबर्ग के सिद्धांत के बारे में निम्नलिखित में से कौन सा कथन सही है ?
(1) It is based on the study done through experimental methods. / यह प्रायोगिक विधियों द्वारा किए गए अध्ययन पर आधारित है।
(2) It presents conflicting situations to children. / यह बच्चों को दुविधात्मक स्थितियाँ प्रस्तुत करता है।
(3) It takes into account effects of culture and gender on moral reasoning. / यह नैतिक तर्क पर संस्कृति और जेंडर के प्रभाव को ध्यान में रखता है।
(4) It does not specify exact stages for progression of moral development in children. / यह बच्चों में नैतिक विकास की प्रगति के सटीक अवस्थाओं को निर्दिष्ट नहीं करता है।
28. Answer: (2) It presents conflicting situations to children.
Explanation:
Lawrence Kohlberg’s theory of moral development is famously based on presenting children (and adults) with moral dilemmas—conflicting situations without a clear right or wrong answer. He analyzed their reasoning to determine their stage of moral development. The other options do not accurately represent his theory.
- A teacher wants to enable meaningful and analytical learning in her class by providing opportunities for students to connect their prior knowledge to new concepts. Which of the following teaching strategies would be most effective ? / एक शिक्षिका छात्रों को उनके पूर्व ज्ञान को नई संकल्पनाओं से जोड़ने के अवसर प्रदान करके अपनी कक्षा में सार्थक सीखा विवेचनात्मक सोच को सक्षम बनाना चाहती है। निम्नलिखित में से कौन सी शिक्षण रणनीति सबसे प्रभावी होगी?
(1) Assign students to read the textbook chapter and answer questions at the end. / विद्यार्थियों को पाठ्यपुस्तक के अध्याय को पढ़ने और अंत में प्रश्नों के उत्तर देने के लिए कहना।
(2) Ask students to share their own experiences related to the new material and then connect them to the topic. / छात्रों से नई सामग्री से संबंधित अपने स्वयं के अनुभव साझा करने के लिए कहना और फिर उन्हें विषय से जोड़ना
(3) Providing students with a step-by-step guide on how to complete a task related to the new material. / छात्रों को नई सामग्री से संबंधित कार्य को पूरा करने के तरीके के बारे में चरण-दर-चरण मार्गदर्शिका प्रदान करना
(4) Lecturing on new material and providing students with a list of key terms to memorize. / नई सामग्री पर व्याख्यान देना और छात्रों को याद करने के लिए महत्वपूर्ण शब्दों की सूची प्रदान करना।
29. Answer: (2) Ask students to share their own experiences related to the new material and then connect them to the topic.
Explanation:
To enable meaningful and analytical learning, it is effective to activate students’ prior knowledge and relate it to new concepts. By encouraging students to share their own experiences, the teacher helps them connect familiar ideas to new information, promoting deeper understanding and critical thinking.
- Changes in emotion, self-perception and interpersonal relationships with families, peers and frie are studied under □( ) domain of development. / विकास के □( ) आयाम के तहत भावनाओं, आत्म-धारणा तथा परिवारों, साथियों और दोस्तों के साथ पारर संबंधों में परिवर्तन का अध्ययन किया जाता है।
(1) Cognitive / संज्ञानात्मक
(2) Linguistic / भाषाई
(3) Psycho-social / मनो-सामाजिक
(4) Physical / भौतिक
30. Answer: (3) Psycho-social / मनो-सामाजिक
Explanation:
The psycho-social domain of development involves changes in emotion, self-perception, personality, and interpersonal relationships. This domain addresses how individuals interact with family, peers, and friends, as well as their emotional regulation and self-concept.
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